0971 Ext OTG 23-25 Sy

Syllabus
Cambridge IGCSE™ (9–1)

Chemistry 0971
Use this syllabus for exams in 2023, 2024 and 2025.
Exams are available in the June and November series.
Version 1
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Contents
1 Why choose this syllabus? ..................................................................................................... 2
2 Syllabus overview .................................................................................................................... 5

Aims 5
Content overview 6
Assessment overview 7
Assessment objectives 8
3 Subject content .......................................................................................................................10
4 Details of the assessment ................................................................................................... 38

Core assessment 38
Extended assessment 38
Practical assessment 39
Apparatus and reagents 41
Safety in the laboratory 44
Notes for use in qualitative analysis 45
The Periodic Table of Elements 47
Mathematical requirements 48
Presentation of data 49
Conventions (e.g. signs, symbols, terminology and nomenclature) 50
Command words 51
5 What else you need to know ...............................................................................................52

Before you start 52
Making entries 53
After the exam 54
How students and teachers can use the grades 54
Grade descriptions 54
Changes to this syllabus for 2023, 2024 and 2025 55
Important: Changes to this syllabus

For information about changes to this syllabus for 2023, 2024 and 2025, go to page 55.
Cambridge IGCSE (9–1) Chemistry 0971 syllabus for 2023, 2024 and 2025.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is

taught by over 4800 schools in over 150 countries.
Cambridge
Our programmes balance a thorough knowledge and understanding learner
of a subject and help to develop the skills learners need for their
next steps in education or employment.
Cambridge IGCSE (9–1) Chemistry develops a set of transferable

skills including handling data, practical problem-solving and applying
the scientific method. Learners develop relevant attitudes, such as
concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness. They acquire the
essential scientific skills required for progression to further studies or employment.
Our approach in Cambridge IGCSE (9–1) Chemistry encourages learners to be:
confident, interested in learning about science, questioning ideas and using scientific language to communicate
their views and opinions
responsible, working methodically and safely when working alone or collaboratively with others
reflective, learning from their experiences and interested in scientific issues that affect the individual, the
community and the environment
innovative, solving unfamiliar problems confidently and creatively
engaged, keen to develop scientific skills, curious about scientific principles and their application in the world.
‘The strength of Cambridge IGCSE qualifications is internationally recognised and has provided
an international pathway for our students to continue their studies around the world.’
Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
2 www.cambridgeinternational.org/igcse Back to contents page

Cambridge IGCSE (9–1) Chemistry 0971 syllabus for 2023, 2024 and 2025. Why choose this syllabus?
International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
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are well prepared to follow a wide range of courses including Cambridge International AS & A Level Chemistry.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence of
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Cambridge IGCSEs or equivalent to meet their entry requirements.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to
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Managing Director of British School in Egypt BSE
Back to contents page www.cambridgeinternational.org/igcse 3

Cambridge IGCSE (9–1) Chemistry 0971 syllabus for 2023, 2024 and 2025. Why choose this syllabus?
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2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative practical work.
The aims are to enable students to:

• acquire scientific knowledge and understanding of scientific theories and practice
• develop a range of experimental skills, including handling variables and working safely
• use scientific data and evidence to solve problems and discuss the limitations of scientific methods
• communicate effectively and clearly, using scientific terminology, notation and conventions
• understand that the application of scientific knowledge can benefit people and the environment
• enjoy science and develop an informed interest in scientific matters which support further study.
Cambridge Assessment International Education is an education organisation and politically neutral.

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

Cambridge IGCSE (9–1) Chemistry 0971 syllabus for 2023, 2024 and 2025. Syllabus overview
Content overview
Candidates study the following topics:
1 States of matter
2 Atoms, elements and compounds
3 Stoichiometry
4 Electrochemistry
5 Chemical energetics
6 Chemical reactions
7 Acids, bases and salts
8 The Periodic Table
9 Metals
10 Chemistry of the environment
11 Organic chemistry
12 Experimental techniques and chemical analysis

Assessment overview
All candidates take three papers.
Candidates who have studied the Core syllabus content, or who are expected to achieve a grade 3 or below, should
be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for grades 5 to 1,
where 5 is the highest grade.
Candidates who have studied the Extended syllabus content (Core and Supplement), and who are expected to
achieve a grade 4 or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These candidates
will be eligible for grades 9 to 1, where 9 is the highest grade.
Core assessment
Core candidates take Paper 1 and Paper 3. The questions are based on the Core subject content only.
Paper 1: Multiple Choice (Core) Paper 3: Theory (Core)
45 minutes 1 hour 15 minutes

40 marks 30% 80 marks 50%
40 four-option multiple-choice questions Short-answer and structured questions
Externally assessed Externally assessed
Extended assessment
Extended candidates take Paper 2 and Paper 4. The questions are based on the Core and Supplement subject
content.
Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended)

40 four-option multiple-choice questions Short-answer and structured questions
Practical assessment
All candidates take one practical paper from a choice of two.
Paper 5: Practical Test Paper 6: Alternative to Practical
1 hour 15 minutes 1 hour

Questions will be based on the experimental skills Questions will be based on the experimental skills
in Section 4 in Section 4
Information on availability is in the Before you start section.

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

Candidates should be able to demonstrate knowledge and understanding of:
• scientific phenomena, facts, laws, definitions, concepts and theories
• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific and technological applications with their social, economic and environmental implications.
Subject content defines the factual material that candidates may be required to recall and explain.
Candidates will also be asked questions which require them to apply this material to unfamiliar contexts and to
apply knowledge from one area of the syllabus to another.
AO2 Handling information and problem-solving

Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and form conclusions
• present reasoned explanations for phenomena, patterns and relationships
• make predictions based on relationships and patterns
• solve problems, including some of a quantitative nature.
Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to apply
the principles and concepts from the syllabus to a new situation, in a logical, deductive way.
AO3 Experimental skills and investigations

Candidates should be able to:
• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate)
• plan experiments and investigations
• make and record observations, measurements and estimates
• interpret and evaluate experimental observations and data
• evaluate methods and suggest possible improvements.

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %
AO1 Knowledge with understanding 50
AO2 Handling information and problem-solving 30
AO3 Experimental skills and investigations 20
Total 100
Assessment objectives as a percentage of each component

Assessment objective Weighting in components %
Papers 1 and 2 Papers 3 and 4 Papers 5 and 6
AO1 Knowledge with understanding 63 63 –
AO2 Handling information and problem-solving 37 37 –
AO3 Experimental skills and investigations – – 100
Total 100 100 100

3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’ study. These
should be appropriate for the learners’ age, cultural background and learning context as well as complying with
your school policies and local legal requirements.
All candidates should be taught the Core subject content. Candidates who are only taught the Core subject content
can achieve a maximum of grade 5. Candidates aiming for grades 9 to 4 should be taught the Extended subject
content. The Extended subject content includes both the Core and the Supplement.
Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which allows
them to develop their experimental skills by doing practical work and investigations.
Practical work helps students to:

• use equipment and materials accurately and safely
• develop observational and problem-solving skills
• develop a deeper understanding of the syllabus topics and the scientific approach
• appreciate how scientific theories are developed and tested
• transfer the experimental skills acquired to unfamiliar contexts
• develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness
• develop an interest and enjoyment in science.
1 States of matter
1.1 Solids, liquids and gases
Core Supplement
1 State the distinguishing properties of solids,
liquids and gases
2 Describe the structures of solids, liquids
and gases in terms of particle separation,
arrangement and motion
3 Describe changes of state in terms of melting, 5 Explain changes of state in terms of kinetic
boiling, evaporating, freezing and condensing particle theory, including the interpretation of
heating and cooling curves
4 Describe the effects of temperature and pressure 6 Explain, in terms of kinetic particle theory, the
on the volume of a gas effects of temperature and pressure on the
volume of a gas
1.2 Diffusion
Core Supplement
1 Describe and explain diffusion in terms of kinetic 2 Describe and explain the effect of relative
particle theory molecular mass on the rate of diffusion of gases

Cambridge IGCSE (9–1) Chemistry 0971 syllabus for 2023, 2024 and 2025. Subject content
2 Atoms, elements and compounds

2.1 Elements, compounds and mixtures
Core Supplement
1 Describe the differences between elements,
compounds and mixtures
2.2 Atomic structure and the Periodic Table
Core Supplement
1 Describe the structure of the atom as a central
nucleus containing neutrons and protons
surrounded by electrons in shells
2 State the relative charges and relative masses of
a proton, a neutron and an electron
3 Define proton number / atomic number as the
number of protons in the nucleus of an atom
4 Define mass number / nucleon number as the
total number of protons and neutrons in the
nucleus of an atom
5 Determine the electronic configuration of
elements and their ions with proton number 1 to
20, e.g. 2,8,3
6 State that:
(a) Group VIII noble gases have a full outer shell
(b) the number of outer shell electrons is equal
to the group number in Groups I to VII
(c) the number of occupied electron shells is
equal to the period number
2.3 Isotopes
Core Supplement
1 Define isotopes as different atoms of the same 3 State that isotopes of the same element have
element that have the same number of protons the same chemical properties because they have
but different numbers of neutrons the same number of electrons and therefore the
2 Interpret and use symbols for atoms, e.g. 126C, and same electronic configuration
ions, e.g. 35
17
Cl –
4 Calculate the relative atomic mass of an element
from the relative masses and abundances of its
isotopes

