Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024.

Syllabus overview

Content overview
AS Level subject content A Level subject content
Candidates for Cambridge International AS Level Candidates for Cambridge International A Level
Chemistry study the following topics: Chemistry study the AS topics and the following
topics:
Physical chemistry Physical chemistry
1 Atomic structure 23 Chemical energetics
2 Atoms, molecules and stoichiometry 24 Electrochemistry
3 Chemical bonding 25 Equilibria
4 States of matter 26 Reaction kinetics
5 Chemical energetics
6 Electrochemistry Inorganic chemistry
7 Equilibria 27 Group 2
8 Reaction kinetics 28 Chemistry of transition elements

Inorganic chemistry Organic chemistry

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

Analysis
22 Analytical techniques

AS Level candidates also study practical skills.

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

AS Level subject content

Physical chemistry
1 Atomic structure
1.1 Particles in the atom and atomic radius
Learning outcomes
Candidates should be able to:
1 understand that atoms are mostly empty space surrounding a very small, dense nucleus that contains
protons and neutrons; electrons are found in shells in the empty space around the nucleus
2 identify and describe protons, neutrons and electrons in terms of their relative charges and relative masses
3 understand the terms atomic and proton number; mass and nucleon number
4 describe the distribution of mass and charge within an atom
5 describe the behaviour of beams of protons, neutrons and electrons moving at the same velocity in an
electric field
6 determine the numbers of protons, neutrons and electrons present in both atoms and ions given atomic or
proton number, mass or nucleon number and charge
7 state and explain qualitatively the variations in atomic radius and ionic radius across a period and down a
group

1.2 Isotopes
Learning outcomes
Candidates should be able to:
1 define the term isotope in terms of numbers of protons and neutrons
2 understand the notation xyA for isotopes, where x is the mass or nucleon number and y is the atomic or
proton number
3 state that and explain why isotopes of the same element have the same chemical properties
4 state that and explain why isotopes of the same element have different physical properties, limited to mass
and density

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

1.3 Electrons, energy levels and atomic orbitals

In 1.3 each atom or ion described will be in the ground state. Only the elements hydrogen to krypton will be
assessed.

Learning outcomes
Candidates should be able to:
1 understand the terms:
• shells, sub-shells and orbitals
• principal quantum number (n)
• ground state, limited to electronic configuration
2 describe the number of orbitals making up s, p and d sub-shells, and the number of electrons that can fill s, p
and d sub-shells
3 describe the order of increasing energy of the sub-shells within the first three shells and the 4s and 4p
sub-shells
4 describe the electronic configurations to include the number of electrons in each shell, sub-shell and orbital
5 explain the electronic configurations in terms of energy of the electrons and inter-electron repulsion
6 determine the electronic configuration of atoms and ions given the atomic or proton number and charge,
using either of the following conventions:
e.g. for Fe: 1s22s22p63s23p63d64s2 (full electronic configuration)
or [Ar] 3d6 4s2 (shorthand electronic configuration)
7 understand and use the electrons in boxes notation

e.g. for Fe: [Ar]

8 describe and sketch the shapes of s and p orbitals

9 describe a free radical as a species with one or more unpaired electrons

1.4 Ionisation energy

In 1.4 each atom or ion described will be in the ground state. Only the elements hydrogen to krypton will be
assessed.

Learning outcomes
Candidates should be able to:
1 define and use the term first ionisation energy, IE
2 construct equations to represent first, second and subsequent ionisation energies
3 identify and explain the trends in ionisation energies across a period and down a group of the Periodic Table
4 identify and explain the variation in successive ionisation energies of an element
5 understand that ionisation energies are due to the attraction between the nucleus and the outer electron
6 explain the factors influencing the ionisation energies of elements in terms of nuclear charge, atomic/ionic
radius, shielding by inner shells and sub-shells and spin-pair repulsion
7 deduce the electronic configurations of elements using successive ionisation energy data
8 deduce the position of an element in the Periodic Table using successive ionisation energy data

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

2 Atoms, molecules and stoichiometry

2.1 Relative masses of atoms and molecules
Learning outcomes
Candidates should be able to:
1 define the unified atomic mass unit as one twelfth of the mass of a carbon-12 atom
2 define relative atomic mass, Ar, relative isotopic mass, relative molecular mass, Mr, and relative formula mass
in terms of the unified atomic mass unit

2.2 The mole and the Avogadro constant

Learning outcomes
Candidates should be able to:
1 define and use the term mole in terms of the Avogadro constant

