What this topic covers
The syllabus points for Topic 12, with every question in the bank filed under exactly one of them. Each opens the bank filtered to that point.
- 12.1Experimental design156 questions
- Name appropriate apparatus for the measurement of time, temperature, mass and volume, including: (a) stop-watches (b) thermometers (c) balances (d) burettes (e) volumetric pipettes (f) measuring cylinders (g) gas syringes
- Suggest advantages and disadvantages of experimental methods and apparatus
- Describe a: (a) solvent as a substance that dissolves a solute (b) solute as a substance that is dissolved in a solvent (c) solution as a mixture of one or more solutes dissolved in a solvent (d) saturated solution as a solution containing the maximum concentration of a solute dissolved in the solvent at a specified temperature (e) residue as a substance that remains after evaporation, distillation, filtration or any similar process (f) filtrate as a liquid or solution that has passed through a filter
- 12.2Acid–base titrations35 questions
- Describe an acid–base titration to include the use of a: (a) burette (b) volumetric pipette (c) suitable indicator
- Describe how to identify the end-point of a titration using an indicator
- 12.3Chromatography94 questions
- Describe how paper chromatography is used to separate mixtures of soluble coloured substances, using a suitable solvent
- Interpret simple chromatograms to identify: (a) unknown substances by comparison with known substances (b) pure and impure substances
- Describe how paper chromatography is used to separate mixtures of soluble colourless substances, using a suitable solvent and a locating agent Knowledge of specific locating agents is not required
- State and use the equation for Rf: Rf = distance travelled by substance distance travelled by solvent
- 12.4Separation and purification135 questions
- Describe and explain methods of separation and purification using: (a) a suitable solvent (b) filtration (c) crystallisation (d) simple distillation (e) fractional distillation
- Suggest suitable separation and purification techniques, given information about the substances involved
- Identify substances and assess their purity using melting point and boiling point information
- 12.5Identification of ions and gases196 questions
- Describe tests to identify the anions: (a) carbonate, CO3 2–, by reaction with dilute acid and then testing for carbon dioxide gas (b) chloride, Cl –, bromide, Br –, and iodide, I –, by acidifying with dilute nitric acid then adding aqueous silver nitrate (c) nitrate, NO3 –, reduction with aluminium foil and aqueous sodium hydroxide and then testing for ammonia gas (d) sulfate, SO4 2–, by acidifying with dilute nitric acid and then adding aqueous barium nitrate (e) sulfite, SO3 2–, by reaction with acidified aqueous potassium manganate(VII)
- Describe tests using aqueous sodium hydroxide and aqueous ammonia to identify the aqueous cations: (a) aluminium, Al 3+ (b) ammonium, NH4 + (c) calcium, Ca2+ (d) chromium(III), Cr3+ (e) copper(II), Cu2+ (f) iron(II), Fe2+ (g) iron(III), Fe3+ (h) zinc, Zn2+
- Describe tests to identify the gases: (a) ammonia, NH3, using damp red litmus paper (b) carbon dioxide, CO2, using limewater (c) chlorine, Cl 2, using damp litmus paper (d) hydrogen, H2, using a lighted splint (e) oxygen, O2, using a glowing splint (f) sulfur dioxide, SO2, using acidified aqueous potassium manganate(VII)
- Describe the use of a flame test to identify the cations: (a) lithium, Li+ (b) sodium, Na+ (c) potassium, K+ (d) calcium, Ca2+ (e) barium, Ba2+ (f) copper(II), Cu2+
