AS & A Level Chem (9701) 2025-2027-Syllabus

Syllabus
Cambridge International
AS & A Level
Chemistry 9701
Use this syllabus for exams in 2025, 2026 and 2027.
Exams are available in the June and November series.
Also available for examination in March 2025, 2026 and 2027 for India.
Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?
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lasting passion for learning. We are part of Cambridge University Press & Assessment, which is a department
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life, so they can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by
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platform for students to progress from one stage to the next, and are well supported by teaching and learning
resources.
We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching
practice – and take account of the different national contexts in which they are taught.
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the subject and develop the skills necessary for success in higher education.
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© Cambridge University Press & Assessment September 2022

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Contents
Why choose Cambridge International?......................................................................... 2
1 Why choose this syllabus? ......................................................................................... 5
2 Syllabus overview ........................................................................................................ 9

Aims 9
Content overview 10
Assessment overview 11
Assessment objectives 13
3 Subject content ..........................................................................................................15

AS Level subject content 16
A Level subject content 39
4 Details of the assessment ........................................................................................ 56

Paper 1 Multiple Choice 56
Paper 2 AS Level Structured Questions 56
Paper 3 Advanced Practical Skills 56
Paper 4 A Level Structured Questions 56
Paper 5 Planning, Analysis and Evaluation 56
Command words 57
5 Practical assessment................................................................................................ 58
Introduction 58
Paper 3 Advanced Practical Skills 58
Paper 5 Planning, Analysis and Evaluation 71
6 Additional information............................................................................................... 75
Mathematical requirements 75
Summary of key quantities, symbols and units 77
Expected conventions for representing organic structures 78
Data section 80
7 What else you need to know .................................................................................... 92
Before you start 92
Making entries 93
Accessibility and equality 93
After the exam 94
How students, teachers and higher education can use the grades 96
Grade descriptions 96
Changes to this syllabus for 2025, 2026 and 2027 97
Important: Changes to this syllabus

For information about changes to this syllabus for 2025, 2026 and 2027, go to page 97.
The latest syllabus is version 1, published September 2022.
Any textbooks endorsed to support the syllabus for examination from 2022 are still suitable for use with this
syllabus.
Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027.
1 Why choose this syllabus?
Key benefits
The best motivation for a student is a real passion for the
subject they’re learning. By offering students a variety of
Cambridge International AS & A Levels, you can give them the
greatest chance of finding the path of education they most
want to follow. With over 50 subjects to choose from, students
can select the ones they love and that they’re best at, which
helps motivate them throughout their studies. Cambridge
learner
Following a Cambridge International AS & A Level programme
helps students develop abilities which universities value highly,
including:
• a deep understanding of their subjects
• higher order thinking skills – analysis, critical thinking,
problem solving
• presenting ordered and coherent arguments
• independent learning and research.
Cambridge International AS & A Level Chemistry develops a set of transferable skills including handling
data, practical problem-solving and applying the scientific method. Learners develop relevant attitudes, such as
concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness. They acquire the
essential scientific skills required for progression to further studies or employment.
Our approach in Cambridge International AS & A Level Chemistry encourages learners to be:
confident, secure in their knowledge, keen to explore further and able to communicate effectively through the
language of science
responsible, developing efficient and safe scientific practices and working collaboratively with others
reflective, able to evaluate evidence to draw informed and appropriate conclusions and recognising that the
applications of science have the potential to affect the individual, the community and the environment
innovative, applying problem-solving skills to novel situations and engaging with new tools and techniques,
including information technology, to develop successful approaches
engaged, developing an enquiring mind, keen to apply scientific skills in everyday life.
School feedback: ‘Cambridge students develop a deep understanding of subjects and

independent thinking skills.’
Feedback from: Principal, Rockledge High School, USA
Back to contents page www.cambridgeinternational.org/alevel 5

Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Why choose this syllabus?
Key concepts
Key concepts are essential ideas that help students develop a deep understanding of their subject and make
links between different aspects. Key concepts may open up new ways of thinking about, understanding or
interpreting the important things to be learned.
Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain:
• a greater depth as well as breadth of subject knowledge
• confidence, especially in applying knowledge and skills in new situations
• the vocabulary to discuss their subject conceptually and show how different aspects link together
• a level of mastery of their subject to help them enter higher education.
The key concepts identified below, carefully introduced and developed, will help to underpin the course you will
teach. You may identify additional key concepts which will also enrich teaching and learning.
The key concepts for Cambridge International AS & A Level Chemistry are:
• Atoms and forces
Matter is built from atoms interacting and bonding through electrostatic forces. The structure of matter
affects its physical and chemical properties, and influences how substances react chemically.
• Experiments and evidence
Chemists use evidence gained from observations and experiments to build models and theories of the
structure and reactivity of materials. Theories are tested by further experiments and an appreciation of
accuracy and reliability is gained.
• Patterns in chemical behaviour and reactions
Patterns in chemical behaviour can be identified and used to predict the properties of substances. By
applying these patterns, useful new substances can be designed and synthetic routes created.
• Chemical bonds
The understanding of how chemical bonds are made and broken by the movement of electrons allows us
to predict patterns of reactivity. Appreciation of the strength of chemical bonds leads to the understanding
of a material’s properties and its uses.
• Energy changes
The energy changes that take place during chemical reactions can be used to predict the extent, feasibility
and rate of such reactions. An understanding is gained of why and how chemical reactions happen.

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of
our programmes and qualifications around the world. Every year thousands of students with Cambridge
International AS & A Levels gain places at leading universities worldwide. Our programmes and qualifications
are valued by top universities around the world including those in the UK, US (including Ivy League universities),
Europe, Australia, Canada and New Zealand.
UK NARIC*, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found
it to be comparable to the standard of AS & A Level in the UK. This means students can be confident that their
Cambridge International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A
Levels by leading universities worldwide.
Cambridge International AS Level Chemistry makes up the first half of the Cambridge International A Level
course in Chemistry and provides a foundation for the study of Chemistry at Cambridge International A Level.
Depending on local university entrance requirements, students may be able to use it to progress directly
to university courses in Chemistry or some other subjects. It is also suitable as part of a course of general
education.
Cambridge International A Level Chemistry provides a foundation for the study of Chemistry or related courses
in higher education. Equally it is suitable as part of a course of general education.
For more information about the relationship between the Cambridge International AS Level and Cambridge
International A Level see the ‘Assessment overview’ section of the Syllabus overview.
We recommend learners check the Cambridge recognition database and university websites to find the most
up-to-date entry requirements for courses they wish to study.
* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.
Learn more at www.cambridgeinternational.org/recognition
School feedback: ‘The depth of knowledge displayed by the best A Level students makes
them prime targets for America’s Ivy League universities.’
Feedback from: Yale University, USA

Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development so
that you can give your students the best possible preparation for Cambridge International AS & A Level. To find
out which resources are available for each syllabus go to www.cambridgeinternational.org/support
The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.
Find out more at www.cambridgeinternational.org/support
Support for Cambridge International AS & A Level
Planning and Teaching and Learning and revision Results

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• Syllabuses • Support for mark schemes reports for teachers
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Find out more at: www.cambridgeinternational.org/eoguide

2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:

• acquire knowledge and understanding and develop practical skills, including efficient, accurate and safe
scientific practices
• learn to apply the scientific method, while developing an awareness of the limitations of scientific theories
and models
• develop skills in data analysis, evaluation and drawing conclusions, cultivating attitudes relevant to science
such as objectivity, integrity, enquiry, initiative and inventiveness
• develop effective scientific communication skills, using appropriate terminology and scientific conventions
• understand their responsibility to others/society and to care for the environment
• enjoy science and develop an informed interest in the subject that may lead to further study.
Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse any
political view. We endeavour to treat all aspects of the exam process neutrally.

Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Syllabus overview
Content overview
AS Level subject content A Level subject content
Candidates for Cambridge International AS Level Candidates for Cambridge International A Level
Chemistry study the following topics: Chemistry study the AS topics and the following
topics:
Physical chemistry Physical chemistry

1 Atomic structure 23 Chemical energetics
2 Atoms, molecules and stoichiometry 24 Electrochemistry
3 Chemical bonding 25 Equilibria
4 States of matter 26 Reaction kinetics
5 Chemical energetics
6 Electrochemistry Inorganic chemistry
7 Equilibria 27 Group 2
8 Reaction kinetics 28 Chemistry of transition elements
Inorganic chemistry Organic chemistry

9 The Periodic Table: chemical periodicity 29 An introduction to A Level organic chemistry
10 Group 2 30 Hydrocarbons
11 Group 17 31 Halogen compounds
12 Nitrogen and sulfur 32 Hydroxy compounds
33 Carboxylic acids and derivatives
Organic chemistry 34 Nitrogen compounds
13 An introduction to AS Level organic chemistry 35 Polymerisation
14 Hydrocarbons 36 Organic synthesis
15 Halogen compounds
16 Hydroxy compounds Analysis
17 Carbonyl compounds 37 Analytical techniques
19 Nitrogen compounds A Level candidates also study practical skills.
20 Polymerisation
21 Organic synthesis
Analysis
22 Analytical techniques
AS Level candidates also study practical

skills.
School feedback: ‘Cambridge International AS & A Levels prepare students well for university
because they’ve learnt to go into a subject in considerable depth. There’s that ability to really
understand the depth and richness and the detail of a subject. It’s a wonderful preparation for
what they are going to face at university.’
Feedback from: US Higher Education Advisory Council

Assessment overview
Paper 1 Paper 4
Multiple Choice A Level Structured Questions

1 hour 15 minutes 2 hours
40 marks 100 marks
40 multiple-choice questions Structured questions
Questions are based on the AS Level syllabus Questions are based on the A Level syllabus
content. content; knowledge of material from the AS Level
Externally assessed syllabus content will be required.
31% of the AS Level Externally assessed
15.5% of the A Level 38.5% of the A Level
Paper 2 Paper 5
AS Level Structured Questions Planning, Analysis and Evaluation

1 hour 15 minutes 1 hour 15 minutes
60 marks 30 marks
Structured questions Questions are based on the experimental skills of
Questions are based on the AS Level syllabus planning, analysis and evaluation.
content. The context of the questions may be outside the
Externally assessed syllabus content.
46% of the AS Level Externally assessed
23% of the A Level 11.5% of the A Level
Paper 3
Advanced Practical Skills 2 hours

40 marks
Practical work and structured questions
Questions are based on the experimental skills in
the Practical assessment section of the syllabus.
Externally assessed
23% of the AS Level
11.5% of the A Level
Information on availability is in the Before you start section.

There are three routes for Cambridge International AS & A Level Chemistry:
Route Paper 1 Paper 2 Paper 3 Paper 4 Paper 5
1 AS Level only
(Candidates take all AS yes yes yes
components in the same exam
series)
2 A Level (staged over two years)

Year 1 AS Level* yes yes yes
Year 2 Complete the A Level yes yes
3 A Level
(Candidates take all components in yes yes yes yes yes
the same exam series)
* Candidates carry forward their AS Level result subject to the rules and time limits described in the Cambridge
Handbook. See Making entries for more information on carry forward of results.
Candidates following an AS Level route are eligible for grades a–e. Candidates following an A Level route are
eligible for grades A*–E.

Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge and understanding

Candidates should be able to demonstrate knowledge and understanding of:
• scientific phenomena, facts, laws, definitions, concepts and theories
• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific quantities and their determination
• scientific and technological applications with their social, economic and environmental implications
• reasoned explanations for phenomena, patterns and relationships.
AO2 Handling, applying and evaluating information

Candidates should be able to handle, apply and evaluate information in words or using other forms of
presentation (e.g. symbols, graphical or numerical) to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and draw conclusions
• give reasoned explanations for phenomena, patterns and relationships
• make predictions and construct arguments to support hypotheses
• make sense of new situations
• evaluate hypotheses
• demonstrate an awareness of the limitations of chemical theories and models
• solve problems.
AO3 Experimental skills and investigations

Candidates should be able to:
• plan experiments and investigations
• collect, record and present observations, measurements and estimates
• analyse and interpret experimental data to reach conclusions
• evaluate methods and quality of experimental data, and suggest improvements to experiments.

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of each qualification
Assessment objective Weighting in AS Level % Weighting in A Level %
AO1 Knowledge and understanding 40 40
AO2 H
andling, applying and evaluating 40 40
information
AO3 Experimental skills and investigations 20 20
Total 100 100
Assessment objectives as a percentage of each component

Assessment objective Weighting in components %
Paper 1 Paper 2 Paper 3 Paper 4 Paper 5
AO1 Knowledge and understanding 50 50 0 50 0
AO2 H
andling, applying and evaluating 50 50 0 50 0
information
AO3 Experimental skills and investigations 0 0 100 0 100
Total 100 100 100 100 100

3 Subject content
Candidates for Cambridge International AS Level should study topics 1–22.
Candidates for Cambridge International A Level should study all topics.
The content of the AS Level learning outcomes is assumed knowledge for the A Level components.
Teachers should refer to the social, environmental, economic and technological aspects of chemistry wherever
possible throughout the syllabus. Some examples are included in the syllabus and teachers should encourage
learners to apply the principles of these examples to other situations introduced during the course.
The syllabus content for practical skills is in the Practical assessment section.
Teachers should ensure that candidates are prepared for the assessment of both theory learning outcomes
and practical expectations.
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting suitable subject contexts, resources and examples to
support your learners’ study. These should be appropriate for the learners’ age, cultural background and
learning context as well as complying with your school policies and local legal requirements.
Nomenclature
Symbols, signs and abbreviations used in examination papers will follow the recommendations made in the
ASE publication Signs, Symbols and Systematics (The ASE Companion to 16–19 Science, 2000) although
the traditional names sulfite, nitrite, sulfur trioxide, sulfurous acid and nitrous acid will be used. Sulfur and all
compounds of sulfur will be spelled with f, not ph.
Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the
line. Candidates are expected to follow this convention in their answers.
Units
In practical work, candidates will be expected to use SI units or, where appropriate, units approved by the BIPM
for use with the SI (e.g. minute). A list of SI units and units approved for use with the SI may be found in the SI
brochure at www.bipm.org
The use of imperial/customary units such as the inch and degree Fahrenheit is not acceptable and should be
discouraged. In all examinations, where data are supplied for use in questions, candidates will be expected to
use units that are consistent with the units supplied, and should not attempt conversion to other systems of
units unless this is a requirement of the question.
Special note regarding units and significant figures

Candidates should be aware that misuse of units and/or significant figures, i.e. failure to quote units where
necessary, the inclusion of units in quantities defined as ratios or quoting answers to an inappropriate number
of significant figures, is liable to be penalised in the assessments.

Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content
AS Level subject content

Physical chemistry
1 Atomic structure
1.1 Particles in the atom and atomic radius
Learning outcomes
1 understand that atoms are mostly empty space surrounding a very small, dense nucleus that contains
protons and neutrons; electrons are found in shells in the empty space around the nucleus
2 identify and describe protons, neutrons and electrons in terms of their relative charges and relative
masses
3 understand the terms atomic and proton number; mass and nucleon number
4 describe the distribution of mass and charge within an atom
5 describe the behaviour of beams of protons, neutrons and electrons moving at the same velocity in an
electric field
6 determine the numbers of protons, neutrons and electrons present in both atoms and ions given atomic
or proton number, mass or nucleon number and charge
7 state and explain qualitatively the variations in atomic radius and ionic radius across a period and down a
group
1.2 Isotopes
Learning outcomes
1 define the term isotope in terms of numbers of protons and neutrons
2 understand the notation xy A for isotopes, where x is the mass or nucleon number and y is the atomic or
proton number
3 state that and explain why isotopes of the same element have the same chemical properties
4 state that and explain why isotopes of the same element have different physical properties, limited to
mass and density

1.3 Electrons, energy levels and atomic orbitals
In 1.3 each atom or ion described will be in the ground state. Only the elements hydrogen to krypton will be
assessed.
Learning outcomes
1 understand the terms:
• shells, sub-shells and orbitals
• principal quantum number (n)
• ground state, limited to electronic configuration
2 describe the number of orbitals making up s, p and d sub-shells, and the number of electrons that can
fill s, p and d sub-shells
3 describe the order of increasing energy of the sub-shells within the first three shells and the 4s and 4p
sub-shells
4 describe the electronic configurations to include the number of electrons in each shell, sub-shell and
orbital
5 explain the electronic configurations in terms of energy of the electrons and inter-electron repulsion
6 determine the electronic configuration of atoms and ions given the atomic or proton number and charge,
using either of the following conventions:
e.g. for Fe: 1s22s22p63s23p63d64s2 (full electronic configuration)
or [Ar] 3d64s2 (shorthand electronic configuration)
7 understand and use the electrons in boxes notation
e.g. for Fe: [Ar]
8 describe and sketch the shapes of s and p orbitals

9 describe a free radical as a species with one or more unpaired electrons
1.4 Ionisation energy
In 1.4 each atom or ion described will be in the ground state. Only the elements hydrogen to krypton will be
assessed.
Learning outcomes
1 define and use the term first ionisation energy, IE
2 construct equations to represent first, second and subsequent ionisation energies
3 identify and explain the trends in ionisation energies across a period and down a group of the Periodic
Table
4 identify and explain the variation in successive ionisation energies of an element
5 understand that ionisation energies are due to the attraction between the nucleus and the outer electron
6 explain the factors influencing the ionisation energies of elements in terms of nuclear charge,
atomic/ionic radius, shielding by inner shells and sub-shells and spin-pair repulsion
7 deduce the electronic configurations of elements using successive ionisation energy data
8 deduce the position of an element in the Periodic Table using successive ionisation energy data

2 Atoms, molecules and stoichiometry
2.1 Relative masses of atoms and molecules
Learning outcomes
1 define the unified atomic mass unit as one twelfth of the mass of a carbon-12 atom
2 define relative atomic mass, Ar, relative isotopic mass, relative molecular mass, Mr, and relative formula
mass in terms of the unified atomic mass unit
2.2 The mole and the Avogadro constant
Learning outcomes
1 define and use the term mole in terms of the Avogadro constant
2.3 Formulas
Learning outcomes
1 write formulas of ionic compounds from ionic charges and oxidation numbers (shown by a Roman
numeral), including:
(a) the prediction of ionic charge from the position of an element in the Periodic Table
(b) recall of the names and formulas for the following ions: NO3 –, CO32–, SO42–, OH –, NH4+, Zn2+, Ag+,
HCO3 –, PO43–
2 (a) write and construct equations (which should be balanced), including ionic equations (which should
not include spectator ions)
(b) use appropriate state symbols in equations
3 define and use the terms empirical and molecular formula
4 understand and use the terms anhydrous, hydrated and water of crystallisation
5 calculate empirical and molecular formulas, using given data

2.4 Reacting masses and volumes (of solutions and gases)
Learning outcomes
1 perform calculations including use of the mole concept, involving:
(a) reacting masses (from formulas and equations) including percentage yield calculations
(b) volumes of gases (e.g. in the burning of hydrocarbons)
(c) volumes and concentrations of solutions
(d) limiting reagent and excess reagent
(When performing calculations, candidates’ answers should reflect the number of significant figures
given or asked for in the question. When rounding up or down, candidates should ensure that
significant figures are neither lost unnecessarily nor used beyond what is justified (see also Mathematical
requirements section).)
(e) deduce stoichiometric relationships from calculations such as those in 2.4.1(a)–(d)
3 Chemical bonding
3.1 Electronegativity and bonding
Learning outcomes
1 define electronegativity as the power of an atom to attract electrons to itself
2 explain the factors influencing the electronegativities of the elements in terms of nuclear charge, atomic
radius and shielding by inner shells and sub-shells
3 state and explain the trends in electronegativity across a period and down a group of the Periodic Table
4 use the differences in Pauling electronegativity values to predict the formation of ionic and covalent
bonds (the presence of covalent character in some ionic compounds will not be assessed) (Pauling
electronegativity values will be given where necessary)
3.2 Ionic bonding
Learning outcomes
1 define ionic bonding as the electrostatic attraction between oppositely charged ions (positively charged
cations and negatively charged anions)
2 describe ionic bonding including the examples of sodium chloride, magnesium oxide and calcium
fluoride

3.3 Metallic bonding
Learning outcomes
1 define metallic bonding as the electrostatic attraction between positive metal ions and delocalised
electrons
3.4 Covalent bonding and coordinate (dative covalent) bonding
Learning outcomes
1 define covalent bonding as electrostatic attraction between the nuclei of two atoms and a shared pair of
electrons
(a) describe covalent bonding in molecules including:
• hydrogen, H2
• oxygen, O2
• nitrogen, N2
• chlorine, Cl 2
• hydrogen chloride, HCl
• carbon dioxide, CO2
• ammonia, NH3
• methane, CH4
• ethane, C2H6
• ethene, C2H4
(b) understand that elements in period 3 can expand their octet including in the compounds
sulfur dioxide, SO2, phosphorus pentachloride, PCl 5 , and sulfur hexafluoride, SF6
(c) describe coordinate (dative covalent) bonding, including in the reaction between ammonia and
hydrogen chloride gases to form the ammonium ion, NH4+ , and in the Al 2Cl 6 molecule
2 (a) describe covalent bonds in terms of orbital overlap giving σ and π bonds:
• σ bonds are formed by direct overlap of orbitals between the bonding atoms
• π bonds are formed by the sideways overlap of adjacent p orbitals above and below the σ bond
(b) describe how the σ and π bonds form in molecules including H₂, C₂H₆, C₂H₄, HCN and N₂
(c) use the concept of hybridisation to describe sp, sp² and sp³ orbitals
3 (a) define the terms:
• bond energy as the energy required to break one mole of a particular covalent bond in the
gaseous state
• bond length as the internuclear distance of two covalently bonded atoms
(b) use bond energy values and the concept of bond length to compare the reactivity of covalent
molecules

3.5 Shapes of molecules
Learning outcomes
1 state and explain the shapes of, and bond angles in, molecules by using VSEPR theory, including as
simple examples:
• BF3 (trigonal planar, 120°)
• CO2 (linear, 180°)
• CH4 (tetrahedral, 109.5°)
• NH3 (pyramidal, 107°)
• H2O (non-linear, 104.5°)
• SF6 (octahedral, 90°)
• PF5 (trigonal bipyramidal, 120° and 90°)
2 predict the shapes of, and bond angles in, molecules and ions analogous to those specified in 3.5.1
3.6 Intermolecular forces, electronegativity and bond properties
Learning outcomes
1 (a) describe hydrogen bonding, limited to molecules containing N–H and O–H groups, including
ammonia and water as simple examples
(b) use the concept of hydrogen bonding to explain the anomalous properties of H₂O (ice and water):
• its relatively high melting and boiling points
• its relatively high surface tension
• the density of the solid ice compared with the liquid water
2 use the concept of electronegativity to explain bond polarity and dipole moments of molecules
3 (a) describe van der Waals’ forces as the intermolecular forces between molecular entities other than
those due to bond formation, and use the term van der Waals’ forces as a generic term to describe
all intermolecular forces
(b) describe the types of van der Waals’ forces:
• instantaneous dipole–induced dipole (id-id) forces, also called London dispersion forces
• permanent dipole–permanent dipole (pd-pd) forces, including hydrogen bonding
(c) describe hydrogen bonding and understand that hydrogen bonding is a special case of
permanent dipole–permanent dipole forces between molecules where hydrogen is bonded to a
highly electronegative atom
4 state that, in general, ionic, covalent and metallic bonding are stronger than intermolecular forces

3.7 Dot-and-cross diagrams
Learning outcomes
1 use dot-and-cross diagrams to illustrate ionic, covalent and coordinate bonding including the
representation of any compounds stated in 3.4 and 3.5 (dot-and-cross diagrams may include species
with atoms which have an expanded octet or species with an odd number of electrons)
4 States of matter
4.1 The gaseous state: ideal and real gases and pV = nRT
Learning outcomes
1 explain the origin of pressure in a gas in terms of collisions between gas molecules and the wall of the
container
2 understand that ideal gases have zero particle volume and no intermolecular forces of attraction
3 state and use the ideal gas equation pV = nRT in calculations, including in the determination of Mr
4.2 Bonding and structure
Learning outcomes
1 describe, in simple terms, the lattice structure of a crystalline solid which is:
(a) giant ionic, including sodium chloride and magnesium oxide
(b) simple molecular, including iodine, buckminsterfullerene C60 and ice
(c) giant molecular, including silicon(IV ) oxide, graphite and diamond
(d) giant metallic, including copper
2 describe, interpret and predict the effect of different types of structure and bonding on the physical
properties of substances, including melting point, boiling point, electrical conductivity and solubility
3 deduce the type of structure and bonding present in a substance from given information

5.1 Enthalpy change, ΔH
Learning outcomes
1 understand that chemical reactions are accompanied by enthalpy changes and these changes can be
exothermic (ΔH is negative) or endothermic (ΔH is positive)
2 construct and interpret a reaction pathway diagram, in terms of the enthalpy change of the reaction and
of the activation energy
3 define and use the terms:
⦵
(a) standard conditions (this syllabus assumes that these are 298 K and 101 kPa) shown by .
(b) enthalpy change with particular reference to: reaction, ΔHr , formation, ΔHf , combustion, ΔHc ,
neutralisation, ΔHneut
4 understand that energy transfers occur during chemical reactions because of the breaking and making
of chemical bonds
5 use bond energies (ΔH positive, i.e. bond breaking) to calculate enthalpy change of reaction, ΔHr
6 understand that some bond energies are exact and some bond energies are averages
7 calculate enthalpy changes from appropriate experimental results, including the use of the relationships
q = mcΔT and ΔH = –mcΔT/n
5.2 Hess’s law
Learning outcomes
1 apply Hess’s law to construct simple energy cycles
2 carry out calculations using cycles and relevant energy terms, including:
(a) determining enthalpy changes that cannot be found by direct experiment
(b) use of bond energy data
6 Electrochemistry
6.1 Redox processes: electron transfer and changes in oxidation number (oxidation state)
Learning outcomes
1 calculate oxidation numbers of elements in compounds and ions
2 use changes in oxidation numbers to help balance chemical equations
3 explain and use the terms redox, oxidation, reduction and disproportionation in terms of electron transfer
and changes in oxidation number
4 explain and use the terms oxidising agent and reducing agent
5 use a Roman numeral to indicate the magnitude of the oxidation number of an element

7 Equilibria
7.1 Chemical equilibria: reversible reactions, dynamic equilibrium
Learning outcomes
1 (a) understand what is meant by a reversible reaction
(b) understand what is meant by dynamic equilibrium in terms of the rate of forward and reverse
reactions being equal and the concentration of reactants and products remaining constant
(c) understand the need for a closed system in order to establish dynamic equilibrium
2 define Le Chatelier’s principle as: if a change is made to a system at dynamic equilibrium, the position of
equilibrium moves to minimise this change
3 use Le Chatelier’s principle to deduce qualitatively (from appropriate information) the effects of changes
in temperature, concentration, pressure or presence of a catalyst on a system at equilibrium
4 deduce expressions for equilibrium constants in terms of concentrations, Kc
5 use the terms mole fraction and partial pressure
6 deduce expressions for equilibrium constants in terms of partial pressures, Kp
(use of the relationship between Kp and Kc is not required)
7 use the Kc and Kp expressions to carry out calculations (such calculations will not require the solving of
quadratic equations)
8 calculate the quantities present at equilibrium, given appropriate data
9 state whether changes in temperature, concentration or pressure or the presence of a catalyst affect the
value of the equilibrium constant for a reaction
10 describe and explain the conditions used in the Haber process and the Contact process, as examples of
the importance of an understanding of dynamic equilibrium in the chemical industry and the application
of Le Chatelier’s principle
7.2 Brønsted–Lowry theory of acids and bases
Learning outcomes
1 state the names and formulas of the common acids, limited to hydrochloric acid, HCl, sulfuric acid,
H2SO4, nitric acid, HNO3, ethanoic acid, CH3COOH
2 state the names and formulas of the common alkalis, limited to sodium hydroxide, NaOH,
potassium hydroxide, KOH, ammonia, NH3
3 describe the Brønsted–Lowry theory of acids and bases
4 describe strong acids and strong bases as fully dissociated in aqueous solution and weak acids and
weak bases as partially dissociated in aqueous solution
5 appreciate that water has pH of 7, acid solutions pH of below 7 and alkaline solutions pH of above 7
6 explain qualitatively the differences in behaviour between strong and weak acids including the reaction
with a reactive metal and difference in pH values by use of a pH meter, universal indicator or conductivity
7 understand that neutralisation reactions occur when H+(aq) and OH – (aq) form H2O(l)
8 understand that salts are formed in neutralisation reactions
9 sketch the pH titration curves of titrations using combinations of strong and weak acids with strong and
weak alkalis
10 select suitable indicators for acid-alkali titrations, given appropriate data (pKa values will not be used)

8 Reaction kinetics
8.1 Rate of reaction
Learning outcomes
1 explain and use the term rate of reaction, frequency of collisions, effective collisions and non-effective
collisions
2 explain qualitatively, in terms of frequency of effective collisions, the effect of concentration and pressure
changes on the rate of a reaction
3 use experimental data to calculate the rate of a reaction
8.2 Effect of temperature on reaction rates and the concept of activation energy
Learning outcomes
1 define activation energy, EA, as the minimum energy required for a collision to be effective
2 sketch and use the Boltzmann distribution to explain the significance of activation energy
3 explain qualitatively, in terms both of the Boltzmann distribution and of frequency of effective collisions,
the effect of temperature change on the rate of a reaction
8.3 Homogeneous and heterogeneous catalysts
Learning outcomes
1 explain and use the terms catalyst and catalysis:
(a) explain that, in the presence of a catalyst, a reaction has a different mechanism, i.e. one of lower
activation energy
(b) explain this catalytic effect in terms of the Boltzmann distribution
(c) construct and interpret a reaction pathway diagram, for a reaction in the presence and absence of an
effective catalyst

Inorganic chemistry
9 The Periodic Table: chemical periodicity
9.1 Periodicity of physical properties of the elements in Period 3
Learning outcomes
1 describe qualitatively (and indicate the periodicity in) the variations in atomic radius, ionic radius, melting
point and electrical conductivity of the elements
2 explain the variation in melting point and electrical conductivity in terms of the structure and bonding of
the elements
9.2 Periodicity of chemical properties of the elements in Period 3
Learning outcomes
1 describe, and write equations for, the reactions of the elements with oxygen (to give Na2O, MgO, Al 2O3,
P4O10, SO2), chlorine (to give NaCl, MgCl 2, Al Cl 3, SiCl 4, PCl 5) and water (Na and Mg only)
2 state and explain the variation in the oxidation number of the oxides (Na2O, MgO, Al 2O3, P4O10, SO2 and
SO3 only) and chlorides (NaCl, MgCl 2, Al Cl 3, SiCl 4, PCl 5 only) in terms of their outer shell (valence shell)
electrons
3 describe, and write equations for, the reactions, if any, of the oxides Na2O, MgO, Al 2O3, SiO2, P4O10, SO2
and SO3 with water including the likely pHs of the solutions obtained
4 describe, explain, and write equations for, the acid / base behaviour of the oxides Na2O, MgO, Al 2O3,
P4O10, SO2 and SO3 and the hydroxides NaOH, Mg(OH)2 and Al (OH)3 including, where relevant,
amphoteric behaviour in reactions with acids and bases (sodium hydroxide only)
5 describe, explain, and write equations for, the reactions of the chlorides NaCl, MgCl 2, Al Cl 3, SiCl 4, PCl 5
with water including the likely pHs of the solutions obtained
6 explain the variations and trends in 9.2.2, 9.2.3, 9.2.4 and 9.2.5 in terms of bonding and electronegativity
7 suggest the types of chemical bonding present in the chlorides and oxides from observations of their
chemical and physical properties
9.3 Chemical periodicity of other elements
Learning outcomes
1 predict the characteristic properties of an element in a given group by using knowledge of chemical
periodicity
2 deduce the nature, possible position in the Periodic Table and identity of unknown elements from given
information about physical and chemical properties

10 Group 2
10.1 Similarities and trends in the properties of the Group 2 metals, magnesium to barium, and
their compounds
Learning outcomes
1 describe, and write equations for, the reactions of the elements with oxygen, water and dilute
hydrochloric and sulfuric acids
2 describe, and write equations for, the reactions of the oxides, hydroxides and carbonates with water and
dilute hydrochloric and sulfuric acids
3 describe, and write equations for, the thermal decomposition of the nitrates and carbonates, to include
the trend in thermal stabilities
4 describe, and make predictions from, the trends in physical and chemical properties of the elements
involved in the reactions in 10.1.1 and the compounds involved in 10.1.2, 10.1.3 and 10.1.5
5 state the variation in the solubilities of the hydroxides and sulfates
11 Group 17
11.1 Physical properties of the Group 17 elements
Learning outcomes
1 describe the colours and the trend in volatility of chlorine, bromine and iodine
2 describe and explain the trend in the bond strength of the halogen molecules
3 interpret the volatility of the elements in terms of instantaneous dipole–induced dipole forces
11.2 The chemical properties of the halogen elements and the hydrogen halides
Learning outcomes
1 describe the relative reactivity of the elements as oxidising agents
2 describe the reactions of the elements with hydrogen and explain their relative reactivity in these
reactions
3 describe the relative thermal stabilities of the hydrogen halides and explain these in terms of bond
strengths