2.3 Formulae
Learning outcomes
Candidates should be able to:
1 write formulae of ionic compounds from ionic charges and oxidation numbers (shown by a Roman numeral),
including:
(a) the prediction of ionic charge from the position of an element in the Periodic Table
(b) recall of the names and formulae for the following ions: NO3–, CO32–, SO42–, OH–, NH4+, Zn2+, Ag+,
HCO3–, PO43–
2 (a) write and construct equations (which should be balanced), including ionic equations (which should not
include spectator ions)
(b) use appropriate state symbols in equations
3 define and use the terms empirical and molecular formula
4 understand and use the terms anhydrous, hydrated and water of crystallisation
5 calculate empirical and molecular formulae, using given data

2.4 Reacting masses and volumes (of solutions and gases)

Learning outcomes
Candidates should be able to:
1 perform calculations including use of the mole concept, involving:
(a) reacting masses (from formulae and equations) including percentage yield calculations
(b) volumes of gases (e.g. in the burning of hydrocarbons)
(c) volumes and concentrations of solutions
(d) limiting reagent and excess reagent
(When performing calculations, candidates’ answers should reflect the number of significant figures given or
asked for in the question. When rounding up or down, candidates should ensure that significant figures are
neither lost unnecessarily nor used beyond what is justified (see also Mathematical requirements section).)
(e) deduce stoichiometric relationships from calculations such as those in 2.4.1 (a)–(d)

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

3 Chemical bonding
3.1 Electronegativity and bonding
Learning outcomes
Candidates should be able to:
1 define electronegativity as the power of an atom to attract electrons to itself
2 explain the factors influencing the electronegativities of the elements in terms of nuclear charge, atomic
radius and shielding by inner shells and sub-shells
3 state and explain the trends in electronegativity across a period and down a group of the Periodic Table
4 use the differences in Pauling electronegativity values to predict the formation of ionic and covalent bonds
(the presence of covalent character in some ionic compounds will not be assessed) (Pauling electronegativity
values will be given where necessary)

3.2 Ionic bonding

Learning outcomes
Candidates should be able to:
1 define ionic bonding as the electrostatic attraction between oppositely charged ions (positively charged
cations and negatively charged anions)
2 describe ionic bonding including the examples of sodium chloride, magnesium oxide and calcium fluoride

3.3 Metallic bonding

Learning outcomes
Candidates should be able to:
1 define metallic bonding as the electrostatic attraction between positive metal ions and delocalised electrons

3.4 Covalent bonding and coordinate (dative covalent) bonding

Learning outcomes
Candidates should be able to:
1 define covalent bonding as electrostatic attraction between the nuclei of two atoms and a shared pair of
electrons
(a) describe covalent bonding in molecules including:
• hydrogen, H2
• oxygen, O2
• nitrogen, N2
• chlorine, Cl 2
• hydrogen chloride, HCl
• carbon dioxide, CO2
• ammonia, NH3
• methane, CH4
• ethane, C2H6
• ethene, C2H4
(continued)

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

3.4 Covalent bonding and coordinate (dative covalent) bonding (continued)

Learning outcomes
Candidates should be able to:
(b) understand that elements in period 3 can expand their octet including in the compounds sulfur dioxide,
SO2, phosphorus pentachloride, PCl 5 , and sulfur hexafluoride, SF6
(c) describe coordinate (dative covalent) bonding, including in the reaction between ammonia and hydrogen
chloride gases to form the ammonium ion, NH4+ , and in the Al 2Cl 6 molecule
2 (a) describe covalent bonds in terms of orbital overlap giving σ and π bonds:
• σ bonds are formed by direct overlap of orbitals between the bonding atoms
• π bonds are formed by the sideways overlap of adjacent p orbitals above and below the σ bond
(b) describe how the σ and π bonds form in molecules including H2, C2H6, C2H4, HCN and N2
(c) use the concept of hybridisation to describe sp, sp2 and sp3 orbitals
3 (a) define the terms:
• bond energy as the energy required to break one mole of a particular covalent bond in the gaseous
state
• bond length as the internuclear distance of two covalently bonded atoms
(b) use bond energy values and the concept of bond length to compare the reactivity of covalent molecules

3.5 Shapes of molecules

Learning outcomes
Candidates should be able to:
1 state and explain the shapes of, and bond angles in, molecules by using VSEPR theory, including as simple
examples:
• BF3 (trigonal planar, 120°)
• CO2 (linear, 180°)
• CH4 (tetrahedral, 109.5°)
• NH3 (pyramidal, 107°)
• H2O (non-linear, 104.5°)
• SF6 (octahedral, 90°)
• PF5 (trigonal bipyramidal, 120° and 90°)
2 predict the shapes of, and bond angles in, molecules and ions analogous to those specified in 3.5.1

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3.6 Intermolecular forces, electronegativity and bond properties