- 4 Details of the assessment All candidates take three papers. Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below should be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for grades C to G. Candidates who have studied the Extended subject content (Core and Supplement), and who are expected to achieve a grade C or above should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These candidates will be eligible for grades A* to G. Core assessment Core candidates take the following papers. The questions are based on the Core subject content only. Paper 1: Multiple Choice (Core) Paper 3: Theory (Core) 45 minutes 40 marks 40 compulsory multiple-choice items of the four- choice type This paper tests assessment objectives AO1 and AO2 This paper assesses grades C to G Externally assessed AND 1 hour 15 minutes 80 marks Compulsory short-answer and structured questions This paper tests assessment objectives AO1 and AO2 This paper assesses grades C to G Externally assessed Extended assessment Extended candidates take the following papers. The questions are based on the Core and Supplement subject content. Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended) 45 minutes 40 marks 40 compulsory multiple-choice items of the four- choice type This paper tests assessment objectives AO1 and AO2 This paper assesses grades A* to G Externally assessed AND 1 hour 15 minutes 80 marks Compulsory short-answer and structured questions This paper tests assessment objectives AO1 and AO2 This paper assesses grades A* to G Externally assessed
- Practical assessment All candidates take one practical paper from a choice of two. Paper 5: Practical Test Paper 6: Alternative to Practical 1 hour 15 minutes 40 marks All items are compulsory This paper tests assessment objective AO3 Candidates will be required to do experiments in a laboratory as part of this test Externally assessed OR 1 hour 40 marks All items are compulsory This paper tests assessment objective AO3 Candidates will not be required to do experiments as part of this test Externally assessed Questions in the practical papers are structured to assess performance across the full grade range. Notes for use in qualitative analysis are provided for both Paper 5 and Paper 6. The Practical Test and Alternative to Practical: • require the same experimental skills to be developed and learned • require an understanding of the same experimental contexts • test the same assessment objective, AO3. Candidates are expected to be familiar with and may be asked questions on the following experimental contexts: • simple quantitative experiments, including the measurement of: – volumes of gases or solutions / liquids – masses – temperatures – times – lengths • rates of reaction • salt preparation • separation and purification techniques, including: – filtration – crystallisation – simple distillation – fractional distillation – chromatography • electrolysis • identification of metal ions, non-metal ions and gases • chemical tests for water • test-tube reactions of dilute acids, including ethanoic acid • tests for oxidising and reducing agents • heating and cooling curves • titrations • solubility • melting points and boiling points
- • displacement reactions of metals and halogens • temperature changes during reactions • conditions under which iron rusts or other metals corrode • procedures using simple apparatus, in situations where the method may not be familiar to the candidate Candidates may be required to do the following: • demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate): – identify apparatus from diagrams or descriptions – draw, complete or label diagrams of apparatus – use, or explain the use of, common techniques, apparatus and materials – select the most appropriate apparatus or method for the task and justify the choice made – describe tests (qualitative, gas tests, other tests) – describe and explain hazards and identify safety precautions – describe and explain techniques used to ensure the accuracy of observations and data • plan experiments and investigations: – identify the independent variable and dependent variable – describe how and explain why variables should be controlled – suggest an appropriate number and range of values for the independent variable – suggest the most appropriate apparatus or technique and justify the choice made – describe experimental procedures – identify risks and suggest safety precautions – describe how to record the results of an experiment – describe how to process the results of an experiment to form a conclusion or to evaluate a prediction – make reasoned predictions of expected results • make and record observations, measurements and estimates: – take readings from apparatus (analogue and digital) or from diagrams of apparatus – take readings with appropriate precision, reading to the nearest