11.3 Some reactions of the halide ions
Learning outcomes
1 describe the relative reactivity of halide ions as reducing agents
2 describe and explain the reactions of halide ions with:
(a) aqueous silver ions followed by aqueous ammonia (the formation and formula of the [Ag(NH3)2]+
complex is not required)
(b) concentrated sulfuric acid, to include balanced chemical equations
11.4 The reactions of chlorine
Learning outcomes
1 describe and interpret, in terms of changes in oxidation number, the reaction of chlorine with cold and
with hot aqueous sodium hydroxide and recognise these as disproportionation reactions
2 explain, including by use of an equation, the use of chlorine in water purification to include the production
of the active species HOCl and Cl O – which kill bacteria
12 Nitrogen and sulfur
12.1 Nitrogen and sulfur
Learning outcomes
1 explain the lack of reactivity of nitrogen, with reference to triple bond strength and lack of polarity
2 describe and explain:
(a) the basicity of ammonia, using the Brønsted–Lowry theory
(b) the structure of the ammonium ion and its formation by an acid–base reaction
(c) the displacement of ammonia from ammonium salts by an acid–base reaction
3 state and explain the natural and man-made occurrences of oxides of nitrogen and their catalytic
removal from the exhaust gases of internal combustion engines
4 understand that atmospheric oxides of nitrogen (NO and NO2) can react with unburned hydrocarbons to
form peroxyacetyl nitrate, PAN, which is a component of photochemical smog
5 describe the role of NO and NO2 in the formation of acid rain both directly and in their catalytic role in the
oxidation of atmospheric sulfur dioxide

Organic chemistry
13 An introduction to AS Level organic chemistry
Back to contents page

In this syllabus the following conventions are used:
X to represent a halogen atom
R and Rˊ to represent alkyl groups (or in some circumstances a hydrogen atom); R and Rʹ can be the same or different depending on the molecule.
homologous series name of structural formula of displayed formula skeletal formula name
functional group functional group
H H
R R H
alkene C=C bond C C H C C C propene
R R H
H
H H X
halogenoalkane
X 1-chloropropane
(primary, secondary halogen R X H C C C H
(when X is chlorine)
and tertiary)
H H H
H H H
alcohol (primary, OH
secondary and hydroxyl R OH H C C C O H propan-1-ol
tertiary) H H H
O H H
O
O
aldehyde carbonyl R C H C C C propanal
H H
H H
H O H
R O
ketone carbonyl C O H C C C H propanone
R´
www.cambridgeinternational.org/alevel
H H
29
name of structural formula of
homologous series displayed formula skeletal formula name
functional group functional group

O H H O
O
carboxylic acid carboxyl R C H C C C propanoic acid
OH O H OH
H H
H O H H
O O
ester ester H C O C C C H methyl propanoate
R C O C R O
H H H
H H H
R NH2 H
NH2
amine (primary only) amine H C C C N propylamine
H
H H H
H H
nitrile nitrile R C N H C C C N propanenitrile
H H N
30
13.1 Formulas, functional groups and the naming of organic compounds
Learning outcomes
1 define the term hydrocarbon as a compound made up of C and H atoms only
2 understand that alkanes are simple hydrocarbons with no functional group
3 understand that the compounds in the table on pages 29 and 30 contain a functional group which
dictates their physical and chemical properties
4 interpret and use the general, structural, displayed and skeletal formulas of the classes of compound
stated in the table on pages 29 and 30
5 understand and use systematic nomenclature of simple aliphatic organic molecules with functional
groups detailed in the table on pages 29 and 30, up to six carbon atoms (six plus six for esters, straight
chains only for esters and nitriles)
6 deduce the molecular and/or empirical formula of a compound, given its structural, displayed or skeletal
formula
13.2 Characteristic organic reactions
Learning outcomes
1 interpret and use the following terminology associated with types of organic compounds and reactions:
(a) homologous series
(b) saturated and unsaturated
(c) homolytic and heterolytic fission
(d) free radical, initiation, propagation, termination
(e) nucleophile, electrophile, nucleophilic, electrophilic
(f) addition, substitution, elimination, hydrolysis, condensation
(g) oxidation and reduction
(in equations for organic redox reactions, the symbol [O] can be used to represent one atom of oxygen
from an oxidising agent and the symbol [H] to represent one atom of hydrogen from a reducing agent)
2 understand and use the following terminology associated with types of organic mechanisms:
(a) free-radical substitution
(b) electrophilic addition
(c) nucleophilic substitution
(d) nucleophilic addition
(in organic reaction mechanisms, the use of curly arrows to represent movement of electron pairs is
expected; the arrow should begin at a bond or a lone pair of electrons)

13.3 Shapes of organic molecules; σ and π bonds
Learning outcomes
1 describe organic molecules as either straight-chained, branched or cyclic
2 describe and explain the shape of, and bond angles in, molecules containing sp, sp2 and sp3 hybridised
atoms
3 describe the arrangement of σ and π bonds in molecules containing sp, sp2 and sp3 hybridised atoms
4 understand and use the term planar when describing the arrangement of atoms in organic molecules, for
example ethene
13.4 Isomerism: structural isomerism and stereoisomerism
Learning outcomes
1 describe structural isomerism and its division into chain, positional and functional group isomerism
2 describe stereoisomerism and its division into geometrical (cis/trans) and optical isomerism (use of E/Z
nomenclature is acceptable but is not required)
3 describe geometrical (cis/trans) isomerism in alkenes, and explain its origin in terms of restricted rotation
due to the presence of π bonds
4 explain what is meant by a chiral centre and that such a centre gives rise to two optical isomers
(enantiomers)
(Candidates should appreciate that compounds can contain more than one chiral centre, but knowledge
of meso compounds, or nomenclature such as diastereoisomers is not required.)
5 identify chiral centres and geometrical (cis/trans) isomerism in a molecule of given structural formula
including cyclic compounds
6 deduce the possible isomers for an organic molecule of known molecular formula

14 Hydrocarbons
14.1 Alkanes
Learning outcomes
1 recall the reactions (reagents and conditions) by which alkanes can be produced:
(a) addition of hydrogen to an alkene in a hydrogenation reaction, H2(g) and Pt/Ni catalyst and heat
(b) cracking of a longer chain alkane, heat with Al 2O3
2 describe:
(a) the complete and incomplete combustion of alkanes
(b) the free-radical substitution of alkanes by Cl 2 or Br2 in the presence of ultraviolet light, as exemplified
by the reactions of ethane
3 describe the mechanism of free-radical substitution with reference to the initiation, propagation and
termination steps
4 suggest how cracking can be used to obtain more useful alkanes and alkenes of lower Mr from heavier
crude oil fractions
5 understand the general unreactivity of alkanes, including towards polar reagents in terms of the strength
of the C–H bonds and their relative lack of polarity
6 recognise the environmental consequences of carbon monoxide, oxides of nitrogen and unburnt
hydrocarbons arising from the combustion of alkanes in the internal combustion engine and of their
catalytic removal
14.2 Alkenes
Learning outcomes
1 recall the reactions (including reagents and conditions) by which alkenes can be produced:
(a) elimination of HX from a halogenoalkane by ethanolic NaOH and heat
(b) dehydration of an alcohol, by using a heated catalyst (e.g. Al 2O3) or a concentrated acid
(e.g. concentrated H2SO4)
(c) cracking of a longer chain alkane
2 describe the following reactions of alkenes:
(a) the electrophilic addition of
(i) hydrogen in a hydrogenation reaction, H2(g) and Pt/Ni catalyst and heat
(ii) steam, H2O(g) and H3PO4 catalyst
(iii) a hydrogen halide, HX(g), at room temperature
(iv) a halogen, X2
(b) the oxidation by cold dilute acidified KMnO4 to form the diol
(c) the oxidation by hot concentrated acidified KMnO4 leading to the rupture of the carbon–carbon
double bond and the identities of the subsequent products to determine the position of alkene
linkages in larger molecules
(d) addition polymerisation exemplified by the reactions of ethene and propene

14.2 Alkenes (continued)
3 describe the use of aqueous bromine to show the presence of a C=C bond
4 describe the mechanism of electrophilic addition in alkenes, using bromine/ethene and
hydrogen bromide/propene as examples
5 describe and explain the inductive effects of alkyl groups on the stability of primary, secondary and
tertiary cations formed during electrophilic addition (this should be used to explain Markovnikov addition)
15.1 Halogenoalkanes
Learning outcomes
1 recall the reactions (reagents and conditions) by which halogenoalkanes can be produced:
(a) the free-radical substitution of alkanes by Cl 2 or Br2 in the presence of ultraviolet light, as exemplified
by the reactions of ethane
(b) electrophilic addition of an alkene with a halogen, X2, or hydrogen halide, HX(g), at room temperature
(c) substitution of an alcohol, e.g. by reaction with HX(g); or with KCl and concentrated H2SO4 or
concentrated H3PO4; or with PCl 3 and heat; or with PCl 5; or with SOCl 2
2 classify halogenoalkanes into primary, secondary and tertiary
3 describe the following nucleophilic substitution reactions:
(a) the reaction with NaOH(aq) and heat to produce an alcohol
(b) the reaction with KCN in ethanol and heat to produce a nitrile
(c) the reaction with NH3 in ethanol heated under pressure to produce an amine
(d) the reaction with aqueous silver nitrate in ethanol as a method of identifying the halogen present as
exemplified by bromoethane
4 describe the elimination reaction with NaOH in ethanol and heat to produce an alkene as exemplified by
bromoethane
5 describe the SN1 and SN2 mechanisms of nucleophilic substitution in halogenoalkanes including the
inductive effects of alkyl groups
6 recall that primary halogenoalkanes tend to react via the SN2 mechanism; tertiary halogenoalkanes via
the SN1 mechanism; and secondary halogenoalkanes by a mixture of the two, depending on structure
7 describe and explain the different reactivities of halogenoalkanes (with particular reference to the relative
strengths of the C–X bonds as exemplified by the reactions of halogenoalkanes with aqueous silver
nitrates)

16 Hydroxy compounds
16.1 Alcohols
Learning outcomes
1 recall the reactions (reagents and conditions) by which alcohols can be produced:
(a) electrophilic addition of steam to an alkene, H2O(g) and H3PO4 catalyst
(b) reaction of alkenes with cold dilute acidified potassium manganate( VII) to form a diol
(c) substitution of a halogenoalkane using NaOH(aq) and heat
(d) reduction of an aldehyde or ketone using NaBH4 or LiAl H4
(e) reduction of a carboxylic acid using LiAl H4
(f) hydrolysis of an ester using dilute acid or dilute alkali and heat
2 describe:
(a) the reaction with oxygen (combustion)
(b) substitution to form halogenoalkanes, e.g. by reaction with HX(g); or with KCl and concentrated
H2SO4 or concentrated H3PO4; or with PCl 3 and heat; or with PCl 5; or with SOCl 2
(c) the reaction with Na(s)
(d) oxidation with acidified K2Cr2O7 or acidified KMnO4 to:
(i) carbonyl compounds by distillation
(ii) carboxylic acids by refluxing
(primary alcohols give aldehydes which can be further oxidised to carboxylic acids, secondary
alcohols give ketones, tertiary alcohols cannot be oxidised)
(e) dehydration to an alkene, by using a heated catalyst, e.g. Al 2O3 or a concentrated acid
(f) formation of esters by reaction with carboxylic acids and concentrated H2SO4 as catalyst as
exemplified by ethanol
3 (a) classify alcohols as primary, secondary and tertiary alcohols, to include examples with more than
one alcohol group
(b) state characteristic distinguishing reactions, e.g. mild oxidation with acidified K 2Cr2O7, colour change
from orange to green
4 deduce the presence of a CH3CH(OH)– group in an alcohol, CH3CH(OH)–R, from its reaction with
alkaline I2(aq) to form a yellow precipitate of tri-iodomethane and an ion, RCO2–
5 explain the acidity of alcohols compared with water

17 Carbonyl compounds
17.1 Aldehydes and ketones
Learning outcomes
1 recall the reactions (reagents and conditions) by which aldehydes and ketones can be produced:
(a) the oxidation of primary alcohols using acidified K2Cr2O7 or acidified KMnO4 and distillation to
produce aldehydes
(b) the oxidation of secondary alcohols using acidified K2Cr2O7 or acidified KMnO4 and distillation to
produce ketones
2 describe:
(a) the reduction of aldehydes and ketones using NaBH4 or LiAl H4 to produce alcohols
(b) the reaction of aldehydes and ketones with HCN, KCN as catalyst, and heat to produce
hydroxynitriles as exemplified by ethanal and propanone
3 describe the mechanism of the nucleophilic addition reactions of hydrogen cyanide with aldehydes and
ketones in 17.1.2(b)
4 describe the use of 2,4-dinitrophenylhydrazine (2,4-DNPH reagent) to detect the presence of carbonyl
compounds
5 deduce the nature (aldehyde or ketone) of an unknown carbonyl compound from the results of simple
tests (Fehling’s and Tollens’ reagents; ease of oxidation)
6 deduce the presence of a CH3CO – group in an aldehyde or ketone, CH3CO–R, from its reaction with
alkaline I2(aq) to form a yellow precipitate of tri-iodomethane and an ion, RCO2–
18.1 Carboxylic acids
Learning outcomes
1 recall the reactions by which carboxylic acids can be produced:
(a) oxidation of primary alcohols and aldehydes with acidified K2Cr2O7 or acidified KMnO4 and refluxing
(b) hydrolysis of nitriles with dilute acid or dilute alkali followed by acidification
(c) hydrolysis of esters with dilute acid or dilute alkali and heat followed by acidification
2 describe:
(a) the redox reaction with reactive metals to produce a salt and H2(g)
(b) the neutralisation reaction with alkalis to produce a salt and H2O(l )
(c) the acid–base reaction with carbonates to produce a salt and H2O(l) and CO2(g)
(d) esterification with alcohols with concentrated H2SO4 as catalyst
(e) reduction by LiAlH4 to form a primary alcohol

18.2 Esters
Learning outcomes
1 recall the reaction (reagents and conditions) by which esters can be produced:
(a) the condensation reaction between an alcohol and a carboxylic acid with concentrated H₂SO₄ as
catalyst
2 describe the hydrolysis of esters by dilute acid and by dilute alkali and heat
19 Nitrogen compounds
19.1 Primary amines
Learning outcomes
1 recall the reactions by which amines can be produced:
(a) reaction of a halogenoalkane with NH₃ in ethanol heated under pressure
Classification of amines will not be tested at AS Level.
19.2 Nitriles and hydroxynitriles
Learning outcomes
1 recall the reactions by which nitriles can be produced:
(a) reaction of a halogenoalkane with KCN in ethanol and heat
2 recall the reactions by which hydroxynitriles can be produced:
(a) the reaction of aldehydes and ketones with HCN, KCN as catalyst, and heat
3 describe the hydrolysis of nitriles with dilute acid or dilute alkali followed by acidification to produce a
carboxylic acid
20 Polymerisation
20.1 Addition polymerisation
Learning outcomes
1 describe addition polymerisation as exemplified by poly(ethene) and poly(chloroethene), PVC
2 deduce the repeat unit of an addition polymer obtained from a given monomer
3 identify the monomer(s) present in a given section of an addition polymer molecule
4 recognise the difficulty of the disposal of poly(alkene)s, i.e. non-biodegradability and harmful combustion
products

21.1 Organic synthesis
Learning outcomes
1 for an organic molecule containing several functional groups:
(a) identify organic functional groups using the reactions in the syllabus
(b) predict properties and reactions
2 devise multi-step synthetic routes for preparing organic molecules using the reactions in the syllabus
3 analyse a given synthetic route in terms of type of reaction and reagents used for each step of it, and
possible by-products
Analysis
22.1 Infrared spectroscopy
Learning outcomes
1 analyse an infrared spectrum of a simple molecule to identify functional groups (see the Data section for
the functional groups required)
22.2 Mass spectrometry
Learning outcomes
1 analyse mass spectra in terms of m/e values and isotopic abundances (knowledge of the working of the
mass spectrometer is not required)
2 calculate the relative atomic mass of an element given the relative abundances of its isotopes, or its
mass spectrum
3 deduce the molecular mass of an organic molecule from the molecular ion peak in a mass spectrum
4 suggest the identity of molecules formed by simple fragmentation in a given mass spectrum
5 deduce the number of carbon atoms, n, in a compound using the [M + 1]+ peak and the formula
100 × abundance of [M + 1]+ ion
n=
1.1 × abundance of M+ ion
6 deduce the presence of bromine and chlorine atoms in a compound using the [M + 2]+ peak

