Chemistry: Paper 0620/11 Multiple Choice (Core)

Cambridge International General Certificate of Secondary Education
0620 Chemistry November 2016

Principal Examiner Report for Teachers
CHEMISTRY
Paper 0620/11
Multiple Choice (Core)
Question Question
Key Key
Number Number
1 C 21 C
2 B 22 B
3 C 23 B
4 B 24 C
5 B 25 D
6 D 26 D
7 C 27 B
8 B 28 C
9 A 29 C
10 D 30 B
11 B 31 D
12 A 32 D
13 B 33 B
14 D 34 C
15 C 35 B
16 A 36 C
17 C 37 B
18 C 38 C
19 D 39 C
20 C 40 B
General comments
Candidates found Questions 3 and 7 to be the most straightforward.
Questions 11, 12, 24 and 25 were challenging for candidates.
Comments on specific questions
Question 2
Response C: Candidates did not realise that a clock was of no use at all in this experiment.
© 2016
Question 11
Responses A and C: Both of these responses were more popular than the correct response, suggesting that
candidates did not account for the word “element” in the question.
Question 12
Response C: Candidates realised that the reaction would be slower, but not that a decrease in the mass of
magnesium would result in a graph sloping downwards.
Question 17
Candidates were not familiar with this part of the syllabus.
Question 24
Candidates were not familiar with this part of the syllabus and all four alternatives were equally popular.
Question 25
This topic was poorly understood. The correct response, D, was the least popular.
Question 32
Response B: Candidates realised that a carbonate was involved for Y, but made the incorrect choice for X.
Question 33
Response A: This response was slightly more popular than the correct one. Candidates perhaps confused
burning limestone with heating limestone to form lime.
Question 37
The test with aqueous bromine was not well known. Response C was more popular that the correct
response.
Question 40
Response C: This response was more popular than the correct response.
© 2016
CHEMISTRY
Paper 0620/12
Question Question
Key Key
Number Number
1 C 21 A
2 B 22 B
3 C 23 A
4 C 24 C
5 A 25 C
6 B 26 D
7 C 27 C
8 C 28 B
9 A 29 C
10 B 30 B
11 A 31 A
12 A 32 C
13 D 33 B
14 D 34 B
15 C 35 B
16 A 36 D
17 C 37 D
18 C 38 C
19 A 39 C
20 C 40 A
General comments
Candidates found Questions 7, 13, and 21 to be the most straightforward.
Questions 6, 26, and 34 were challenging for candidates.
Question 2
© 2016
Question 4
Response D: Candidates did not realise that O2– is an ion.
Question 5
Response D: Candidates knew about diamond and that graphite is soft, but did not take into account “low
melting point” in the question.
Question 6
Response C: This response was more popular than the correct response. Candidates did not take into
account the idea of “ion”.
Question 11
Response D: Candidates did not consider the uses of bitumen.
Questions 18 and 19
In both of these questions there were a similar number of candidates opting for each response. Candidates
appeared to find questions with more than one piece of information to consider difficult.
Questions 24 and 26
Candidates were not familiar with this part of the syllabus.
Question 31
Response B: Candidates confused the nitrate test with the test for ammonium ions.
Question 34
Response C: The choice of C suggests that the fractional distillation of petroleum is not fully understood.
© 2016
CHEMISTRY
Paper 0620/13
Question Question
Key Key
Number Number
1 C 21 A
2 B 22 B
3 D 23 B
4 A 24 C
5 D 25 D
6 A 26 D
7 C 27 D
8 A 28 C
9 A 29 C
10 A 30 B
11 C 31 C
12 B 32 D
13 B 33 A
14 D 34 C
15 C 35 B
16 D 36 B
17 C 37 C
18 C 38 C
19 D 39 C
20 C 40 B
General comments
Candidates found Questions 5 and 7 to be the most straightforward.
Questions 3, 16 and 24 were challenging for candidates.
Question 2
Question 3
Response C: Candidates gave the name of process in step 4 instead of stating how to obtain solid X from
mixture Y.
© 2016
Question 4
Response B: Candidates chose the total of protons and neutrons instead of simply the number of neutrons.
Question 6
Response B: Response B was more popular than the correct one. Candidates did not realise that hydrogen
only needs two electrons for a full shell.
Question 10
Approximately equal numbers of candidates chose A and B. Candidates were not familiar with the difference
between the terms endothermic and exothermic.
Question 12
Response A: Candidates did not realise that with the same quantities of reactants, the same volume would
be produced in each case.
Question 16
Response C: The test for sulfite is new for the 2016–2018 syllabus and many candidates selected the wrong
potassium compound. Response C was more popular than the correct one.
Question 17
Response A: Candidates were unsure of the reactions of metal oxides with acids.
Question 24
Candidates found this question challenging and all of the alternative responses were popular.
© 2016
CHEMISTRY
Paper 0620/21
Multiple Choice (Extended)
Question Question
Key Key
Number Number
1 C 21 D
2 B 22 C
3 C 23 A
4 B 24 B
5 B 25 D
6 C 26 C
7 A 27 A
8 D 28 C
9 B 29 C
10 A 30 B
11 A 31 C
12 D 32 C
13 A 33 B
14 A 34 B
15 B 35 C
16 C 36 B
17 C 37 C
18 B 38 B
19 C 39 C
20 C 40 A
General comments
Candidates performed well on this paper.
Candidates found Questions 3, 4 and 29 the most straightforward.
Questions 21 and 25 were the most challenging for candidates.
Question 7
Response B: Candidates did not account for the information given about the melting point and electrical
conductivity of solid X.
© 2016
Question 8
Response B: Candidates did not take account of the fact that benzene is a liquid at room temperature and
pressure. Response B was more popular than the correct one.
Question 12
Response B: Candidates knew that the reaction was exothermic but did not correctly account for the
temperature change.
Question 13
Response B: Candidates did not fully understand the processes of bond breaking and formation.
Question 21
Response A: This response was more popular than the correct response. Candidates seemed confused by
having to interpret equations. All responses had a significant number of candidates choosing them.
Question 25
Responses B and C: There was some confusion between the formation of iron in the blast furnace and the
production of steel.
Question 26
Response A: Candidates placed the metals in the reverse order.
Question 34
Response A: Candidates perhaps confused burning limestone with heating limestone to produce lime.
© 2016
CHEMISTRY
Paper 0620/22
Question Question
Key Key
Number Number
1 C 21 D
2 B 22 C
3 C 23 A
4 C 24 C
5 C 25 C
6 C 26 B
7 B 27 D
8 A 28 B
9 A 29 C
10 A 30 B
11 A 31 C
12 B 32 B
13 D 33 C
14 A 34 B
15 B 35 B
16 B 36 B
17 D 37 C
18 B 38 B
19 C 39 A
20 C 40 A
General comments
Candidates found Questions 4, 6, 18, 24, 26, 29 and 30 the most straightforward.
Question 5 was the most challenging for candidates.
Question 5
Response D: Candidates chose two elements in the same period. Response D was more popular than the
correct one.
© 2016
Question 8
Response D: Candidates appeared to choose the largest number without working out the number of
molecules present.
Question 9
Response B: Candidates did not take into account that two moles of hydrochloric acid are required to
produce one mole of carbon dioxide. Response B was slightly more popular than the correct one.
Question 12
Response A: Candidates chose the largest temperature change, which was in the wrong direction for an
exothermic reaction.
Question 15
Response A: Candidates did not take into account the fact that all other conditions, particularly temperature,
remained constant.
Question 19
Response A: Candidates knew that chloride ions form by gaining an electron but did not understand the
nature of acids.
Question 23
Response D: Candidates knew the result for copper and then chose the wrong alternative.
Question 31
Response D: Candidates knew that galvanising was a way of protecting against rusting but did not know
about sacrificial protection.
© 2016
CHEMISTRY
Paper 0620/23
Question Question
Key Key
Number Number
1 C 21 D
2 B 22 C
3 D 23 D
4 A 24 C
5 A 25 D
6 B 26 A
7 D 27 A
8 C 28 A
9 B 29 C
10 A 30 B
11 B 31 B
12 A 32 C
13 B 33 B
14 B 34 A
15 D 35 C
16 A 36 B
17 A 37 C
18 B 38 B
19 C 39 C
20 C 40 B
General comments
Candidates found Questions 7, 15, 18, 24, 29, 30, 34 and 39 the most straightforward.
Question 3 was the most challenging for candidates.
Question 3
Response C: Candidates chose to name the process in step 4 instead of stating how to obtain solid X from
mixture Y.
© 2016
Question 4
Response B: Candidates chose the total of protons and neutrons instead of simply the number of neutrons.
Question 9
Response A: Candidates did not take into account the fact the two moles of sodium hydroxide are required
for each mole of sulfuric acid.
Question 12
Response B: Candidates confused exothermic and endothermic.
Question 21
Response A: Candidates seemed to assume that response A was not a way of making a salt, not realising
that this is possible by a precipitation reaction.
Question 23
Response C: The test for sulfite is new for the 2016–2018 syllabus and many candidates selected the wrong
potassium compound.
Question 28
Response B: Candidates were not clear about the effect of carbon on the properties of steel. They only
appeared to know about the effect on strength.
Question 31
Response A: Candidates knew that galvanising was a way of protection against rusting but did not know
about sacrificial protection.
Question 33
Response C: Candidates knew that the catalyst was involved with the sulfur trioxide but picked the wrong
side of the box. This process was not fully understood.
Question 38
Response A: Candidates knew that the process was fast but did not identify the correct disadvantage.
© 2016
CHEMISTRY
Paper 0620/31
Paper 31 Theory
Key Messages
● Many candidates need more practice in questions involving qualitative analysis.