2.4 Ions and ionic bonds
Core Supplement
1 Describe the formation of positive ions, known as 5 Describe the giant lattice structure of ionic
cations, and negative ions, known as anions compounds as a regular arrangement of
2 State that an ionic bond is a strong electrostatic alternating positive and negative ions
attraction between oppositely charged ions
3 Describe the formation of ionic bonds between 6 Describe the formation of ionic bonds between
elements from Group I and Group VII, including ions of metallic and non-metallic elements,
the use of dot-and-cross diagrams including the use of dot-and-cross diagrams
4 Describe the properties of ionic compounds: 7 Explain in terms of structure and bonding the
(a) high melting points and boiling points properties of ionic compounds:
(b) good electrical conductivity when aqueous or (a) high melting points and boiling points
molten and poor when solid (b) good electrical conductivity when aqueous or
molten and poor when solid
2.5 Simple molecules and covalent bonds
Core Supplement
1 State that a covalent bond is formed when a pair
of electrons is shared between two atoms leading
to noble gas electronic configurations
2 Describe the formation of covalent bonds in 4 Describe the formation of covalent bonds in
simple molecules, including H2, Cl 2, H2O, CH4, simple molecules, including CH3OH, C2H4, O2,
NH3 and HCl. Use dot-and-cross diagrams to CO2 and N2. Use dot-and-cross diagrams to show
show the electronic configurations in these and the electronic configurations in these and similar
similar molecules molecules
3 Describe in terms of structure and bonding the 5 Explain in terms of structure and bonding the
properties of simple molecular compounds: properties of simple molecular compounds:
(a) low melting points and boiling points (a) low melting points and boiling points in
(b) poor electrical conductivity terms of weak intermolecular forces (specific
types of intermolecular forces are not
required)
(b) poor electrical conductivity
2.6 Giant covalent structures
Core Supplement
1 Describe the giant covalent structures of graphite 3 Describe the giant covalent structure of
and diamond silicon(IV) oxide, SiO2
2 Relate the structures and bonding of graphite and 4 Describe the similarity in properties between
diamond to their uses, limited to: diamond and silicon(IV) oxide, related to their
(a) graphite as a lubricant and as an electrode structures
(b) diamond in cutting tools

2.7 Metallic bonding
Core Supplement
1 Describe metallic bonding as the electrostatic
attraction between the positive ions in a giant
metallic lattice and a ‘sea’ of delocalised
electrons
2 Explain in terms of structure and bonding the
properties of metals:
(a) good electrical conductivity
(b) malleability and ductility
3 Stoichiometry
3.1 Formulae
Core Supplement
1 State the formulae of the elements and
compounds named in the subject content
2 Define the molecular formula of a compound as 5 Define the empirical formula of a compound as
the number and type of different atoms in one the simplest whole number ratio of the different
molecule atoms or ions in a compound
3 Deduce the formula of a simple compound from 6 Deduce the formula of an ionic compound from
the relative numbers of atoms present in a model the relative numbers of the ions present in a
or a diagrammatic representation model or a diagrammatic representation or from
the charges on the ions
4 Construct word equations and symbol equations 7 Construct symbol equations with state symbols,
to show how reactants form products, including including ionic equations
state symbols 8 Deduce the symbol equation with state
symbols for a chemical reaction, given relevant
information
3.2 Relative masses of atoms and molecules
Core Supplement
1 Describe relative atomic mass, Ar, as the average
mass of the isotopes of an element compared to
1/12th of the mass of an atom of 12C
2 Define relative molecular mass, Mr, as the sum
of the relative atomic masses. Relative formula
mass, Mr, will be used for ionic compounds
3 Calculate reacting masses in simple proportions.
Calculations will not involve the mole concept

3.3 The mole and the Avogadro constant
Core Supplement
2 State that the mole, mol, is the unit of amount of
substance and that one mole contains
6.02 × 1023 particles, e.g. atoms, ions, molecules;
this number is the Avogadro constant
3 Use the relationship
mass (g)
amount of substance (mol) = molar mass (g / mol)
to calculate:
(a) amount of substance
(b) mass
(c) molar mass
(d) relative atomic mass or relative
molecular / formula mass
(e) number of particles, using the value of the
Avogadro constant
4 Use the molar gas volume, taken as 24 dm3
at room temperature and pressure, r.t.p., in
calculations involving gases
1 State that concentration can be measured in 5 Calculate stoichiometric reacting masses, limiting
g / dm3 or mol / dm3 reactants, volumes of gases at r.t.p., volumes
of solutions and concentrations of solutions
expressed in g / dm3 and mol / dm3, including
conversion between cm3 and dm3
6 Use experimental data from a titration
to calculate the moles of solute, or the
concentration or volume of a solution
7 Calculate empirical formulae and molecular
formulae, given appropriate data
8 Calculate percentage yield, percentage
composition by mass and percentage purity,
given appropriate data
4 Electrochemistry
4.1 Electrolysis
Core Supplement
1 Define electrolysis as the decomposition of an 8 Describe the transfer of charge during electrolysis
ionic compound, when molten or in aqueous to include:
solution, by the passage of an electric current (a) the movement of electrons in the external
2 Identify in simple electrolytic cells: circuit
(a) the anode as the positive electrode (b) the loss or gain of electrons at the electrodes
(b) the cathode as the negative electrode (c) the movement of ions in the electrolyte
(c) the electrolyte as the molten or aqueous
substance that undergoes electrolysis

4.1 Electrolysis continued
Core Supplement
3 Identify the products formed at the electrodes 9 Identify the products formed at the electrodes
and describe the observations made during the and describe the observations made during the
electrolysis of: electrolysis of aqueous copper(II) sulfate using
(a) molten lead(II) bromide inert carbon / graphite electrodes and when using
copper electrodes
(b) concentrated aqueous sodium chloride
(c) dilute sulfuric acid
using inert electrodes made of platinum or
carbon / graphite
4 State that metals or hydrogen are formed at
the cathode and that non-metals (other than
hydrogen) are formed at the anode
5 Predict the identity of the products at each 10 Predict the identity of the products at each
electrode for the electrolysis of a binary electrode for the electrolysis of a halide
compound in the molten state compound in dilute or concentrated aqueous
solution
11 Construct ionic half-equations for reactions
at the anode (to show oxidation) and at the
cathode (to show reduction)
6 State that metal objects are electroplated to
improve their appearance and resistance to
corrosion
7 Describe how metals are electroplated
4.2 Hydrogen–oxygen fuel cells
Core Supplement
1 State that a hydrogen–oxygen fuel cell uses 2 Describe the advantages and disadvantages of
hydrogen and oxygen to produce electricity with using hydrogen–oxygen fuel cells in comparison
water as the only chemical product with gasoline / petrol engines in vehicles

5 Chemical energetics
5.1 Exothermic and endothermic reactions
Core Supplement
1 State that an exothermic reaction transfers 4 State that the transfer of thermal energy during a
thermal energy to the surroundings leading to an reaction is called the enthalpy change, ∆H, of the
increase in the temperature of the surroundings reaction. ∆H is negative for exothermic reactions
2 State that an endothermic reaction takes in and positive for endothermic reactions
thermal energy from the surroundings leading
to a decrease in the temperature of the
surroundings
5 Define activation energy, Ea, as the minimum
energy that colliding particles must have to react
3 Interpret reaction pathway diagrams showing 6 Draw and label reaction pathway diagrams for
exothermic and endothermic reactions exothermic and endothermic reactions using
information provided, to include:
(a) reactants
(b) products
(c) enthalpy change of the reaction, ∆H
(d) activation energy, Ea
7 State that bond breaking is an endothermic
process and bond making is an exothermic
process and explain the enthalpy change of a
reaction in terms of bond breaking and bond
making
8 Calculate the enthalpy change of a reaction using
bond energies

6 Chemical reactions
6.1 Physical and chemical changes
Core Supplement
1 Identify physical and chemical changes, and
describe the differences between them
6.2 Rate of reaction
Core Supplement
5 Describe collision theory in terms of:
(a) number of particles per unit volume
(b) frequency of collisions between particles
(c) kinetic energy of particles
(d) activation energy, Ea
1 Describe the effect on the rate of reaction of: 6 Describe and explain the effect on the rate of
(a) changing the concentration of solutions reaction of:
(b) changing the pressure of gases (a) changing the concentration of solutions
(c) changing the surface area of solids (b) changing the pressure of gases
(d) changing the temperature (c) changing the surface area of solids
(e) adding or removing a catalyst, including (d) changing the temperature
enzymes (e) adding or removing a catalyst, including
enzymes
using collision theory
2 State that a catalyst increases the rate of a 7 State that a catalyst decreases the activation
reaction and is unchanged at the end of a energy, Ea, of a reaction
reaction
3 Describe practical methods for investigating the 8 Evaluate practical methods for investigating the
rate of a reaction including change in mass of a rate of a reaction including change in mass of a
reactant or a product and the formation of a gas reactant or a product and the formation of a gas
4 Interpret data, including graphs, from rate of
reaction experiments