A Level subject content

Physical chemistry
23.1 Lattice energy and Born-Haber cycles
Learning outcomes
1 define and use the terms:
(a) enthalpy change of atomisation, ΔHat
(b) lattice energy, ΔHlatt (the change from gas phase ions to solid lattice)
2 (a) define and use the term first electron affinity, EA
(b) explain the factors affecting the electron affinities of elements
(c) describe and explain the trends in the electron affinities of the Group 16 and Group 17 elements
3 construct and use Born–Haber cycles for ionic solids
(limited to +1 and +2 cations, –1 and –2 anions)
4 carry out calculations involving Born–Haber cycles
5 explain, in qualitative terms, the effect of ionic charge and of ionic radius on the numerical magnitude of a
lattice energy
23.2 Enthalpies of solution and hydration
Learning outcomes
1 define and use the term enthalpy change with reference to hydration, ΔHhyd, and solution, ΔHsol
2 construct and use an energy cycle involving enthalpy change of solution, lattice energy and enthalpy
change of hydration
3 carry out calculations involving the energy cycles in 23.2.2
4 explain, in qualitative terms, the effect of ionic charge and of ionic radius on the numerical magnitude of
an enthalpy change of hydration

23.3 Entropy change, ΔS
Learning outcomes
1 define the term entropy, S, as the number of possible arrangements of the particles and their energy in a
given system
2 predict and explain the sign of the entropy changes that occur:
(a) during a change in state, e.g. melting, boiling and dissolving (and their reverse)
(b) during a temperature change
(c) during a reaction in which there is a change in the number of gaseous molecules
3 calculate the entropy change for a reaction, ΔS, given the standard entropies, S , of the reactants and
⦵
products, ΔS = ΣS (products) – ΣS (reactants)

⦵ ⦵ ⦵
(use of ΔS = ΔSsurr + ΔSsys is not required)

⦵ ⦵ ⦵
23.4 Gibbs free energy change, ΔG
Learning outcomes
1 state and use the Gibbs equation ΔG = ΔH – TΔS
⦵ ⦵ ⦵
2 perform calculations using the equation ΔG = ΔH – TΔS

⦵ ⦵ ⦵
3 state whether a reaction or process will be feasible by using the sign of ΔG

4 predict the effect of temperature change on the feasibility of a reaction, given standard enthalpy and
entropy changes
24 Electrochemistry
24.1 Electrolysis
Learning outcomes
1 predict the identities of substances liberated during electrolysis from the state of electrolyte (molten or
aqueous), position in the redox series (electrode potential) and concentration
2 state and apply the relationship F = Le between the Faraday constant, F, the Avogadro constant, L, and
the charge on the electron, e
3 calculate:
(a) the quantity of charge passed during electrolysis, using Q = It
(b) the mass and/or volume of substance liberated during electrolysis
4 describe the determination of a value of the Avogadro constant by an electrolytic method

⦵ ⦵
24.2 Standard electrode potentials E , standard cell potentials E cell and the Nernst equation
Learning outcomes
1 define the terms:
(a) standard electrode (reduction) potential
(b) standard cell potential
2 describe the standard hydrogen electrode
3 describe methods used to measure the standard electrode potentials of:
(a) metals or non-metals in contact with their ions in aqueous solution
(b) ions of the same element in different oxidation states
4 calculate a standard cell potential by combining two standard electrode potentials
5 use standard cell potentials to:
(a) deduce the polarity of each electrode and hence explain/deduce the direction of electron flow in the
external circuit of a simple cell
(b) predict the feasibility of a reaction
⦵
6 deduce from E values the relative reactivity of elements, compounds and ions as oxidising agents or as
reducing agents
7 construct redox equations using the relevant half-equations
8 predict qualitatively how the value of an electrode potential, E, varies with the concentrations of the
aqueous ions
⦵ [oxidised species]
9 use the Nernst equation, e.g. E = E + (0.059/z) log ,
[reduced species]
to predict quantitatively how the value of an electrode potential varies with the concentrations of the
aqueous ions; examples include Cu2+(aq) + 2e – ⇌ Cu(s), Fe3+(aq) + e – ⇌ Fe2+(aq)
⦵ ⦵
10 understand and use the equation ΔG = –nE cell F

25 Equilibria
25.1 Acids and bases
Learning outcomes
1 understand and use the terms conjugate acid and conjugate base
2 define conjugate acid–base pairs, identifying such pairs in reactions
3 define mathematically the terms pH, Ka, pKa and Kw and use them in calculations (Kb and the equation
Kw = Ka × Kb will not be tested)
4 calculate [H+(aq)] and pH values for:
(a) strong acids
(b) strong alkalis
(c) weak acids
5 (a) define a buffer solution
(b) explain how a buffer solution can be made
(c) explain how buffer solutions control pH; use chemical equations in these explanations
(d) describe and explain the uses of buffer solutions, including the role of HCO3 – in controlling pH in
blood
6 calculate the pH of buffer solutions, given appropriate data
7 understand and use the term solubility product, Ksp
8 write an expression for Ksp
9 calculate Ksp from concentrations and vice versa
10 (a) understand and use the common ion effect to explain the different solubility of a compound in a
solution containing a common ion
(b) perform calculations using Ksp values and concentration of a common ion
25.2 Partition coefficients
Learning outcomes
1 state what is meant by the term partition coefficient, Kpc
2 calculate and use a partition coefficient for a system in which the solute is in the same physical state in
the two solvents
3 understand the factors affecting the numerical value of a partition coefficient in terms of the polarities of
the solute and the solvents used

26 Reaction kinetics
26.1 Simple rate equations, orders of reaction and rate constants
Learning outcomes
1 explain and use the terms rate equation, order of reaction, overall order of reaction, rate constant,
half-life, rate-determining step and intermediate
2 (a) understand and use rate equations of the form rate = k [A]m[B]n (for which m and n are 0, 1 or 2)
(b) deduce the order of a reaction from concentration–time graphs or from experimental data relating to
the initial rates method and half-life method
(c) interpret experimental data in graphical form, including concentration–time and rate–concentration
graphs
(d) calculate an initial rate using concentration data
(e) construct a rate equation
3 (a) show understanding that the half-life of a first-order reaction is independent of concentration
(b) use the half-life of a first-order reaction in calculations
4 calculate the numerical value of a rate constant, for example by:
(a) using the initial rates and the rate equation
(b) using the half-life, t½ , and the equation k = 0.693 / t½
5 for a multi-step reaction:
(a) suggest a reaction mechanism that is consistent with the rate equation and the equation for the
overall reaction
(b) predict the order that would result from a given reaction mechanism and rate-determining step
(c) deduce a rate equation using a given reaction mechanism and rate-determining step for a given
reaction
(d) identify an intermediate or catalyst from a given reaction mechanism
(e) identify the rate determining step from a rate equation and a given reaction mechanism
6 describe qualitatively the effect of temperature change on the rate constant and hence the rate of a
reaction
26.2 Homogeneous and heterogeneous catalysts
Learning outcomes
1 explain that catalysts can be homogeneous or heterogeneous
2 describe the mode of action of a heterogeneous catalyst to include adsorption of reactants, bond
weakening and desorption of products, for example:
(a) iron in the Haber process
(b) palladium, platinum and rhodium in the catalytic removal of oxides of nitrogen from the exhaust
gases of car engines
3 describe the mode of action of a homogeneous catalyst by being used in one step and reformed in a
later step, for example:
(a) atmospheric oxides of nitrogen in the oxidation of atmospheric sulfur dioxide
(b) Fe2+ or Fe3+ in the I–/S2O82– reaction

Inorganic chemistry
27 Group 2
27.1 Similarities and trends in the properties of the Group 2 metals, magnesium to barium, and
their compounds
Learning outcomes
1 describe and explain qualitatively the trend in the thermal stability of the nitrates and carbonates
including the effect of ionic radius on the polarisation of the large anion
2 describe and explain qualitatively the variation in solubility and of enthalpy change of solution, ΔHsol, of
⦵
the hydroxides and sulfates in terms of relative magnitudes of the enthalpy change of hydration and the
lattice energy
28 Chemistry of transition elements
28.1 General physical and chemical properties of the first row of transition elements, titanium to
copper
Learning outcomes
1 define a transition element as a d-block element which forms one or more stable ions with incomplete
d orbitals
2 sketch the shape of a 3dxy orbital and 3dz² orbital
3 understand that transition elements have the following properties:
(a) they have variable oxidation states
(b) they behave as catalysts
(c) they form complex ions
(d) they form coloured compounds
4 explain why transition elements have variable oxidation states in terms of the similarity in energy of the 3d
and the 4s sub-shells
5 explain why transition elements behave as catalysts in terms of having more than one stable oxidation
state, and vacant d orbitals that are energetically accessible and can form dative bonds with ligands
6 explain why transition elements form complex ions in terms of vacant d orbitals that are energetically
accessible

28.2 General characteristic chemical properties of the first set of transition elements, titanium to
copper
Learning outcomes
1 describe and explain the reactions of transition elements with ligands to form complexes, including the
complexes of copper(II) and cobalt(II) ions with water and ammonia molecules and hydroxide and
chloride ions
2 define the term ligand as a species that contains a lone pair of electrons that forms a dative covalent
bond to a central metal atom / ion
3 understand and use the terms:
(a) monodentate ligand including as examples H2O, NH3, Cl – and CN –
(b) bidentate ligand including as examples 1,2-diaminoethane, en, H2NCH2CH2NH2 and the
ethanedioate ion, C2O42–
(c) polydentate ligand including as an example EDTA4–
4 define the term complex as a molecule or ion formed by a central metal atom / ion surrounded by one or
more ligands
5 describe the geometry (shape and bond angles) of transition element complexes which are linear, square
planar, tetrahedral or octahedral
6 (a) state what is meant by coordination number
(b) predict the formula and charge of a complex ion, given the metal ion, its charge or oxidation state,
the ligand and its coordination number or geometry
7 explain qualitatively that ligand exchange can occur, including the complexes of copper(II) ions and
cobalt(II) ions with water and ammonia molecules and hydroxide and chloride ions
⦵
8 predict, using E values, the feasibility of redox reactions involving transition elements and their ions
9 describe the reactions of, and perform calculations involving:
(a) MnO4– / C2O42– in acid solution given suitable data
(b) MnO4– / Fe2+ in acid solution given suitable data
(c) Cu2+ / I– given suitable data
10 perform calculations involving other redox systems given suitable data
28.3 Colour of complexes
Learning outcomes
1 define and use the terms degenerate and non-degenerate d orbitals
2 describe the splitting of degenerate d orbitals into two non-degenerate sets of d orbitals of higher
energy, and use of Δ E in:
(a) octahedral complexes, two higher and three lower d orbitals
(b) tetrahedral complexes, three higher and two lower d orbitals
3 explain why transition elements form coloured compounds in terms of the frequency of light absorbed as
an electron is promoted between two non-degenerate d orbitals
4 describe, in qualitative terms, the effects of different ligands on Δ E, frequency of light absorbed, and
hence the complementary colour that is observed
5 use the complexes of copper(II) ions and cobalt(II) ions with water and ammonia molecules and
hydroxide and chloride ions as examples of ligand exchange affecting the colour observed

28.4 Stereoisomerism in transition element complexes
Learning outcomes
1 describe the types of stereoisomerism shown by complexes, including those associated with bidentate
ligands:
(a) geometrical (cis/trans) isomerism, e.g. square planar such as [Pt(NH₃)₂Cl ₂] and octahedral such as
[Co(NH3)4(H2O)2]2+ and [Ni(H2NCH2CH2NH2)2(H2O)2]2+
(b) optical isomerism, e.g. [Ni(H2NCH2CH2NH2)3]2+ and [Ni(H2NCH2CH2NH2)2(H2O)2]2+
2 deduce the overall polarity of complexes such as those described in 28.4.1(a) and 28.4.1(b)
28.5 Stability constants, Kstab
Learning outcomes
1 define the stability constant, Kstab, of a complex as the equilibrium constant for the formation of the
complex ion in a solvent (from its constituent ions or molecules)
2 write an expression for a Kstab of a complex ([H₂O] should not be included)
3 use Kstab expressions to perform calculations
4 describe and explain ligand exchanges in terms of Kstab values and understand that a large Kstab is due
to the formation of a stable complex ion

Organic chemistry
29 An introduction to A Level organic chemistry
homologous series name of functional structural formula of displayed formula skeletal formula name
group functional group

*n/a
arene arene benzene
X X
*n/a chlorobenzene
halogenoarene halogen
(when X = Cl )
OH OH
*n/a
phenol phenol phenol
H H
O O O
acyl chloride acyl chloride H C C C propanoyl chloride
R C Cl Cl
H H Cl
H H H
H N (naming of secondary
amines (secondary
amine R N H C N C H and tertiary amines is
and tertiary) H
R not required)
H H
H H O O
O H
amide (primary,
amide H C C C N propanamide
secondary and tertiary) R C NH2 NH2
H
H H
O H
O H O
amino acid amine and carboxyl HO C C N NH2 2-aminoethanoic acid
HO C CHRNH2 H HO
H
*Where a benzene ring is part of the molecule, a displayed formula would not be expected to be drawn.
47
29.1 Formulas, functional groups and the naming of organic compounds
Learning outcomes
1 understand that the compounds in the table on page 47 contain a functional group which dictates their
physical and chemical properties
2 interpret and use the general, structural, displayed and skeletal formulas of the classes of compound
stated in the table on page 47
3 understand and use systematic nomenclature of simple aliphatic organic molecules (including cyclic
compounds containing a single ring of up to six carbon atoms) with functional groups detailed in the
table on page 47, up to six carbon atoms (six plus six for esters and amides, straight chains only for
esters and nitriles)
4 understand and use systematic nomenclature of simple aromatic molecules with one benzene ring and
one or more simple substituents, for example 3-nitrobenzoic acid or 2,4,6-tribromophenol
29.2 Characteristic organic reactions
Learning outcomes
1 understand and use the following terminology associated with types of organic mechanisms:
(a) electrophilic substitution
(b) addition–elimination
29.3 Shapes of aromatic organic molecules; σ and π bonds
Learning outcomes
1 describe and explain the shape of benzene and other aromatic molecules, including sp² hybridisation, in
terms of σ bonds and a delocalised π system
29.4 Isomerism: optical
Learning outcomes
1 understand that enantiomers have identical physical and chemical properties apart from their ability to
rotate plane polarised light and their potential biological activity
2 understand and use the terms optically active and racemic mixture
3 describe the effect on plane polarised light of the two optical isomers of a single substance
4 explain the relevance of chirality to the synthetic preparation of drug molecules including:
(a) the potential different biological activity of the two enantiomers
(b) the need to separate a racemic mixture into two pure enantiomers
(c) the use of chiral catalysts to produce a single pure optical isomer
(Candidates should appreciate that compounds can contain more than one chiral centre, but knowledge
of meso compounds and nomenclature such as diastereoisomers is not required.)