● Many candidates need further practice in answering questions involving a range of chemical reactions,
especially when extended answers are involved.
● Interpretation of data from tables was generally well done.
General comments
Many candidates showed a good knowledge of core Chemistry. The standard of English was generally good.
Several sections were left unanswered by some candidates, especially Questions 3(d), 4(a), 6(a) and
7(e)(iii).
Some candidates need more practice in reading questions carefully and noting key words. For example, in
Question 4(a) many candidates did not refer to particles and in Question 5(c)(i) many did not take notice of
the phrase “apart from conducting electricity”.
Many candidates need more practice in answering extended questions such as 3(d) manufacture of lime by
thermal decomposition of limestone, 4(a) particle theory related to diffusion and 6(a) reactions of acids.
Candidates should be encouraged to organise their work and take note of all the reactions asked for in the
question. Other candidates need practice in answering questions relating to extraction of information from
graphs and tables.
Many candidates need more practice in memorising definitions that appear in the syllabus, such as relative
atomic mass and isotopes. Many also need to revise qualitative tests especially flame tests and the test for
chlorine.
Many candidates were able to balance chemical equations and some candidates were able to do simple
calculations. Other candidates need to revise these areas.
Questions involving chemistry such as atomic structure, properties of materials and the uses of selected
elements and compounds were well tackled well by some candidates. Other candidates need more practice
in these areas as well as in writing organic structures.
Question 1
(a) (i) This was almost invariably correct. The commonest error was to suggest helium rather than
hydrogen, despite the fact that helium did not appear in the table.
(ii) Few candidates identified hydrogen being released at the cathode. The commonest incorrect
answers included metals such as lithium, sodium, potassium and copper which were not present in
the electrolyte.
(iii) Very few candidates identified sulfur. A wide variety of incorrect answers were seen, including both
metals and non-metals.
© 2016
(iv) Few candidates identified calcium. The commonest incorrect answers were zinc and aluminium
whose precipitates dissolve in excess aqueous sodium hydroxide.
(v) Some candidates realised that aluminium is extracted from bauxite. The commonest errors were to
suggest copper or potassium.
(b) (i) Some candidates were able to explain the meaning of the term isotope but few mentioned atoms.
Many answers were imprecise. For example, the unqualified statement “same number of protons
and different number of neutrons” does not refer to elements or atoms. It could refer to molecules.
Similarly, “elements with different numbers of neutrons” could apply to different elements.
(ii) Many candidates calculated the number of neutrons correctly. The commonest error was to
suggest a proton number of 80.
(iii) Nearly all candidates gave the correct answer for the number of protons. A few suggested the
mass number of 124.
(iv) Many candidates calculated the number of electrons correctly. The commonest errors were either
to add two electrons to the proton number, giving the incorrect answer of 82, or to refer to the
charge on the mercury ion, giving an incorrect answer of 2.
Question 2
(a) (i) Many candidates described two differences in the ionic composition of water samples A and B by
focusing on individual ions. Others made basic errors in comparing the concentration of chloride
ions or potassium ions incorrectly. Some candidates made generalisations that were not true. For
example, “all the positive ions in sample A have a higher concentration than sample B”. Others
made comparisons within each sample. For example, “A has high chloride and sodium
concentration compared with the other ions”.
(ii) Nearly all candidates selected the correct ion, magnesium.
(iii) Some candidates calculated the mass of sodium ions and correctly showed full working. Common
incorrect answers included: 0.2 mg (often because 1 dm3 was taken to be 10 000 cm3); 2000 mg or
50 mg.
(b) A minority of candidates knew the flame test to identify sodium ions. Those who did understand
that a flame test was required generally got the correct colour. A few suggested red or lilac. The
commonest error was to suggest testing the reactivity with water, presumably through reading the
stem of the question as sodium metal rather than sodium ions. Other common errors included
electrolysis, adding sodium hydroxide or adding litmus.
(c) Some candidates realised that the movement described was Brownian motion. The commonest
incorrect answers were “diffusion” or “vibration”.
(d) (i) Nearly all the candidates recognised the symbol for a reversible reaction. The commonest errors
involved imprecise writing, for example, “the reaction is both sides”.
(ii) Many candidates suggested the addition of indicator to the solution under test. Few candidates
suggested a comparison with a colour chart or the idea of different colours representing different
pH values. Many incorrect answers either referred to one or more specific colours without
reference to pH or gave imprecise statements such as “if it’s in the acid, it will turn orange”.
© 2016
(iii) Some candidates realised that carbon dioxide is responsible for climate change. Others gave
imprecise answers such as the unqualified “increases the temperature” or “makes the Earth hotter”,
rather than “makes the atmosphere hotter”.
(iv) Many candidates identified a suitable greenhouse gas although some suggested nitrogen or
hydrogen. The commonest correct answers referred to methane together with a correct source. A
few candidates gave vague or incorrect sources such as “fossil fuels” or “farms”.
Question 3
(a) Some candidates drew correct and clear diagrams to show the electronic structure of a calcium
atom. Others did not appear to know that the first electron shell contains two electrons. Common
errors included: four electrons in the outer shell; first shell with eight electrons; and the outer shell
with eight or more electrons.
(b) The commonest error for this question was to reverse the anode and cathode.
(c) The equation was generally completed correctly. The commonest errors were H or 2H on the right
(rather than H2) or O2 or non-completion of the equation on the right.
(d) A small number of candidates gave answers that included the idea of thermal decomposition of
limestone and the relevant equation. Most other candidates did not appear to know the thermal
decomposition reaction but gave suitable uses of lime. Incorrect and vague statements were often
written, many unrelated to the question. Many candidates did not respond to this question.
Question 4
(a) Some candidates explained diffusion in terms of the kinetic particle theory. Others did not refer to
particles and just suggested that the chlorine or the gas moved. Many candidates did not include
the word diffusion in their answers and wrote vague or incorrect statements. Some candidates
wrote about chlorine moving or the gas spreading out but did not refer to particles or molecules. A
significant number of candidates did not respond to this question.
(b) (i) Many candidates identified a correct use of 235U in terms of energy production or nuclear power
stations. Many answers were too vague, for example, “industries”, “nuclear use” or “medicine”.
(ii) Many candidates gave a correct answer referring to cancer. Others gave answers which were far
too vague. A small number of candidates gave an industrial use rather than a medical use.
(iii) The definition of relative atomic mass was not known by the majority of the candidates. Hardly any
candidates mentioned either averages or comparison with 12C. The commonest incorrect answers
were “the total sum of the protons and neutrons” or “the total mass of the element”.
(c) (i) Most candidates completed the equation correctly. The commonest error was to write 2Cl instead
of Cl2.
(ii) Some candidates gave a use of chlorine in terms of disinfecting swimming pools, bleaching or in
water treatment. Other candidates wrote statements that were not specific enough such as “for
cleaning” or “to make an acid”.
(iii) Some candidates linked the acidic oxide, Cl2O7, to the position of chlorine in the Periodic Table or
to the non-metallic nature of chlorine. Other candidates gave incorrect answers relating to the
acidity of chlorine or its oxide or tried to make a link to oxygen. Many candidates suggested that
Cl2O7 is a basic oxide, often suggesting that this is because “it has no hydrogen ions”.
(iv) Few candidates knew the test for chlorine. The commonest error was to suggest that litmus would
turn red. A significant number of candidates thought that the litmus would turn blue.
© 2016
Question 5
(a) (i) Nearly all candidates related the increase in strength to the increased percentage of carbon. Very
few candidates suggested an inverse relationship.
(ii) The best answers were given by candidates who suggested that there was no relationship between
the percentage of carbon and its average melting point or melting range. Those who referred to
melting points alone often did not perform well because they did not imply that it was the average
melting point. Those candidates who specified a melting range were often more successful.
(iii) Most candidates chose steel D and specified resistance to corrosion. A few candidates specified
corrosion but omitted to write the letter D. The commonest incorrect answer referred to steel B.
Candidates who stated steel A needed to state clearly that it was the strongest rather than just
strong: all the steels are strong; the key point is that A is the strongest.
(b) Many candidates chose A as the diagram best representing an alloy. The commonest incorrect
answer was to choose B in which there is complete regularity in the layers of iron, chromium and
nickel, which would be impossible in a bulk manufactured alloy.
(c) (i) Some candidates gave good answers based on the strength of the steel core. Others gave
incorrect answers which referred to malleability, magnetism, giving protection against corrosion. A
significant number of candidates referred to electrical conduction despite the fact that the stem of
the question stated “apart from conducting electricity”.
(ii) This part was well answered by the majority of candidates. Some answers were too vague. Better
performing candidates generally referred to aircraft and linked this to low density.
(d) (i) Many candidates gave vague answers and referred to iron rather than aluminium, for example,
“iron because oxygen is taken”. Better performing candidates referred to aluminium gaining
oxygen.
(ii) Many candidates thought that the reaction was endothermic even though they stated that the
reactant energy level is above the product energy level. Those who correctly stated that the
reaction was exothermic often wrote imprecise statements such as “because it goes up and down”.
Question 6
(a) Most candidates did not appear to know about the reactions of acids with metals, bases and
carbonates. The better performing candidates organised their work carefully giving answers to
each of the reactions in turn. Candidates most commonly wrote about the effect on litmus and
about the production of hydrogen when an acid reacts with a metal.
(b) (i) This was almost invariably correct. Very few candidates suggested that density increases as the
number of carbon atoms increases.
(ii) Many candidates gave a value of the boiling point of pentanoic acid within the accepted range. The
commonest errors were to give a value lower than 170 °C or to give a range that was not totally
within the range required, for example, 160–180 °C.
(iii) Many candidates deduced that ethanoic acid is a solid at 15 °C but fewer candidates gave the
reason. It is not sufficient to refer to the value of the melting point alone. Reference should be
made to the melting point being above 15 °C. A considerable number of candidates gave a reason
without giving the state or gave the correct state without giving a reason.
(iv) Few candidates gave the correct structure of the carboxylic acid group. Common errors included
omission of an O atom or incorrect placement of hydrogen (C–H=O). Some candidates gave
hydrocarbon structures.
(v) Many candidates calculated the relative molecular mass correctly. One common error was to use
one or more atomic numbers instead of atomic masses with the calcium often being incorrect but
the oxygen and carbon correct. Another error was not multiplying the atomic mass of oxygen by 3.
Sometimes it was multiplied by 2.
© 2016
(c) Many answered this correctly. The commonest error was to suggest that salt dissolving in water is
a chemical change.
Question 7
(a) A majority of the candidates identified melting and boiling correctly. The commonest error was to
suggest “condensing” for either A or, more rarely, for B.
(b) Many candidates could describe the motion of the particles, but not both the motion and the
arrangement. Common incorrect statements regarding the arrangement of the particles were: “far
apart”, “move freely” or “no definite shape”.
(c) Few candidates knew the uses of sulfur. The commonest correct answer was “to make sulfuric
acid”. Common incorrect answers included “disinfectants”, “neutralising acids” or vague statements
such as “fuel”, “solvent” or “industries”.
(d) Candidates who identified sulfur dioxide often gave a correct effect on health. Others gave answers
without reference to sulfur dioxide such as “it harms the eyes”. There were a considerable number
of imprecise answers such as “dangerous to humans” or “bad for health”.
(e) (i) Many candidates deduced the correct formula. Common errors included CH4S, H4 + C4 + S, C6H4S
or a partial structural formula such as C2H2SC2H2.
(ii) Most candidates recognised that a catalyst speeds up the rate of a reaction.
(iii) The better performing candidates tended to calculate the mass of thiophene correctly. Common
errors included 15.6 × 2.6 = 40.56 or 15.6 + 1.6 = 17.2, with the 1.6 arising from 4.2 – 2.6. A
considerable number of candidates did not respond to this question.
© 2016
CHEMISTRY
Paper 0620/32
Paper 32 Theory
Key Messages
● Many candidates need further practice in answering questions involving a range of processes, especially
when extended answers are involved.
● Many candidates need practice in understanding specific terms which appear on the syllabus.
● Some candidates need more practice in interpreting data from tables and graphs.
● Many candidates need more practice in questions involving organic chemistry.
General comments
Many candidates tackled this paper well, showing a good knowledge of core Chemistry. The standard of
English was generally good. Several sections were left unanswered by some candidates especially
Questions 3(c), 5(a)(iii) and 7(d)(iii).
Question 2(e)(iii) many candidates did not give an explanation and in Question 4(b) many candidates did not
explain diffusion using particle.
Many candidates need more practice in answering extended questions such as Question 3(c) production of
steel from iron, Question 4(a) particle theory related to diffusion and Question 6(b) homologous series.
Candidates should be encouraged to organise their work and take note of all the information asked for in the
stem of the question. Other candidates need practice in answering questions relating to extraction of
information from graphs and tables.
Many candidates need more practice in understanding specific terms that appear in the syllabus, such as
compounds and mixtures in Question 5(b) and homologous series and hydrocarbons in Question 6(a) and
(b). Many candidates also need to revise aspects of organic chemistry such as the uses of hydrocarbon
fractions, the structure of alkenes and the concept of saturated and unsaturated hydrocarbons.
Many candidates were able to balance symbol equations and construct word equations. Some candidates
were able to undertake simple calculations. Others candidates need to revise these areas. A significant
number of candidates also need more practice in interpreting data from tables and graphs such as in
Questions 2(a)(i), 2(e) and 6(c).
Questions involving general chemistry including, atomic structure, properties of materials and uses of
selected elements and compounds were well tackled by some candidates. Others need more practice in
these areas.
© 2016
Question 1
(a) (i) The commonest errors were to suggest copper or argon. Fewer candidates muddled the flame
colour with sodium or lithium.
(ii) A minority of candidates selected copper as being pinkish-brown in colour. The commonest
incorrect answer was to suggest iron. Nickel and zinc were also frequently seen as incorrect
answers.
(iii) Few candidates chose carbon. The commonest errors were either to select a metal such as iron
zinc or calcium or to give the names of two alkali metals.
(iv) Some candidates chose helium. The commonest error was to suggest calcium through not reading
the stem of question sufficiently carefully where it was stated that the outer electron shell was full.
Other common errors included iron and oxygen.
(v) Many candidates recognised that iron is extracted from hematite. The commonest errors were
aluminium and helium.
(b) Many candidates deduced the number of protons, neutrons and electrons. The commonest errors
were to suggest 60 and 62 electrons and 47 and 47 neutrons for the two isotopes of silver.
Question 2
(a) (i) Many candidates described two differences in the ionic composition of water samples A and B by
focusing on individual ions. Others made basic errors in comparing the concentration of sodium
ions or chloride ions incorrectly. Some candidates made generalisations, which were not true. For
example, “all the positive ions in sample A have a lower concentration than sample B”. Other
candidates made comparisons within each sample. For example, “B has high Cl –, Na+ and SiO32-
concentration compared with the other ions”.
(ii) Most candidates correctly identified the calcium ion as having the lowest concentration. The
commonest errors were to suggest magnesium, silicate or hydrogencarbonate.
(iii) Better performing candidates tended to answer the calculation correctly. The commonest error was
150 mg obtained by multiplying 15 by 1000 then dividing by 100.
(b) Few candidates knew the test for chloride ions. The commonest error was to suggest adding litmus
and then expecting the litmus to turn red. Others thought that they were testing for chlorine rather
than chloride and suggested that the litmus was decolourised. Sodium hydroxide was the second
commonest incorrect test reagent suggested.
(c) Many candidates identified the best description of Brownian motion. The commonest incorrect
statement selected was “the downward movement of particles in a suspension”.
(d) Some candidates linked the acidic oxide, silicon(IV) oxide, to the position of silicon in the Periodic
Table or to the non-metallic nature of silicon. Others gave incorrect answers relating to the acidity
of silicon or its oxide or tried to make a link to oxygen. A considerable number of candidates
suggested that silicon(IV) oxide is a basic oxide.
(e) (i) Nearly all the candidates recognised that the solubility of oxygen decreases with increasing
temperature.
(ii) Many candidates read the value of the concentration of oxygen correctly from the graph. Common
errors were mainly the result of partially misinterpreting the scale, for example, 12.5, 10.5 or
13 mg / dm3.
(iii) Many candidates suggested how corrosion might be affected by a change in temperature but
few gave an explanation. Of those that did, many did not refer to the concentration of oxygen or
rate of reaction. It was insufficient just to state that the corrosion increases because the rate is
© 2016
faster, as this just repeated the stem of the question. Some extra idea of chemical reactions going
faster at higher temperatures or ideas of greater collision frequency were necessary.
(f) Most candidates referred to filtration and chlorination, the latter often seen in other forms such as
“chlorinization”, which conveyed the correct idea. Some candidates referred to boiling or distillation.
Other candidates wrote about sedimentation or flocculation, although these are not on the syllabus.
(g) (i) A minority of candidates were able to suggest a suitable source of oxides of nitrogen. The majority
of correct answers referred to car exhausts. Only a few referred to lightning. Common errors
referred to either other substances, for example “nitrogen oxide”, “carbon dioxide”, “smoke” or the
vague “factories”, “mines” or “industries”.
(ii) Some candidates gave suitable answers for the effects of oxides of nitrogen on health. Others tried
to make a link between nitrogen dioxide and lung disease, implying bacterial or cancerous growth,
or suggested that it was toxic. The latter was not accepted because the effect is not immediate,
unlike the effect of carbon monoxide on respiration, unless there is a much higher concentration of
nitrogen dioxide in the atmosphere.
Question 3
(a) Many candidates referred to the iron rather than the water when discussing the reduction reaction.
Comments about the iron gaining oxygen without referring to the source of the oxygen were
common. Another common error was to focus on the hydrogen and not the hydrogen in the water
or the water alone. A significant number of candidates referred to the hydrogen on the right hand
side of the equation.
(b) (i) Few candidates understood the meaning of the term ore. Better performing candidates followed the
stem of the question and referred to rocks containing iron. Common errors included statements
such as “original compounds found naturally”, “impurities in substances” or “where the iron
originally comes from”.
(ii) Better performing candidates realised that the oxygen reacts with the carbon eventually to form
carbon monoxide. Common errors included ideas about cooling the furnace, helping to remove
impurities or to react with the iron oxide.
(iii) This was the best answered part of this question, with most candidates choosing calcium silicate.
There was no common incorrect answer.
(iv) Many candidates gave the correct pipe for the removal of the slag. The commonest error was to
suggest the pipe for the removal of the iron. Some candidates disadvantaged themselves by writing
the letter S between the slag removal pipe and the pipe for the oxygen blast so that it was unclear
which exit had been chosen.
(c) Many candidates muddled the process of steelmaking with the process of extracting iron in a blast
furnace. A considerable proportion of the candidates did not respond to this question. The most
commonly identified correct impurities were carbon, phosphorus and silicon. Many candidates
suggested incorrect impurities such as iron oxide, carbon dioxide or acids. Word equations were
rarely written and were often incorrect. Some candidates tried to write symbol equations. These
were often incorrect. For this paper, candidates should be advised not to try and write symbol
equations unless requested.
Question 4
(a) Many candidates realised that impurities affected the melting point. Common incorrect answers
included, “temperature of the room affects it”; “does not have an accurate melting point”; “the air
affects it”. A minority of candidates referred, incorrectly, to concentration or the mass taken.
(b) Some candidates explained diffusion in terms of the kinetic particle theory. Other candidates did
not refer to particles and just suggested that the methyl orange moved. Many candidates did not
include the word diffusion in their answers and wrote vague or incorrect statements. Some
candidates wrote about methyl orange moving or spreading out and did not refer to particles or
molecules or ions.
© 2016
(c) Many candidates knew that methyl orange is red or pink in highly acidic solution. The commonest
errors were to suggest purple, yellow or orange. A significant number of candidates suggested
green or blue. Candidates should note that methyl orange, as stated in the syllabus, refers to
unscreened methyl orange which is not a mixed indicator.
(d) (i) Many candidates identified salt and water as products. One common error was to write the name of
specific substances for the salt. For example, copper(II) sulfate. Other candidates thought that a
metal oxide would be formed. A minority of candidates suggested that carbon dioxide or hydrogen
or both were formed.
(ii) Most candidates recognised that filtration was the correct method to use. The commonest incorrect
answers were distillation or evaporation.
(iii) Many candidates gave the sequences EBCAD or EBCDA.
Question 5
(a) (i) Many candidates balanced the equation correctly. Other candidates realised that the calcium
carbonate decomposed but gave other combinations such as Ca + CO3 or CaO + O2. A
considerable minority of candidates thought that the formula of calcium oxide was CaO2.
(ii) Many candidates realised that the action of heat on limestone is a decomposition reaction. Many
candidates suggested “endothermic”, which was accepted. The commonest error was to suggest
“reduction”. “Combustion” and “displacement” were other frequently seen errors.
(iii) A considerable number of candidates calculated the relative formula mass of calcium carbonate
correctly. An incorrect value of 74 was not uncommonly seen, obtained by adding the atomic
numbers of calcium and carbon but then using the correct value for three oxygen atoms. Another
common error was 68, obtained by not multiplying the atomic mass of oxygen by 3.
(b) Some candidates defined a compound correctly or suggested that the components in a compound
could not be separated by physical means. A number of candidates suggested that a mixture could
be separated by physical means. Other candidates gave a definition of a compound which was far
too vague, for example, “combining two substances together” or “bonding two atoms together”. The
essential words “elements” or “different atoms” were missing from these definitions.
Many candidates disadvantaged themselves by suggesting that compounds “are mixtures of