6.3 Reversible reactions and equilibrium
Core Supplement
1 State that some chemical reactions are reversible 3 State that a reversible reaction in a closed system
as shown by the symbol ⇌ is at equilibrium when:
(a) the rate of the forward reaction is equal to
the rate of the reverse reaction
(b) the concentrations of reactants and products
are no longer changing
2 Describe how changing the conditions can 4 Predict and explain, for a reversible reaction, how
change the direction of a reversible reaction for: the position of equilibrium is affected by:
(a) the effect of heat on hydrated compounds (a) changing temperature
(b) the addition of water to anhydrous (b) changing pressure
compounds (c) changing concentration
limited to copper(II) sulfate and (d) using a catalyst
cobalt(II) chloride
using information provided
5 State the symbol equation for the production of
ammonia in the Haber process,
N2(g) + 3H2(g) ⇌ 2NH3(g)
6 State the sources of the hydrogen (methane) and
nitrogen (air) in the Haber process
7 State the typical conditions in the Haber process
as 450 °C, 20 000 kPa / 200 atm and an iron
catalyst
8 State the symbol equation for the conversion of
sulfur dioxide to sulfur trioxide in the Contact
process, 2SO2(g) + O2(g) ⇌ 2SO3(g)
9 State the sources of the sulfur dioxide (burning
sulfur or roasting sulfide ores) and oxygen (air) in
the Contact process
10 State the typical conditions for the conversion
of sulfur dioxide to sulfur trioxide in the Contact
process as 450 °C, 200 kPa / 2 atm and a
vanadium(V) oxide catalyst
11 Explain, in terms of rate of reaction and position
of equilibrium, why the typical conditions stated
are used in the Haber process and in the Contact
process, including safety considerations and
economics

6.4 Redox
Core Supplement
1 Use a Roman numeral to indicate the oxidation
number of an element in a compound
2 Define redox reactions as involving simultaneous
oxidation and reduction
3 Define oxidation as gain of oxygen and reduction 6 Define oxidation in terms of:
as loss of oxygen (a) loss of electrons
(b) an increase in oxidation number
7 Define reduction in terms of:
(a) gain of electrons
(b) a decrease in oxidation number
4 Identify redox reactions as reactions involving 8 Identify redox reactions as reactions involving
gain and loss of oxygen gain and loss of electrons
5 Identify oxidation and reduction in redox 9 Identify redox reactions by changes in oxidation
reactions number using:
(a) the oxidation number of elements in their
uncombined state is zero
(b) the oxidation number of a monatomic ion is
the same as the charge on the ion
(c) the sum of the oxidation numbers in a
compound is zero
(d) the sum of the oxidation numbers in an ion is
equal to the charge on the ion
10 Identify redox reactions by the colour changes
involved when using acidified aqueous potassium
manganate(VII) or aqueous potassium iodide
11 Define an oxidising agent as a substance that
oxidises another substance and is itself reduced
12 Define a reducing agent as a substance that
reduces another substance and is itself oxidised
13 Identify oxidising agents and reducing agents in
redox reactions

7 Acids, bases and salts

7.1 The characteristic properties of acids and bases
Core Supplement
1 Describe the characteristic properties of acids in
terms of their reactions with:
(a) metals
(b) bases
(c) carbonates
2 Describe acids in terms of their effect on:
(a) litmus
(b) thymolphthalein
(c) methyl orange
3 State that bases are oxides or hydroxides of
metals and that alkalis are soluble bases
4 Describe the characteristic properties of bases in
terms of their reactions with:
(a) acids
(b) ammonium salts
5 Describe alkalis in terms of their effect on:
(a) litmus
(b) thymolphthalein
(c) methyl orange
6 State that aqueous solutions of acids contain H+ 9 Define acids as proton donors and bases as
ions and aqueous solutions of alkalis contain OH– proton acceptors
ions 10 Define a strong acid as an acid that is completely
dissociated in aqueous solution and a weak acid
as an acid that is partially dissociated in aqueous
solution
11 State that hydrochloric acid is a strong acid,
as shown by the symbol equation,
HCl (aq) → H+(aq) + Cl –(aq)
12 State that ethanoic acid is a weak acid,
as shown by the symbol equation,
CH3COOH(aq) ⇌ H+(aq) + CH3COO–(aq)
7 Describe how to compare hydrogen ion
concentration, neutrality, relative acidity and
relative alkalinity in terms of colour and pH using
universal indicator paper
8 Describe the neutralisation reaction between an
acid and an alkali to produce water,
H+ (aq) + OH– (aq) → H2O (l )

7.2 Oxides
Core Supplement
1 Classify oxides as acidic, including SO2 and CO2, 2 Describe amphoteric oxides as oxides that react
or basic, including CuO and CaO, related to with acids and with bases to produce a salt and
metallic and non-metallic character water
3 Classify Al 2O3 and ZnO as amphoteric oxides
7.3 Preparation of salts
Core Supplement
1 Describe the preparation, separation and 4 Describe the preparation of insoluble salts by
purification of soluble salts by reaction of an acid precipitation
with:
(a) an alkali by titration
(b) excess metal
(c) excess insoluble base
(d) excess insoluble carbonate
2 Describe the general solubility rules for salts:
(a) sodium, potassium and ammonium salts are
soluble
(b) nitrates are soluble
(c) chlorides are soluble, except lead and silver
(d) sulfates are soluble, except barium, calcium
and lead
(e) carbonates are insoluble, except sodium,
potassium and ammonium
(f) hydroxides are insoluble, except sodium,
potassium, ammonium and
calcium (partially)
3 Define a hydrated substance as a substance 5 Define the term water of crystallisation as the
that is chemically combined with water and an water molecules present in hydrated crystals,
anhydrous substance as a substance containing including CuSO4•5H2O and CoCl 2•6H2O
no water

8 The Periodic Table

8.1 Arrangement of elements
Core Supplement
1 Describe the Periodic Table as an arrangement of
elements in periods and groups and in order of
increasing proton number / atomic number
2 Describe the change from metallic to
non-metallic character across a period
3 Describe the relationship between group number
and the charge of the ions formed from elements
in that group
4 Explain similarities in the chemical properties of
elements in the same group of the Periodic Table
in terms of their electronic configuration
5 Explain how the position of an element in 6 Identify trends in groups, given information
the Periodic Table can be used to predict its about the elements
properties
8.2 Group I properties
Core Supplement
1 Describe the Group I alkali metals, lithium,
sodium and potassium, as relatively soft metals
with general trends down the group, limited to:
(a) decreasing melting point
(b) increasing density
(c) increasing reactivity
2 Predict the properties of other elements in
Group I, given information about the elements
8.3 Group VII properties
Core Supplement
1 Describe the Group VII halogens, chlorine,
bromine and iodine, as diatomic non-metals with
general trends down the group, limited to:
(a) increasing density
(b) decreasing reactivity
2 State the appearance of the halogens at r.t.p. as:
(a) chlorine, a pale yellow-green gas
(b) bromine, a red-brown liquid
(c) iodine, a grey-black solid
3 Describe and explain the displacement reactions
of halogens with other halide ions
4 Predict the properties of other elements in
Group VII, given information about the elements

8.4 Transition elements
Core Supplement
1 Describe the transition elements as metals that: 2 Describe transition elements as having ions with
(a) have high densities variable oxidation numbers, including iron(II) and
iron(III)
(b) have high melting points
(c) form coloured compounds
(d) often act as catalysts as elements and in
compounds
8.5 Noble gases
Core Supplement
1 Describe the Group VIII noble gases as
unreactive, monatomic gases and explain this in
terms of electronic configuration
9 Metals
9.1 Properties of metals
Core Supplement
1 Compare the general physical properties of
metals and non-metals, including:
(a) thermal conductivity
(b) electrical conductivity
(c) malleability and ductility
(d) melting points and boiling points
2 Describe the general chemical properties of
metals, limited to their reactions with:
(a) dilute acids
(b) cold water and steam
(c) oxygen

9.2 Uses of metals
Core Supplement
1 Describe the uses of metals in terms of their
physical properties, including:
(a) aluminium in the manufacture of aircraft
because of its low density
(b) aluminium in the manufacture of overhead
electrical cables because of its low density
and good electrical conductivity
(c) aluminium in food containers because of its
resistance to corrosion
(d) copper in electrical wiring because of its good
electrical conductivity and ductility
9.3 Alloys and their properties
Core Supplement
1 Describe an alloy as a mixture of a metal with
other elements, including:
(a) brass as a mixture of copper and zinc
(b) stainless steel as a mixture of iron and other
elements such as chromium, nickel and
carbon
2 State that alloys can be harder and stronger than 5 Explain in terms of structure how alloys can
the pure metals and are more useful be harder and stronger than the pure metals
because the different sized atoms in alloys mean
the layers can no longer slide over each other
3 Describe the uses of alloys in terms of their
physical properties, including stainless steel in
cutlery because of its hardness and resistance to
rusting
4 Identify representations of alloys from diagrams
of structure