Learning outcomes
Candidates should be able to:
1 (a) describe hydrogen bonding, limited to molecules containing N–H and O–H groups, including ammonia
and water as simple examples
(b) use the concept of hydrogen bonding to explain the anomalous properties of H2O (ice and water):
• its relatively high melting and boiling points
• its relatively high surface tension
• the density of the solid ice compared with the liquid water
2 use the concept of electronegativity to explain bond polarity and dipole moments of molecules
3 (a) describe van der Waals’ forces as the intermolecular forces between molecular entities other than
those due to bond formation, and use the term van der Waals’ forces as a generic term to describe all
intermolecular forces
(b) describe the types of van der Waals’ force:
• instantaneous dipole – induced dipole (id-id) force, also called London dispersion forces
• permanent dipole – permanent dipole (pd-pd) force, including hydrogen bonding
(c) describe hydrogen bonding and understand that hydrogen bonding is a special case of
permanent dipole – permanent dipole force between molecules where hydrogen is bonded to a highly
electronegative atom
4 state that, in general, ionic, covalent and metallic bonding are stronger than intermolecular forces

3.7 Dot-and-cross diagrams

Learning outcomes
Candidates should be able to:
1 use dot-and-cross diagrams to illustrate ionic, covalent and coordinate bonding including the representation
of any compounds stated in 3.4 and 3.5 (dot-and-cross diagrams may include species with atoms which
have an expanded octet or species with an odd number of electrons)

4 States of matter
4.1 The gaseous state: ideal and real gases and pV = nRT
Learning outcomes
Candidates should be able to:
1 explain the origin of pressure in a gas in terms of collisions between gas molecules and the wall of the
container
2 understand that ideal gases have zero particle volume and no intermolecular forces of attraction
3 state and use the ideal gas equation pV = nRT in calculations, including in the determination of Mr

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

4.2 Bonding and structure

Learning outcomes
Candidates should be able to:
1 describe, in simple terms, the lattice structure of a crystalline solid which is:
(a) giant ionic, including sodium chloride and magnesium oxide
(b) simple molecular, including iodine, buckminsterfullerene C60 and ice
(c) giant molecular, including silicon(IV) oxide, graphite and diamond
(d) giant metallic, including copper
2 describe, interpret and predict the effect of different types of structure and bonding on the physical
properties of substances, including melting point, boiling point, electrical conductivity and solubility
3 deduce the type of structure and bonding present in a substance from given information

5 Chemical energetics
5.1 Enthalpy change, ΔH
Learning outcomes
Candidates should be able to:
1 understand that chemical reactions are accompanied by enthalpy changes and these changes can be
exothermic (ΔH is negative) or endothermic (ΔH is positive)
2 construct and interpret a reaction pathway diagram, in terms of the enthalpy change of the reaction and of
the activation energy
3 define and use the terms:
(a) standard conditions (this syllabus assumes that these are 298 K and 101 kPa) shown by ⦵.
(b) enthalpy change with particular reference to: reaction, ΔHr , formation, ΔHf , combustion, ΔHc ,
neutralisation, ΔHneut
4 understand that energy transfers occur during chemical reactions because of the breaking and making of
chemical bonds
5 use bond energies (ΔH positive, i.e. bond breaking) to calculate enthalpy change of reaction, ΔHr
6 understand that some bond energies are exact and some bond energies are averages
7 calculate enthalpy changes from appropriate experimental results, including the use of the relationships
q = mcΔT and ΔH = –mcΔT/n

5.2 Hess’s Law

Learning outcomes
Candidates should be able to:
1 apply Hess’s Law to construct simple energy cycles
2 carry out calculations using cycles and relevant energy terms, including:
(a) determining enthalpy changes that cannot be found by direct experiment
(b) use of bond energy data

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

6 Electrochemistry
6.1 Redox processes: electron transfer and changes in oxidation number (oxidation state)
Learning outcomes
Candidates should be able to:
1 calculate oxidation numbers of elements in compounds and ions
2 use changes in oxidation numbers to help balance chemical equations
3 explain and use the terms redox, oxidation, reduction and disproportionation in terms of electron transfer
and changes in oxidation number
4 explain and use the terms oxidising agent and reducing agent
5 use a Roman numeral to indicate the magnitude of the oxidation number of an element

7 Equilibria
7.1 Chemical equilibria: reversible reactions, dynamic equilibrium
Learning outcomes
Candidates should be able to:
1 (a) understand what is meant by a reversible reaction
(b) understand what is meant by dynamic equilibrium in terms of the rate of forward and reverse reactions
being equal and the concentration of reactants and products remaining constant
(c) understand the need for a closed system in order to establish dynamic equilibrium
2 define Le Chatelier’s principle as: if a change is made to a system at dynamic equilibrium, the position of
equilibrium moves to minimise this change
3 use Le Chatelier’s principle to deduce qualitatively (from appropriate information) the effects of changes in
temperature, concentration, pressure or presence of a catalyst on a system at equilibrium
4 deduce expressions for equilibrium constants in terms of concentrations, Kc
5 use the terms mole fraction and partial pressure
6 deduce expressions for equilibrium constants in terms of partial pressures, Kp
(use of the relationship between Kp and Kc is not required)
7 use the Kc and Kp expressions to carry out calculations (such calculations will not require the solving of
quadratic equations)
8 calculate the quantities present at equilibrium, given appropriate data
9 state whether changes in temperature, concentration or pressure or the presence of a catalyst affect the
value of the equilibrium constant for a reaction
10 describe and explain the conditions used in the Haber process and the Contact process, as examples of the
importance of an understanding of dynamic equilibrium in the chemical industry and the application of Le
Chatelier’s principle