30 Hydrocarbons
30.1 Arenes
Learning outcomes
1 describe the chemistry of arenes as exemplified by the following reactions of benzene and
methylbenzene:
(a) substitution reactions with Cl ₂ and with Br₂ in the presence of a catalyst, Al Cl ₃ or Al Br₃, to form
halogenoarenes (aryl halides)
(b) nitration with a mixture of concentrated HNO₃ and concentrated H₂SO₄ at a temperature between
25 °C and 60 °C
(c) Friedel–Crafts alkylation by CH₃Cl and Al Cl ₃ and heat
(d) Friedel–Crafts acylation by CH₃COCl and Al Cl ₃ and heat
(e) complete oxidation of the side-chain using hot alkaline KMnO₄ and then dilute acid to give a benzoic
acid
(f) hydrogenation of the benzene ring using H₂ and Pt/Ni catalyst and heat to form a cyclohexane ring
2 describe the mechanism of electrophilic substitution in arenes:
(a) as exemplified by the formation of nitrobenzene and bromobenzene
(b) with regards to the effect of delocalisation (aromatic stabilisation) of electrons in arenes to explain the
predomination of substitution over addition
3 predict whether halogenation will occur in the side-chain or in the aromatic ring in arenes depending on
reaction conditions
4 describe that in the electrophilic substitution of arenes, different substituents direct to different ring
positions (limited to the directing effects of –NH₂, –OH, –R, –NO₂, –COOH and –COR)
31.1 Halogen compounds
Learning outcomes
1 recall the reactions by which halogenoarenes can be produced: substitution of an arene with Cl₂ or Br₂
in the presence of a catalyst, Al Cl₃ or Al Br₃ to form a halogenoarene, exemplified by benzene to form
chlorobenzene and methylbenzene to form 2-chloromethylbenzene and 4-chloromethylbenzene
2 explain the difference in reactivity between a halogenoalkane and a halogenoarene as exemplified by
chloroethane and chlorobenzene

32 Hydroxy compounds
32.1 Alcohols
Learning outcomes
1 describe the reaction with acyl chlorides to form esters using ethyl ethanoate
32.2 Phenol
Learning outcomes
1 recall the reactions (reagents and conditions) by which phenol can be produced:
(a) reaction of phenylamine with HNO₂ or NaNO₂ and dilute acid below 10 °C to produce the diazonium
salt; further warming of the diazonium salt with H₂O to give phenol
2 recall the chemistry of phenol, as exemplified by the following reactions:
(a) with bases, for example NaOH(aq) to produce sodium phenoxide
(b) with Na(s) to produce sodium phenoxide and H2(g)
(c) in NaOH(aq) with diazonium salts, to give azo compounds
(d) nitration of the aromatic ring with dilute HNO₃(aq) at room temperature to give a mixture of
2-nitrophenol and 4-nitrophenol
(e) bromination of the aromatic ring with Br₂(aq) to form 2,4,6-tribromophenol
3 explain the acidity of phenol
4 describe and explain the relative acidities of water, phenol and ethanol
5 explain why the reagents and conditions for the nitration and bromination of phenol are different from
those for benzene
6 recall that the hydroxyl group of a phenol directs to the 2-, 4- and 6-positions
7 apply knowledge of the reactions of phenol to those of other phenolic compounds, e.g. naphthol
33.1 Carboxylic acids
Learning outcomes
1 recall the reaction by which benzoic acid can be produced:
(a) reaction of an alkylbenzene with hot alkaline KMnO₄ and then dilute acid, exemplified by
methylbenzene
2 describe the reaction of carboxylic acids with PCl ₃ and heat, PCl ₅ or SOCl ₂ to form acyl chlorides
3 recognise that some carboxylic acids can be further oxidised:
(a) the oxidation of methanoic acid, HCOOH, with Fehling’s reagent or Tollens’ reagent or
acidified KMnO₄ or acidified K₂Cr₂O₇ to carbon dioxide and water
(b) the oxidation of ethanedioic acid, HOOCCOOH, with warm acidified KMnO₄ to carbon dioxide
4 describe and explain the relative acidities of carboxylic acids, phenols and alcohols
5 describe and explain the relative acidities of chlorine-substituted carboxylic acids

33.2 Esters
Learning outcomes
1 recall the reaction by which esters can be produced:
(a) reaction of alcohols with acyl chlorides using the formation of ethyl ethanoate and phenyl benzoate
as examples
33.3 Acyl chlorides
Learning outcomes
1 recall the reactions (reagents and conditions) by which acyl chlorides can be produced:
(a) reaction of carboxylic acids with PCl ₃ and heat, PCl ₅ or SOCl ₂
2 describe the following reactions of acyl chlorides:
(a) hydrolysis on addition of water at room temperature to give the carboxylic acid and HCl
(b) reaction with an alcohol at room temperature to produce an ester and HCl
(c) reaction with phenol at room temperature to produce an ester and HCl
(d) reaction with ammonia at room temperature to produce an amide and HCl
(e) reaction with a primary or secondary amine at room temperature to produce an amide and HCl
3 describe the addition–elimination mechanism of acyl chlorides in reactions in 33.3.2(a)–(e)
4 explain the relative ease of hydrolysis of acyl chlorides, alkyl chlorides and halogenoarenes (aryl
chlorides)
34 Nitrogen compounds
34.1 Primary and secondary amines
Learning outcomes
1 recall the reactions (reagents and conditions) by which primary and secondary amines are produced:
(a) reaction of halogenoalkanes with NH₃ in ethanol heated under pressure
(b) reaction of halogenoalkanes with primary amines in ethanol, heated in a sealed tube / under pressure
(c) the reduction of amides with LiAl H₄
(d) the reduction of nitriles with LiAl H₄ or H₂ / Ni
2 describe the condensation reaction of ammonia or an amine with an acyl chloride at room temperature
to give an amide
3 describe and explain the basicity of aqueous solutions of amines

34.2 Phenylamine and azo compounds
Learning outcomes
1 describe the preparation of phenylamine via the nitration of benzene to form nitrobenzene followed by
reduction with hot Sn/concentrated HCl followed by NaOH(aq)
2 describe:
(a) the reaction of phenylamine with Br₂(aq) at room temperature
(b) the reaction of phenylamine with HNO₂ or NaNO₂ and dilute acid below 10 °C to produce the
diazonium salt; further warming of the diazonium salt with H₂O to give phenol
3 describe and explain the relative basicities of aqueous ammonia, ethylamine and phenylamine
4 recall the following about azo compounds:
(a) describe the coupling of benzenediazonium chloride with phenol in NaOH(aq) to form an azo
compound
(b) identify the azo group
(c) state that azo compounds are often used as dyes
(d) that other azo dyes can be formed via a similar route
34.3 Amides
Learning outcomes
1 recall the reactions (reagents and conditions) by which amides are produced:
(a) the reaction between ammonia and an acyl chloride at room temperature
(b) the reaction between a primary amine and an acyl chloride at room temperature
2 describe the reactions of amides:
(a) hydrolysis with aqueous alkali or aqueous acid
(b) the reduction of the CO group in amides with LiAl H₄ to form an amine
3 state and explain why amides are much weaker bases than amines
34.4 Amino acids
Learning outcomes
1 describe the acid / base properties of amino acids and the formation of zwitterions, to include the
isoelectric point
2 describe the formation of amide (peptide) bonds between amino acids to give di- and tripeptides
3 interpret and predict the results of electrophoresis on mixtures of amino acids and dipeptides at varying
pHs (the assembling of the apparatus will not be tested)

35 Polymerisation
35.1 Condensation polymerisation
Learning outcomes
1 describe the formation of polyesters:
(a) the reaction between a diol and a dicarboxylic acid or dioyl chloride
(b) the reaction of a hydroxycarboxylic acid
2 describe the formation of polyamides:
(a) the reaction between a diamine and a dicarboxylic acid or dioyl chloride
(b) the reaction of an aminocarboxylic acid
(c) the reaction between amino acids
3 deduce the repeat unit of a condensation polymer obtained from a given monomer or pair of monomers
4 identify the monomer(s) present in a given section of a condensation polymer molecule
35.2 Predicting the type of polymerisation
Learning outcomes
1 predict the type of polymerisation reaction for a given monomer or pair of monomers
2 deduce the type of polymerisation reaction which produces a given section of a polymer molecule
35.3 Degradable polymers
Learning outcomes
1 recognise that poly(alkenes) are chemically inert and can therefore be difficult to biodegrade
2 recognise that some polymers can be degraded by the action of light
3 recognise that polyesters and polyamides are biodegradable by acidic and alkaline hydrolysis
36.1 Organic synthesis
Learning outcomes
1 for an organic molecule containing several functional groups:
(a) identify organic functional groups using the reactions in the syllabus
(b) predict properties and reactions
2 devise multi-step synthetic routes for preparing organic molecules using the reactions in the syllabus
3 analyse a given synthetic route in terms of type of reaction and reagents used for each step of it, and
possible by-products

Analysis
37.1 Thin-layer chromatography
Learning outcomes
1 describe and understand the terms
(a) stationary phase, for example aluminium oxide (on a solid support)
(b) mobile phase; a polar or non-polar solvent
(c) Rf value
(d) solvent front and baseline
2 interpret Rf values
3 explain the differences in Rf values in terms of interaction with the stationary phase and of relative
solubility in the mobile phase
37.2 Gas / liquid chromatography
Learning outcomes
1 describe and understand the terms
(a) stationary phase; a high boiling point non-polar liquid (on a solid support)
(b) mobile phase; an unreactive gas
(c) retention time
2 interpret gas / liquid chromatograms in terms of the percentage composition of a mixture
3 explain retention times in terms of interaction with the stationary phase
37.3 Carbon-13 NMR spectroscopy
Learning outcomes
1 analyse and interpret a carbon-13 NMR spectrum of a simple molecule to deduce:
(a) the different environments of the carbon atoms present
(b) the possible structures for the molecule
2 predict or explain the number of peaks in a carbon-13 NMR spectrum for a given molecule

37.4 Proton (1H) NMR spectroscopy
Learning outcomes
1 analyse and interpret a proton (1H) NMR spectrum of a simple molecule to deduce:
(a) the different environments of proton present using chemical shift values
(b) the relative numbers of each type of proton present from relative peak areas
(c) the number of equivalent protons on the carbon atom adjacent to the one to which the given proton
is attached from the splitting pattern, using the n + 1 rule (limited to singlet, doublet, triplet, quartet
and multiplet)
(d) the possible structures for the molecule
2 predict the chemical shifts and splitting patterns of the protons in a given molecule
3 describe the use of tetramethylsilane, TMS, as the standard for chemical shift measurements
4 state the need for deuterated solvents, e.g. CDCl ₃, when obtaining a proton NMR spectrum
5 describe the identification of O–H and N–H protons by proton exchange using D₂O

4 Details of the assessment
Paper 1 Multiple Choice

Written paper, 1 hour 15 minutes, 40 marks
Forty multiple-choice questions of the four-choice type testing assessment objectives AO1 and AO2.
Questions are based on the AS Level syllabus content.
Paper 2 AS Level Structured Questions

Structured questions testing assessment objectives AO1 and AO2.
Questions are based on the AS Level syllabus content.
Paper 3 Advanced Practical Skills

Practical test, 2 hours, 40 marks
This paper tests assessment objective AO3 in a practical context.
Questions are based on the experimental skills in the Practical assessment section of the syllabus for Paper 3.
Paper 4 A Level Structured Questions

Written paper, 2 hours, 100 marks
Structured questions testing assessment objectives AO1 and AO2.
Questions are based on the A Level syllabus content; knowledge of material from the AS Level syllabus content
will be required.
Paper 5 Planning, Analysis and Evaluation

Structured questions testing assessment objective AO3.
Questions are based on the experimental skills of planning, analysis and evaluation in the Practical assessment
section of the syllabus for Paper 5. The context of the questions may be outside the syllabus content.

Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Details of the assessment
Command words
Command words and their meanings help candidates know what is expected from them in the exam. The table
below includes command words used in the assessment for this syllabus. The use of the command word will
relate to the subject context.
Command word What it means
Analyse examine in detail to show meaning, identify elements and the relationship between
them
Calculate work out from given facts, figures or information
Compare identify/comment on similarities and/or differences
Consider review and respond to given information
Contrast identify/comment on differences
Deduce conclude from available information
Define give precise meaning
Demonstrate show how or give an example
Describe state the points of a topic / give characteristics and main features
Determine establish an answer using the information available
Discuss write about issue(s) or topic(s) in depth in a structured way
Evaluate judge or calculate the quality, importance, amount, or value of something
Examine investigate closely, in detail
Explain set out purposes or reasons / make the relationships between things evident /
provide why and/or how and support with relevant evidence
Give produce an answer from a given source or recall/memory
Identify name/select/recognise
Justify support a case with evidence/argument
Predict suggest what may happen based on available information
Show (that) provide structured evidence that leads to a given result
Sketch make a simple drawing showing the key features
State express in clear terms
Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

5 Practical assessment
Introduction
Teachers should ensure that learners practise experimental skills throughout their course of study. As a guide,
learners should spend at least 20 per cent of their time doing practical work individually or in small groups. This
20 per cent does not include the time spent observing demonstrations of experiments.
The practical work that learners do during their course should aim to:
• provide learning opportunities so they develop the skills they need to carry out experimental and
investigative work
• reinforce their learning of the theoretical subject content of the syllabus
• instil an understanding of the relationship between experimentation and theory in scientific method
• be enjoyable, contributing to the motivation of learners.
Candidates’ experimental skills will be assessed in Paper 3 and Paper 5. In each of these papers, the questions
may be based on chemistry not included in the syllabus content, but candidates will be assessed on their
practical skills gained during the course rather than their knowledge of theory. Where appropriate, candidates
will be given any additional information that they need.
Paper 3 Advanced Practical Skills

Paper 3 is a timetabled, laboratory-based practical paper focusing on the experimental skills of:
• manipulation, measurement and observation
• presentation of data and observations
• analysis, conclusions and evaluation.
Centres should refer to the document ‘How to manage your science practical exams’ for advice on making
entries and organisation of candidates for practical exams.
Paper 3 consists of two or three questions, totalling 40 marks.
One question is an observational problem in which the candidate is asked to investigate an unknown
substance or substances in specified experiments. The substances may be elements, compounds or mixtures.
Candidates are expected to record their observations, analyse their results and draw appropriate conclusions.
For this question, Qualitative analysis notes are provided as part of the exam paper. These are reproduced on
pages 69 and 70.
The other question or questions are quantitative, involving either a titration or measurement of a quantity,
e.g. time, temperature, mass or gas volume. Candidates will be expected to draw suitable tables or graphs.
They will analyse the data, perform calculations and draw appropriate conclusions from them.
One or more of the questions may require candidates to comment on the accuracy of the procedure or identify
sources of error and make suggestions for change.

Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment
The apparatus requirements for Paper 3 will vary from paper to paper. A complete list of apparatus and
materials required will be issued to the centre in the Confidential Instructions. The Confidential Instructions
should be followed very carefully. If there is any doubt about how the practical exam should be set up or if a
particular chemical cannot be obtained or is not permitted for use in schools, it is vital that centres contact
Cambridge International as soon as possible. A list of laboratory equipment and chemicals expected to be
available is provided on pages 65–68.
Mark allocations for Paper 3

Marks will be allocated for Paper 3 according to the table below. The expectations for each skill are listed in the
sections that follow.
Skill Breakdown of skills Minimum mark

allocation*
Manipulation, Successful collection of data and observations 12 marks

measurement and Quality of measurements or observations
observation
Decisions relating to measurements or observations
Presentation of data Recording data and observations 6 marks

and observations
Display of calculation and reasoning
Data layout
Analysis, Interpretation of data or observations 10 marks

conclusions and
evaluation Drawing conclusions
Identifying sources of error and suggesting improvements
* The remaining 12 marks will be allocated across the skills in this grid and their allocation may vary from paper
to paper
Expectations for each skill (Paper 3)

Manipulation, measurement and observation
Successful collection of data and observations
• set up apparatus
• follow instructions given in the form of written instructions or diagrams
• use apparatus to collect an appropriate quantity of data
• make observations, including subtle differences in colour, solubility or quantity of materials
• make measurements using pipettes, burettes, measuring cylinders, thermometers and other common
laboratory apparatus; candidates should record burette readings to the nearest 0.05 cm³ and, when using a
thermometer calibrated at 1 °C intervals, temperature readings should be recorded to the nearest 0.5 °C.

Some candidates may be unable to set up their apparatus without help and may ask for assistance from the
Supervisor. Supervisors will be given clear instructions on what assistance may be given to candidates, but
this assistance should never go beyond the minimum necessary to enable candidates to take some readings:
under no circumstances should help be given with the presentation of data, analysis or evaluation sections. All
assistance must be reported to the Examiners by recording details of the help given on the Supervisor’s report,
and candidates who require assistance may not be awarded full credit for the successful collection of data.
Quality of measurements or observations

• make accurate and consistent measurements and observations, including achieving concordant titres (two
titres within 0.10 cm³ of each other) and precise colour descriptions.
Marks will be awarded for consistency and accuracy of readings. For example, candidates’ data or
observations may be compared with those supplied by the Supervisor or known to the Examiners or the
award of the mark may be based on the scatter of points on a graph. Candidates are expected to work to the
precision of the apparatus and materials provided.
Decisions relating to measurements or observations

• decide how many tests or observations to perform
• make measurements that span a range and have a distribution appropriate to the experiment
• identify where repeated readings or observations are appropriate
• replicate readings or observations as necessary, including where an anomaly is suspected
• identify where confirmatory tests are appropriate and the nature of such tests
• select reagents to distinguish between given ions.
Presentation of data and observations

Recording data and observations
• present numerical data, values or observations in a single table of results with headings and units that
conform to accepted scientific conventions, i.e. volume / cm³, volume (cm³) or volume in cm³
• record raw readings of a quantity to the same degree of precision, e.g. if one measurement of mass in a
collection of raw data is given as 0.06 g, then all the masses in that collection should be given to the nearest
0.01 g. The degree of precision recorded should be compatible with the measuring instrument used, e.g. a
measuring cylinder calibrated at 1.0 cm³ should be read to the nearest 0.5 cm³
• record observations to the same level of detail, e.g. observations of qualitative variables such as colour
should be recorded in simple language such as ‘blue’ or ‘yellow’. Where fine discrimination is required,
terms such as ‘pale’ or ‘dark’ should be used, and comparisons made such as ‘darker brown than at three
minutes’ or ‘paler green than with 0.2 mol dm−3’.
For recording of data, appropriate symbols may be used provided that their meaning is clear and unambiguous
in the given context (e.g. time, t or t /s but temperature, T or T / °C). Conventional symbols or abbreviations,
such as ΔH for enthalpy change or ppt. for precipitate, may be used without explanation.