elements”. Some candidates only referred to the fixed composition of a compound or the variable
composition of a mixture or that a compound has different properties from the elements it has been
made from.
(c) Some candidates gave good answers stating that the presence of steel made the bridge stronger.
Other candidates did not give a comparative answer, for example “steel is strong”. Many
candidates referred to heat conductivity or relative expansion, which were not accepted.
(d) Most candidates knew that water (or moisture) and oxygen (or air) are essential for rusting. The
commonest error was to suggest acid instead of water or carbon dioxide instead of oxygen. A
minority suggested “iron”, perhaps not realising that steel is largely iron.
Question 6
(a) (i) Better performing candidates usually gave a good definition of a hydrocarbon. The commonest
errors were: the omission of the essential word “only”, in terms of carbon and hydrogen; stating that
hydrocarbons are a “mixture of hydrogen and carbon”; and inclusion of oxygen.
Very few candidates described the term fraction adequately. The commonest error was to give a
definition of distillation. Other candidates suggested a substance with a particular boiling point
coming off the column. Only a few candidates mentioned a limited range of boiling points.
(ii) Many candidates recognised use of kerosene as a fuel for aircraft. The idea of a fuel was essential;
the word “aircraft” alone was insufficient. The commonest error was to suggest fuels that are
supplied by other fractions, for example “fuel for cars”. Another common error was to suggest that
© 2016
kerosene is a lubricant. Fewer candidates recognised that naphtha is used for making chemicals.
Common errors included “bitumen” and “fuels”.
(b) Most candidates understood the term homologous series. The commonest answers which were
awarded credit mentioned a functional group or the fact that alkenes have a C=C functional group
or are unsaturated. Candidates should note that statements such as “alkenes have a double bond”
are not sufficient to define an alkene. Some candidates recognised the similarity of chemical
properties in a given homologous series. Those who mentioned physical properties rarely obtained
this mark because they suggested either a similarity of physical properties or that the physical
properties differ, which is not precise enough to indicate a trend.
(c) (i) Many candidates just repeated the stem of the question. Better performing candidates referred to
the data in the table by writing something different from what was in the stem of the question. The
best answers referred to the figures for the density going up as the number of carbon atoms
increases or quoting specific densities for specific alkenes.
(ii) Many candidates gave a value of the boiling point of hexene within the accepted range. The
commonest error was to give a value lower than 35 °C or just above 85 °C. Other candidates gave
a range that was not totally within the range required, for example, 28–36 °C.
(iii) Many candidates deduced that pentene is a liquid at –60 °C. Fewer candidates gave the reason. It
is not sufficient to refer to the value of melting point and boiling point alone. Reference should be
made to the melting point being below –60 °C and the boiling point being above –60 °C. A
considerable number of candidates gave a reason without giving the state or gave the correct state
without giving a reason
(d) Some candidates drew good diagrams to show the structure of ethene. The commonest error was
the omission of the double bond.
(e) Many candidates gave the correct formula for the 4-carbon alkene. Fewer candidates balanced the
equation by adding the correct formula of the alkane. Common errors included C6H13 + C6H13, CH2
or C8H16 as the alkane or splitting up the carbon and hydrogen as C12 + H26.
Question 7
(a) Many candidates realised that sodium reacts with air or that argon is unreactive. A considerable
number of candidates thought that argon is reactive or just stated that argon is a noble gas. Other
candidates incorrectly referred to the density of argon. Some candidates suggested that sodium is
reactive but did not state what it was reactive with. It was essential to state that the reactivity
related to the reactivity with air because a considerable minority of candidates thought that sodium
reacted with argon.
(b) This was generally well answered. The commonest error was to tick box C–D.
(c) (i) Most candidates wrote about gases and liquids in terms of the kinetic particle theory rather than
stating their general properties. Candidates generally referred to a gas being compressed and / or
not having a fixed volume.
(ii) Many candidates realised that the particles are close together. Fewer candidates mentioned the
irregular arrangement of the particles. Many candidates gave incorrect answers that implied that
the particles in a liquid have large spaces between them. Many candidates correctly described the
motion of the particles in a liquid in terms of sliding over each other or relatively slow movement. A
minority of candidates suggested that the particles moved fast or freely.
(d) (i) Many candidates gave at least one correct difference in the general properties of niobium and
sodium. The commonest error was to include information such as atomic radius or atomic number,
which are not really chemical or physical properties. A few candidates inverted the properties, for
example “sodium is hard and niobium is soft”.
(ii) Many candidates gave a suitable molecular or empirical formula. Common errors included
Nb + Cl 5, Nb10Cl 2 and 2NbCl 10.
© 2016
(iii) Most candidates did not recognise that niobium chloride is a simple molecule. Many appeared to
think that the presence of niobium made the whole structure metallic despite the presence of the
word “molecule” in the stem of the question. Therefore many candidates suggested, incorrectly,
that the compound had high melting point, high density and conducted electricity. Many of those
candidates who suggested that niobium chloride was either a liquid or a gas did not refer to room
temperature. A significant number of candidates suggested chemical properties rather than
physical properties.
© 2016
CHEMISTRY
Paper 0620/33
Paper 33 Theory
Key Messages
● Many candidates need more practice in questions involving qualitative analysis.