7.2 Brønsted–Lowry theory of acids and bases

Learning outcomes
Candidates should be able to:
1 state the names and formulae of the common acids, limited to hydrochloric acid, HCl, sulfuric acid, H2SO4,
nitric acid, HNO3, ethanoic acid, CH3COOH
2 state the names and formulae of the common alkalis, limited to sodium hydroxide, NaOH, potassium
hydroxide, KOH, ammonia, NH3
(continued)

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

7.2 Brønsted–Lowry theory of acids and bases (continued)

Learning outcomes
Candidates should be able to:
3 describe the Brønsted–Lowry theory of acids and bases
4 describe strong acids and strong bases as fully dissociated in aqueous solution and weak acids and weak
bases as partially dissociated in aqueous solution
5 appreciate that water has pH of 7, acid solutions pH of below 7 and alkaline solutions pH of above 7
6 explain qualitatively the differences in behaviour between strong and weak acids including the reaction with
a reactive metal and difference in pH values by use of a pH meter, universal indicator or conductivity
7 understand that neutralisation reactions occur when H+(aq) and OH–(aq) form H2O(l)
8 understand that salts are formed in neutralisation reactions
9 sketch the pH titration curves of titrations using combinations of strong and weak acids with strong and
weak alkalis
10 select suitable indicators for acid-alkali titrations, given appropriate data (pKa values will not be used)

8 Reaction kinetics
8.1 Rate of reaction
Learning outcomes
Candidates should be able to:
1 explain and use the term rate of reaction, frequency of collisions, effective collisions and non-effective
collisions
2 explain qualitatively, in terms of frequency of effective collisions, the effect of concentration and pressure
changes on the rate of a reaction
3 use experimental data to calculate the rate of a reaction

8.2 Effect of temperature on reaction rates and the concept of activation energy
Learning outcomes
Candidates should be able to:
1 define activation energy, EA, as the minimum energy required for a collision to be effective
2 sketch and use the Boltzmann distribution to explain the significance of activation energy
3 explain qualitatively, in terms both of the Boltzmann distribution and of frequency of effective collisions, the
effect of temperature change on the rate of a reaction

8.3 Homogeneous and heterogeneous catalysts

Learning outcomes
Candidates should be able to:
1 explain and use the terms catalyst and catalysis
(a) explain that, in the presence of a catalyst, a reaction has a different mechanism, i.e. one of lower
activation energy
(b) explain this catalytic effect in terms of the Boltzmann distribution
(c) construct and interpret a reaction pathway diagram, for a reaction in the presence and absence of an
effective catalyst

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

Inorganic chemistry
9 The Periodic Table: chemical periodicity
9.1 Periodicity of physical properties of the elements in Period 3
Learning outcomes
Candidates should be able to:
1 describe qualitatively (and indicate the periodicity in) the variations in atomic radius, ionic radius, melting
point and electrical conductivity of the elements
2 explain the variation in melting point and electrical conductivity in terms of the structure and bonding of the
elements

9.2 Periodicity of chemical properties of the elements in Period 3

Learning outcomes
Candidates should be able to:
1 describe, and write equations for, the reactions of the elements with oxygen (to give Na2O, MgO, Al 2O3,
P4O10, SO2), chlorine (to give NaCl, MgCl 2, Al Cl 3, SiCl 4, PCl 5) and water (Na and Mg only)
2 state and explain the variation in the oxidation number of the oxides (Na2O, MgO, Al 2O3, P4O10, SO2 and
SO3 only) and chlorides (NaCl, MgCl 2, Al Cl 3, SiCl 4, PCl 5 only) in terms of their outer shell (valence shell)
electrons
3 describe, and write equations for, the reactions, if any, of the oxides Na2O, MgO, Al 2O3, SiO2, P4O10, SO2
and SO3 with water including the likely pHs of the solutions obtained
4 describe, explain, and write equations for, the acid / base behaviour of the oxides Na2O, MgO, Al 2O3, P4O10,
SO2 and SO3and the hydroxides NaOH, Mg(OH)2, Al(OH)3 including, where relevant, amphoteric behaviour
in reactions with acids and bases (sodium hydroxide only)
5 describe, explain, and write equations for, the reactions of the chlorides NaCl, MgCl 2, Al Cl 3, SiCl 4, PCl 5
with water including the likely pHs of the solutions obtained
6 explain the variations and trends in 9.2.2, 9.2.3, 9.2.4 and 9.2.5 in terms of bonding and electronegativity
7 suggest the types of chemical bonding present in the chlorides and oxides from observations of their
chemical and physical properties