half-scale division where required – make observations, measurements or estimates that are in agreement with expected results or values – take sufficient observations or measurements, including repeats where appropriate – record qualitative observations from chemical tests and other tests – record observations and measurements systematically, for example in a suitable table, to an appropriate degree of precision and using appropriate units • interpret and evaluate experimental observations and data: – process data, including for use in further calculations or for graph plotting, using a calculator as appropriate – present data graphically, including the use of best-fit lines where appropriate – analyse and interpret observations and data, including data presented graphically – use interpolation and extrapolation graphically to determine a gradient or intercept – form conclusions justified by reference to observations and data and with appropriate explanation – evaluate the quality of observations and data, identifying any anomalous results and taking appropriate action
- • evaluate methods and suggest possible improvements, including: – evaluate experimental arrangements, methods and techniques, including the control of variables – identify sources of error – suggest possible improvements to the apparatus, experimental arrangements, methods or techniques Apparatus and reagents This list gives items that candidates should be familiar with using, whether they are taking the Practical Test or the Alternative to Practical. These items should be available for use in the Practical Test. This list is not exhaustive and we may also require other items to be sourced for specific examinations. The Confidential Instructions we send before the Practical Test will give the detailed requirements for the examination. Every effort is made to minimise the cost to and resources required by centres. Experiments will be designed around basic apparatus and materials which should be available in most school laboratories are easily obtainable. Hazard codes are used where relevant and in accordance with information provided by CLEAPSS (www.cleapss.org.uk). Students should be familiar with the meanings of these codes and terms but will not be assessed on them. C corrosive MH moderate hazard HH health hazard T acutely toxic F flammable O oxidising N hazardous to the aquatic environment The attention of centres is also drawn to any national and local regulations relating to safety, first aid and disposal of chemicals. ‘Hazard data sheets’ should be available from your chemical supplier. Appropriate safety equipment must be provided to students and should at least include eye protection. • aluminium foil • balances to measure up to 500 g, with precision of at least 0.1 g • beakers or cups made of an insulating material such as polystyrene, approximate capacity 150 cm3 • beakers, squat form with lip, 1 dm3, 250 cm3 and 100 cm3 • boiling tubes, approximately 150 mm × 25 mm • Bunsen burners • burettes, 50 cm3 (ISO385 or grade B) • conical flasks, within the range 50 cm3 to 250 cm3 • delivery tubes • filter funnels and filter papers • flame test wires or alternative apparatus • measuring cylinders, 100 cm3, 50 cm3, 25 cm3, 10 cm3 (ISO6706 or ISO4788 or grade B) • pens for labelling glassware • pipette fillers • racks for test-tubes and boiling tubes
- • red and blue litmus paper • retort stands, bosses and clamps • small droppers or teat pipettes • small funnels for filling burettes • spatulas • stirring rods • stirring thermometers, –10 °C to +110 °C, with 1 °C graduations • stoppers for test-tubes and boiling tubes • stop-watches to measure to an accuracy of 1 s • test-tube holders (to hold test-tubes or boiling tubes) • test-tubes (Pyrex or hard glass), approximately 125 mm × 16 mm • tripods • universal indicator paper • volumetric pipettes, 25 cm3 (ISO648 or grade B) • wash bottles • white tiles Preparation of reagents Detailed guidance on preparing the standard bench reagents and indicators listed here will not be given in the Confidential Instructions. The Confidential Instructions will refer supervisors to the preparations in this list. Candidates are not expected to be familiar with the preparation of these reagents. Please note, hazard symbols were accurate at the time of publication and may change.