9.4 Reactivity series
Core Supplement
1 State the order of the reactivity series as: 4 Describe the relative reactivities of metals in
potassium, sodium, calcium, magnesium, terms of their tendency to form positive ions, by
aluminium, carbon, zinc, iron, hydrogen, copper, displacement reactions, if any, with the aqueous
silver, gold ions of magnesium, zinc, iron, copper and silver
2 Describe the reactions, if any, of:
(a) potassium, sodium and calcium with
cold water
(b) magnesium with steam
(c) magnesium, zinc, iron, copper, silver and gold
with dilute hydrochloric acid
and explain these reactions in terms of the
position of the metals in the reactivity series
5 Explain the apparent unreactivity of aluminium in
terms of its oxide layer
3 Deduce an order of reactivity from a given set of
experimental results
9.5 Corrosion of metals
Core Supplement
1 State the conditions required for the rusting of
iron and steel to form hydrated iron(III) oxide
2 State some common barrier methods, including 4 Describe the use of zinc in galvanising as an
painting, greasing and coating with plastic example of a barrier method and sacrificial
3 Describe how barrier methods prevent rusting by protection
excluding oxygen or water 5 Explain sacrificial protection in terms of the
reactivity series and in terms of electron loss

9.6 Extraction of metals
Core Supplement
1 Describe the ease in obtaining metals from their
ores, related to the position of the metal in the
reactivity series
2 Describe the extraction of iron from hematite in 4 State the symbol equations for the extraction of
the blast furnace, limited to: iron from hematite
(a) the burning of carbon (coke) to provide heat (a) C + O2 → CO2
and produce carbon dioxide (b) C + CO2 → 2CO
(b) the reduction of carbon dioxide to carbon (c) Fe2O3 + 3CO → 2Fe + 3CO2
monoxide
(d) CaCO3 → CaO + CO2
(c) the reduction of iron(III) oxide by carbon
(e) CaO + SiO2 → CaSiO3
monoxide
(d) the thermal decomposition of calcium
carbonate / limestone to produce calcium
oxide
(e) the formation of slag
Symbol equations are not required
3 State that the main ore of aluminium is bauxite 5 Describe the extraction of aluminium from
and that aluminium is extracted by electrolysis purified bauxite / aluminium oxide, including:
(a) the role of cryolite
(b) why the carbon anodes need to be regularly
replaced
(c) the reactions at the electrodes, including
ionic half-equations
Details of the purification of bauxite are not
required

10 Chemistry of the environment

10.1 Water
Core Supplement
1 Describe chemical tests for the presence of
water using anhydrous cobalt(II) chloride and
anhydrous copper(II) sulfate
2 Describe how to test for the purity of water using
melting point and boiling point
3 Explain that distilled water is used in practical
chemistry rather than tap water because it
contains fewer chemical impurities
4 State that water from natural sources may
contain substances, including:
(a) dissolved oxygen
(b) metal compounds
(c) plastics
(d) sewage
(e) harmful microbes
(f) nitrates from fertilisers
(g) phosphates from fertilisers and detergents
5 State that some of these substances are
beneficial, including:
(a) dissolved oxygen for aquatic life
(b) some metal compounds provide essential
minerals for life
6 State that some of these substances are
potentially harmful, including:
(a) some metal compounds are toxic
(b) some plastics harm aquatic life
(c) sewage contains harmful microbes which
cause disease
(d) nitrates and phosphates lead to
deoxygenation of water and damage to
aquatic life
Details of the eutrophication process are not
required
7 Describe the treatment of the domestic water
supply in terms of:
(a) sedimentation and filtration to remove solids
(b) use of carbon to remove tastes and odours
(c) chlorination to kill microbes

10.2 Fertilisers
Core Supplement
1 State that ammonium salts and nitrates are used
as fertilisers
2 Describe the use of NPK fertilisers to provide the
elements nitrogen, phosphorus and potassium
for improved plant growth
10.3 Air quality and climate
Core Supplement
1 State the composition of clean, dry air as
approximately 78% nitrogen, N2, 21% oxygen, O2
and the remainder as a mixture of noble gases
and carbon dioxide, CO2
2 State the source of each of these air pollutants,
limited to:
(a) carbon dioxide from the complete
combustion of carbon-containing fuels
(b) carbon monoxide and particulates from the
incomplete combustion of carbon-containing
fuels
(c) methane from the decomposition of
vegetation and waste gases from digestion in
animals
(d) oxides of nitrogen from car engines
(e) sulfur dioxide from the combustion of fossil
fuels which contain sulfur compounds
3 State the adverse effect of these air pollutants, 7 Describe how the greenhouse gases carbon
limited to: dioxide and methane cause global warming,
(a) carbon dioxide: higher levels of carbon limited to:
dioxide leading to increased global warming, (a) the absorption, reflection and emission of
which leads to climate change thermal energy
(b) carbon monoxide: toxic gas (b) reducing thermal energy loss to space
(c) particulates: increased risk of respiratory
problems and cancer
(d) methane: higher levels of methane leading
to increased global warming, which leads to
climate change
(e) oxides of nitrogen: acid rain, photochemical
smog and respiratory problems
(f) sulfur dioxide: acid rain

10.3 Air quality and climate continued
Core Supplement
4 State and explain strategies to reduce the effects
of these environmental issues, limited to:
(a) climate change: planting trees, reduction
in livestock farming, decreasing use of
fossil fuels, increasing use of hydrogen and
renewable energy, e.g. wind, solar
(b) acid rain: use of catalytic converters in 8 Explain how oxides of nitrogen form in car
vehicles, reducing emissions of sulfur dioxide engines and describe their removal by catalytic
by using low-sulfur fuels and flue gas converters, e.g. 2CO + 2NO → 2CO2 + N2
desulfurisation with calcium oxide
5 Describe photosynthesis as the reaction between
carbon dioxide and water to produce glucose and
oxygen in the presence of chlorophyll and using
energy from light
6 State the word equation for photosynthesis, 9 State the symbol equation for photosynthesis,
carbon dioxide + water → glucose + oxygen 6CO2 + 6H2O → C6H12O6 + 6O2
11 Organic chemistry
11.1 Formulae, functional groups and terminology
Core Supplement
1 Draw and interpret the displayed formula of a
molecule to show all the atoms and all the bonds
2 Write and interpret general formulae of
compounds in the same homologous series,
limited to:
(a) alkanes, CnH2n+2
(b) alkenes, CnH2n
(c) alcohols, CnH2n+1OH
(d) carboxylic acids, CnH2n+1COOH
3 Identify a functional group as an atom or group
of atoms that determine the chemical properties
of a homologous series
7 State that a structural formula is an
unambiguous description of the way the atoms
in a molecule are arranged, including CH2=CH2,
CH3CH2OH, CH3COOCH3
8 Define structural isomers as compounds with the
same molecular formula, but different structural
formulae, including C4H10 as CH3CH2CH2CH3 and
CH3CH(CH3)CH3 and C4H8 as CH3CH2CH=CH2
and CH3CH=CHCH3

11.1 Formulae, functional groups and terminology continued
Core Supplement
4 State that a homologous series is a family 9 Describe the general characteristics of a
of similar compounds with similar chemical homologous series as:
properties due to the presence of the same (a) having the same functional group
functional group
(b) having the same general formula
(c) differing from one member to the next by
a –CH2– unit
(d) displaying a trend in physical properties
(e) sharing similar chemical properties
5 State that a saturated compound has molecules
in which all carbon–carbon bonds are single
bonds
6 State that an unsaturated compound has
molecules in which one or more carbon–carbon
bonds are not single bonds
11.2 Naming organic compounds
Core Supplement
1 Name and draw the displayed formulae of: 3 Name and draw the structural and displayed
(a) methane and ethane formulae of unbranched:
(b) ethene (a) alkanes
(c) ethanol (b) alkenes, including
but-1-ene and but-2-ene
(d) ethanoic acid
(c) alcohols, including
(e) the products of the reactions stated in
propan-1-ol, propan-2-ol, butan-1-ol and
sections 11.4–11.7
butan-2-ol
(d) carboxylic acids
containing up to four carbon atoms per molecule
2 State the type of compound present, given a 4 Name and draw the displayed formulae of the
chemical name ending in -ane, -ene, -ol, or unbranched esters which can be made from
-oic acid or from a molecular formula or unbranched alcohols and carboxylic acids, each
displayed formula containing up to four carbon atoms