9.3 Chemical periodicity of other elements

Learning outcomes
Candidates should be able to:
1 predict the characteristic properties of an element in a given group by using knowledge of chemical
periodicity
2 deduce the nature, possible position in the Periodic Table and identity of unknown elements from given
information about physical and chemical properties

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

10 Group 2
10.1 Similarities and trends in the properties of the Group 2 metals, magnesium to barium, and their
compounds
Learning outcomes
Candidates should be able to:
1 describe, and write equations for, the reactions of the elements with oxygen, water and dilute hydrochloric
and sulfuric acids
2 describe, and write equations for, the reactions of the oxides, hydroxides and carbonates with water and
dilute hydrochloric and sulfuric acids
3 describe, and write equations for, the thermal decomposition of the nitrates and carbonates, to include the
trend in thermal stabilities
4 describe, and make predictions from, the trends in physical and chemical properties of the elements involved
in the reactions in 10.1.1 and the compounds involved in 10.1.2, 10.1.3 and 10.1.5
5 state the variation in the solubilities of the hydroxides and sulfates

11 Group 17
11.1 Physical properties of the Group 17 elements
Learning outcomes
Candidates should be able to:
1 describe the colours and the trend in volatility of chlorine, bromine and iodine
2 describe and explain the trend in the bond strength of the halogen molecules
3 interpret the volatility of the elements in terms of instantaneous dipole–induced dipole forces

11.2 The chemical properties of the halogen elements and the hydrogen halides
Learning outcomes
Candidates should be able to:
1 describe the relative reactivity of the elements as oxidising agents
2 describe the reactions of the elements with hydrogen and explain their relative reactivity in these reactions
3 describe the relative thermal stabilities of the hydrogen halides and explain these in terms of bond strengths

11.3 Some reactions of the halide ions

Learning outcomes
Candidates should be able to:
1 describe the relative reactivity of halide ions as reducing agents
2 describe and explain the reactions of halide ions with:
(a) aqueous silver ions followed by aqueous ammonia (the formation and formula of the [Ag(NH3)2]+
complex is not required)
(b) concentrated sulfuric acid, to include balanced chemical equations

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11.4 The reactions of chlorine

Learning outcomes
Candidates should be able to:
1 describe and interpret, in terms of changes in oxidation number, the reaction of chlorine with cold and with
hot aqueous sodium hydroxide and recognise these as disproportionation reactions
2 explain, including by use of an equation, the use of chlorine in water purification to include the production of
the active species HOCl and ClO­– which kill bacteria.

12 Nitrogen and sulfur

12.1 Nitrogen and sulfur
Learning outcomes
Candidates should be able to:
1 explain the lack of reactivity of nitrogen, with reference to triple bond strength and lack of polarity
2 describe and explain:
(a) the basicity of ammonia, using the Brønsted–Lowry theory
(b) the structure of the ammonium ion and its formation by an acid–base reaction
(c) the displacement of ammonia from ammonium salts by an acid–base reaction
3 state and explain the natural and man-made occurrences of oxides of nitrogen and their catalytic removal
from the exhaust gases of internal combustion engines
4 understand that atmospheric oxides of nitrogen (NO and NO2) can react with unburned hydrocarbons to
form peroxyacetyl nitrate, PAN, which is a component of photochemical smog
5 describe the role of NO and NO2 in the formation of acid rain both directly and in their catalytic role in the
oxidation of atmospheric sulfur dioxide

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26
Organic chemistry
13 An introduction to AS Level organic chemistry
In this syllabus the following conventions are used:
X to represent a halogen atom
R and Rˊ to represent alkyl groups (or in some circumstances a hydrogen atom); R and Rˊ can be the same or different depending on the molecule.