Display of calculation and reasoning

• show working in calculations and key steps in reasoning: where calculations are carried out, all the stages
in the calculation should be recorded, so that credit can be given for correctly displayed working
• use the correct number of significant figures for calculated quantities (this should be the same as or one
more than the smallest number of significant figures in the provided or experimentally determined data).
For example, if titre volume is measured to four significant figures, e.g. 23.45 cm³, then the calculated molar
concentrations from this should be given to four significant figures, e.g. 1.305 mol dm−3 or 0.9876 mol dm−3.
However, if the concentration of one of the reactants is given to three significant figures, then the calculated
concentration could be given to three or four significant figures. For example, if the concentration of alkali
in an acid–base titration is given as 0.100 mol dm−3, then the concentration of the acid may be shown as
0.1305 mol dm−3 or 0.131 mol dm−3.
Data layout
• present data in a single table of results
• draw an appropriate table in advance of taking readings or making observations, so that they do not have
to copy their results
• record all data in the table
• use the appropriate presentation method to produce a clear presentation of the data, e.g. graph lines and
graph points should be drawn using a sharp pencil
• plot appropriate variables on appropriate, clearly labelled x- and y-axes (the same convention for axis labels
should be used as for table headings)
• choose scales for graph axes that allow the graph to be read easily, such as 1, 2 or 5 units to a 20 mm
square; the data points should occupy at least half of the graph grid in both x- and y-directions
• plot all points using a cross × or circled dot ʘ to an appropriate accuracy
• draw straight lines or smooth curves of best fit to show the trend of a graph; a line of best fit should show
an even distribution of points on either side of the line along its entire length, anomalous points should be
identified.
Analysis, conclusions and evaluation

Interpretation of data or observations
• describe the patterns and trends shown by data in tables and graphs
• describe and summarise the key points of a set of observations
• calculate quantities from data, or calculate the mean from repeated values, or make other appropriate
calculations
• find an unknown value by using coordinates, a point of intersection or intercepts on a graph
• determine the gradient of a straight-line graph, using two points that are more than half of the length of the
axes apart
• extrapolate the line of a graph.
Calculations may involve mean, percentage, percentage gain or loss, rate of reaction, concentration, molar
mass and volume of gases or other appropriate calculations.

Drawing conclusions
• draw conclusions from an experiment, giving an outline description of the main features of the data,
considering whether experimental data support a given hypothesis, and making further predictions
• draw conclusions from interpretations of observations, data and calculated values
• make scientific explanations of data, observations and conclusions that they have described.
Candidates may be required to prove or disprove given hypotheses, using deductions from the data,
observations or calculated values. Simple scientific explanations form a part of such conclusions and therefore
candidates will be expected to refer to knowledge and understanding gained in the theory part of the course in
order to provide explanations of their practical conclusions.
Identifying sources of error and suggesting improvements

• evaluate the effectiveness of control variables
• comment on errors intrinsic in measuring devices, e.g. a thermometer consistently reading 1 °C above
actual temperature, or in experiments where limitations of the method introduce errors, e.g. heat loss when
trying to assess enthalpy change
• show an understanding of the distinction between systematic errors, e.g. zero error in a balance hence the
reason for using the same balance for all weighings within an experiment, and random errors, e.g. change
in room temperature when investigating the effect of changing concentration on the rate of a reaction.
(A statement of ‘human errors’ is not acceptable; though there are occasionally errors arising in the
observer’s ability to observe, e.g. in the disappearing cross experiment, which would be a random error.)
• identify the most significant sources of error in an experiment
• state the uncertainty in a quantitative measurement and express such uncertainty in a measurement as
an actual or percentage error. For the purpose of this syllabus, the maximum uncertainty in a quantitative
measurement is half the difference between the closest calibrations, e.g. for a thermometer calibrated
at 1 °C the maximum uncertainty is ± 0.5 °C, therefore the maximum percentage error in a temperature
change of 14.0 °C = ((2 × 0.5)/14.0) × 100 = 7.14%
• suggest realistic modifications to an experimental arrangement that will improve the accuracy of the
experiment or the observations that can be made
• suggest ways in which to extend the investigation to answer a new question.

Practical procedures
Quantitative analysis
Candidates should have experience of carrying out the following types of quantitative analysis experiments.
Titration experiments
Candidates are expected to understand how to correctly set up a burette in order to carry out titrations.
Candidates are expected to carry out a rough titration first.
Candidates are expected to carry out titrations until concordant results are obtained.
A knowledge of the following titrations will be expected:
• acid–alkali titration (this could be weak or strong acid and weak or strong alkali) and the use of indicators
listed on page 67
• potassium manganate( VII) titration with hydrogen peroxide, iron(II) ions or ethanedioic acid or its salts
• sodium thiosulfate and iodine titrations.
This list is not exhaustive, and simple titrations involving other reagents may also be set and additional
information provided where necessary.
Rates experiments
Candidates are expected to be able to follow instructions to mix reagents and record the time for an
observation to occur; an example of such an experiment is the time taken on mixing solutions of sodium
thiosulfate and an acid for the print on a piece of paper to be obscured by the precipitate produced.
Gravimetric experiments
Candidates are expected to be able to heat a solid in a crucible on a pipe-clay triangle and record any mass
change; an example of such an experiment is the determination of the water of hydration of a hydrated salt by
evaporation of the water and calculation of the change in mass.
Thermometric experiments
Candidates are expected to be able to accurately use and take readings from thermometers; an example
of such an experiment is the determination of the enthalpy change of reaction by recording of temperature
changes and subsequent calculation of enthalpy changes and use of Hess’s law.
Gas volume experiments

Candidates are expected to be able to set up apparatus for a gas collection over water method; an example
of such an experiment is the determination of the composition of a solid from the volume of carbon dioxide
produced on reaction of a carbonate with an acid.

Qualitative analysis
Candidates should understand the appropriate methods to be used when carrying out qualitative analysis tests:
• to treat all unknown materials with caution
• to use an appropriate quantity of the material under test
• to add only the specified amount
• to work safely, e.g. to use a test-tube holder when heating a solid in a hard-glass test-tube
• to record all observations, even when this is ‘no change’ or ‘remains a colourless solution’
• to use excess alkali where a precipitate is produced on addition of NaOH(aq) or NH₃(aq) to determine its
solubility
• to identify a gas whose formation is shown by effervescence.
Candidates should be familiar with carrying out qualitative analysis reactions for all elements, compounds and
ions listed in the Qualitative analysis notes, and with using these notes to make conclusions about the unknown
substance being tested. However, the substances to be investigated may contain ions not included in these
notes. In such cases, candidates will not be expected to identify the ions but only to record observations and
draw conclusions of a general nature where possible.
Candidates may also be required to carry out the following organic analysis tests and/or interpret the positive
test result to identify the functional group present:
• the production of an orange/red precipitate with Fehling’s reagent to indicate the presence of the aldehyde
functional group
• the production of a silver mirror/black precipitate with Tollens’ reagent to indicate the presence of the
aldehyde functional group
• the production of a yellow precipitate with alkaline aqueous iodine to indicate the presence of the CH₃CO or
CH₃CH(OH) group
• the change in colour of acidified potassium manganate( VII) from purple to colourless to indicate the
presence of a compound that can be oxidised.
Administration of Paper 3
Detailed regulations on the administration of Cambridge International practical examinations are contained in
the Cambridge Handbook.
Details of the specific requirements for apparatus and materials for a particular examination are given in the
Confidential Instructions which are sent to centres several weeks prior to the examination. Centres should
contact Cambridge International if they have not received the Confidential Instructions.
It is the responsibility of centres to provide the apparatus and chemicals required for practical examinations.
Cambridge International is not able to supply apparatus or chemicals directly, nor provide advice on local
suppliers.
Apparatus and materials

This section gives guidance to schools concerning the apparatus and materials that are expected to be
available within the centre for use during practical exams. The lists are not intended to be exhaustive. Unless
otherwise stated, for apparatus the number given is ‘per candidate’. Centres should keep these apparatus and
materials in stock and candidates should be accustomed to using them.

Apparatus
Glassware should, where possible, conform to the quality specifications given, or supervisors should otherwise
satisfy themselves that the glassware used is of an appropriate accuracy.
1 × 10 cm³ pipette (ISO648 or grade B)

1 × 25 cm³ pipette (ISO648 or grade B)
1 × pipette filler
2 × 50 cm³ burette (ISO385 or grade B)
2 × 150 cm³ or 250 cm³ conical flask
1 × 25 cm³ measuring cylinder (ISO6706 or ISO4788 or grade B)
1 × 50 cm³ measuring cylinder (ISO6706 or ISO4788 or grade B)
1 × 250 cm³ plastic or glass measuring cylinder
2 × burette stand and clamp
1 × 250 cm³ one-mark graduated volumetric flask (ISO1042 or grade B)
2 × 100 cm³ beaker, squat form with lip
2 × 250 cm³ beaker, squat form with lip
1 × funnel (for filling burette)
1 × white tile
1 × stand and clamp
1 × tub suitable for acting as a trough (minimum capacity 1 dm³)
1 × side-arm conical flask with bung connected to approximately 50 cm of plastic/rubber delivery tube OR
additional 150 cm³ or 250 cm³ conical flask with one-hole bung connected to approximately 50 cm of
plastic/rubber delivery tube
1 × thermometer (–10 °C to +110 °C at 1 °C)
2 × plastic or cardboard cup, capacity approximately 150 cm³
1 × glass rod
1 × stop-clock to measure to an accuracy of 1 second
2 × teat/dropping pipette
1 × spatula
2 × crucible with lid (approximate capacity 15 cm³)
1 × crucible tongs
1 × pipe-clay triangle
1 × tripod
1 × gauze
1 × Bunsen burner (propane or butane burners are suitable, spirit burners are not recommended)
1 × heat-proof mat
1 × test-tube holder
2 × boiling tube, approximately 150 mm × 25 mm
2 × hard-glass test-tube
8 × test-tube, approximately 125 mm × 16 mm
1 × test-tube rack
1 x funnel (for filtering)
filter paper
balance, single-pan, direct reading, minimum accuracy 0.01 g (1 per 8–12 candidates) weighing up to 200 g
1 × wash bottle with distilled water
1 × pen for labelling glassware
red and blue litmus papers
aluminium foil
wooden splints

Materials
The following table gives guidance for technicians for the preparation of solutions commonly used in practical
papers. Candidates are not expected to be familiar with these preparations.
Centres are recommended to maintain stocks of all the materials detailed in this section as they are regularly
used in the practical exams.
Hazard codes will be used where relevant and in accordance with information provided by CLEAPSS.1
C corrosive MH moderate hazard
HH health hazard T toxic
F flammable O oxidising
N hazardous to the aquatic environment
The attention of centres is drawn to any local regulations relating to safety, first aid and disposal of chemicals.
‘Hazard Data Sheets’ should be available from your chemical supplier.
Label Identity Instructions
dilute 2.0 mol dm–3 HCl Dilute 170 cm³ of concentrated (35–37%; approximately

hydrochloric acid 11 mol dm–3) hydrochloric acid [C][MH] to 1 dm3.
dilute nitric acid 2.0 mol dm–3 HNO3 Dilute 128 cm³ of concentrated (70%) nitric acid [C][O] to 1 dm³.
[C]
dilute sulfuric 1.0 mol dm–3 Cautiously pour 55 cm³ of concentrated (98%) sulfuric acid [C]
acid [MH] H₂SO₄ into 500 cm³ of distilled water with continuous stirring. Make the
solution up to 1 dm³ with distilled water.
Care: concentrated H₂SO₄ is very corrosive.
aqueous 2.0 mol dm–3 NH3 Dilute 112 cm³ of concentrated (35%) ammonia [C][MH][N] to

ammonia 1 dm³.
[C][MH][N]
aqueous sodium 1.0 mol dm–3 NaOH Dissolve 40.0 g of NaOH [C] in each dm³ of solution.
hydroxide Care: the process of solution is exothermic and any
[C] concentrated solution is very corrosive.
barium chloride 0.1 mol dm–3 BaCl 2 Dissolve 24.4 g of BaCl ₂•2H₂O [T] in each dm³ of solution
or or or
barium nitrate 0.1 mol dm–3 dissolve 26.1 g of Ba(NO₃)₂ [HH][O] in each dm³ of solution.
Ba(NO₃)₂
silver nitrate 0.05 mol dm–3 Dissolve 8.5 g of AgNO₃ [C][O][N] in each dm³ of solution.
[N] AgNO₃
limewater saturated aqueous Prepare fresh limewater by leaving distilled water to stand over
[MH] Ca(OH)₂ solid calcium hydroxide [C][MH] for several days, shaking
occasionally. Decant or filter the solution.
1 An advisory service providing support in practical science and technology for schools and colleges
(www.cleapss.org.uk)

Label Identity Instructions
acidified aqueous 0.01 mol dm–3 Mix equal volumes of 0.02 mol dm–3 KMnO₄ and 1.0 mol dm–3
potassium KMnO₄ in H₂SO₄ [MH].
manganate(VII) 0.5 mol dm–3
[MH] H₂SO₄
starch solution freshly prepared Mix 2 g of soluble starch with a little cold water until a smooth
aqueous starch paste is obtained.
solution (approx Add 100 cm³ boiling water and stir. Boil until a clear solution is
2% solution w/v) obtained (about 5 minutes).
methyl orange methyl orange Use commercially produced solution or dissolve 0.4 g of solid
indicator indicator (pH range indicator [T] in 200 cm³ of ethanol (IMS) [F][HH][MH] and make
[F][HH][MH] 2.9 to 4.6) up to 1 dm³ with distilled water.
bromophenol bromophenol blue Dissolve 0.4 g of the solid indicator in 200 cm³ of ethanol (IMS)
blue indicator indicator (pH range [F][HH][MH] and make up to 1 dm³ with distilled water.
[F][HH][MH] 3.0 to 4.5)
thymol blue thymol blue Dissolve 0.4 g of the solid indicator in 200 cm³ of ethanol (IMS)
indicator indicator (pH range [F][HH][MH] and make up to 1 dm³ with distilled water.
[F][HH][MH] 8.0 to 9.6)
thymolphthalein thymolphthalein Dissolve 2.0 g of the solid indicator in 1 dm³ of ethanol (IMS)
indicator indicator (pH range [F][HH][MH].
[F][HH][MH] 9.3 to 10.5)
In addition to the materials in the table above, the following materials are recommended to be used in the
centre as part of the practical course:
• hydrogen peroxide
• aqueous iodine (approximately 0.01 mol dm –3 in 0.2 mol dm –3 potassium iodide)
• iron(II) sulfate or ammonium iron(II) sulfate
• sodium nitrite
• copper(II) sulfate
• iron, magnesium and zinc metals
• potassium iodide
• potassium peroxydisulfate
• sodium thiosulfate
• solid hydrated barium chloride and magnesium sulfate
• sodium carbonate or sodium hydrogencarbonate
• magnesium ribbon
• pH indicator papers
• universal indicator (paper or solution)
• the carbonates (where they exist), sulfates, nitrates and chlorides of the cations listed in the Qualitative
analysis notes on page 69

• the sodium and/or potassium salts of the anions listed in the Qualitative analysis notes on page 69
• weak acids, e.g. methanoic acid, ethanoic acid, propanoic acid
• alcohols (primary, secondary, tertiary), e.g. ethanol, propan-1-ol, propan-2-ol, butan-1-ol, butan-2-ol,
methylpropan-1-ol
• aldehydes and ketones, e.g. propanal, propanone (Note: Tests for aldehydes may be performed by
substituting glucose for the aldehyde)
• carboxylic acids and esters, e.g. methanoic acid, ethanoic acid, propanoic acid, ethyl ethanoate
• ethanedioic acid or its soluble salts
• halogenoalkanes, e.g. 1-chlorobutane, 1-bromobutane, 1-iodobutane.
These materials should be kept in stock as they may be required for the practical examination. Practical
examinations may also require materials that are not listed.
Safety in the laboratory

Responsibility for safety matters rests with centres.
Supervisors must follow national and local regulations relating to safety and first aid.
Hazard data sheets relating to substances should be available from your chemical supplier.