● Many candidates need further practice in answering questions involving organic chemistry.
● Some candidates need more practice in reading the stem of the questions carefully and noting key words
relevant to the question.
● Interpretation of data from tables was generally well done.
General comments
Many candidates tackled this paper well, showing a good knowledge of core Chemistry. The standard of
English was generally good. Most candidates attempted every part of each question.
Question 3(a) many candidates conflated the methods of producing ethanol by fermentation and by
hydration of ethane, despite it being clear from the stem of the question that fermentation and hydration were
distinct. In Question 4(a) some candidates did not read the stem of the question carefully enough and did not
explain diffusion in terms of moving particles. In Question 5(a) many candidates did not explain their answer,
although they were requested to do so.
Some candidates answered the extended Question 5(e)(iii) on the reaction of carbon dioxide with limewater
well. Others need more practice in answering extended questions such as Question 3(a), manufacture of
ethanol and Question 4(a), diffusion. Candidates should be encouraged to organise their work and take note
of all the reactions asked for in the stem of the question.
Many candidates need to revise qualitative tests, especially the tests for specific ions such as chromium(III),
(Question 1(a)(iii)), nitrate (Question 2(b)) and sulfate (Question 5(d)(i)). Many candidates also need to
revise the colours of particular elements and compounds.
Some candidates need further practice in answering questions involving organic chemistry; the reactions of
fermentation, hydration of ethene and the structure of ethanol were not always well known.
Many candidates were able to balance symbol equations and some were able to undertake simple
calculations. Others need to revise these areas.
Questions involving general chemistry including, atomic structure, properties of materials and uses of
selected elements and compounds were well tackled well by some candidates. Other candidates need more
practice in these areas.
Question 1
(a)(i) A majority of the candidates chose oxygen. The commonest errors were to choose either nitrogen
or argon.
(ii) Many candidates correctly identified lithium. The commonest error was to suggest chlorine.
Nitrogen was also given as an incorrect answer by a significant number of candidates.
© 2016
(iii) This was the least well-answered of the part (a) questions. Copper was the commonest incorrect
answer.
(iv) A majority of the candidates identified bromine. Common errors included iodine and copper.
(v) This was generally well answered. Krypton and nitrogen were the commonest incorrect answers. A
considerable number of candidates chose a metal instead of a gas.
(b) Titanium was selected by the majority of candidates. Some candidates omitted reference to low
density. A few candidates suggested chromium or copper but few suggested iron.
Question 2
(a)(i) This was almost invariably correct.
(ii) Many candidates correctly identified the sulfate ion. The commonest incorrect answered were
sulfur (di)oxide or sulfite.
(iii) Many candidates calculated the mass of sodium ions correctly. The commonest errors arose
through incorrect addition or subtraction and gave 1.5 or 0.8 g.
(b) Few candidates answered this fully correctly. Some candidates suggested the addition of
aluminium, other candidates suggested the addition of sodium hydroxide but few candidates
suggested that both were needed. Some candidates suggested adding nitric acid to aluminium,
forgetting that the nitric acid contained the nitrate ion. Amongst incorrect reagents added,
barium nitrate was the commonest. Many candidates suggested that the addition of litmus directly
to the nitrate resulted in the litmus turning blue. This was accepted unless there was a statement
about ammonia or a gas being produced.
(c)(i) Most candidates suggested that the insoluble materials could be filtered off. The commonest
incorrect errors were to suggest evaporation or distillation.
(ii) A majority of the candidates chose carbohydrate and protein. The commonest incorrect answer
was to tick the first box, alkane.
(iii) Many candidates described Brownian motion using suitable words such as random or zig-zag.
Incorrect answers included: slow movement; diffusion; pushing the particle. Some candidates
incorrectly implied that a current in the water moved the particles.
(d)(i) Most candidates stated an idea of improving plant growth. Some candidates wrote statements that
were too vague, for example “for healthy growth”. A minority of candidates mentioned nitrogen,
phosphorus or potassium. Fewer candidates referred to depletion of these elements from the soil
by uptake by plant roots and subsequent harvesting.
(ii) Some candidates mentioned the formation of ammonia. Very few candidates realised that the
ammonia escapes into the air as a gas. A common error was to suggest that nitrogen was lost by
calcium nitrate leaching into the soil water. Other candidates tried to suggest that the loss of
nitrogen was due to an unspecified catalytic reaction. A considerable number of candidates did not
select ammonia specifically from the reactants and products and just repeated the equation in
words. For example, “the ammonium nitrate reacts with calcium hydroxide to form calcium nitrate
and ammonia”.
Question 3
(a) Many candidates conflated the methods of producing ethanol and suggested, for example, that
“ethene reacts with glucose at high temperature”. Such responses included conflicting statements.
Other candidates gave correct reaction conditions or reactants but did not refer to either
fermentation or hydration. A greater number of candidates referred to fermentation rather than to
hydration of ethene. Many candidates thought that a high temperature is needed for fermentation.
Few candidates wrote equations. Word equations for fermentation were almost invariably incorrect,
but a common error was to write ethanol as a reactant. Word equations or molecular equations for
the hydration of ethene were more likely to be correct. A common error in the production of ethene
by hydration was to suggest that yeast was the catalyst.
© 2016
(b)(i) Many candidates deduced that methanol is a liquid at room temperature. Fewer candidates gave a
correct reason. It is not sufficient to refer to the value of melting point and boiling point alone.
Reference should be made to the melting point being below room temperature and the boiling point
being above room temperature. A considerable number of candidates gave a reason without giving
the state or gave the correct state without giving a reason.
(ii) Many candidates gave a value for the boiling point of pentanol within the accepted range. The
commonest error was to give a value lower than 125 °C or well above 145 °C.
(iii) Nearly all candidates extracted the correct information from the table and suggested that viscosity
increases as the number of carbon atoms increase. The commonest error was to write “increases”
without qualifying whether the carbon atoms were increasing or decreasing.
(c)(i) Some candidates drew good diagram of the ethanol molecule showing all of the atoms and all of
the bonds. Many candidates omitted the O–H bond. Other candidates made the basic error of not
realising that hydrogen only forms one bond to another atom. Incorrect structures involving the O
and H atoms such as C–H–O and C–H=O were often seen.
(ii) Better performing candidates suggested solvent or fuel. Many wrote vague statements such as “for
chemical experiments”. Other candidates just gave an alternative name such as “for alcohol”.
Others incorrectly suggested that alcohol was a perfume.
Question 4
(a) Some candidates explained diffusion in terms of the kinetic particle theory. Other candidates did
not refer to particles and just suggested that the blue dye moved. Many candidates did not include
the word diffusion in their answers and wrote vague or incorrect statements. Some candidates
wrote about the blue dye moving or spreading out and did not include particles or molecules or ions
in their response. Some candidates who did refer to particles wrote a lot about crystals dissolving
and the difference in particle arrangement in the crystal and liquid to the detriment of writing about
diffusion.
(b) Many candidates deduced the correct colours of the indicator. A minority of the candidates gave
colours which were not in the diagram. Common errors were to suggest blue-green or green for the
colour of the indicator in water. The colour of the indicator in acid was generally correct.
(c)(i) A majority of the candidates identified the pieces of glassware correctly. The burette was less well
known than the pipette. Some candidates called the burette a measuring cylinder or a beaker.
(ii) Many candidates discussed allowing the acid to drop into the alkali and mentioned a colour change
in the conical flask. Few candidates mentioned adding a suitable indicator into the conical flask
before the acid was added. Some candidates suggested adding the indicator after the titration was
complete. If an indicator was named, it was usually Universal Indicator, which was not accepted.
Question 5
(a)(i) Some candidates thought, incorrectly, that the reaction was exothermic even though they
mentioned bond breaking or the need for heating. Other candidates suggested that the reaction
was endothermic but gave no reason. A common error was to suggest that energy is given out
when heating limestone.
(ii) Nearly all candidates identified the reaction as being reversible by reference to the double-headed
arrow. A few candidates incorrectly referred to the reaction instead of the arrow. For example, “the
reaction goes both ways”.
(b)(i) L was misplaced more often than C, often being placed at the pipe on the bottom left of the
diagram. C was also allowed at the top of the furnace where the hopper was open.
(ii) Few candidates gave an answer based on providing heat when reacting with air. Common errors
included “as a catalyst” or “to remove carbon from limestone”.
© 2016
(c) Many candidates answered this correctly. The idea about neutralising the acid was most commonly
mentioned. Many candidates realised that lime is basic, even if expressed in rather inaccurate
terms.
(d)(i) Some candidates knew the test for sulfate ions. Those who selected barium chloride or
barium nitrate as a test reagent generally obtained both marks. A wide variety of incorrect answers
were seen including the use of litmus, the use of sodium hydroxide or aluminium or various tests
for gases.
(ii) Many candidates deduced the correct formula for the silicate. Common errors were 2SiO12, SiO6,
and SiO. A significant number of candidates disadvantaged themselves by writing the symbol for
sulfur instead of the symbol for silicon.
(e)(i) Nearly all candidates identified pH 12 as a strongly alkaline pH. The incorrect pH values of pH 2 or
pH 6 were occasionally seen.
(ii) Most candidates identified H2O. A few candidates disadvantaged themselves by writing “water” as
a word rather than in symbols. The commonest errors were to suggest H2, H or OH.
(iii) This was generally the best answered of the extended answer questions on the paper. Many
candidates recognised that carbon dioxide reacts with or neutralises the calcium hydroxide. Fewer
candidates stated the origin of the carbon dioxide from the air. Better performing candidates also
realised that carbon dioxide is an acidic oxide and / or identified the white precipitate as
calcium carbonate.
Question 6
(a)(i) Some candidates realised that the Periodic Table is arranged in order of atomic number (proton
number). Other candidates commented on groups or periods. A significant minority of candidates
tried to link the position of the elements to decreasing or increasing reactivity, valency or relative
atomic mass.
(ii) Some candidates realised that metals are on the left of the Periodic Table and non-metals on the
right. Other candidates gave answers which were either imprecise or did not relate to chemical or
physical properties. Common incorrect answers related to reactivity, electronic structure and
density.
(iii) Many candidates commented on one trend. The commonest errors were either to suggest that
melting points and boiling points increase down Group I or to write about atomic mass or electronic
structure. A significant number of candidates did not write about a trend but just gave general
properties of the alkali metals.
(b)(i) Few candidates knew the colours of the halogens in aqueous solution. Many candidates suggested
that chlorine is blue or brown rather than green, or practically colourless in dilute aqueous solution.
Other candidates suggested that iodine is black, the colour of the solid, or purple, the colour in
some organic solvents.
(ii) Few candidates made the correct comparison between the reactivity of iodine and astatine. Many
candidates compared the reactivity of astatine with potassium or potassium iodide. Other
candidates gave incomplete answers such as “astatine is less reactive” or “astatine is unreactive”.
(c)(i) Many candidates completed the equation correctly. The commonest error was to write 2H instead
of H2.
(ii) Some candidates drew clear electronic structures for hydrogen chloride. Common errors included:
single circle with HCl written inside; separated atoms; extra electron(s) on the hydrogen; no
unpaired electrons on the chlorine atom.
(iii) Many candidates completed the word equation correctly. The commonest errors were either to
suggest hydrogen or carbon dioxide in place of water or to give incorrect names to the
lithium chloride such as lithium hydrochloric acid.
© 2016
Question 7
(a) Most candidates correctly identified condensation and freezing. The commonest error was to
suggest “sublimation” for either A or B.
(b) Many candidates gave correct answers about the arrangement and motion of the particles in solid
phosphorus. The commonest error was to suggest that the particles in the solid are moving slightly
from place to place.
(c) Some candidates linked the acidic oxide to the position of phosphorus in the Periodic Table or to
the non-metallic nature of phosphorus. Other candidates gave incorrect answers relating to the
acidity of phosphorus or its oxide or tried to make a link to oxygen. Many candidates suggested
that phosphorus(V) oxide is a basic oxide even though they stated that it forms an acidic solution
when reacting with or dissolving in water.
(d) Most candidates did not recognise that phosphorus sulfide is a simple molecule. Many candidates
appeared to think that the structure was a giant structure despite the presence of the word
“molecule” in the stem of the question and the diagram showing a discrete molecule. Therefore,
many candidates incorrectly suggested that the compound had a high melting point, was hard or
strong or dissolved in water.
(e) Many candidates identified sulfur dioxide as being the product that was harmful to the environment.
Most candidates gave a suitable harmful effect of sulfur dioxide on the environment, the
commonest correct answer being “acid rain”. Some candidates chose an effect on humans and
made reference to cancer or disease. A significant number of candidates gave a correct effect of
the gaseous product but forgot to give the name of the gas. A minority of the candidates
disadvantaged themselves by rewriting the equation in words and not selecting the sulfur dioxide
from the four reactants and products available.
© 2016
CHEMISTRY
Paper 0620/41
Theory (Extended)
Key messages
When answering a question that involves a calculation, candidates should show their working. This enables
the examiner to follow a candidate’s working, even if the final answer is incorrect.
For a material to be an electrical conductor, it must contain changed particles that are able to move
throughout the structure. The ideas of being “able to move throughout the structure” cannot be replaced by
the word “free”.
Candidates should know the formula of compounds that are on the syllabus, such as ammonia.
General comments
Some excellent responses were seen to all questions on the paper.
Question 4(b) and Question 8(b) proved demanding for candidates. These dealt with equilibria and kinetics
respectively.
Question 1
(a) This was generally well answered, although J was a common incorrect answer, despite J being
identified as a metal in (f).
(b) This was generally well answered, although J was a common incorrect answer.
(c) Most candidates were able to identify a suitable method of separation.
(d) The majority of candidates realised that to separate two liquids the process of fractional distillation
would be required. A few candidates opted for “simple distillation” or just “distillation”. Some
candidates were not familiar with this part of the syllabus, with “crystallisation” being a common
wrong answer.
(e) Some fully detailed descriptions of an appropriate method of separation were given by better
performing candidates. Some candidates focussed on obtaining substance G rather than
substance H and these candidates would have benefitted from reading the question carefully. A
few candidates used the terms “filtrate” and “residue” but got them the wrong way round. It is
important to use technical terminology correctly. It was not uncommon for candidates to attempt
separation by distillation, given that the lowest boiling point component of the mixture boiled at
1413 ºC, this is not a reasonable method to use.
© 2016
(f) Many candidates identified that the conductivity of metals was something to do with electrons.
Others were unable to state that the electrons could move throughout the structure. It was common
to see responses that stated the electrons were “free” or “delocalised”; neither of these statements
state that the electrons can move. Many organic compounds that are not conductors of electricity
have delocalised electrons and it is not clear what a “free” electron is.
Question 2
(a) Most candidates answered (i) and (iii) correctly. In (ii), the term “sublimation” was less well known.
(b) Many candidates incorrectly focussed on the need to provide energy for the particles to move
faster rather than the need to overcome attractive forces or bonds between particles.
(c) Almost all candidates could correctly state that the pressure was higher in container E; many
candidates could not explain why. Many candidates focussed on collisions between particles rather
than between particles and the walls of the container. A small number of candidates thought that
the particles in E would move faster.
Question 3
(a) In (i), the majority of candidates knew that the petroleum needed to be heated before it entered the
fractionating column. A significant number of candidates thought that filtration was required. In (ii),
a significant number of candidates did not read the question carefully and so rather than give two
ways in which fraction O differed from fraction L, they gave two different uses for the fractions.
(b) This question on the characteristics of a homologous series proved to be straightforward for some
candidates, but many candidates gave vague answers, such as “they have similar properties”.
Some candidates did not read the question carefully and rather than give characteristics of a
homologous series they gave specific characteristics of alkanes.
(c) Some candidates drew the same structure twice but with a different conformation. Other common
errors were divalent hydrogen atoms and tri- or penta-valent carbon atoms.
(d) This was well answered by the better performing candidates. Other candidates often left this
question blank or produced impossible structures.
(e) Part (i) was very well answered but the empirical formula calculation in (ii) proved to be demanding
to candidates. Many of the candidates who made progress with the question by dividing by the Ar
and then simplifying to get the ratio of 1:1.6, then either rounded the ratio to 1:1.5 (giving the
formula C2H3) or rounded to 1:2 (giving the formula CH2). It should be remembered that the data
used for an empirical formula calculation will be derived theoretically and so there should never be
any need to round as per the examples given. Many candidates struggled with the calculation in
(iii).
Question 4
(a) In (i), many candidates did not know that both hydrogen and nitrogen are diatomic elements or that
ammonia is NH3. In (ii), many candidates knew that nitrogen came from the air. Some candidates
also thought that hydrogen came from the air. The temperature of the Haber process in (iii) was
better known than the pressure. As well as incorrect pressures, there were errors in the units of
pressure.
(b) Many candidates stated that at equilibrium the concentrations of reactants and products were
equal, which is not true; they are constant but they are very unlikely to be equal to each other.
Despite the instruction in (ii), it was evident that many candidates did not use the graph provided
and so did not realise that as temperature increased, so did the yield of ammonia. For (iii), a
significant number of responses focussed on rate rather than yield and so stated that a higher
pressure gave a faster rate and so a greater yield. Better performing candidates either used the
graph or worked out from the equation provided that an increase in pressure decreased the yield.
They then explained this in terms of the number of moles of gas on each side of the equation.
© 2016
Question 5
(a) This was not well known. Only a minority of candidates knew that the gas formed at the anode
would be oxygen; hydrogen was a very common error. Of those candidates who did identify the
gas as oxygen, many could not describe the simple laboratory test. Answers which were clearly
contradictory were common, such as testing the gas with a lighted splint with the expected result
being that the splint would light. It should be noted that testing a gas with a flame is not a “flame
test”.
(b) This was not well known. The most common error was to state that the conductivity of the solution
was due to electrons rather than ions. It should be noted that “free” is not taken to mean “able to
move”.
(c) The majority of candidates could explain that reduction was the gain of electrons in part (i);
relatively few candidates could identify copper(II) ions as the species being reduced. Most
candidates stated copper or simply “the cathode”.
While the majority of candidates could predict how the masses of the electrodes would change in
(ii), some candidates just stated that they would change or commented on the size rather than the
mass changes. It was not uncommon for candidates to attempt to explain the mass changes in
terms of the gain or loss of electrons rather than the gain or loss of copper from the electrode.
Part (iii) was only answered well by the better performing candidates. These candidates explained
that copper(II) ions are both removed and added to the solution at that same rate. Many attributed
the colour to the sulfate ions rather than the copper(II) ions.
Question 6
(a) Many candidates could correctly describe a polymer as being a large molecule made from many
smaller molecules called monomers.
(b) Better performing candidates could name the amide or peptide linkage in proteins. The meaning of
“biodegradable” was less well known, with many responses suggesting that it meant that it was
“kind to the environment” or “did not pollute” rather than it was something that was broken down
naturally by microbes. The example of another natural polymer in (iii) caused many candidates
problems. A common error was to give “carbohydrates” as the answer. Some carbohydrates, such
as starch, are natural polymers but others, such as glucose, are not polymers.
(c) Some excellent answers were seen to this question. However, many candidates drew structures
with di- or trivalent hydrogen or di- or tetravalent nitrogen.
Question 7
(a) Many candidates answered the calculation correctly. Better performing candidates included clear
working out in their responses. A common error was to convert the volume given in cm3 to a
volume in dm3 incorrectly.
(b) Many candidates realised they had to use the stoichiometric ratio from the equation provided and
simply divide the number of moles of HCl by two. However, presumably because the word “gas”
was used in the question, some candidates used the number 24 somewhere in their calculation.
(c) Better performing candidates clearly showed the steps in their calculations, including the
calculation of the Mr of carbon dioxide and then correctly multiplying this figure by the number of
moles of carbon dioxide.
(d) Better performing candidates were able to calculate the volume of carbon dioxide, while others did
not seem to know what to do. Some candidates who had used the value of “24” in their calculations
for (b) did not use it here.
© 2016
Question 8
(a) In (i), many candidates did not read the question carefully and described how the volume of carbon
dioxide changed rather than the rate of reaction. Candidates who did describe how the rate of
reaction changed often did not explain why the rate of reaction changed. Those candidates who
tried to explain why the reaction stopped, often stated that the reactants were used up or the
magnesium carbonate was used up, despite the fact that the question stated there was an excess
of magnesium carbonate.
Part (ii), was the best answered part of Question 8. Most candidates could correctly predict that the
initial rate of reaction would increase due to a larger surface area of solid. The lack of change in the
total volume of gas collected was less well explained; responses were often not based on the
number of moles of reactant used.
(b) Many candidates did not read the question carefully. The question asked for an explanation of why
the rate of reaction of magnesium with hydrochloric acid increased over the first two minutes.
Instead, many candidates tried to explain why magnesium reacted more quickly than
magnesium carbonate. Better performing candidates answered this question well, stating there
would be an increase in temperature and then linking this to why the reaction speeds up.
© 2016
CHEMISTRY
Paper 0620/42
Theory (Extended)
Key messages
Candidates need to be reminded to use correct scientific terms. They should also revise the entire syllabus.
It was noticeable that many candidates omitted the questions on the extraction of aluminium, Questions 6(a)
and (b).
Candidates need to be reminded that if one use of a substance is asked for, then not more than one use
should appear in the answer; any incorrect uses will be viewed as a contradiction of correct uses.
Candidates need to be reminded that the number of marks available should act as a guide for the length of
answer required.
Some good examination technique was seen with candidates underlining command words in the questions.
However, some responses were simply a rewriting of the question. Candidates write answers concise and
keep to the space available. Simple use of bullet points, rather than long paragraphs, may help candidates
make the key points of an answer.
General comments
Candidates seemed well prepared for the Question Paper. There was no evidence that there was insufficient
time to complete the paper and there was little evidence of problems in understanding the questions.
Question 1
(a) Some extended answers were given for this one mark question and many candidates wrote well
beyond the requirement of the question, which asked them to simply describe the volume and the
shape of liquids.
(b) Many candidates answered this question correctly. Some candidates did not give the correct
arrangement of the particles. Many candidates felt that no arrangement was present in gases and it
was not recognised that “fixed positions” does not necessarily mean regularity in solids.
(c) (i) and (ii)