11.3 Fuels
Core Supplement
1 Name the fossil fuels: coal, natural gas and
petroleum
2 Name methane as the main constituent of
natural gas
3 State that hydrocarbons are compounds that
contain hydrogen and carbon only
4 State that petroleum is a mixture of
hydrocarbons
5 Describe the separation of petroleum into useful
fractions by fractional distillation
6 Describe how the properties of fractions obtained
from petroleum change from the bottom to the
top of the fractionating column, limited to:
(a) decreasing chain length
(b) higher volatility
(c) lower boiling points
(d) lower viscosity
7 Name the uses of the fractions as:
(a) refinery gas fraction for gas used in heating
and cooking
(b) gasoline / petrol fraction for fuel used in cars
(c) naphtha fraction as a chemical feedstock
(d) kerosene / paraffin fraction for jet fuel
(e) diesel oil / gas oil fraction for fuel used in
diesel engines
(f) fuel oil fraction for fuel used in ships and
home heating systems
(g) lubricating oil fraction for lubricants, waxes
and polishes
(h) bitumen fraction for making roads

11.4 Alkanes
Core Supplement
1 State that the bonding in alkanes is single
covalent and that alkanes are saturated
hydrocarbons
2 Describe the properties of alkanes as being 3 State that in a substitution reaction one atom or
generally unreactive, except in terms of group of atoms is replaced by another atom or
combustion and substitution by chlorine group of atoms
4 Describe the substitution reaction of alkanes
with chlorine as a photochemical reaction, with
ultraviolet light providing the activation energy,
Ea, and draw the structural or displayed formulae
of the products, limited to monosubstitution
11.5 Alkenes
Core Supplement
1 State that the bonding in alkenes includes a
double carbon–carbon covalent bond and that
alkenes are unsaturated hydrocarbons
2 Describe the manufacture of alkenes and
hydrogen by the cracking of larger alkane
molecules using a high temperature and a
catalyst
3 Describe the reasons for the cracking of larger
alkane molecules
5 State that in an addition reaction only one
product is formed
4 Describe the test to distinguish between 6 Describe the properties of alkenes in terms of
saturated and unsaturated hydrocarbons by their addition reactions with:
reaction with aqueous bromine (a) bromine or aqueous bromine
(b) hydrogen in the presence of a nickel catalyst
(c) steam in the presence of an acid catalyst
and draw the structural or displayed formulae of
the products

11.6 Alcohols
Core Supplement
1 Describe the manufacture of ethanol by: 4 Describe the advantages and disadvantages of
(a) fermentation of aqueous glucose at 25–35 °C the manufacture of ethanol by:
in the presence of yeast and in the absence of (a) fermentation
oxygen (b) catalytic addition of steam to ethene
(b) catalytic addition of steam to ethene
at 300 °C and 6000 kPa / 60 atm in the
presence of an acid catalyst
2 Describe the combustion of ethanol
3 State the uses of ethanol as:
(a) a solvent
(b) a fuel
11.7 Carboxylic acids
Core Supplement
1 Describe the reaction of ethanoic acid with: 2 Describe the formation of ethanoic acid by the
(a) metals oxidation of ethanol:
(b) bases (a) with acidified aqueous potassium
manganate(VII)
(c) carbonates
(b) by bacterial oxidation during vinegar
including names and formulae of the salts
production
produced
3 Describe the reaction of a carboxylic acid with an
alcohol using an acid catalyst to form an ester

11.8 Polymers
Core Supplement
1 Define polymers as large molecules built up from 6 Identify the repeat units and / or linkages in
many smaller molecules called monomers addition polymers and in condensation polymers
2 Describe the formation of poly(ethene) as an 7 Deduce the structure or repeat unit of an
example of addition polymerisation using ethene addition polymer from a given alkene and vice
monomers versa
8 Deduce the structure or repeat unit of a
condensation polymer from given monomers and
vice versa, limited to:
(a) polyamides from a dicarboxylic acid and a
diamine
(b) polyesters from a dicarboxylic acid and a diol
9 Describe the differences between addition and
condensation polymerisation
10 Describe and draw the structure of:
(a) nylon, a polyamide
O O O O O
C C N N C C N N C
H H H H
(b) PET, a polyester

O O O O
C C O O C C O O
The full name for PET, polyethylene

terephthalate, is not required
3 State that plastics are made from polymers
4 Describe how the properties of plastics have 11 State that PET can be converted back into
implications for their disposal monomers and re-polymerised
5 Describe the environmental challenges caused by
plastics, limited to:
(a) disposal in land fill sites
(b) accumulation in oceans
(c) formation of toxic gases from burning
12 Describe proteins as natural polyamides and that
they are formed from amino acid monomers with
the general structure:
R
H O
N C C
H O H
H

where R represents different types of side chain
13 Describe and draw the structure of proteins as:
H O H O
N C N C N C
H O

12 Experimental techniques and chemical analysis

12.1 Experimental design
Core Supplement
1 Name appropriate apparatus for the
measurement of time, temperature, mass and
volume, including:
(a) stopwatches
(b) thermometers
(c) balances
(d) burettes
(e) volumetric pipettes
(f) measuring cylinders
(g) gas syringes
2 Suggest advantages and disadvantages of
experimental methods and apparatus
3 Describe a:
(a) solvent as a substance that dissolves a solute
(b) solute as a substance that is dissolved in a
solvent
(c) solution as a mixture of one or more solutes
dissolved in a solvent
(d) saturated solution as a solution containing
the maximum concentration of a solute
dissolved in the solvent at a specified
temperature
(e) residue as a substance that remains after
evaporation, distillation, filtration or any
similar process
(f) filtrate as a liquid or solution that has passed
through a filter
12.2 Acid–base titrations
Core Supplement
1 Describe an acid–base titration to include the use
of a:
(a) burette
(b) volumetric pipette
(c) suitable indicator
2 Describe how to identify the end-point of a
titration using an indicator

12.3 Chromatography
Core Supplement
1 Describe how paper chromatography is used to 3 Describe how paper chromatography is used
separate mixtures of soluble coloured substances, to separate mixtures of soluble colourless
using a suitable solvent substances, using a suitable solvent and a
locating agent
Knowledge of specific locating agents is not
required
2 Interpret simple chromatograms to identify: 4 State and use the equation for Rf:
(a) unknown substances by comparison with distance travelled by substance
Rf =
known substances distance travelled by solvent
(b) pure and impure substances
12.4 Separation and purification
Core Supplement
1 Describe and explain methods of separation and
purification using:
(a) a suitable solvent
(b) filtration
(c) crystallisation
(d) simple distillation
(e) fractional distillation
2 Suggest suitable separation and purification
techniques, given information about the
substances involved
3 Identify substances and assess their purity using
melting point and boiling point information
12.5 Identification of ions and gases
Core Supplement
1 Describe tests to identify the anions:
(a) carbonate, CO32–, by reaction with dilute acid
and then testing for carbon dioxide gas
(b) chloride, Cl –, bromide, Br –, and iodide, I –, by
acidifying with dilute nitric acid then adding
aqueous silver nitrate
(c) nitrate, NO3–, reduction with aluminium foil
and aqueous sodium hydroxide and then
testing for ammonia gas
(d) sulfate, SO42–, by acidifying with dilute nitric
acid and then adding aqueous barium nitrate
(e) sulfite, SO32–, by reaction with acidified
aqueous potassium manganate(VII)

12.5 Identification of ions and gases continued
Core Supplement
2 Describe tests using aqueous sodium hydroxide
and aqueous ammonia to identify the aqueous
cations:
(a) aluminium, Al 3+
(b) ammonium, NH4+
(c) calcium, Ca2+
(d) chromium(III), Cr3+
(e) copper(II), Cu2+
(f) iron(II), Fe2+
(g) iron(III), Fe3+
(h) zinc, Zn2+
3 Describe tests to identify the gases:
(a) ammonia, NH3, using damp red litmus paper
(b) carbon dioxide, CO2, using limewater
(c) chlorine, Cl 2, using damp litmus paper
(d) hydrogen, H2, using a lighted splint
(e) oxygen, O2, using a glowing splint
(f) sulfur dioxide, SO2, using acidified aqueous
potassium manganate(VII)
4 Describe the use of a flame test to identify the
cations:
(a) lithium, Li+
(b) sodium, Na+
(c) potassium, K+
(d) calcium, Ca2+
(e) barium, Ba2+
(f) copper(II), Cu2+

4 Details of the assessment
All candidates take three papers.
Candidates who have studied the Core subject content, or who are expected to achieve a grade 3 or below should
be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for grades 5 to 1,
where 5 is the highest grade.
Candidates who have studied the Extended subject content (Core and Supplement), and who are expected to
achieve a grade 4 or above should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These candidates
will be eligible for grades 9 to 1, where 9 is the highest grade.
Core assessment
Core candidates take the following papers. The questions are based on the Core subject content only.
Paper 1: Multiple Choice (Core) Paper 3: Theory (Core)

40 marks 80 marks
40 compulsory multiple-choice items of the four- Compulsory short-answer and structured
choice type questions
AND
This paper tests assessment objectives AO1 and This paper tests assessment objectives AO1 and
AO2 AO2
This paper assesses grades 5 to 1 This paper assesses grades 5 to 1
Extended assessment
Extended candidates take the following papers. The questions are based on the Core and Supplement subject
content.
Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended)