- Hazard Label Identify Instructions dilute hydrochloric acid 1.0 mol / dm3 HCl Dilute 85 cm3 of concentrated (35–37%; approximately 11 mol / dm3) HCl [C] [MH] to 1 dm3. [C] dilute nitric acid 1.0 mol / dm3 HNO3 Dilute 64 cm3 of concentrated (70%) HNO3 [C] [O] to 1 dm3. [MH] dilute sulfuric acid 0.5 mol / dm3 H2SO4 Cautiously pour 28 cm3 of concentrated (98%) H2SO4 [C] 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. [MH] [N] aqueous ammonia 1.0 mol / dm3 NH3 Dilute 56 cm3 of concentrated (35%) NH3 [C] [MH] [N] to 1 dm3. [C] aqueous sodium hydroxide 1.0 mol / dm3 NaOH Dissolve 40.0 g of NaOH [C] in each dm3 of solution. Care: the process of solution is exothermic and any concentrated solution is very corrosive. aqueous barium nitrate 0.1 mol / dm3 Ba(NO3)2 Dissolve 26.1 g of Ba(NO3)2 [MH] [O] in each dm3 of solution. aqueous silver nitrate 0.05 mol / dm3 AgNO3 Dissolve 8.5 g of AgNO3 [C] [N] [O] in each dm3 of solution. [MH] limewater saturated aqueous calcium hydroxide, Ca(OH)2 Prepare fresh limewater by leaving distilled water to stand over solid Ca(OH)2 [C] [MH] for several days, shaking occasionally. Decant or filter the solution. aqueous potassium iodide 0.1 mol / dm3 KI Dissolve 16.6 g of KI in each dm3 of solution. aqueous potassium manganate(VII) 0.02 mol / dm3 KMnO4 Dissolve 3.16 g of KMnO4 [HH] [O] [MH] [N] in each dm3 of solution. [MH] acidified aqueous potassium manganate(VII) 0.01 mol / dm3 KMnO4 0.5 mol / dm3 H2SO4 Mix equal volumes of 0.02 mol / dm3 KMnO4 and 1.0 mol / dm3 H2SO4 [MH]. [C] [F] [HH] [MH] [N] [T] methyl orange indicator methyl orange indicator (pH range 3.1–4.4) Use commercially produced solution or dissolve 0.4 g of solid methyl orange indicator [C] [HH] [MH] [N] [T] in 200 cm3 of 95% ethanol [F] [HH] [MH] and make up to 1 dm3 with distilled water. [C] [HH] [MH] [N] [T] screened methyl orange indicator screened methyl orange indicator (pH range 3.2–4.2) Use commercially produced solution or dissolve 1 g of solid methyl orange indicator [C] [HH] [MH] [N] [T] and 2.6 g of xylene cyanol [HH] [MH] [N] in 1 dm3 of water. [F] [HH] [MH] thymolphthalein indicator thymolphthalein indicator (pH range 9.3–10.5) Use commercially produced solution or dissolve 2 g of solid thymolphthalein indicator in 1 dm3 of 95% ethanol [F] [HH] [MH]. starch indicator Freshly prepared aqueous starch indicator (approximately 2% solution) Mix 2 g of soluble starch with a little cold water until a smooth paste is obtained. Add 100 cm3 boiling water and stir. Boil until a clear solution is obtained (about 5 minutes).
- Safety in the laboratory Teachers should make sure that they do not contravene any school, education authority or government regulations. Responsibility for safety matters rests with centres. Further information can be found from the following UK associations, publications and regulations. Associations CLEAPSS is an advisory service providing support in practical science and technology. www.cleapss.org.uk Publications CLEAPSS Laboratory Handbook, updated 2015 (available to CLEAPSS members only) CLEAPSS Hazcards, 2022 update of 2016 edition (available to CLEAPSS members only) UK regulations Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004 www.legislation.gov.uk/uksi/2002/2677/contents/made www.legislation.gov.uk/uksi/2004/3386/contents/made A brief guide may be found at www.hse.gov.uk/pubns/indg136.pdf
- Notes for use in qualitative analysis Tests for anions anion test test result carbonate, CO3 2− add dilute acid, then test for carbon dioxide gas effervescence, carbon dioxide produced chloride, Cl − [in solution] acidify with dilute nitric acid, then add aqueous silver nitrate white ppt. bromide, Br − [in solution] acidify with dilute nitric acid, then add aqueous silver nitrate cream ppt. iodide, I− [in solution] acidify with dilute nitric acid, then add aqueous silver nitrate yellow ppt. nitrate, NO3 – [in solution] add aqueous sodium hydroxide, then aluminium foil; warm carefully ammonia produced sulfate, SO4 2− [in solution] acidify with dilute nitric acid, then add aqueous barium nitrate white ppt. sulfite, SO3 2− add a small