Both changes of state were well known.
Question 2
(a) The definition of nucleon number was well known. Some candidates did not state that the protons
and neutrons were in the nucleus.
(b) The electronic structure of the Na atom was known by most candidates. The electronic structure of
the P3– ion was less successfully written down, with many candidates giving the structure of the P
atom.
(c) Almost all candidates gave a correct medical use for radioactive isotopes, with treating cancer
being the most common response seen.
© 2016
(d) The definition of relative atomic mass is given in the syllabus. Only a very small percentage of
candidates knew that relative atomic mass is an average value and only a small percentage of
candidates knew that 12C is used as the reference. Very rarely did a candidate state both these
points. Many candidates erroneously gave the definition of mass number.
(e) Despite not being unable to define relative atomic mass in (d), a significant proportion of
candidates were able to state that the relative atomic mass of chlorine is an average mass of (two)
isotopes. Weaker answers referred to the chlorine being diatomic in their explanation or suggested
chlorine atoms had half a neutron.
(f) The question told candidates that aluminium is a metal and asked them to describe the bonding in
aluminium. Many candidates took this as a cue to give the bonding in compounds of aluminium,
which was not required. Of those who attempted to show metallic bonding, many candidates
ignored the instruction to include appropriate charges and consequently showed Al3+ ions as ““,
with many candidates assuming the single positive ions to be protons. Most candidates knew that
there is a “sea of electrons” surrounding the positive ions. Some candidates thought that the
electrons “encircled” the positive ions, rather than existed between them. Very few candidates
stated that the bonding was the attraction between the positive ions and the electrons.
Question 3
(a) The names and percentage of gases in clean, dry air were well known.
(b) Most candidates could describe how oxides of nitrogen are formed as a result of combustion of
atmospheric nitrogen within the confines of a car engine at high temperatures. These candidates
tended to continue to describe that the reaction of these gases with atmospheric water and the
formation of acid rain.
Weaker answers stated that nitrogen originated from the fuel and that sulfur dioxide was needed to
convert NOx into acid rain.
(c) Most candidates were able to give two common sources of methane such as natural gas. Weaker
answers stated that methane was formed as a result of combustion of natural gas.
(d) Photosynthesis was the correct answer seen almost universally.
Question 4
(a) The vast majority of candidates opted to give equations for both reactions, when an observation
was a required. It was clear that candidates had seen these test-tube reactions taking place and
many were able to state that copper(II) carbonate fizzes in acid. Fewer candidates stated that both
reagents dissolve in acid. Some candidates described the dissolving stage but then went on to
describe the concurrent formation of a precipitate. Many candidates knew that the resultant
solutions were blue.
(b)(i) Better performing candidates were able to give a correctly balanced equation. Other candidates
gave the correct formula for copper(II) nitrate but were unable to balance the equation.
(ii) The idea of typical metals producing a salt plus hydrogen was known by many candidates but
frequently it was incorrectly stated that typical metals produce a salt plus water with acids.
Question 5
(a) One common error was to miscalculate the Mr of MnO2.
(b) (i) Many candidates did not attempt this question. The most common colour change given was the
reverse of the correct colour change, suggesting that these candidates were familiar with the
experiment but had not thought clearly about their answer.
(ii) Some candidates were able to produce the correct species and to balance the equation but many
candidates then either omitted state symbols completely or suggested (g) or (l) for bromine.
© 2016
(c) (i) and (ii)

Most candidates knew that the carbon to carbon double bond is responsible for propene’s
reactivity. They also knew the reaction is an addition reaction.
(d) (i) Most candidates knew that the reaction is a substitution reaction.
(ii) and (iii)

The definition of structural isomerism was well known in (ii) but the poor diagrams of the structural
isomers in (iii) suggested the definitions given in (ii) may have been known but not necessarily
understood.
(e) (i) The method of determination of an empirical formula from percentage by mass values was known
by many candidates. Some unnecessary errors were seen, such as:
 The percentage composition by mass values were divided by atomic numbers rather than by
relative atomic masses.
 The initial ratio of moles (I, 0.59 : O, 1.5) was frequently rounded to 0.5 : 1.5 leading to an
empirical formula of IO3.
 Instead of doubling the partial whole number ratio of 1 : 2.5 to make the ratio 2 : 5, many
candidates incorrectly changed it 1 : 3 leading to an empirical formula of IO3.
(ii) Most candidates were able to relate the acidic nature of an oxide of a non-metal, such as iodine, to
the expected colour seen in Universal Indicator.
Question 6
(a) Candidates found describing the extraction of bauxite challenging and key stages such as the use
of molten cryolite were often omitted. Candidates are advised to consider which facts they need to
put into an answer that requires extended writing before commencing their answer. The use of
bullet points may help this process.
Candidates found the half-equations difficult and many attempts were incorrect due to an
imbalance of charge. This often resulted from using an incorrect number of electrons.
(b) Most candidates knew that the anodes were made of graphite and that they react with the oxygen
gas produced. Some candidates did not explain this in (b).
(c) A wide range of acceptable responses were seen. A large proportion of candidates described
aluminium as being “light” rather than having “low density”.
Question 7
(a) Many candidates used non-specific phraseology, such as “made from two or more monomers” and
“a chain of monomers”.
(b) (i) Most knew that hydrolysis was occurring. Candidates need to be aware that hydration is not the
same as hydrolysis.
(ii) The idea that acidic conditions were needed for hydrolysis of proteins was not widely known.
(c) (i) and (ii)

Most candidates knew how to determine the Rf value in (ii) and went on to demonstrate that they
understood what they had written by circling the correct spot in (iii).
(iii) Many candidates would have benefitted from considering what to write before commencing. The
use of bullet points may also have helped. Many candidates did not label diagrams and these
diagrams often had the chromatogram shown with the baseline below the solvent level.
It was clear that for many candidates simple paper chromatography was not well known, as many
answers included various spurious uses of locating agents, solvents and amino acids.
© 2016
(d) The majority of candidates were able to show an amide linkage. Sometimes it was as part of a
repeat unit rather than as part of a dipeptide. Better performing candidates were able to realise that
the second dipeptide involved reversing the order of the two amino acids.
© 2016
CHEMISTRY
Paper 0620/43
Theory (Extended)
Key messages
Candidates often answer in terms of rate of reaction when questions on equilibrium are asked and vice
versa. Candidates are advised to treat equilibrium and rates of reaction as two separate topics.
Candidates should be aware that substances that conduct electricity do so because they contain either
moving electrons, in metals and graphite, or moving ions, in aqueous solutions containing ions and molten
ionic compounds. The word “free” should not be thought of as meaning the same as moving.
Candidates should know that the products of electrolysis are metallic elements or hydrogen at the cathode
and oxygen or the halogens at the anode. Molten ionic compounds are decomposed into their elements
during electrolysis.
General comments
Candidates were not confident in writing ionic half-equations.