40 marks 80 marks
40 compulsory multiple-choice items of the four- Compulsory short-answer and structured
choice type questions
AND
This paper tests assessment objectives AO1 and This paper tests assessment objectives AO1 and
AO2 AO2
This paper assesses grades 9 to 1 This paper assesses grades 9 to 1

Cambridge IGCSE (9–1) Chemistry 0971 syllabus for 2023, 2024 and 2025. Details of the assessment
Practical assessment
All candidates take one practical paper from a choice of two.
Paper 5: Practical Test Paper 6: Alternative to Practical
1 hour 15 minutes 1 hour

40 marks 40 marks
All items are compulsory All items are compulsory
This paper tests assessment objective AO3 OR This paper tests assessment objective AO3
Candidates will be required to do experiments in a Candidates will not be required to do experiments
laboratory as part of this test as part of this test
Questions in the practical papers are structured to assess performance across the full grade range.
Notes for use in qualitative analysis are provided for both Paper 5 and Paper 6.
The Practical Test and Alternative to Practical:

• require the same experimental skills to be developed and learned
• require an understanding of the same experimental contexts
• test the same assessment objective, AO3.
Candidates are expected to be familiar with and may be asked questions on the following experimental contexts:
• simple quantitative experiments, including the measurement of:
– volumes of gases or solutions / liquids
– masses
– temperatures
– times
– lengths
• rates of reaction
• salt preparation
• separation and purification techniques, including:
– filtration
– crystallisation
– simple distillation
– fractional distillation
– chromatography
• electrolysis
• identification of metal ions, non-metal ions and gases
• chemical tests for water
• test-tube reactions of dilute acids, including ethanoic acid
• tests for oxidising and reducing agents
• heating and cooling curves
• titrations
• solubility
• melting points and boiling points

• displacement reactions of metals and halogens

• temperature changes during reactions
• conditions under which iron rusts or other metals corrode
• procedures using simple apparatus, in situations where the method may not be familiar to the candidate
Candidates may be required to do the following:

• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate):
– identify apparatus from diagrams or descriptions
– draw, complete or label diagrams of apparatus
– use, or explain the use of, common techniques, apparatus and materials
– select the most appropriate apparatus or method for the task and justify the choice made
– describe tests (qualitative, gas tests, other tests)
– describe and explain hazards and identify safety precautions
– describe and explain techniques used to ensure the accuracy of observations and data
• plan experiments and investigations:

– identify the independent variable and dependent variable
– describe how and explain why variables should be controlled
– suggest an appropriate number and range of values for the independent variable
– suggest the most appropriate apparatus or technique and justify the choice made
– describe experimental procedures
– identify risks and suggest safety precautions
– describe how to record the results of an experiment
– describe how to process the results of an experiment to form a conclusion or to evaluate a prediction
– make reasoned predictions of expected results
• make and record observations, measurements and estimates:

– take readings from apparatus (analogue and digital) or from diagrams of apparatus
– take readings with appropriate precision, reading to the nearest half-scale division where required
– make observations, measurements or estimates that are in agreement with expected results or values
– take sufficient observations or measurements, including repeats where appropriate
– record qualitative observations from chemical tests and other tests
– record observations and measurements systematically, for example in a suitable table, to an appropriate
degree of precision and using appropriate units
• interpret and evaluate experimental observations and data:

– process data, including for use in further calculations or for graph plotting, using a calculator as appropriate
– present data graphically, including the use of best-fit lines where appropriate
– analyse and interpret observations and data, including data presented graphically
– use interpolation and extrapolation graphically to determine a gradient or intercept
– form conclusions justified by reference to observations and data and with appropriate explanation
– evaluate the quality of observations and data, identifying any anomalous results and taking appropriate
action

• evaluate methods and suggest possible improvements, including:

– evaluate experimental arrangements, methods and techniques, including the control of variables
– identify sources of error
– suggest possible improvements to the apparatus, experimental arrangements, methods or techniques
Apparatus and reagents

This list gives items that candidates should be familiar with using, whether they are taking the Practical Test or the
Alternative to Practical.
These items should be available for use in the Practical Test. This list is not exhaustive and we may also require
other items to be sourced for specific examinations. The Confidential Instructions we send before the Practical Test
will give the detailed requirements for the examination.
Every effort is made to minimise the cost to and resources required by centres. Experiments will be designed around
basic apparatus and materials which should be available in most school laboratories are easily obtainable.
Hazard codes are used where relevant and in accordance with information provided by CLEAPSS
(www.cleapss.org.uk). Students should be familiar with the meanings of these codes and terms but will
not be assessed on them.
C corrosive MH moderate hazard

HH health hazard T acutely toxic
F flammable O oxidising
N hazardous to the aquatic environment
The attention of centres is also drawn to any national and local regulations relating to safety, first aid and disposal
of chemicals. ‘Hazard data sheets’ should be available from your chemical supplier.
Appropriate safety equipment must be provided to students and should at least include eye protection.
• aluminium foil
• balances to measure up to 500 g, with precision of at least 0.1 g
• beakers or cups made of an insulating material such as polystyrene, approximate capacity 150 cm3
• beakers, squat form with lip, 1 dm3, 250 cm3 and 100 cm3
• boiling tubes, approximately 150 mm × 25 mm
• Bunsen burners
• burettes, 50 cm3 (ISO385 or grade B)
• conical flasks, within the range 50 cm3 to 250 cm3
• delivery tubes
• filter funnels and filter papers
• flame test wires or alternative apparatus
• measuring cylinders, 100 cm3, 50 cm3, 25 cm3, 10 cm3 (ISO6706 or ISO4788 or grade B)
• pens for labelling glassware
• pipette fillers
• racks for test-tubes and boiling tubes
• red and blue litmus paper

• retort stands, bosses and clamps

• small droppers or teat pipettes
• small funnels for filling burettes
• spatulas
• stirring rods
• stirring thermometers, –10 °C to + 110 °C, with 1 °C graduations
• stoppers for test-tubes and boiling tubes
• stopwatches to measure to an accuracy of 1 s
• test-tube holders (to hold test-tubes or boiling tubes)
• test-tubes (Pyrex or hard glass), approximately 125 mm × 16 mm
• tripods
• universal indicator paper
• volumetric pipettes, 25 cm3 (ISO648 or grade B)
• wash bottles
• white tiles
Preparation of reagents
Detailed guidance on preparing the standard bench reagents and indicators listed here will not be given in the
Confidential Instructions. The Confidential Instructions will refer supervisors to the preparations in this list.
Candidates are not expected to be familiar with the preparation of these reagents.
Please note, hazard symbols were accurate at the time of publication and may change.

Hazard Label Identify Instructions

3 3
dilute hydrochloric 1.0 mol / dm HCl Dilute 85 cm of concentrated (35–37%;
acid approximately 11 mol / dm3) HCl [C] [MH] to
1 dm3.
[C] dilute nitric acid 1.0 mol / dm3 HNO3 Dilute 64 cm3 of concentrated (70%) HNO3 [C]
[O] to 1 dm3.
[MH] dilute sulfuric acid 0.5 mol / dm3 H2SO4 Cautiously pour 28 cm3 of concentrated (98%)
H2SO4 [C] into 500 cm3 of distilled water with
continuous stirring.
Make the solution up to 1 dm3 with distilled
water.
Care: concentrated H2SO4 is very corrosive.
3
[MH] [N] aqueous ammonia 1.0 mol / dm NH3 Dilute 66 cm3 of concentrated (35%) NH3 [C]
[MH] [N] to 1 dm3.
[C] aqueous sodium 1.0 mol / dm3 NaOH Dissolve 40.0 g of NaOH [C] in each dm3 of
hydroxide solution.
Care: the process of solution is exothermic and
any concentrated solution is very corrosive.
aqueous barium nitrate 0.1 mol / dm3 Ba(NO3)2 Dissolve 26.1 g of Ba(NO3)2 [MH] [O] in each
dm3 of solution.
aqueous silver nitrate 0.05 mol / dm3 AgNO3 Dissolve 8.5 g of AgNO3 [C] [N] [O] in each dm3
of solution.
[MH] limewater saturated aqueous calcium Prepare fresh limewater by leaving distilled water
hydroxide, Ca(OH)2 to stand over solid Ca(OH)2 [C] [MH] for several
days, shaking occasionally. Decant or filter the
solution.
aqueous potassium 0.1 mol / dm3 KI Dissolve 16.6 g of KI in each dm3 of solution.
iodide
aqueous potassium 0.02 mol / dm3 KMnO4 Dissolve 3.16 g of KMnO4 [HH] [O] [MH] [N] in
manganate(VII) each dm3 of solution.
[MH] acidified aqueous 0.01 mol / dm3 KMnO4 Mix equal volumes of 0.02 mol / dm3 KMnO4 and
potassium 3
0.5 mol / dm H2SO4 1.0 mol / dm3 H2SO4 [MH].
manganate(VII)
[C] [F] [HH] methyl orange methyl orange indicator Use commercially produced solution or dissolve
[MH] [N] [T] indicator (pH range 3.1–4.4) 0.4 g of solid methyl orange indicator [C] [HH]
[MH] [N] [T] in 200 cm3 of 95% ethanol [F] [HH]
[MH] and make up to 1 dm3 with distilled water.
[C] [HH] [MH] screened methyl screened methyl orange Use commercially produced solution or dissolve
[N] [T] orange indicator indicator (pH range 1 g of solid methyl orange indicator [C] [HH]
3.2–4.2) [MH] [N] [T] and 2.6 g of xylene cyanol [HH]
[MH] [N] in 1 dm3 of water.
[F] [HH] [MH] thymolphthalein thymolphthalein indicator Use commercially produced solution or dissolve
indicator (pH range 9.3–10.5) 2 g of solid thymolphthalein indicator in 1 dm3 of
95% ethanol [F] [HH] [MH].
starch indicator Freshly prepared Mix 2 g of soluble starch with a little cold water
aqueous starch indicator until a smooth paste is obtained.
(approximately 2% Add 100 cm3 boiling water and stir. Boil until a
solution) clear solution is obtained (about 5 minutes).