Qualitative analysis notes

1 Reactions of cations
cation reaction with
NaOH(aq) NH3(aq)
aluminium, white ppt. soluble in excess white ppt. insoluble in excess

3+
Al (aq)
ammonium, no ppt. –
NH4+(aq) ammonia produced on warming
barium, Ba2+(aq) faint white ppt. is observed unless no ppt.

[Ba2+(aq)] is very low
calcium, Ca2+(aq) white ppt. unless [Ca2+(aq)] is very low no ppt.
chromium(III), grey-green ppt. soluble in excess giving grey-green ppt. insoluble in excess
Cr3+(aq) dark green solution
copper(II), pale blue ppt. insoluble in excess pale blue ppt. soluble in excess giving
Cu2+(aq) dark blue solution
iron(II), Fe2+(aq) green ppt. turning brown on contact green ppt. turning brown on contact with
with air air
insoluble in excess insoluble in excess
iron(III), Fe3+(aq) red-brown ppt. insoluble in excess red-brown ppt. insoluble in excess
magnesium, white ppt. insoluble in excess white ppt. insoluble in excess

Mg2+(aq)
manganese(II), off-white ppt. rapidly turning brown off-white ppt. rapidly turning brown on
Mn2+(aq) on contact with air contact with air
insoluble in excess insoluble in excess
zinc, Zn2+(aq) white ppt. soluble in excess white ppt. soluble in excess

2 Reactions of anions
anion reaction
carbonate, CO₃2− CO₂ liberated by dilute acids
chloride, Cl – (aq) gives white ppt. with Ag+(aq) (soluble in NH₃(aq))
bromide, Br – (aq) gives cream / off-white ppt. with Ag+(aq) (partially soluble in NH₃(aq))
iodide, I– (aq) gives pale yellow ppt. with Ag+(aq) (insoluble in NH₃(aq))
nitrate, NO₃– (aq) NH3 liberated on heating with OH – (aq) and Al foil
nitrite, NO₂– (aq) NH3 liberated on heating with OH – (aq) and Al foil;
decolourises acidified aqueous KMnO₄
sulfate, SO₄2−(aq) gives white ppt. with Ba2+(aq) (insoluble in excess dilute strong acids);
gives white ppt. with high [Ca2+(aq)]
sulfite, SO₃2−(aq) gives white ppt. with Ba2+(aq) (soluble in excess dilute strong acids);
decolourises acidified aqueous KMnO₄
thiosulfate, S₂O₃2– (aq) gives off-white / pale yellow ppt. slowly with H⁺
3 Tests for gases

gas test and test result
ammonia, NH₃ turns damp red litmus paper blue
carbon dioxide, CO₂ gives a white ppt. with limewater
hydrogen, H₂ ‘pops’ with a lighted splint
oxygen, O₂ relights a glowing splint
4 Tests for elements

element test and test result
iodine, I₂ gives blue-black colour on addition of starch solution

Paper 5 Planning, Analysis and Evaluation

Paper 5 is a timetabled, written paper focusing on the higher-order experimental skills of:
• planning
• analysis
• drawing conclusions
• evaluation.
This exam will not require laboratory facilities.
It should be emphasised that candidates cannot be adequately prepared for this exam without
extensive laboratory work of A Level standard during their course of study. This requires many hours
of laboratory-based work with careful supervision from teachers to ensure that experiments are planned and
carried out safely.
Paper 5 consists of two or more questions totalling 30 marks.
Candidates may be required to design an experimental investigation of a given problem. Such questions may
not be highly structured: candidates may be expected to answer using extended, structured writing illustrated
with appropriate diagrams, flow charts, tables or equations.
Candidates may be asked to express a prediction in the form of a written hypothesis linking independent and
dependent variables, or in the form of a graph showing the expected outcome.
There may be questions in which candidates are given experimental data and are required to analyse, evaluate
and draw conclusions from this.
Some questions may be set in areas of chemistry that are difficult to investigate experimentally in school
laboratories, possibly for reasons of cost or safety. No question will require knowledge of theory or equipment
that is beyond that expected of A Level practical work in the syllabus. Information that candidates are not
expected to know will be provided in the examination paper.
Mark allocations for Paper 5

Marks will be allocated for Paper 5 according to the table below. The expectations for each skill are listed in the
sections that follow.
Skill Breakdown of skills Minimum mark

allocation*
Planning Defining the problem 12 marks
Method
Analysis, conclusion and Dealing with data 12 marks

evaluation
Conclusion
Evaluation
* The remaining 6 marks will be allocated across the skills in this grid and their allocation may vary from paper
to paper.

Expectations for each skill (Paper 5)

Candidates will be provided with information about the aims of an experiment, and some background
information relating to it.
Planning
Defining the problem
• identify a safe and efficient procedure that when followed would lead to a reliable result
• identify the steps necessary to carry out the procedure
• identify apparatus that is suitable for carrying out each step of the procedure
• show an understanding of the risks of a proposed experiment
• identify the independent variable in an experiment
• identify the dependent variable in an experiment
• express the aim of an experiment in terms of a prediction, and express this in words or in the form of a
predicted graph
• identify any variables that are to be controlled
• show an understanding of how and why the procedure suggested will be effective.
Method
• describe the method to be used when carrying out the experiment to its full conclusion, including, as
appropriate, preparation of results tables, proposed graphs to plot, key points to consider in any evaluation
of the method and results, and reference back to the prediction
• describe the arrangement of apparatus, by use of words or labelled diagrams, and the steps in the
procedure to be followed in order to collect all relevant data
• suggest the use of appropriate measuring instruments so that the data are recorded to a suitable precision
• suggest appropriate volumes and concentrations of reagents
• describe precautions that should be taken to keep risks to a minimum; these include use of a fume hood
for hazardous gases, use of a face mask for hazardous particles, avoidance of naked flames for flammable
materials and wearing chemically resistant gloves for handling irritant materials
• describe how to vary the independent variable and how the dependent variable is to be measured, and
describe how each of the other key variables might be controlled
• explain how any control experiments might be used to verify that it is the independent variable that is
affecting the dependent variable and not some other factor
• describe the outcome of steps in the procedure where these are relevant to the overall experiment
• draw up appropriately headed tables for data to be recorded and describe how the data might be used in
order to reach a conclusion
• describe standard laboratory practice when carrying out quantitative determinations, e.g. making up of
standard solutions, weighing by difference, concordancy of titrations, heating to constant mass, taking
more readings about the inflexion point of a plot of data values.

Analysis, conclusions and evaluation

Dealing with data
• identify the calculations and means of presentation of data that are necessary to be able to draw
conclusions from provided data
• use calculations to enable simplification or explanation of data, including calculation of mean, percentage
and percentage gain or loss
• use tables and graphs to draw attention to the key points in quantitative data, including the variability of
data
• analyse data to draw appropriate conclusions
• plot an appropriate graph from provided or calculated data fulfilling the criteria for plotting detailed in the
Paper 3 section on page 61
• plot a graph of y against x and use the graph to find the values of m and c in an equation of the form
y = mx + c
• suggest appropriate axes from a range of data values
• calculate the percentage error of a measurement
• calculate quantities from raw data
• use the correct number of significant figures for these calculated quantities.
Conclusion
• draw a conclusion from an investigation, providing a detailed description of the key features of the data and
analyses, and considering whether experimental data support the conclusion reached
• make detailed scientific explanations of the data, analyses and conclusion described
• make further predictions and suggest improvements
• conclude whether errors in experimentally obtained data could be accounted for by a measurement error
or by other factors.
Evaluation
• identify anomalous values in provided data, suggest possible explanations for anomalous readings and
suggest appropriate means of dealing with such anomalies
• identify the extent to which provided readings have been adequately replicated and the benefit of this
• describe the adequacy of the range of data provided
• use provided information to assess the extent to which selected variables have been effectively controlled
• identify and explain the weaknesses of the experimental procedure used
• suggest and explain the effect that a change in the concentrations of reagents or the conditions used for
the experiment might have on the results obtained
• suggest the consequences that the incorrect use of apparatus might have on the results obtained
• explain that data that obey a line of best fit are reliable because there are no anomalous points
• comment on the validity of data with regards to their suitability to prove or disprove a prediction

• identify instances where additional readings being taken during the experiment would be advantageous in
order to give a more comprehensive range of values
• draw together all available information to make judgements about the reliability of the investigation and the
trustworthiness of its outcomes
• comment on the quality of data and state whether or not the data support a prediction
• use evaluations and provided information to make informed judgements on the confidence with which
conclusions may be drawn.

6 Additional information
Mathematical requirements
We expect candidates to be able to use the following mathematical skills and knowledge in the assessment.
Teaching the mathematical requirements should be embedded into the AS & A Level Chemistry course.
At AS Level and A Level:

• perform calculations involving addition, subtraction, multiplication and division of quantities
• understand the term integer
• make approximate evaluations of numerical expressions
• correctly round numbers
• provide answers to an appropriate number of significant figures; this is the same as or one more than the
minimum number of significant figures in the values used for the calculation
• calculate a percentage
• express fractions as percentages, and vice versa
• calculate an arithmetic mean
• carry out the following unit conversions (and their reverse)
– cm³ to dm³ to m³
– Pa to kPa
– seconds to minutes
– mg to g to kg to tonne
– degrees Celsius to Kelvin
– J to kJ
• convert numbers in decimal notation to standard form notation (scientific notation) and vice versa
• use tables or calculators to evaluate logarithms (for pH calculations), squares, square roots, cubes, cube
roots and reciprocals
• change the subject of a formula (most such equations involve only the simpler operations but may include
positive and negative indices and square roots)
• substitute physical quantities into a formula using consistent units so as to calculate one quantity; check the
dimensional consistency of such calculations, e.g. the units of a rate constant k
• solve simple algebraic equations (not including quadratic equations)
• understand and use the symbols/notations <, >, ≈, /, Δ
• test tabulated pairs of values for direct proportionality by a graphical method or by constancy of ratio
• select appropriate variables and scales for plotting a graph, especially to obtain a linear graph of the form
y = mx + c
• determine and interpret the gradient (slope) and intercept of a linear graph
• choose by inspection a straight line or curve that will serve as the line of best fit for a set of data presented
graphically
• use plotted points that are × or ʘ

Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information
• understand:
– the gradient of a tangent to a curve as a measure of rate of change
– the area below a curve where the area has physical significance, e.g. Boltzmann distribution curves
• estimate orders of magnitude
• set up simple algebraic equations as mathematical models, e.g. construct a rate equation, and identify
limitations of such models
• use the terms log x (to mean log to base 10 of x) and ln x (to mean log to base e of x)
• perform calculations using the following:
density = mass ÷ volume
concentration = amount ÷ volume
number of moles = mass ÷ molar mass.
Calculators
If calculators are to be used, it is suggested that they should have the following functions:
+, –, ×, ÷, √x, x², xy, log x, ln x, x³, ³√x

Summary of key quantities, symbols and units

The list below is intended as a guide to the more important quantities which might be encountered in teaching
and used in question papers. The list is not exhaustive.
Quantity Usual symbols Usual unit
Base quantities
mass m kg, g
length l m
time t s
electric current I A
thermodynamic temperature T K
amount of substance n mol
Other quantities
Avogadro constant L mol–1
electric potential difference V V
charge Q C
Faraday constant F C mol–1
half-life T ,t 1
2
1
2 s
ionic product of water K w mol2 dm –6
molar gas constant R J K–1 mol–1
relative atomic (isotopic) mass Ar –
relative molecular mass Mr –

⦵
(standard) electrode (reduction) potential (E ) E V
standard enthalpy change of reaction ΔH ⦵ J mol–1, kJ mol–1
temperature t °C
volume V, v m³, dm³, cm³

Expected conventions for representing organic structures

This section gives details of the terminology used when referring to organic structures, reactions and
mechanisms.
Structural formulas
In candidates’ answers, an acceptable response to a request for a structural formula will be to give the minimal
detail, using conventional groups, for an unambiguous structure, e.g. CH₃CH₂CH₂OH for propan-1-ol, not
C₃H₇OH, and CH₃CHCHCH₃ for but-2-ene, not C₄H₈.
Displayed formulas
A displayed formula should show both the relative placing of atoms and the number of bonds between them,
for example ethanoic acid.
H O
H C C
H O H
Skeletal formulas
A skeletal formula is a simplified representation of an organic structure. It is derived from the displayed formula
by removing hydrogen atoms (and their associated bonds) and carbon atoms from alkyl chains, leaving just the
carbon-carbon bonds in the carbon skeleton and the associated functional groups.
Skeletal or partial-skeletal representations may be used in question papers and are acceptable in candidates’
answers where they are unambiguous. The skeletal formula for butan-2-ol and a partial-skeletal formula for
cholesterol are shown.
H3C
CH3
OH
CH3
HO
The convention for representing the aromatic ring is preferred.

Optical isomers
CH3 CH3
When drawing a pair of optical isomers, candidates should
indicate the three-dimensional structures according to the C C
convention shown.
HO H H OH
COOH COOH
mirror plane
Organic reaction mechanisms

When drawing an organic reaction mechanism, candidates should use charges, dipoles, lone pairs of electrons
and curly arrows to indicate the mechanism involved. An example is shown.
CH3 CH3 CH3
CH3 Cδ+ Brδ– CH3 C+ :OH– CH3 C OH
CH3 CH3 CH3
+ Br– + Br–

Data section
Contents: Tables of chemical data
1 Important values, constants and standards
2 Ionisation energies (1st, 2nd, 3rd and 4th) of selected elements in kJ mol–1
3 Bond energies
⦵
4 Standard electrode (reduction) potentials, E , at 298 K (25 °C)
5 Pauling electronegativity values
6 Typical proton (1H) NMR chemical shift values (δ) relative to TMS = 0
7 Typical carbon–13 (13C) NMR chemical shift values (δ) relative to TMS = 0
8 Characteristic infrared absorption frequencies for some selected bonds
9 The Periodic Table of Elements
1 Important values, constants and standards

molar gas constant R = 8.31 J K–1 mol–1
Faraday constant F = 9.65 × 104 C mol–1
Avogadro constant L = 6.022 × 1023 mol–1
electronic charge e = –1.60 × 10 –19 C
molar volume of gas Vm = 22.4 dm3 mol–1 at s.t.p. (101 kPa and 273 K)

Vm = 24.0 dm3 mol–1 at room conditions
ionic product of water Kw = 1.00 × 10 –14 mol2 dm –6 (at 298 K (25 °C))
specific heat capacity of water c = 4.18 kJ kg–1 K–1 (4.18 J g–1 K–1)

2 Ionisation energies (1st, 2nd, 3rd and 4th) of selected elements in kJ mol–1
proton number 1st 2nd 3rd 4th
H 1 1310
He 2 2370 5250
Li 3 519 7300 11800
Be 4 900 1760 14800 21000
B 5 799 2420 3660 25000
C 6 1090 2350 4610 6220
N 7 1400 2860 4590 7480
O 8 1310 3390 5320 7450
F 9 1680 3370 6040 8410
Ne 10 2080 3950 6150 9290
Na 11 494 4560 6940 9540
Mg 12 736 1450 7740 10500
Al 13 577 1820 2740 11600
Si 14 786 1580 3230 4360
P 15 1060 1900 2920 4960
S 16 1000 2260 3390 4540
Cl 17 1260 2300 3850 5150
Ar 18 1520 2660 3950 5770
K 19 418 3070 4600 5860
Ca 20 590 1150 4940 6480
Sc 21 632 1240 2390 7110
Ti 22 661 1310 2720 4170
V 23 648 1370 2870 4600
Cr 24 653 1590 2990 4770
Mn 25 716 1510 3250 5190
Fe 26 762 1560 2960 5400
Co 27 757 1640 3230 5100

proton number 1st 2nd 3rd 4th
Ni 28 736 1750 3390 5400
Cu 29 745 1960 3350 5690
Zn 30 908 1730 3828 5980
Ga 31 577 1980 2960 6190
Br 35 1140 2080 3460 4850
Rb 37 403 2632 3900 5080
Sr 38 548 1060 4120 5440
Ag 47 731 2074 3361 5000
I 53 1010 1840 3000 4030
Cs 55 376 2420 3300 4400
Ba 56 502 966 3390 4700

3 Bond energies
3(a) Bond energies in diatomic molecules (these are exact values)
Homonuclear Heteronuclear
bond energy / kJ mol –1 bond energy / kJ mol –1
H−H 436 H−F 562
N≡N 944 H−Cl 431
O=O 496 H−Br 366
P≡P 485 H−I 299
S=S 425 C≡O 1077
F−F 158
Cl −Cl 242
Br−Br 193
I−I 151