“
Question 1
(a) Responses were more likely to give the masses correctly than the charges.
(b) (i) This was answered reasonably well. Electrons were the most likely to be omitted from the first part.
Nucleon was often seen instead of neutron in the second part.
(ii) Reference to number of electrons or electron configuration was given by better performing
candidates. A common incorrect response was, “because they are the same element”.
(c) This was answered reasonably well. Silicon, silicon(IV) oxide and oxides of carbon were
occasionally seen.
(d) Many candidates drew single bonds instead of double bonds. Candidates are advised to draw
electrons in pencil first and then go over the pencil marks in pen, rather than cross out an answer
that they wish to change. Crossings out often make it unclear which is the answer that the
candidate wants to be marked. Candidates often used more than the outer shell electrons that
were available from one carbon atom and two oxygen atoms. Candidates need to be aware that all
three atoms must achieve a full outer shell of electrons.
Question 2
(a) This was often answered well. Some candidates used the nucleon number of 9 to lead to an
electronic structure of 2,7. Be2+ was occasionally seen as an electronic structure.
(b) This was usually answered correctly.
© 2016
(c) (i) Many candidates confused metallic bonding with ionic bonding. Negative ions were commonly
seen in addition to positive ions. Protons and atoms were often referred to in an inappropriate way.
Electrostatic attraction was usually missing.
(ii) Electrons were often referred to, but reference to mobility or movement of electrons was often
missing.
(d) (i) This was usually answered correctly.
(ii) This was often answered correctly although BeCl and BeOH were common errors.
(iii) The formula Na2BeO2 was only seen occasionally. Many other sodium compounds were seen on
the right-hand side of the equation, as was the element sodium. BeO2 was also commonly seen as
a product.
Question 3
(a) The “2” in front of Pb(NO3)2 led to many answers of 662 and 538.
(b) (i) There were many correct answers, using a variety of methods. Those candidates who made errors
in (a) usually made similar errors in calculating the Mr of PbO.
(ii) Many candidates calculated the Mr of O2 and used this instead of the molar gas volume.
(c) This was usually fully correct, although the phrase “glowing splint” was sometimes absent.
(d) (i) “Excess” means more than enough of one reactant, so that the other reactant completely reacts.
Some candidates were not familiar with this definition.
(ii) An observation was required here, preferably stating that the lead(II) oxide would no longer
dissolve. No more bubbling was often seen as an answer, even though there was no gas evolved
in the reaction.
(iii) The formulae of lead(II) nitrate and nitric acid were often incorrect. Many equations with correct
formulae were unbalanced.
Question 4
(a) Both types of bonding were usually correct, although the bonding in silicon(IV) oxide was
sometimes described as giant covalent.
(b) Tetrahedral, referring to spatial distribution of bonds rather than type of structure, was a very
common answer. Lattice was also commonly seen.
(c) (i) There were many references to intermolecular forces instead of covalent bonds. Silicon(IV) oxide
consists entirely of strong bonds and therefore these bonds will only break at high temperatures.
This area of the syllabus needs deeper consideration by large numbers of candidates.
(ii) The lack of moving charged particles, ions or electrons, was rarely mentioned by candidates.
(d) Many candidates referred only to electrons. Solid sodium chloride contains ions and in the solid
state the ions are not moving, which is why the solid does not conduct electricity. When molten,
conduction of electricity does occur because the ions are moving.
(e) (i) This was often answered correctly. Ions were often mentioned as products, as was sodium.
(ii) Candidates were not confident with ionic half-equations. Candidates should know that electrons are
always on the left-hand side for reactions at the negative electrode, and also that the total charge
must be the same on both sides. Hydrogen gas was often represented as H instead of H2.
(f) Oxygen was only seen occasionally as the product. Chlorine was also commonly seen, despite
reference to a dilute solution.
© 2016
(g) (i) This was answered reasonably well.
(ii) Na2+ was seen occasionally. Ionic half-equations continue to be difficult for candidates.
(iii) The test for chlorine gas was reasonably well known.
Question 5
(a) (i) Candidates often omitted a source of oxygen or the requirement for heat.
(ii) Very large numbers of candidates could write the equation for this reaction.
(b) (i) Very large numbers of candidates identified this as an equilibrium or as a reversible reaction.
(ii) The oxidation state of vanadium was sometimes absent or sometimes incorrect. Catalysts from
other industrial and laboratory reactions were sometimes seen.
(iii) Candidates answered this correctly.
(iv) Candidates often omitted to refer to the fact that the forward reaction was exothermic and this is
what caused a decreased yield of sulfur trioxide at higher temperatures. There were many
inappropriate references to rate or to collisions.
(v) There were several inappropriate references to yield instead of rate and confusion between
equilibrium and rate of reaction.
(vi) Candidates often omitted to refer to the fact that there were fewer molecules on the right-hand side
compared to the left-hand side and this is what caused an increased yield of sulfur trioxide at
higher pressure. There were many inappropriate references to rate or to collisions. The statement
that there are fewer molecules in the forward reaction than the reverse reaction is meaningless.
(c) (i) This was answered reasonably well, although the word concentrated was sometimes absent.
Water was a common incorrect answer.
(ii) The equation was often correct. The most common incorrect answer was 2SO3  H2O → H2S2O7.
(d) (i) This was commonly answered well.
(ii) The equation was occasionally unbalanced. Incorrect species were sometimes included.
(e) Not many candidates were aware of the uses of sulfuric acid. Bleaching and paper manufacture
were commonly seen.
(f) (i) Reference to pH, concentration and chemical properties instead of complete ionisation were
commonly seen. “Almost complete ionisation” was not accepted.
(ii) “Describe how” requires brief reference to experimental method such as “use a pH meter” or “use
Universal Indicator” rather than explanation of theory. Those candidates who referred to pH usually
erred on the high side; pH values should have been 1 or less. “Measure pH” needed an additional
comment as to how this is done.
(iii) A minority of candidates deduced that the acidic hydrogen ion in C6H5SO3H had to be replaced to
form the sodium salt C6H5SO3Na. Many other sodium salts were seen as products.
Question 6
(a)(i) Use of the words condense / condensation or polymer / polymerisation were often unsuccessfully
used to explain the term required. Reference to a long chain molecule was usually missing.
Condensation was usually thought to apply in the physical sense of changing a gas to liquid.
(ii) This was answered quite well. The incorrect term “additional” was seen often.
© 2016
(b) (i) There were many correct responses, although some candidates included parts of the boxes. Other
candidates included various other parts of the polymer.
(ii) Many candidates found this very challenging. Some had the wrong atoms in the monomers. Other
candidates did not obey the instruction to “show all the missing atoms and bonds”. The O–H bond
is just as important as any of the others.
(iii) Many candidates gave nylon as a correct answer. Other answers included a variety of polymeric
and non-polymeric substances. Terylene and carbohydrates were fairly common answers.
(c) (i) Amino acids was seen fairly commonly as the only correct answer.
(ii) This area of the syllabus was only recognised by a small number of candidates. Fractional
distillation was seen often, as were bromine, Benedict’s reagent and biuret reagent as locating
agents.
© 2016
CHEMISTRY
Paper 0620/51
Practical Test
Key messages
 Candidates should use a sharp pencil for plotting points and for drawing their lines of best fit. This allows
them to correct any errors. The line of best fit might be a curve or a straight line. Straight lines should be
drawn with a ruler, but rulers should not be used to join the points on a curve. Lines of best fit should
avoid anomalous points.
 Candidates should be familiar with the technique of carrying out a flame test. In qualitative analysis
exercises, candidates must follow the instructions given and record all observations. White precipitates
should not be described as cloudy or milky solids. Candidates should be aware that the mark allocation
reflects the number of marks allocated to the question.
 Candidates should be prepared to answer questions requiring the planning of an investigation.

Candidates would benefit from attempting past examination questions with this style of question. These
can be found on the 0620 Specimen Assessment Materials and on past Alternative to Practical
Question Papers.
General comments
The majority of candidates successfully attempted and completed both practical Questions 1 and 2, and
there was no evidence that candidates were short of time. A number of candidates did not follow the
instructions as detailed in certain parts of Question 2.
Question 1
(a) and (b)

The tables of results were completed by all of the candidates. The majority of candidates recorded
temperature readings that were comparable to the supervisor for both experiments. Better
performing candidates recorded temperatures increasing to a maximum and then decreasing or
levelling out, with the maximum reached at a lower volume of acid added for Experiment 2. Some
candidates recorded temperatures which did not show an increase as acid was added.
(c) Most candidates plotted the points for both experiments on the grid correctly. Points were
sometimes plotted incorrectly because the scale on the y-axis was misread. Some graphs were not
labelled and the use of a ruler to join the points “dot to dot” was sometimes seen. Better performing
candidates gave responses which showed two intersecting best-fit straight lines drawn through the
points for each experiment.
(d) Most candidates worked out the temperature of the reaction mixture after 13 cm3 of nitric acid were
added to 50 cm3 of solution N in Experiment 1 and showed clearly how they had used their graph.
Some errors in reading the scale of the x-axis were evident and a number of candidates mistakenly
answered in terms of Experiment 2.
(e) Phenolphthalein, methyl orange and litmus were the commonest answers. Universal Indicator and
pH paper was rejected. A number of incorrect responses, such as starch and
potassium manganate(VII) were seen.
© 2016
(f) This was well answered with Experiment 1 commonly given. Better performing candidates were
able to communicate the idea that solution N was stronger, often in terms of a higher pH or more
alkaline. Reference to concentration was not credited, as the stem of the question specified
“solutions of N and O are the same concentration”. Vague references to the greater reactivity of
solution N were prevalent and ignored.
(g) The idea of smaller or slower temperature changes was recognised by the better performing
candidates. Many responses referred to the doubling of the temperature changes, which showed a
lack of understanding.
(h) The use of a polystyrene cup in the experiments because it is an insulator of heat was a common
correct answer. Vague references to the cost and availability of polystyrene cups were ignored.
(i) Most correct responses referred to accuracy as the problem when using a measuring cylinder and
suggested replacing it with a burette or pipette. Correct references to heat losses and covering the
polystyrene cup with a lid or insulation were also seen. Vague references to parallax errors,
thermometer reading errors, not using more than one burette and using the thermometer as a
stirrer were common incorrect answers.
Question 2
Solid P was hydrated aluminium sulfate.
(a) Most candidates were able to describe the appearance of solid P as a white solid, powder or
crystals. The colour of the salt was sometimes missed and a few answers mistakenly referred to
the presence of a precipitate.
(b) (i) Detailed observations were rare. The presence of condensation / droplets was often not noticed.
Vague references to fizzing and effervescence were common. Some candidates recognised that
the solid melted, dissolved or turned into a liquid after heating. It was apparent that many
candidates had not followed the instruction for testing the gas with cobalt(II) chloride paper. A
number of positive tests for chlorine and acidic gases using litmus paper were recorded; in reality,
steam / water vapour is evolved.
(ii) A wide range of flame colours were recorded, including blue, green, lilac and often yellow. The
expected observation was no change in the colour of the flame, which was rarely recorded.
(c) (i) Some responses showed that candidates did not follow the instructions given and therefore
observations were missed.
(ii) This was generally well answered with the recognition of a white precipitate. Some candidates
noted the formation of a cloudy or milky solution but did not describe the colour appropriately.
(iii) A significant number of candidates obtained a white precipitate when there should have been no
reaction for this halide test. Other candidates described effervescence and precipitates dissolving.
(iv) This was generally well answered. Vague references to milky, cloudy and bubbles were prevalent.
(d) Only the better performing candidates realised that a white solid showed that ions of a transition
element were not present. Conclusions that suggested that the white solid showed that a Group I
or Group II element was present were insufficient.
(e) Better performing candidates realised that the formation of condensation indicated that the solid
was hydrated or that water was present. Confused responses discussed the acid-base nature of
the solid.
(f) Only a minority of candidates were able to suggest the absence of a named metal ion that gives a
positive flame test. The majority of candidates correctly deduced that sodium ions were present
having recorded a yellow flame colour in (b)(ii).
(g) Many candidates referred to the presence of sulfate ions in solid P from the white precipitate
recorded in (c)(iv). A majority of candidates realised that the tests on the solid indicated the
© 2016
presence of aluminium ions. Incorrect responses such as transition element, ammonium or zinc
ions, and nitrate or chloride ions were prevalent.
Question 3
Many candidates were ill-prepared for this planning question and did not attempt it. A range of marks was
seen. The commonest method chosen was a titration. This showed a lack of knowledge and understanding
as mixtures of calcium oxide and calcium carbonate do not dissolve in water and therefore solutions could
not be made and used.
A large number of responses lacked detail, e.g. “add Agri Lime Q to nitric acid with an indicator”, with no
mention of quantities of reactants or the name of the indicator. A significant number of responses referred to
the addition of an acid to separate samples of calcium oxide and calcium carbonate which showed a lack of
understanding of the question.
© 2016
CHEMISTRY
Paper 0620/52
Practical Test
Key messages
 Candidates should use a sharp pencil for plotting points and for drawing their lines of best fit. This allows
them to correct any errors. The line of best fit might be a curve or a straight line. Straight lines should be
drawn with a ruler, but rulers should not be used to join the points on a curve. Lines of best fit should
avoid anomalous points.