Safety in the laboratory

Teachers should make sure that they do not contravene any school, education authority or government regulations.
Responsibility for safety matters rests with centres.
Further information can be found from the following UK associations, publications and regulations.
Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk
Publications
CLEAPSS Laboratory Handbook, updated 2015 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2019 update of 2016 edition (available to CLEAPSS members only)
UK regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made
A brief guide may be found at

www.hse.gov.uk/pubns/indg136.pdf

Notes for use in qualitative analysis

Tests for anions
anion test test result
2−
carbonate, CO3 add dilute acid, then test for carbon dioxide effervescence, carbon dioxide produced
gas
chloride, Cl − acidify with dilute nitric acid, then add white ppt.
[in solution] aqueous silver nitrate
bromide, Br − acidify with dilute nitric acid, then add cream ppt.
iodide, I− acidify with dilute nitric acid, then add yellow ppt.
nitrate, NO3– add aqueous sodium hydroxide, then ammonia produced
[in solution] aluminium foil; warm carefully
sulfate, SO42− acidify with dilute nitric acid, then add white ppt.
[in solution] aqueous barium nitrate
sulfite, SO32− add a small volume of acidified aqueous the acidified aqueous
potassium manganate(VII) potassium manganate (VII) changes
colour from purple to colourless
Tests for aqueous cations

cation effect of aqueous sodium hydroxide effect of aqueous ammonia
3+
aluminium, Al white ppt., soluble in excess, giving a white ppt., insoluble in excess
colourless solution
ammonium, NH4+ ammonia produced on warming —
calcium, Ca2+ white ppt., insoluble in excess no ppt. or very slight white ppt.
3+
chromium(III), Cr green ppt., soluble in excess green ppt., insoluble in excess
copper(II), Cu2+ light blue ppt., insoluble in excess light blue ppt., soluble in excess, giving a
dark blue solution
iron(II), Fe2+ green ppt., insoluble in excess, ppt. turns green ppt., insoluble in excess, ppt. turns
brown near surface on standing brown near surface on standing
iron(III), Fe3+ red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess
2+
zinc, Zn white ppt., soluble in excess, giving a white ppt., soluble in excess, giving a
colourless solution colourless solution

Tests for gases

gas test and test result
ammonia, NH3 turns damp red litmus paper blue
carbon dioxide, CO2 turns limewater milky
chlorine, Cl 2 bleaches damp litmus paper
hydrogen, H2 ‘pops’ with a lighted splint
oxygen, O2 relights a glowing splint
sulfur dioxide, SO2 turns acidified aqueous potassium manganate(VII) from purple to colourless
Flame tests for metal ions

metal ion flame colour
+
lithium, Li red
+
sodium, Na yellow
potassium, K+ lilac
2+
calcium, Ca orange-red
barium, Ba2+ light green
2+
copper(II), Cu blue-green

The Periodic Table of Elements
Group
I II III IV V VI VII VIII
Back to contents page

1 2
H He
hydrogen helium
Key 1 4
3 4 atomic number 5 6 7 8 9 10
Li Be atomic symbol B C N O F Ne
lithium beryllium name boron carbon nitrogen oxygen fluorine neon
7 9 relative atomic mass 11 12 14 16 19 20
11 12 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
23 24 27 28 31 32 35.5 40
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
potassium calcium scandium titanium vanadium chromium manganese iron cobalt nickel copper zinc gallium germanium arsenic selenium bromine krypton
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84
The Periodic Table of Elements
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
rubidium strontium yttrium zirconium niobium molybdenum technetium ruthenium rhodium palladium silver cadmium indium tin antimony tellurium iodine xenon
85 88 89 91 93 96 – 101 103 106 108 112 115 119 122 128 127 131
55 56 57–71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
lanthanoids
Cs Ba Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
caesium barium hafnium tantalum tungsten rhenium osmium iridium platinum gold mercury thallium lead bismuth polonium astatine radon
133 137 178 181 184 186 190 192 195 197 201 204 207 209 – – –
87 88 89–103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
actinoids
Fr Ra Rf Db Sg Bh Hs Mt Ds Rg Cn Nh Fl Mc Lv Ts Og
francium radium rutherfordium dubnium seaborgium bohrium hassium meitnerium darmstadtium roentgenium copernicium nihonium flerovium moscovium livermorium tennessine oganesson
– – – – – – – – – – – – – – – – –
57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
lanthanoids La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
lanthanum cerium praseodymium neodymium promethium samarium europium gadolinium terbium dysprosium holmium erbium thulium ytterbium lutetium
139 140 141 144 – 150 152 157 159 163 165 167 169 173 175
89 90 91 92 93 94 95 96 97 98 99 100 101 102 103
actinoids Ac Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
actinium thorium protactinium uranium neptunium plutonium americium curium berkelium californium einsteinium fermium mendelevium nobelium lawrencium
– 232 231 238 – – – – – – – – – – –
The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.).
www.cambridgeinternational.org/igcse
47
Mathematical requirements
It is expected that these requirements will be covered as part of a mathematics curriculum at this level of study.
Calculators may be used in all parts of the examination.
Number
• add, subtract, multiply and divide
• use decimals, fractions, percentages, ratios and reciprocals
• use standard form
• understand that only the final answer in a calculation is rounded
• use decimal places and significant figures appropriately
Algebra
• use positive, whole number indices in algebraic expressions
• substitute values of quantities into equations, using consistent units
• solve simple algebraic equations for any one term when the other terms are known
• recognise and use direct and inverse proportion
Geometry and measurements

• understand the meaning of angle, curve, circle, radius, diameter, circumference, square, rectangle and diagonal
• select and use the most appropriate units for recording data and the results of calculations
• convert between units, including cm3 and dm3; mg, g and kg; J and kJ; Pa and kPa
Graphs, charts and statistics

• draw graphs and charts from data
• interpret graphs and charts, including interpolation and extrapolation of data
• determine the gradient (slope) of a line on a graph, including* by drawing a tangent to a curve
• determine the intercept of the line on a graph, extending the line graphically (extrapolating) where appropriate
• select suitable scales and axes for graphs
• recognise direct proportionality from a graph
• calculate and use the average (mean) for a set of data
* Extended candidates only

Presentation of data
Taking readings
• Data values should be read from an instrument to an accuracy of one half of one of the smallest divisions on
the scale.
• Interpolation between scale divisions should be to an accuracy of one half of a division. That is, where a reading
occurs between two scale marks, it should be interpolated to the nearest half division.
Recording readings
• Data should be recorded so as to reflect the precision of the measuring instrument, i.e. the smallest difference
that can be detected on the measuring scale should be reflected by the number of decimal places and unit
given in the measurement.
• A measurement or calculated quantity must be accompanied by a correct unit, where appropriate.
• Each column of a table should be headed with the name or symbol of the measured or calculated quantity and
the appropriate unit, e.g. time / s. The solidus (/) is to be used for separating the quantity and the unit in tables,
graphs and charts.
• Each reading should be repeated, where appropriate and recorded.
• Units should not be included with data in the body of a table.
• The number of significant figures given for measured quantities should be appropriate to the measuring
instrument used.
• The number of significant figures given for calculated quantities should be the same as the least number of
significant figures in the raw data used in that specific calculation.
• A ratio should be expressed as x : y.
Graphs
• The column headings of a table can be directly transferred to the axes of a constructed graph.
• A graph should be drawn with a sharp pencil.
• The axes should be labelled with the name or symbol of the measured or calculated quantity and the
appropriate unit, e.g. time / s.
• Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis) and the
dependent variable plotted on the y-axis (vertical axis).
• Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be used in
both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5 units of the
variable (or 10, 20 or 50, etc.).
• Points on the graph should be clearly marked as crosses (×) or encircled dots (ʘ) of appropriate size.
• Each data point should be plotted to an accuracy of one half of one of the smallest squares on the grid.
• A best-fit line (trend line) should be a single, thin, smooth straight-line or curve. Mathematical or least-squares
methods of obtaining a best-fit line are not required. The line does not need to coincide exactly with any of the
points; where there is scatter evident in the data, examiners would expect a roughly even distribution of points
either side of the line over its entire length. Points that are clearly anomalous should be ignored when drawing
the best-fit line.
• Candidates should be able to take readings from the graph by extrapolation or interpolation.
• Data values should be read from a line on a graph to an accuracy of one half of one of the smallest squares on
the grid. The same accuracy should be used in reading off an intercept.
• The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least half the
length of the candidate’s best-fit line, and this triangle should be marked on the graph.