Homologous series name of structural formula of displayed formula skeletal formula name
functional group functional group

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H H
R R H
alkene C=C bond C C H C C C propene
R R H
H

H H X
halogenoalkane X 1-chloropropane
(primary, secondary halogen R X H C C C H
and tertiary) (when X is chlorine)
H H H

H H H
alcohol (primary, OH
secondary and hydroxyl R OH H C C C O H propan-1-ol
tertiary) H H H
Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

O H H
O
O
aldehyde carbonyl R C H C C C propanal
H H
H H

H O H
R O
ketone carbonyl C O H C C C H propanone
R´
H H

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 name of structural formula of
Homologous series displayed formula skeletal formula name
functional group functional group

Back to contents page

O H H O
O
carboxylic acid carboxyl R C H C C C propanoic acid
OH O H OH
H H

H O H H
O O
ester ester H C O C C C H methyl propanoate
R C O C R O
H H H

H H H
R NH2 H
H C C C N NH2
amine (primary only) amine propylamine
H
H H H

H H

nitrile nitrile R C N H C C C N propanenitrile

H H N

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content
Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

13.1 Formulae, functional groups and the naming of organic compounds

Learning outcomes
Candidates should be able to:
1 define the term hydrocarbon as a compound made up of C and H atoms only
2 understand that alkanes are simple hydrocarbons with no functional group
3 understand that the compounds in the table on page 26 and 27 contain a functional group which dictates
their physical and chemical properties
4 interpret and use the general, structural, displayed and skeletal formulae of the classes of compound stated
in the table on page 26 and 27
5 understand and use systematic nomenclature of simple aliphatic organic molecules with functional groups
detailed in the table on page 26 and 27, up to six carbon atoms (six plus six for esters, straight chains only
for esters and nitriles)
6 deduce the molecular and/or empirical formula of a compound, given its structural, displayed or skeletal
formula

13.2 Characteristic organic reactions

Learning outcomes
Candidates should be able to:
1 interpret and use the following terminology associated with types of organic compounds and reactions:
(a) homologous series
(b) saturated and unsaturated
(c) homolytic and heterolytic fission
(d) free radical, initiation, propagation, termination (the use of arrows to show movement of single
electrons is not required)
(e) nucleophile, electrophile, nucleophilic, electrophilic
(f) addition, substitution, elimination, hydrolysis, condensation
(g) oxidation and reduction
(in equations for organic redox reactions, the symbol [O] can be used to represent one atom of oxygen from
an oxidising agent and the symbol [H] one atom of hydrogen from a reducing agent)
2 understand and use the following terminology associated with types of organic mechanisms:
(a) free-radical substitution
(b) electrophilic addition
(c) nucleophilic substitution
(d) nucleophilic addition
(in organic reaction mechanisms, the use of curly arrows to represent movement of electron pairs is
expected; the arrow should begin at a bond or a lone pair of electrons)

13.3 Shapes of organic molecules; σ and π bonds

Learning outcomes
Candidates should be able to:
1 describe organic molecules as either straight-chained, branched or cyclic
2 describe and explain the shape of, and bond angles in, molecules containing sp, sp2 and sp3 hybridised atoms
3 describe the arrangement of σ and π bonds in molecules containing sp, sp2 and sp3 hybridised atoms
4 understand and use the term planar when describing the arrangement of atoms in organic molecules, for
example ethene

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13.4 Isomerism: structural and stereoisomerism

Learning outcomes
Candidates should be able to:
1 describe structural isomerism and its division into chain, positional and functional group isomerism
2 describe stereoisomerism and its division into geometrical (cis/trans) and optical isomerism (use of E, Z
nomenclature is acceptable but is not required)
3 describe geometrical (cis/trans) isomerism in alkenes, and explain its origin in terms of restricted rotation
due to the presence of π bonds
4 explain what is meant by a chiral centre and that such a centre gives rise to two optical isomers
(enantiomers)
(Candidates should appreciate that compounds can contain more than one chiral centre, but knowledge of
meso compounds, or nomenclature such as diastereoisomers is not required)
5 identify chiral centres and geometrical (cis/trans) isomerism in a molecule of given structural formula
including cyclic compounds
6 deduce the possible isomers for an organic molecule of known molecular formula

14 Hydrocarbons
14.1 Alkanes
Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which alkanes can be produced:
(a) addition of hydrogen to an alkene in a hydrogenation reaction, H2(g) and Pt/Ni catalyst and heat
(b) cracking of a longer chain alkane, heat with Al 2O3
2 describe:
(a) the complete and incomplete combustion of alkanes
(b) the free-radical substitution of alkanes by Cl 2 or Br2 in the presence of ultraviolet light, as exemplified by
the reactions of ethane
3 describe the mechanism of free-radical substitution with reference to the initiation, propagation and
termination steps
4 suggest how cracking can be used to obtain more useful alkanes and alkenes of lower Mr from heavier crude
oil fractions
5 understand the general unreactivity of alkanes, including towards polar reagents in terms of the strength of
the C–H bonds and their relative lack of polarity
6 recognise the environmental consequences of carbon monoxide, oxides of nitrogen and unburnt
hydrocarbons arising from the combustion of alkanes in the internal combustion engine and of their catalytic
removal