Question Papers.
General comments
The majority of candidates successfully attempted and completed both practical Questions 1 and 2, and
there was no evidence that candidates were short of time. A number of candidates did not follow the
instructions as detailed in certain parts of Question 2.
Question 1
(a) and (b)

The tables of results were completed by all of the candidates. The majority of candidates recorded
temperature readings that were comparable to the supervisor for both experiments. Better
performing candidates recorded temperatures increasing to a maximum and then decreasing or
levelling out, with the maximum reached at a lower volume of acid added for Experiment 2. Some
candidates recorded temperatures which did not show an increase as acid was added.
sometimes plotted incorrectly because the scale on the y-axis was misread. Some graphs were not
labelled and the use of a ruler to join the points “dot to dot” was sometimes seen. Better performing
candidates gave responses which showed two intersecting best-fit straight lines drawn through the
points for each experiment.
Some errors in reading the scale of the x-axis were evident and a number of candidates mistakenly
answered in terms of Experiment 2.
(e) Phenolphthalein, methyl orange and litmus were the commonest answers. Universal Indicator and
pH paper were rejected. A number of incorrect responses, such as starch and
© 2016
candidates. Many responses referred to the doubling of the temperature changes, which showed a
lack of understanding.
(h) The use of a polystyrene cup in the experiments because it is an insulator of heat was a common
correct answer. Vague references to the cost and availability of polystyrene cups were ignored.
thermometer reading errors, not using more than one burette and using the thermometer as a
stirrer were common incorrect answers.
Question 2
Solid P was hydrated aluminium sulfate.
(a) Most candidates were able to describe the appearance of solid P as a white solid, powder or
crystals. The colour of the salt was sometimes missed and a few answers mistakenly referred to
the presence of a precipitate.
(b) (i) Detailed observations were rare. The presence of condensation / droplets was often not noticed.
Vague references to fizzing and effervescence were common. Some candidates recognised that
the solid melted, dissolved or turned into a liquid after heating. It was apparent that many
candidates had not followed the instruction for testing the gas with cobalt(II) chloride paper. A
number of positive tests for chlorine and acidic gases using litmus paper were recorded; in reality,
steam / water vapour is evolved.
(ii) A wide range of flame colours were recorded, including blue, green, lilac and often yellow. The
expected observation was no change in the colour of the flame, which was rarely recorded.
(c) (i) Some responses showed that candidates did not follow the instructions given and therefore
observations were missed.
(ii) This was generally well answered with the recognition of a white precipitate. Some candidates
noted the formation of a cloudy or milky solution but did not describe the colour appropriately.
(iii) A significant number of candidates obtained a white precipitate when there should have been no
reaction for this halide test. Other candidates described effervescence and precipitates dissolving.
(iv) This was generally well answered. Vague references to milky, cloudy and bubbles were prevalent.
(d) Only the better performing candidates realised that a white solid showed that ions of a transition
element were not present. Conclusions that suggested that the white solid showed that a Group I
or Group II element was present were insufficient.
(e) Better performing candidates realised that the formation of condensation indicated that the solid
was hydrated or that water was present. Confused responses discussed the acid-base nature of
the solid.
(f) Only a minority of candidates were able to suggest the absence of a named metal ion that gives a
positive flame test. The majority of candidates correctly deduced that sodium ions were present
having recorded a yellow flame colour in (b)(ii).
(g) Many candidates referred to the presence of sulfate ions in solid P from the white precipitate
recorded in (c)(iv). A majority of candidates realised that the tests on the solid indicated the
© 2016
presence of aluminium ions. Incorrect responses such as transition element, ammonium or zinc
ions, and nitrate or chloride ions were prevalent.
Question 3
© 2016
CHEMISTRY
Paper 0620/53
Practical Test
Key messages
 Candidates should use a sharp pencil for plotting points and for drawing their lines of best fit on their
graphs. This allows them to correct any errors. The question might require the line of best fit to be a
curve or a straight line. Straight lines should be drawn with a ruler, but rulers should not be used to join
the points on a curve. Lines of best fit should avoid anomalous points.

Question Papers.
General comments
The majority of candidates successfully attempted and completed both practical Questions 1 and 2 and
there was no evidence that candidates were short of time. Supervisors’ results were submitted with all of the
candidates’ scripts.
There was some evidence that some candidates were ill-prepared for Question 3.
Question 1
(a) and (b)

Almost all candidates completed the table of results with results which showed an increase in
temperature which was in close agreement with that achieved by the Supervisor. A significant
number of candidates did not follow the instructions and added the metals before 60 seconds had
elapsed. Consequently, the first three temperatures in both tables were not similar as expected.
(c) Points were usually correctly plotted. Some candidates did not label the graphs. Some graphs had
points that were joined with a ruler or a graph that bent backwards for the steep part of the curve
for Experiment 2.
(d) (i) Some candidates misread the graph scale or did not show from where on the graph they had read
the value.
(ii) Only the better performing candidates were able to add 30 °C to the temperature of the solution at
60 seconds and draw a tie-line to the time at this temperature. Very few candidates then realised
that 60 seconds had to be subtracted from this value to calculate the answer.
(e) This was generally well answered, with many candidates stating that the reaction would have
stopped and so it would return to room temperature or the initial temperature in the table. Vague
answers referred to the mixture cooling down and losing energy, which did not answer the
question.
© 2016
(f) A common misconception was that taking more readings would make the readings more accurate
or more precise. If a reading is subject to an error, just taking more readings will not make that
error disappear. However, more frequent readings give more data points which allow a better graph
to be drawn.
(g) Many responses centred on the relative reactivity of polystyrene and copper. Better performing
candidates discussed the insulating effect of polystyrene or the possible loss of energy by a copper
can conducting heat.
Question 2
Solution Q was dilute sulfuric acid and solution R was aqueous calcium hydroxide.
(a) (i) This was generally well answered. A minority of candidates did not follow the instructions and used
litmus paper and recorded a colour change instead of a pH value.
(ii) A lack of detail was evident. Many candidates did not record the observation that the mixture
formed bubbles, fizzed or effervesced. Some vague responses referred only to a “pop” or to
hydrogen.
(iii) A lack of detail was evident. Many candidates did not record the observation that the mixture
formed bubbles, fizzed or effervesced. Some answers referred to a lighted splint extinguishing or
litmus paper changing colour.
(iv) This was generally well answered with the recognition of the formation of a white precipitate. Some
candidates used terms such as milky, cloudy or solid, which were ignored.
(b) (i) This was generally well answered.
(ii) This was generally well answered with the recognition of the formation of a white precipitate, which
was insoluble in excess aqueous sodium hydroxide. Some candidates used terms such as milky,
cloudy or solid, which were ignored.
(iii) The incorrect use of terms was prevalent. The expected observation was that a brown precipitate
formed. The use of the terms soluble, insoluble, dissolves and solution was often confused.
Reference to the formation of a white precipitate showed a lack of care in observing the reaction.
(iv) The expected observation was that a green precipitate formed. References to green solutions were
common.
(c) Many candidates recognised the presence of sulfate ions but did not identify sulfuric acid.
(d) The presence of calcium ions was often noted. Many candidates could not relate the observations
to the presence of an alkali / hydroxide ions and did not name calcium hydroxide.
© 2016
Question 3
Reference to fractional distillation instead of distillation was prevalent and showed a lack of knowledge and
understanding. Many responses then showed a lack of realisation that, if distillation were the first step, the
solid left would be a mixture rather than pure sodium carbonate.
Better performing candidates used three different portions of the mixture and were able to suggest a method
which would successfully separate the silica, water and sodium carbonate from each portion of the mixture.
Candidates found it more difficult to start with one portion of the mixture and correctly sequence the
separation stages, i.e. filtration, distillation and evaporation.
© 2016
0620 IGCSE Chemistry November 2016
CHEMISTRY
Paper 0620/61
Alternative to Practical
Key messages
graphs. This allows them to correct any errors. The line of best fit might be a curve or a straight line.
Straight lines should be drawn with a ruler, but rulers should not be used to join the points on a curve.
Lines of best fit should avoid anomalous points.

Question Papers.
General comments
The majority of candidates attempted all of the questions. Some candidates were not well prepared for this
examination and showed a lack of experience of practical procedures.
Candidates found Questions 3 and 4 the most demanding.
Question 1
(a) A minority of candidates identified the electrodes. There were many references to plates and
cathodes, which were ignored. A number of answers named compounds of platinum, e.g. platinum
oxide, which showed a lack of understanding.
(b) Correct references to bubbles, fizzing or effervescence were seen. Comments about the volumes
of gases in the tubes or a bulb lighting up were ignored.
(c)(i) Some candidates noted that the volume of hydrogen was greater than the volume of oxygen. Other
candidates realised that the volume of hydrogen was twice as much as the volume of oxygen. A
minority of candidates thought there was more oxygen.
(ii) Many candidates realised that water breaks down to form hydrogen and oxygen. Sulfuric acid was
a common incorrect answer. A significant number stated that the platinum broke down, which
showed a lack of understanding.
(d) A large number of candidates did not follow the instruction and gave two tests to distinguish the
gases. Using a lighted splint was common, giving a “pop” with hydrogen. A lighted splint would
have no effect on oxygen apart from a brighter flame, but many responses stated that “the lighted
splint would relight”, not appreciating that it was already lit. A glowing splint would relight in oxygen
but there would be no effect in hydrogen, but many candidates thought that it would “pop”.
© 2016
Question 2
(a) and (b)

The temperatures in the tables of results were completed correctly from the thermometer diagrams
by the majority of the candidates.
sometimes plotted wrongly because the scale on the y-axis was misread. Some graphs were not
labelled and the use of a ruler to join the points “dot to dot” was seen.
Some errors in reading the scale of the x-axis were evident and a number of responses chose the
wrong curve.
(e) Phenolphthalein, methyl orange and litmus were the most common answers. Universal Indicator
and pH paper were rejected. A number of incorrect responses such as starch and
candidates. Many answers referred to an increase or doubling of the temperature changes, which
showed a lack of understanding.
(h) The use of a polystyrene cup in the experiments because it is an insulator was a common correct
answer. Vague references to the cost and availability of polystyrene cups were ignored.
thermometer reading errors, not using more than one polystyrene cup and using the thermometer
as a stirrer were common incorrect answers.
Question 3
(a) Better performing candidates realised that the formation of condensation and the colour change of
the cobalt(II) chloride paper indicated that the solid was hydrated or that water was present.
Confused responses discussed the acid-base nature of the solid.
(b) A wide range of flame colours were recorded, including blue, green, lilac and often yellow. The
expected observation was no change in the colour of the flame, which was rarely recorded. Some
candidates were not familiar with the flame test and referred to the flame going out as if they were
testing for gases.
(c)(i) Some responses showed that some candidates had never experienced this test and therefore the
observations were incorrect. A white precipitate, which dissolved when an excess of aqueous
sodium hydroxide was added was the expected answer.
(ii) This was generally well answered with the recognition of a white precipitate insoluble in an excess
of aqueous ammonia. Some candidates noted the formation of a cloudy or milky solution but did
not describe the colour appropriately.
(d) Only the better performing candidates realised that no reaction showed that halide ions were not
present. Conclusions that suggested it showed halogens were present were not accepted.
© 2016
(e) Many candidates referred to the presence of sulfate ions in solid P from the white precipitate
recorded in test 6. Incorrect responses, such as transition element, ammonium or zinc ions, and
nitrate or chloride ions were prevalent.
(f) Few candidates realised that aluminium salts are white. Grey, colourless, yellow and other colours
were common. Shiny was another response, which showed a lack of knowledge and
understanding.
Question 4
© 2016
CHEMISTRY
Paper 0620/62
Key messages
graphs; this allows them to correct any errors. The line of best fit might be a curve or a straight line.
Straight lines should be drawn with a ruler, but rulers should not be used to join the points on a curve.
Lines of best fit should avoid anomalous points.
exercises, candidates must follow the instructions given and record all observations, rather than stating
the names of the products formed. White precipitates should not be described as cloudy or milky solids.
Candidates should be aware that the mark allocation reflects the number of marks allocated to the
question.