Further guidance can be found in the following publications:

ASE, The Language of Mathematics in Science: A Guide for Teachers of 11–16 Science (2016).
ASE, The Language of Mathematics in Science: Teaching Approaches (2016).
www.ase.org.uk/mathsinscience
Conventions (e.g. signs, symbols, terminology and nomenclature)

Candidates are expected to be familar with the nomenclature in the syllabus.
The syllabuses and question papers conform with generally accepted international practice. In particular, the
following document, produced by the Association for Science Education (ASE), should be used as a guideline.
Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).
The traditional names sulfate, sulfite, nitrate, nitrite, sulfuric acid and nitric acid will be used in question papers.
Candidates will be credited for traditional or systematic names in their answers, except when specifically asked to
use oxidation numbers to deduce or understand systematic names.
Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the line.
Candidates are expected to follow this convention in their answers.
Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to 10 000
will be printed without commas. A space will be left between each group of three digits, e.g. 4 256 789.
Variables
Independent variables are the variables that are changed in a scientific experiment by the scientist. Changing an
independent variable may cause a change in the dependent variable.
Dependent variables are the variables that are observed or measured in a scientific experiment. Dependent
variables may change based on changes made to the independent variables.
Units
To avoid any confusion concerning the symbol for litre, the equivalent quantity, the cubic decimetre (dm3) will be
used in place of l or litre.
In practical work, candidates will be expected to use SI units or, where approriate, units approved by the BPIM
for use with the SI (e.g. minute). A list of SI units and units approved for use with the SI may be found at
www.bipm.org
The use of imperial / customary units such as the inch and degree Fahrenheit are not acceptable and should be
discouraged. In all examinations, where data is supplied for use in questions, candidates will be expected to use
units that are consistent with the units supplied, and should not attempt conversion to other systems of units
unless this is a requirement of the question.

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

5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start

Previous study
We recommend that learners starting this course should have studied a science curriculum such as the Cambridge
Lower Secondary programme or equivalent national educational framework.
Guided learning hours

We design Cambridge IGCSE syllabuses based on learners having about 130 guided learning hours for each subject
during the course but this is for guidance only. The number of hours a learner needs to achieve the qualification
may vary according to local practice and their previous experience of the subject.
Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
This syllabus is not available in all administrative zones. To find out about availability check the syllabus page at
www.cambridgeinternational.org/0971
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to Making
Entries.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The
only exceptions are:
• Cambridge IGCSE Chemistry (0620)
• Cambridge IGCSE Physical Science (0652)
• Cambridge IGCSE Combined Science (0653)
• Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654)
• Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973)
• Cambridge O Level Chemistry (5070)
• Cambridge O Level Combined Science (5129)
• syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Cambridge IGCSE (9–1) Chemistry 0971 syllabus for 2023, 2024 and 2025. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as administrative
zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the support
they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases
of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/entries
Equality and inclusion

We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment
materials. In our effort to comply with the UK Equality Act (2010) we have taken all reasonable steps to avoid any
direct and indirect discrimination.
The standard assessment arrangements may present barriers for candidates with impairments. Where a candidate
is eligible, we may be able to make arrangements to enable that candidate to access assessments and receive
recognition of their attainment. We do not agree access arrangements if they give candidates an unfair advantage
over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Information on access arrangements is in the Cambridge Handbook at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.

After the exam

Grading and reporting
Grades 9, 8, 7, 6, 5, 4, 3, 2 or 1 indicate the standard a candidate achieved at Cambridge IGCSE (9–1).
9 is the highest and 1 is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the standard
required for grade 1. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).
How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus, to the levels described in the grade descriptions.
• to show likely future success
The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
– help students choose the most suitable course or career.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge IGCSE (9–1) Chemistry will be published after the first assessment of the syllabus
in 2023. Find more information at www.cambridgeinternational.org/0971

Changes to this syllabus for 2023, 2024 and 2025

The syllabus has been reviewed and revised for first examination in 2023.
You must read the whole syllabus before planning your teaching programme.
Changes to syllabus content • The learner attributes have been updated.

• The structure of the subject content has changed to ensure a coherent
topic structure.
• The wording in the learning objectives has been updated to provide
clarity to what depth each topic should be taught. Although the
wording will look different in many places, the content to teach
remains largely the same.
• Subject content removed:
– Brownian motion
– Carbon cycle
– Carbohydrates
– Hydrolysis of carbohydrates and proteins
– Radioactive isotopes as energy sources
– Soil acidity
– Sulfur sources and uses of sulfur dioxide
– Silver salts in photography
• Subject content added:
– Chemistry of the environment
– Cooling curves
– Hydrogen–oxygen fuel cells
– Oxidation numbers
– Plastics
– Thymolphthalein as an indicator
• The teaching time still falls within the recommended guided learning
hours
• The learning objectives have been numbered, rather than listed by
bullet points.
• The Details of the assessment section has been updated and
further explanation has been provided. This includes revisions to the
apparatus list, mathematical requirements and the presentation of
data.
• A table has been provided which provides detailed notes for the
preparation of some common laboratory reagents.
• A list of command words used in the assessments has been provided
and replaces the previous glossary of terms used in science papers.

Changes to assessment • The syllabus aims have been updated to improve the clarity of
(including changes to specimen wording and the consistency between Cambridge IGCSE (9–1) Biology,
papers) Chemistry and Physics.
• The wording of the assessment objectives (AOs) has been updated
to maintain consistency across Cambridge IGCSE (9–1) Biology,
Chemistry and Physics. The assessment objectives still test the same
knowledge and skills as previously.
• The Notes for use in qualitative analysis will be provided in Paper 5
and Paper 6.
In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The specimen
papers will help your students become familiar with exam requirements and command words in questions. The
specimen mark schemes explain how students should answer questions to meet the assessment objectives.
Any textbooks endorsed to support the syllabus for examination from 2023 are suitable for use with
this syllabus.

‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons
through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
Cambridge Assessment International Education

The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cambridgeinternational.org www.cambridgeinternational.org
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Syllabus

Cambridge IGCSE™ (9–1)

‘We think the Cambridge curriculum is superb preparation for university.’

Copyright © UCLES September 2020

1 Why choose this syllabus? ..................................................................................................... 2

2 Syllabus overview .................................................................................................................... 5

3 Subject content .......................................................................................................................10

4 Details of the assessment ................................................................................................... 38

5 What else you need to know ...............................................................................................52

Important: Changes to this syllabus

1 Why choose this syllabus?

Students can choose from 70 subjects in any combination – it is

Cambridge IGCSE (9–1) Chemistry develops a set of transferable

Our approach in Cambridge IGCSE (9–1) Chemistry encourages learners to be:

innovative, solving unfamiliar problems confidently and creatively

2 www.cambridgeinternational.org/igcse Back to contents page

International recognition and acceptance

Learn more at www.cambridgeinternational.org/recognition

Back to contents page www.cambridgeinternational.org/igcse 3

Find out more at www.cambridgeinternational.org/support

Planning and preparation Teaching and assessment

• Cambridge Professional Development Qualifications

Supporting exams officers

4 www.cambridgeinternational.org/igcse Back to contents page

The aims are to enable students to:

Cambridge Assessment International Education is an education organisation and politically neutral.

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

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

45 minutes 1 hour 15 minutes

45 minutes 1 hour 15 minutes

1 hour 15 minutes 1 hour

Information on availability is in the Before you start section.

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

AO1 Knowledge with understanding

AO2 Handling information and problem-solving

AO3 Experimental skills and investigations

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

Weighting for assessment objectives

Assessment objectives as a percentage of the qualification

AO1 Knowledge with understanding 50

AO2 Handling information and problem-solving 30

AO3 Experimental skills and investigations 20

Assessment objectives as a percentage of each component

Papers 1 and 2 Papers 3 and 4 Papers 5 and 6

AO1 Knowledge with understanding 63 63 –

AO2 Handling information and problem-solving 37 37 –

AO3 Experimental skills and investigations – – 100

Total 100 100 100

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

Practical work helps students to:

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

2 Atoms, elements and compounds

2.2 Atomic structure and the Periodic Table

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

2.4 Ions and ionic bonds

2.5 Simple molecules and covalent bonds

2.6 Giant covalent structures

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

2.7 Metallic bonding