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

14.2 Alkenes
Learning outcomes
Candidates should be able to:
1 recall the reactions (including reagents and conditions) by which alkenes can be produced:
(a) elimination of HX from a halogenoalkane by ethanolic NaOH and heat
(b) dehydration of an alcohol, by using a heated catalyst (e.g. Al 2O3) or a concentrated acid
(c) cracking of a longer chain alkane
2 describe the following reactions of alkenes:
(a) the electrophilic addition of
(i) hydrogen in a hydrogenation reaction, H2(g) and Pt/Ni catalyst and heat
(ii) steam, H2O(g) and H3PO4 catalyst
(iii) a hydrogen halide, HX(g) at room temperature
(iv) a halogen, X2
(b) the oxidation by cold dilute acidified KMnO4 to form the diol
(c) the oxidation by hot concentrated acidified KMnO4 leading to the rupture of the carbon–carbon double
bond and the identities of the subsequent products to determine the position of alkene linkages in larger
molecules
(d) addition polymerisation exemplified by the reactions of ethene and propene
3 describe the use of aqueous bromine to show the presence of a C=C bond
4 describe the mechanism of electrophilic addition in alkenes, using bromine / ethene and hydrogen
bromide / propene as examples
5 describe and explain the inductive effects of alkyl groups on the stability of primary, secondary and tertiary
cations formed during electrophilic addition (this should be used to explain Markovnikov addition)

15 Halogen compounds
15.1 Halogenoalkanes
Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which halogenoalkanes can be produced:
(a) the free-radical substitution of alkanes by Cl 2 or Br2 in the presence of ultraviolet light, as exemplified by
the reactions of ethane
(b) electrophilic addition of an alkene with a halogen, X2, or hydrogen halide, HX(g), at room temperature
(c) substitution of an alcohol, e.g. by reaction with HX or KBr with H2SO4 or H3PO4; or with PCl 3 and heat;
or with PCl 5; or with SOCl 2
2 classify halogenoalkanes into primary, secondary and tertiary
3 describe the following nucleophilic substitution reactions:
(a) the reaction with NaOH(aq) and heat to produce an alcohol
(b) the reaction with KCN in ethanol and heat to produce a nitrile
(c) the reaction with NH3 in ethanol heated under pressure to produce an amine
(d) the reaction with aqueous silver nitrate in ethanol as a method of identifying the halogen present as
exemplified by bromoethane
(continued)

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15.1 Halogenoalkanes (continued)

4 describe the elimination reaction with NaOH in ethanol and heat to produce an alkene as exemplified by
bromoethane
5 describe the SN1 and SN2 mechanisms of nucleophilic substitution in halogenoalkanes including the inductive
effects of alkyl groups
6 recall that primary halogenoalkanes tend to react via the SN2 mechanism; tertiary halogenoalkanes via the
SN1 mechanism; and secondary halogenoalkanes by a mixture of the two, depending on structure
7 describe and explain the different reactivities of halogenoalkanes (with particular reference to the relative
strengths of the C–X bonds as exemplified by the reactions of halogenoalkanes with aqueous silver nitrates)

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

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

17 Carbonyl compounds
17.1 Aldehydes and ketones
Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which aldehydes and ketones can be produced:
(a) the oxidation of primary alcohols using acidified K2Cr2O7 or acidified KMnO4 and distillation to produce
aldehydes
(b) the oxidation of secondary alcohols using acidified K2Cr2O7 or acidified KMnO4 and distillation to
produce ketones
2 describe:
(a) the reduction of aldehydes and ketones, using NaBH4 or LiAl H4 to produce alcohols
(b) the reaction of aldehydes and ketones with HCN, KCN as catalyst, and heat to produce hydroxynitriles
exemplified by ethanal and propanone
3 describe the mechanism of the nucleophilic addition reactions of hydrogen cyanide with aldehydes and
ketones in 17.1.2(b)
4 describe the use of 2,4-dinitrophenylhydrazine (2,4-DNPH reagent) to detect the presence of carbonyl
compounds
5 deduce the nature (aldehyde or ketone) of an unknown carbonyl compound from the results of simple tests
(Fehling’s and Tollens’ reagents; ease of oxidation)
6 deduce the presence of a CH3CO – group in an aldehyde or ketone, CH3CO–R, from its reaction with alkaline
I2(aq) to form a yellow precipitate of tri-iodomethane and an ion, RCO2–

18 Carboxylic acids and derivatives

18.1 Carboxylic acids
Learning outcomes
Candidates should be able to:
1 recall the reactions by which carboxylic acids can be produced:
(a) oxidation of primary alcohols and aldehydes with acidified K2Cr2O7 or acidified KMnO4 and refluxing
(b) hydrolysis of nitriles with dilute acid or dilute alkali followed by acidification
(c) hydrolysis of esters with dilute acid or dilute alkali and heat followed by acidification
2 describe:
(a) the redox reaction with reactive metals to produce a salt and H2(g)
(b) the neutralisation reaction with alkalis to produce a salt and H2O(l )
(c) the acid–base reaction with carbonates to produce a salt and H2O(l) and CO2(g)
(d) esterification with alcohols with concentrated H2SO4 as catalyst
(e) reduction by LiAl H4 to form a primary alcohol