volume of acidified aqueous potassium manganate(VII) the acidified aqueous potassium manganate(VII) changes colour from purple to colourless Tests for aqueous cations cation effect of aqueous sodium hydroxide effect of aqueous ammonia aluminium, Al 3+ white ppt., soluble in excess, giving a colourless solution white ppt., insoluble in excess ammonium, NH4 + ammonia produced on warming — calcium, Ca2+ white ppt., insoluble in excess no ppt. or very slight white ppt. chromium(III), Cr3+ green ppt., soluble in excess green ppt., insoluble in excess copper(II), Cu2+ light blue ppt., insoluble in excess light blue ppt., soluble in excess, giving a dark blue solution iron(II), Fe2+ green ppt., insoluble in excess, ppt. turns brown near surface on standing green ppt., insoluble in excess, ppt. turns brown near surface on standing iron(III), Fe3+ red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess zinc, Zn2+ white ppt., soluble in excess, giving a colourless solution white ppt., soluble in excess, giving a colourless solution
- Tests for gases gas test and test result ammonia, NH3 turns damp red litmus paper blue carbon dioxide, CO2 turns limewater milky chlorine, Cl 2 bleaches damp litmus paper hydrogen, H2 ‘pops’ with a lighted splint oxygen, O2 relights a glowing splint sulfur dioxide, SO2 turns acidified aqueous potassium manganate(VII) from purple to colourless Flame tests for metal ions metal ion flame colour lithium, Li+ red sodium, Na+ yellow potassium, K+ lilac calcium, Ca2+ orange-red barium, Ba2+ light green copper(II), Cu2+ blue-green
- The Periodic Table of Elements Group The Periodic Table of Elements
- H hydrogen
- He helium
- I II III IV V VI VII VIII
- Li lithium
- Be beryllium
- atomic number atomic symbol Key name relative atomic mass
- Na sodium
- Mg magnesium
- K potassium
- Ca calcium
- Rb rubidium
- Sr strontium
- Cs caesium 133
- Ba barium 137
- Fr francium –
- Ra radium –
- B boron
- Al aluminium
- Ga gallium
- In indium 115
- Tl thallium 204 113 Nh nihonium –
- C carbon
- Si silicon
- Ge germanium
- Sn tin 119
- Pb lead 207
- Ti titanium
- Zr zirconium
- Hf hafnium 178 104 Rf rutherfordium –
- V vanadium
- Nb niobium
- Ta tantalum 181 105 Db dubnium –
- Cr chromium
- Mo molybdenum
- W tungsten 184 106 Sg seaborgium –
- Mn manganese
- Tc technetium –
- Re rhenium 186 107 Bh bohrium –
- Fe iron
- Ru ruthenium 101
- Os osmium 190 108 Hs hassium –
- Co cobalt
- Rh rhodium 103
- Ir iridium 192 109 Mt meitnerium –
- Ni nickel
- Pd palladium 106
- Pt platinum 195 110 Ds darmstadtium –
- Cu copper
- Ag silver 108
- Au gold 197 111 Rg roentgenium –
- Zn zinc
- Cd cadmium 112
- Hg mercury 201 112 Cn copernicium – 114 Fl flerovium – 116 Lv livermorium –
- N nitrogen
- P phosphorus
- As arsenic
- Sb antimony 122
- Bi bismuth 209 115 Mc moscovium –
- O oxygen
- S sulfur
- Se selenium
- Te tellurium 128
- Po polonium –
- F fluorine
- Cl chlorine 35.5
- Br bromine
- I iodine 127
- At astatine – 117 Ts tennessine –
- Ne neon
- Ar argon
- Kr krypton
- Xe xenon 131
- Rn radon – 118 Og oganesson –
- Sc scandium
- Y yttrium
- 57–71 lanthanoids 89–103 actinoids
- La lanthanum 139
- Ac lanthanoids actinoids The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.). actinium –
- Ce cerium 140
- Th thorium 232
- Pr praseodymium 141
- Pa protactinium 231
- Nd neodymium 144
- U uranium 238
- Pm promethium –
- Np neptunium –
- Sm samarium 150
- Pu plutonium –
- Eu europium 152
- Am americium –
- Gd gadolinium 157
- Cm curium –
- Tb terbium 159
- Bk berkelium –
- Dy dysprosium 163
- Cf californium –
- Ho holmium 165
- Es einsteinium –
- Er erbium 167 100 Fm fermium –
- Tm thulium 169 101 Md mendelevium –
- Yb ytterbium 173 102 No nobelium –
- Lu lutetium 175 103 Lr lawrencium –