Question Papers.
General comments
Some candidates did not read the questions carefully and did not understand what was required. This was
noticeable in Question 3 where observations were not given, but equations or named products were. Some
candidates did not read the description of the experiment in Question 2 and this led to errors in later parts of
the question.
Question 1
(a) Most candidates identified the tripod, which was often described as a stand or a Bunsen burner.
The condenser caused few problems, although some candidates labelled it as a fractionating
column.
(b) This question was well answered.
(c) The majority of candidates correctly identified the separation method as chromatography.
Question 2
(a) The table of results was completed correctly by the majority of candidates using the measuring
cylinder diagrams. Common errors were with the 20 second and 40 second diagrams.
(b) Most candidates plotted the points on the grid correctly but many candidates did not make their
points clear, especially at the origin. Some candidates incorrectly drew a curve through the
anomalous point. The first point was often missed and the last point sometimes plotted incorrectly.
(c) (i) The anomalous point was usually identified correctly. Some candidates thought that the point at
180 s was anomalous because it was the same as the previous volume at 160 s.
© 2016
(ii) Good responses referred to the misreading of the measuring cylinder or taking the reading too
early. References to the point not being on the curve did not answer the question. Many candidates
suggested that some gas had escaped without realising that this would have also affected all
subsequent results as well. Vague references to human error or recording errors were ignored.
(iii) This was generally well answered. Some candidates did not clearly show on the grid how the
answer was worked out.
(d) Many candidates stated that the reaction had finished but many gave the incorrect reason that all
the magnesium had reacted. This showed a lack of understanding as the hydrochloric acid was the
limiting reagent.
(e) (i) A significant number of candidates added the two volumes to get 101 cm3 instead of subtracting to
get 13 cm3.
(ii) Many candidates divided by 30 s instead of 20 s, which showed a lack of understanding. Some
candidates did not give a unit. Many gave the correct unit of cm3 / s.
(f) This question was well answered. Most candidates sketched either a steeper curve from the origin
or a curve levelling out at the same volume. Better performing candidates did both.
(g) The idea of the reading being caused by air being displaced by the addition of 30 cm3 of
hydrochloric acid was only recognised by the better performing candidates. Many responses
referred to the trapping of the air in the measuring cylinder before the acid was added, not
appreciating that the diagram at the start of the question showed that the cylinder was full of water.
A large number of responses referred to the rapidity of the reaction causing the 30 cm3 reading,
which was incorrect.
(h) Most correct responses referred to accuracy as the problem when using a measuring cylinder and
suggested replacing it with a gas syringe, burette or pipette. References to repeating the
experiment and taking the average of the results were also seen. Some candidates did not
following the instruction to explain their suggested improvement. References to speeding up the
reaction by using powdered magnesium or raising the temperature were common incorrect
answers.
Question 3
Candidates found this the most challenging question on the paper. Some candidates stated additional wrong
observations and some candidates did not describe observations at all but stated what products were
formed.
(a) (i) Most candidates were able to give a pH value in the range of pH 1–3. Some candidates mentioned
litmus or Universal Indicator turning red or gave a pH value greater than 7.
(ii) The idea that copper(II) oxide would dissolve in hot dilute hydrochloric acid to form a green / blue
solution was generally not known. Many candidates gave bubbles or a precipitate as the
observation. Colour changes to orange were also common. A common misconception was that
there would be no reaction because copper is unreactive.
(iii) Detailed observations were rare. Many candidates gave the limewater turning milky but omitted the
bubbling / effervescence. Some candidates gave the bubbling but no test for the gas.
(iv) This was generally well answered with the recognition of a white precipitate. Some candidates
noted the formation of a precipitate but did not describe the colour appropriately. A common
answer was no reaction, which showed a lack of knowledge and understanding.
(b) Many candidates identified solution T as iron(III) nitrate. Some mistakenly thought that the
ammonia formed in the third test indicated the presence of ammonium ions. Incorrect responses
such as transition element, calcium or zinc ions, and iodide or chloride ions were prevalent.
© 2016
Question 4
Most candidates were well-prepared for this planning question. A few incorrect methods involving
chromatography were seen. Many candidates drew a correctly labelled diagram.
Only the better performing candidates cleaned the ring before electroplating it and fewer removed it at the
end and washed and dried it. A number of responses mentioned rotating the ring during electrolysis to
ensure even coating. Dissolving copper(II) sulfate crystals in water was often implied rather than being
explicit. Some responses suggested the use of copper(II) sulfate crystals or molten copper(II) sulfate as the
electrolyte.
© 2016
CHEMISTRY
Paper 0620/63
Key messages
graphs. This allows them to correct any errors. Points are best plotted with a cross (×) to ensure that
they are not obscured by either the grid lines or the line of best fit. The question might require the line of
best fit to be a curve or a straight line. Straight lines should be drawn with a ruler, but rulers should not
be used to join the points on a curve. Lines of best fit should avoid anomalous points.
 Observations are those which you can see. For example, “fizzing” is an observation but “a gas was given
off” is not. Smells, such as the pungent smell of ammonia or the bleach or swimming pool smell of
chlorine, are also acceptable as observations.
 When a question asks for the name of a chemical, a correct formula is always acceptable. However, if a
candidate answers with an incorrect formula, then the mark will not be awarded.
General comments
The majority of candidates successfully attempted all of the questions.
Question 4 was a planning task, testing the preparation of a soluble salt. There were several acceptable
routes, most of which seemed familiar to candidates. The quality of answers was generally good.
Question 1
(a) Most candidates included retort or clamp in the response for stand. The trough was not well known
as a piece of apparatus used in the collection of gases.
(b) The question was well answered with most candidates appreciating that the mineral wool absorbed
the paraffin oil. Many responses mentioned the fact that the mineral wool stopped the oil making
contact with the aluminium oxide or increased its surface area.
(c) This question was very well answered by the vast majority of candidates. The small proportion of
incorrect answers mentioned tests for other gases.
(d) Some candidates mentioned “suck back”, while others described the water moving up the delivery
tube or into the test-tube, sometimes even explaining the phenomenon. Many candidates thought
that the delivery tube was removed to stop more gas being collected.
© 2016
Question 2
(a) Nearly all candidates could read the thermometer readings correctly.
(b) Nearly all candidates could read the thermometer readings correctly.
(c) The graphs were generally well plotted. Some candidates incorrectly used a ruler for the section
22–71 °C in Experiment 2. The plotting of the points was excellent throughout, although many
candidates did not label the two graphs.
(d) Part (i) of this question was well answered but most candidates found (ii) very challenging. Many
candidates did appreciate that they had to consider a value of 52°C, obtained by adding 30°C to
the start temperature of 22°C, and then proceed to obtain a reading for the time of the reaction at
52°C. Candidates did not grasp the idea that 60 s must be subtracted from the graph value, as the
reaction did not start until 60 s, when the magnesium was added to the copper(II) sulfate solution.
(e) A large proportion of candidates appreciated that the solution would return to room temperature,
although many contradicted the value in the question by stating an incorrect initial or room
temperature, such as 25 °C. The fact that the reaction had completed was well understood.
(f) This question was poorly answered, with most candidates making reference to “more accurate” or
“more reliable”, rather than realising that it simply gave more data. Only a small proportion of
candidates understood that more readings would give a smoother curve or a more accurate graph.
(g) Some candidates correctly answered in terms of insulation and reduction of heat loss. Many
candidates thought that copper(II) sulfate and the copper can would react together.
Question 3
(a) (i) The vast majority of responses mentioned a pH value of below pH 7.
(ii) Candidates must realise that observations in reactions such as this one involve more than the test
for the gas. In this case, there would also have been effervescence and the magnesium would
dissolve or disappear.
(iii) Most candidates appreciated the gas released was carbon dioxide and correctly gave the test and
result. The correct observation such “effervescence” or “solid disappears” was only seen in a small
proportion of responses.
(iv) This question was well answered, although a common incorrect answer was “no change”.
(b) This question proved challenging to candidates and a wide range of chemicals and ions were
included in the responses. Some candidates mentioned several ions and often contradicted a
previous correctly identified ion.
© 2016
Question 4
This question was answered in a variety of ways. Most candidates used one sample of the cleaner and
covered two or three separation techniques. The most obvious method was to carry out filtration to remove
the insoluble silica, followed by simple distillation to obtain water and then either further evaporation or
crystallisation to obtain sodium carbonate.
Sometimes candidates carried out this separation by using three separate samples of the cleaner mixture.
By doing this, candidates did not have to place the separation in a correct sequence. However, candidates
often did not successfully separate the sodium carbonate from the silica.
One of the most common errors was an inappropriate sequence. A typical and common example included
evaporation and condensation of water, before collecting sodium carbonate and silica together after the
evaporation of the water. This did not separate the silica and sodium carbonate.
A small number of candidates did not identify the correct context and tried to separate the components by
chromatography, while an even smaller number carried out some form of titration.
It is very important that candidates read the question carefully before they start to answer it. Many responses
started by making the mixture before beginning to separate it, which was not necessary.
© 2016

Chemistry: Paper 0620/11 Multiple Choice (Core)

Uploaded by

Document Informationclick to expand document information

Document Informationclick to expand document information

Copyright:

Available Formats

Chemistry: Paper 0620/11 Multiple Choice (Core)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chemistry: Paper 0620/11 Multiple Choice (Core)

Uploaded by

Copyright:

Available Formats

Cambridge International General Certificate of Secondary Education

0620 Chemistry November 2016

Candidates found Questions 3 and 7 to be the most straightforward.

Questions 11, 12, 24 and 25 were challenging for candidates.

Comments on specific questions

Candidates were not familiar with this part of the syllabus.

Candidates found Questions 7, 13, and 21 to be the most straightforward.

Questions 6, 26, and 34 were challenging for candidates.

Comments on specific questions

Response D: Candidates did not realise that O2– is an ion.

Response D: Candidates did not consider the uses of bitumen.

Candidates were not familiar with this part of the syllabus.

Candidates found Questions 5 and 7 to be the most straightforward.

Questions 3, 16 and 24 were challenging for candidates.

Comments on specific questions

Candidates performed well on this paper.

Candidates found Questions 3, 4 and 29 the most straightforward.

Questions 21 and 25 were the most challenging for candidates.

Comments on specific questions

Response A: Candidates placed the metals in the reverse order.

Candidates performed well on this paper.

Question 5 was the most challenging for candidates.

Comments on specific questions

Candidates performed well on this paper.

Question 3 was the most challenging for candidates.

Comments on specific questions

Response B: Candidates confused exothermic and endothermic.

● Many candidates need more practice in questions involving qualitative analysis.

Comments on specific questions

(ii) Nearly all candidates selected the correct ion, magnesium.

Comments on specific questions

(iii) Many candidates gave the sequences EBCAD or EBCDA.

Many candidates disadvantaged themselves by suggesting that compounds “are mixtures of

● Many candidates need more practice in questions involving qualitative analysis.

Comments on specific questions

(a)(i) This was almost invariably correct.

Some excellent responses were seen to all questions on the paper.

Comments on specific questions

(c) Most candidates were able to identify a suitable method of separation.

Comments on specific questions

(c) (i) and (ii)

(d) Photosynthesis was the correct answer seen almost universally.

(a) One common error was to miscalculate the Mr of MnO2.

(c) (i) and (ii)

(ii) and (iii)

(c) (i) and (ii)

Candidates were not confident in writing ionic half-equations.

Comments on specific questions

(b) This was usually answered correctly.

(d) (i) This was usually answered correctly.

(g) (i) This was answered reasonably well.

(iii) Candidates answered this correctly.

(d) (i) This was commonly answered well.

 Candidates should be prepared to answer questions requiring the planning of an investigation.

Comments on specific questions

(a) and (b)

Solid P was hydrated aluminium sulfate.