3(b) Bond energies in polyatomic molecules (these are average values)
Homonuclear Heteronuclear
bond energy / kJ mol –1 bond energy / kJ mol –1
C−C 350 C−H 410
C=C 610 C−Cl 340
C≡C 840 C−Br 280
C C (benzene) 520 C−I 240
N−N 160 C−N 305
N=N 410 C=N 610
O−O 150 C≡N 890
Si−Si 225 C−O 360
P−P 200 C=O 740
S−S 265 C=O in CO2 805
N−H 390
N−Cl 310
O−H 460
Si−Cl 360
Si−H 320
Si−O (in SiO2(s)) 460
Si=O (in SiO2(g)) 640
P−H 320
P−Cl 330
P−O 340
P=O 540
S−H 340
S−Cl 250
S−O 360
S=O 500

4 Standard electrode (reduction) potentials, E , at 298 K (25 °C)

⦵
⦵
E in alphabetical order
⦵
electrode reaction E / V
Ag⁺ + e – ⇌ Ag +0.80
Al 3+ + 3e – ⇌ Al –1.66
Ba2+ + 2e – ⇌ Ba –2.90
Br2 + 2e – ⇌ 2Br – +1.07
Ca2+ + 2e – ⇌ Ca –2.87
Cl 2 + 2e – ⇌ 2Cl – +1.36
2HOCl + 2H+ + 2e – ⇌ Cl₂ + 2H₂O +1.64
ClO – + H2O + 2e – ⇌ Cl – + 2OH – +0.89
Co2+ + 2e – ⇌ Co –0.28
Co3+ + e – ⇌ Co2+ +1.82
[Co(NH3)6]2+ + 2e – ⇌ Co + 6NH3 –0.43
Cr2+ + 2e – ⇌ Cr –0.91
Cr3+ + 3e – ⇌ Cr –0.74
Cr3+ + e – ⇌ Cr2+ –0.41
Cr2O72– + 14H+ + 6e – ⇌ 2Cr3+ + 7H2O +1.33
Cu+ + e – ⇌ Cu +0.52
Cu2+ + 2e – ⇌ Cu +0.34
Cu2+ + e – ⇌ Cu+ +0.15
[Cu(NH3)4]2+ + 2e – ⇌ Cu + 4NH3 –0.05
F2 + 2e – ⇌ 2F– +2.87
Fe2+ + 2e – ⇌ Fe –0.44
Fe3+ + 3e – ⇌ Fe –0.04
Fe3+ + e – ⇌ Fe2+ +0.77
[Fe(CN)6]3– + e – ⇌ [Fe(CN)6]4– +0.36
Fe(OH)3 + e – ⇌ Fe(OH)2 + OH – –0.56
2H⁺ + 2e – ⇌ H2 0.00

⦵
2H2O + 2e – ⇌ H2 + 2OH – –0.83
I2 + 2e – ⇌ 2I – +0.54
K⁺ + e – ⇌ K –2.92
Li⁺ + e – ⇌ Li –3.04
Mg2+ + 2e – ⇌ Mg –2.38
Mn2+ + 2e – ⇌ Mn –1.18
Mn3+ + e – ⇌ Mn2+ +1.49
MnO2 + 4H+ + 2e – ⇌ Mn2+ + 2H2O +1.23
MnO4– + e – ⇌ MnO₄2– +0.56
MnO4– + 4H+ + 3e – ⇌ MnO2 + 2H2O +1.67
MnO4– + 8H+ + 5e – ⇌ Mn2+ + 4H2O +1.52
NO3 – + 2H+ + e – ⇌ NO2 + H2O +0.81
NO3 – + 3H+ + 2e – ⇌ HNO2 + H2O +0.94
NO3 – + 10H+ + 8e – ⇌ NH4+ + 3H2O +0.87
Na+ + e – ⇌ Na –2.71
Ni2+ + 2e – ⇌ Ni –0.25
[Ni(NH3)6]2+ + 2e – ⇌ Ni + 6NH3 –0.51
H2O2 + 2H+ + 2e – ⇌ 2H2O +1.77
HO2– + H2O + 2e – ⇌ 3OH – +0.88
O2 + 4H+ + 4e – ⇌ 2H2O +1.23
O2 + 2H2O + 4e – ⇌ 4OH – +0.40
O2 + 2H+ + 2e – ⇌ H2O2 +0.68
O2 + H2O + 2e – ⇌ HO2– + OH – –0.08
Pb2+ + 2e – ⇌ Pb –0.13
Pb4+ + 2e – ⇌ Pb2+ +1.69
PbO2 + 4H+ + 2e – ⇌ Pb2+ + 2H2O +1.47
SO42– + 4H+ + 2e – ⇌ SO2 + 2H2O +0.17
S2O82–+ 2e – ⇌ 2SO42– +2.01

⦵
S₄O₆2–+ 2e – ⇌ 2S2O32– +0.09
Sn2+ + 2e – ⇌ Sn –0.14
Sn4+ + 2e – ⇌ Sn2+ +0.15
V2+ + 2e – ⇌ V –1.20
V3+ + e – ⇌ V2+ –0.26
VO2+ + 2H+ + e – ⇌ V3+ + H2O +0.34
VO2+ + 2H+ + e – ⇌ VO2+ + H2O +1.00
VO3 – + 4H+ + e – ⇌ VO2+ + 2H2O +1.00
Zn2+ + 2e – ⇌ Zn –0.76
All ionic states refer to aqueous ions but other state symbols have been omitted.
5 Pauling electronegativity values

H
2.1
Li Be B C N O F
1.0 1.6 2.0 2.5 3.0 3.5 4.0
Na Mg Al Si P S Cl
0.9 1.3 1.5 1.9 2.2 2.6 3.0
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br
0.8 1.0 1.4 1.5 1.6 1.7 1.5 1.8 1.9 1.9 1.9 1.6 1.8 2.0 2.2 2.6 2.6

6 Typical proton (1H) NMR chemical shift values (δ) relative to TMS = 0
environment of proton example chemical
shift range
δ / ppm
δ
alkane –CH₃, –CH₂–, >CH– 0.9–1.7
alkyl next to C=O CH₃–C=O, –CH₂–C=O, >CH–C=O 2.2–3.0
alkyl next to aromatic ring CH₃–Ar, –CH₂–Ar, >CH–Ar 2.3–3.0
alkyl next to electronegative atom CH₃–O, –CH₂–O, –CH₂–Cl 3.2–4.0
attached to alkene =CHR 4.5–6.0
attached to aromatic ring H–Ar 6.0–9.0
aldehyde HCOR 9.3–10.5
alcohol ROH 0.5–6.0
phenol Ar–OH 4.5–7.0
carboxylic acid RCOOH 9.0–13.0
alkyl amine R–NH– 1.0–5.0
aryl amine Ar–NH₂ 3.0–6.0
amide RCONHR 5.0–12.0
Note: δ values for O–H and N–H protons can vary depending on solvent and concentration.
Ar is used to represent an aromatic ring.

7 Typical carbon-13 (13C) NMR chemical shift values (δ) relative to TMS = 0
hybridisation environment of carbon example chemical
of the carbon atom shift range
atom δ / ppm
sp³ alkyl CH₃–, CH₂–, –CH<, >C< 0–50
sp³ next to alkene/arene –C–C=C, –C–Ar 25–50
sp³ next to carbonyl/carboxyl C–COR, C–O₂R 30–65
sp³ next to halogen C–X 30–60
sp³ next to oxygen C–O 50–70
C C
sp² alkene or arene >C=C<, C C 110–160
C C
sp² carboxyl R−COOH, R−COOR 160–185
sp² carbonyl R−CHO, R−CO−R 190–220
sp nitrile R−C≡N 100–125

8 Characteristic infrared absorption frequencies for some selected bonds

bond functional groups containing characteristic infrared absorption
the bond range (in wavenumbers) / cm –1
C−O hydroxy, ester 1040–1300
C=C aromatic compound, alkene 1500–1680
C=O amide 1640–1690

carbonyl, carboxyl 1670–1740
ester 1710–1750
C≡N nitrile 2200–2250
C−H alkane 2850–2950
N−H amine, amide 3300–3500
O−H carboxyl 2500–3000

hydroxy 3200–3600

The Periodic Table of Elements
Group
1 2 13 14 15 16 17 18

1 2
H He
hydrogen helium
Key 1.0 4.0
3 4 atomic number 5 6 7 8 9 10
Li Be atomic symbol B C N O F Ne
lithium beryllium name boron carbon nitrogen oxygen fluorine neon
6.9 9.0 relative atomic mass 10.8 12.0 14.0 16.0 19.0 20.2
11 12 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
23.0 24.3 3 4 5 6 7 8 9 10 11 12 27.0 28.1 31.0 32.1 35.5 39.9
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
potassium calcium scandium titanium vanadium chromium manganese iron cobalt nickel copper zinc gallium germanium arsenic selenium bromine krypton
9 The Periodic Table of Elements
39.1 40.1 45.0 47.9 50.9 52.0 54.9 55.8 58.9 58.7 63.5 65.4 69.7 72.6 74.9 79.0 79.9 83.8
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
rubidium strontium yttrium zirconium niobium molybdenum technetium ruthenium rhodium palladium silver cadmium indium tin antimony tellurium iodine xenon
85.5 87.6 88.9 91.2 92.9 95.9 – 101.1 102.9 106.4 107.9 112.4 114.8 118.7 121.8 127.6 126.9 131.3
55 56 57–71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
lanthanoids
Cs Ba Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
caesium barium hafnium tantalum tungsten rhenium osmium iridium platinum gold mercury thallium lead bismuth polonium astatine radon
132.9 137.3 178.5 180.9 183.8 186.2 190.2 192.2 195.1 197.0 200.6 204.4 207.2 209.0 – – –
87 88 89–103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
actinoids
Fr Ra Rf Db Sg Bh Hs Mt Ds Rg Cn Nh Fl Mc Lv Ts Og
francium radium rutherfordium dubnium seaborgium bohrium hassium meitnerium darmstadtium roentgenium copernicium nihonium flerovium moscovium livermorium tennessine oganesson
– – – – – – – – – – – – – – – – –
57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
lanthanoids La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
lanthanum cerium praseodymium neodymium promethium samarium europium gadolinium terbium dysprosium holmium erbium thulium ytterbium lutetium
138.9 140.1 140.9 144.4 – 150.4 152.0 157.3 158.9 162.5 164.9 167.3 168.9 173.1 175.0
89 90 91 92 93 94 95 96 97 98 99 100 101 102 103
actinoids Ac Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
actinium thorium protactinium uranium neptunium plutonium americium curium berkelium californium einsteinium fermium mendelevium nobelium lawrencium
– 232.0 231.0 238.0 – – – – – – – – – – –
91
7 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start

Previous study
We recommend that learners starting this course should have completed a course in Chemistry or
Co-ordinated Science equivalent to Cambridge IGCSE™ or Cambridge O Level.
Guided learning hours

We design Cambridge International AS & A Level syllabuses to require about 180 guided learning hours for
each Cambridge International AS Level and about 360 guided learning hours for a Cambridge International A
Level. The number of hours a learner needs to achieve the qualification may vary according to each school and
the learners’ previous experience of the subject.
Availability and timetables

All Cambridge schools are allocated to an administrative zone. Each zone has a specific timetable.
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. However, it is expected that private candidates learn in an
environment where practical work is an integral part of the course. Candidates will not be able to perform well
in this assessment or progress successfully to further study without this necessary and important aspect of
science education. For more information, please refer to the Cambridge Guide to Making Entries.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• syllabuses with the same title at the same level.
Group awards: Cambridge AICE

Cambridge AICE (Advanced International Certificate of Education) is a group award for Cambridge International
AS & A Level. It allows schools to offer a broad and balanced curriculum by recognising the achievements of
learners who pass exams in a range of different subjects.
Learn more about Cambridge AICE at www.cambridgeinternational.org/aice

Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to one administrative zone determined by their
location. Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment
options. An entry option code is used to identify the components the candidate will take relevant to the
administrative zone and the available assessment options.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make your entries on time. Your exams officer will find this support, and guidance for all
other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes and carrying forward marks

Candidates can retake Cambridge International AS Level and Cambridge International A Level as many times
as they want to. Information on retake entries is at www.cambridgeinternational.org/retakes
Candidates can carry forward the result of their Cambridge International AS Level assessment from one series
to complete the Cambridge International A Level in a following series, subject to the rules and time limits
described in the Cambridge Handbook.
Language
This syllabus and the related assessment materials are available in English only.
Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
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Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
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understanding in an assessment.
Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
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After the exam

Grading and reporting
Grades A*, A, B, C, D or E indicate the standard a candidate achieved at Cambridge International A Level. A* is the
highest and E is the lowest grade.
Grades a, b, c, d or e indicate the standard a candidate achieved at Cambridge International AS Level. ‘a’ is the
highest and ‘e’ is the lowest grade.
‘Ungraded’ means that the candidate’s performance did not meet the standard required for the lowest grade
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your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
• the components taken for the Cambridge International A Level by the candidate in that series included all
the components making up a Cambridge International AS Level
• the candidate’s performance on the AS Level components was sufficient to merit the award of a Cambridge
International AS Level grade.
On the statement of results and certificates, Cambridge International AS & A Levels are shown as General
Certificates of Education, GCE Advanced Subsidiary Level (GCE AS Level) and GCE Advanced Level
(GCE A Level).
School feedback: ‘Cambridge International A Levels are the ‘gold standard’ qualification. They
are based on rigorous, academic syllabuses that are accessible to students from a wide range
of abilities yet have the capacity to stretch our most able.’
Feedback from: Director of Studies, Auckland Grammar School, New Zealand

How students, teachers and higher education can use the grades
Cambridge International A Level
Assessment at Cambridge International A Level has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus, to the levels described in the grade descriptions.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.
Cambridge International AS Level

Assessment at Cambridge International AS Level has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.
The outcomes help decide whether students part way through a Cambridge International A Level course
are making enough progress to continue.
The outcomes guide teaching and learning in the next stages of the Cambridge International A Level
course.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge International A Level Chemistry will be published after the first assessment of
the A Level in 2022.

Changes to this syllabus for 2025, 2026 and 2027

The syllabus has been updated. This is version 1, published September 2022.
You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.
Changes to syllabus • Update to reagents in 15.1(c) and 16.2(b).

content
Any textbooks endorsed to support the syllabus for examination from 2022 are still suitable for
use with this syllabus.

School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
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© Cambridge University Press & Assessment September 2022

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 5

2 Syllabus overview ........................................................................................................ 9

3 Subject content ..........................................................................................................15

4 Details of the assessment ........................................................................................ 56

Important: Changes to this syllabus

1 Why choose this syllabus?

School feedback: ‘Cambridge students develop a deep understanding of subjects and

Back to contents page www.cambridgeinternational.org/alevel 5

Back to contents page www.cambridgeinternational.org/alevel 6

International recognition and acceptance

Learn more at www.cambridgeinternational.org/recognition

Back to contents page www.cambridgeinternational.org/alevel 7

Find out more at www.cambridgeinternational.org/support

Support for Cambridge International AS & A Level

Planning and Teaching and Learning and revision Results

• Cambridge Professional Development Qualifications

Supporting exams officers

Back to contents page www.cambridgeinternational.org/alevel 8

The aims are to enable students to:

Cambridge Assessment International Education is an education organisation and politically

Back to contents page www.cambridgeinternational.org/alevel 9

Physical chemistry Physical chemistry

Inorganic chemistry Organic chemistry

AS Level candidates also study practical

Back to contents page www.cambridgeinternational.org/alevel 10

Multiple Choice A Level Structured Questions

AS Level Structured Questions Planning, Analysis and Evaluation

Advanced Practical Skills 2 hours

Information on availability is in the Before you start section.

Back to contents page www.cambridgeinternational.org/alevel 11

2 A Level (staged over two years)

Year 2 Complete the A Level yes yes

Back to contents page www.cambridgeinternational.org/alevel 12

AO1 Knowledge and understanding

AO2 Handling, applying and evaluating information

AO3 Experimental skills and investigations

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Weighting for assessment objectives

Assessment objectives as a percentage of each qualification

Assessment objective Weighting in AS Level % Weighting in A Level %

AO1 Knowledge and understanding 40 40

AO3 Experimental skills and investigations 20 20

Total 100 100

Assessment objectives as a percentage of each component

Paper 1 Paper 2 Paper 3 Paper 4 Paper 5

AO1 Knowledge and understanding 50 50 0 50 0

AO3 Experimental skills and investigations 0 0 100 0 100

Total 100 100 100 100 100

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Candidates for Cambridge International AS Level should study topics 1–22.

Candidates for Cambridge International A Level should study all topics.

Special note regarding units and significant figures

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AS Level subject content

1.1 Particles in the atom and atomic radius

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11.1 Physical properties of the Group 17 elements

12.1 Nitrogen and sulfur