- Mathematical requirements It is expected that these requirements will be covered as part of a mathematics curriculum at this level of study. Calculators may be used in all parts of the examination. Number • add, subtract, multiply and divide • use decimals, fractions, percentages, ratios and reciprocals • use standard form • understand that only the final answer in a calculation is rounded • use decimal places and significant figures appropriately Algebra • use positive, whole number indices in algebraic expressions • substitute values of quantities into equations, using consistent units • solve simple algebraic equations for any one term when the other terms are known • recognise and use direct and inverse proportion Geometry and measurements • understand the meaning of angle, curve, circle, radius, diameter, circumference, square, rectangle and diagonal • select and use the most appropriate units for recording data and the results of calculations • convert between units, including cm3 and dm3; mg, g and kg; J and kJ; Pa and kPa Graphs, charts and statistics • draw graphs and charts from data • interpret graphs and charts, including interpolation and extrapolation of data • determine the gradient (slope) of a line on a graph, including* by drawing a tangent to a curve • determine the intercept of the line on a graph, extending the line graphically (extrapolating) where appropriate • select suitable scales and axes for graphs • recognise direct proportionality from a graph • calculate and use the average (mean) for a set of data * Extended candidates only
- Presentation of data Taking readings • Data values should be read from an instrument to an accuracy of one half of one of the smallest divisions on the scale. • Interpolation between scale divisions should be to an accuracy of one half of a division. That is, where a reading occurs between two scale marks, it should be interpolated to the nearest half division. Recording readings • Data should be recorded so as to reflect the precision of the measuring instrument, i.e. the smallest difference that can be detected on the measuring scale should be reflected by the number of decimal places and unit given in the measurement. • A measurement or calculated quantity must be accompanied by a correct unit, where appropriate. • Each column of a table should be headed with the name or symbol of the measured or calculated quantity and the appropriate unit, e.g. time / s. The solidus (/) is to be used for separating the quantity and the unit in tables, graphs and charts. • Each reading should be repeated, where appropriate and recorded. • Units should not be included with data in the body of a table. • The number of significant figures given for measured quantities should be appropriate to the measuring instrument used. • The number of significant figures given for calculated quantities should be the same as the least number of significant figures in the raw data used in that specific calculation. • A ratio should be expressed as x : y. Graphs • The column headings of a table can be directly transferred to the axes of a constructed graph. • A graph should be drawn with a sharp pencil. • The axes should be labelled with the name or symbol of the measured or calculated quantity and the appropriate unit, e.g. time / s. • Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis) and the dependent variable plotted on the y-axis (vertical axis). • Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be used in both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5 units of the variable (or 10, 20 or 50, etc.). • Points on the graph should be clearly marked as crosses (×) or encircled dots (ʘ) of appropriate size. • Each data point should be plotted to an accuracy of one half of one of the smallest squares on the grid. • A best-fit line (trend line) should be a single, thin, smooth straight-line or curve. Mathematical or least- squares methods of obtaining a best-fit line are not required. The line does not need to coincide exactly with any of the points; where there is scatter evident in the data, examiners would expect a roughly even distribution of points either side of the line over its entire length. Points that are clearly anomalous should be ignored when drawing the best-fit line. • Candidates should be able to take readings from the graph by extrapolation or interpolation. • Data values should be read from a line on a graph to an accuracy of one half of one of the smallest squares on the grid. The same accuracy should be used in reading off an intercept. • The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least half the length of the candidate’s best-fit line, and this triangle should be marked on the graph.
- Further guidance can be found in the following publications: ASE, The Language of Mathematics in Science: A Guide for Teachers of 11–16 Science (2016). ASE, The Language of Mathematics in Science: Teaching Approaches (2016). www.ase.org.uk/mathsinscience Conventions (e.g. signs, symbols, terminology and nomenclature) Candidates are expected to be familar with the nomenclature in the syllabus. The syllabuses and question papers conform with generally accepted international practice. In particular, the following document, produced by the Association for Science Education (ASE), should be used as a guideline. Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000). The traditional names sulfate, sulfite, nitrate, nitrite, sulfuric acid and nitric acid will be used in question papers. Candidates will be credited for traditional or systematic names in their answers, except when specifically asked to use oxidation numbers to deduce or understand systematic names. 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. Numbers Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to 10 000 will be printed without commas. A space will be left between each group of three digits, e.g. 4 256 789. Variables Independent variables are the variables that are changed in a scientific experiment by the scientist. Changing an independent variable may cause a change in the dependent variable. Dependent variables are the variables that are observed or measured in a scientific experiment. Dependent variables may change based on changes made to the independent variables. Units To avoid any confusion concerning the symbol for litre, the equivalent quantity, the cubic decimetre (dm3) will be used in place of l or litre. In practical work, candidates will be expected to use SI units or, where approriate, units approved by the BPIM for use with the SI (e.g. minute). A list of SI units and units approved for use with the SI may be found at www.bipm.org The use of imperial / customary units such as the inch and degree Fahrenheit are not acceptable and should be discouraged. In all examinations, where data is 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.
- Command words Command words and their meanings help candidates know what is expected from them in the exams. 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 clear / say 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 freehand drawing showing the key features, taking care over proportions 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 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 studied a broad curriculum such as the Cambridge Lower Secondary programme or equivalent national educational framework. Guided learning hours We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is for guidance only. 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 one of six administrative zones. Each zone has a specific timetable. Find your administrative zone at www.cambridgeinternational.org/adminzone 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. 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: • Cambridge IGCSE (9–1) Chemistry (0971) • Cambridge IGCSE Physical Science (0652) • Cambridge IGCSE Combined Science (0653) • Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654) • Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973) • Cambridge O Level Chemistry (5070) • Cambridge O Level Combined Science (5129) • syllabuses with the same title at the same level. Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
- Group awards: Cambridge ICE Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It encourages 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 ICE at www.cambridgeinternational.org/cambridgeice 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 access to 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 an 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 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 Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at Language This syllabus and the related assessment materials are available in English only. Accessibility and equality Syllabus and assessment design At Cambridge International, we work to avoid direct or indirect discrimination in our syllabuses and assessment materials. We aim to maximise inclusivity for candidates of all national, cultural or social backgrounds and candidates with protected characteristics, which include special educational needs and disability, religion and belief, and characteristics related to gender and identity. We also aim to make our materials as accessible as possible by using accessible language and applying accessible design principles. This gives all candidates the fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the requirement to make reasonable adjustments during the assessment process.
- Access arrangements Access arrangements (including modified papers) are the principal way in which Cambridge International complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we may be able to agree pre-examination access arrangements. These arrangements help a candidate by minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and 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 explained in the Cambridge Handbook • 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 • 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 parts they have completed. After the exam Grading and reporting Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE. A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate. In specific circumstances 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. On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
- How students and teachers can use the grades Assessment at Cambridge IGCSE has two purposes:
- to measure learning and achievement The assessment confirms achievement and performance in relation to the knowledge, understanding and skills specified in the syllabus.
- 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.
- Changes to this syllabus for 2026, 2027 and 2028 The syllabus has been updated. This is version 1, published September 2023. 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. There are no substantial changes in this syllabus that would impact teaching. Any textbooks endorsed to support the syllabus for examination from 2023 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 We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at info@cambridgeinternational.org with the subject heading: Digital accessibility. If you need this document in a different format, contact us and supply your name, email address and requirements and we will respond within 15 working days. Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom t : +44 (0)1223 553554 email : info@cambridgeinternational.org © Cambridge University Press & Assessment September 2023
Learning objectives from the Cambridge 0620 syllabus 2026–28:CoreSupplement (Extended only)
How to use it
Open the bank and press Solve now to attempt questions one at a time with the answer revealed straight after, or Timed test to work under exam conditions. Written questions give you an answer pad and then the official mark scheme, so you mark yourself against what the examiner actually credits. Every question from 2015 onwards links to the full original paper and its mark scheme.