18.2 Esters
Learning outcomes
Candidates should be able to:
1 recall the reaction (reagents and conditions) by which esters can be produced:
(a) the condensation reaction between an alcohol and a carboxylic acid with concentrated H2SO4 as catalyst
2 describe the hydrolysis of esters by dilute acid and by dilute alkali and heat

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19 Nitrogen compounds
19.1 Primary amines
Learning outcomes
Candidates should be able to:
1 recall the reactions by which amines can be produced:
(a) reaction of a halogenoalkane with NH3 in ethanol heated under pressure
Classification of amines will not be tested at AS Level.

19.2 Nitriles and hydroxynitriles

Learning outcomes
Candidates should be able to:
1 recall the reactions by which nitriles can be produced:
(a) reaction of a halogenoalkane with KCN in ethanol and heat
2 recall the reactions by which hydroxynitriles can be produced:
(a) the reaction of aldehydes and ketones with HCN, KCN as catalyst, and heat
3 describe the hydrolysis of nitriles with dilute acid or dilute alkali followed by acidification to produce a
carboxylic acid

20 Polymerisation
20.1 Addition polymerisation
Learning outcomes
Candidates should be able to:
1 describe addition polymerisation as exemplified by poly(ethene) and poly(chloroethene), PVC
2 deduce the repeat unit of an addition polymer obtained from a given monomer
3 identify the monomer(s) present in a given section of an addition polymer molecule
4 recognise the difficulty of the disposal of poly(alkene)s, i.e. non-biodegradability and harmful combustion
products

21 Organic synthesis
21.1 Organic synthesis
Learning outcomes
Candidates should be able to:
1 for an organic molecule containing several functional groups:
(a) identify organic functional groups using the reactions in the syllabus
(b) predict properties and reactions
2 devise multi-step synthetic routes for preparing organic molecules using the reactions in the syllabus
3 analyse a given synthetic route in terms of type of reaction and reagents used for each step of it, and
possible by-products

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

Analysis
22 Analytical techniques
22.1 Infrared spectroscopy
Learning outcomes
Candidates should be able to:
1 analyse an infrared spectrum of a simple molecule to identify functional groups (see the Data section for the
functional groups required)

22.2 Mass spectrometry

Learning outcomes
Candidates should be able to:
1 analyse mass spectra in terms of m/e values and isotopic abundances (knowledge of the working of the mass
spectrometer is not required)
2 calculate the relative atomic mass of an element given the relative abundances of its isotopes, or its mass
spectrum
3 deduce the molecular mass of an organic molecule from the molecular ion peak in a mass spectrum
4 suggest the identity of molecules formed by simple fragmentation in a given mass spectrum
5 deduce the number of carbon atoms, n, in a compound using the M +1 peak and the formula
100 × abundance of M +1 ion
n=
1.1 × abundance of M + ion
6 deduce the presence of bromine and chlorine atoms in a compound using the M +2 peak

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

A Level subject content

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

23.2 Enthalpies of solution and hydration

Learning outcomes
Candidates should be able to:
1 define and use the term enthalpy change with reference to hydration, ΔHhyd, and solution, ΔHsol
2 construct and use an energy cycle involving enthalpy change of solution, lattice energy and enthalpy change
of hydration
3 carry out calculations involving the energy cycles in 23.2.2
4 explain, in qualitative terms, the effect of ionic charge and of ionic radius on the numerical magnitude of an
enthalpy change of hydration

23.3 Entropy change, ΔS

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

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

⦵ ⦵ ⦵

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

23.4 Gibbs free energy change, ΔG

Learning outcomes
Candidates should be able to:
state and use the Gibbs equation ΔG = ΔH – TΔS
⦵ ⦵ ⦵
1
perform calculations using the equation ΔG = ΔH – TΔS
⦵ ⦵ ⦵
2
3 state whether a reaction or process will be feasible by using the sign of ΔG
4 predict the effect of temperature change on the feasibility of a reaction, given standard enthalpy and
entropy changes

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

⦵ ⦵
24.2 Standard electrode potentials E ; standard cell potentials E cell and the Nernst equation
Learning outcomes
Candidates should be able to:
1 define the terms:
(a) standard electrode (reduction) potential
(b) standard cell potential
2 describe the standard hydrogen electrode
3 describe methods used to measure the standard electrode potentials of:
(a) metals or non-metals in contact with their ions in aqueous solution
(b) ions of the same element in different oxidation states
4 calculate a standard cell potential by combining two standard electrode potentials
5 use standard cell potentials to:
(a) deduce the polarity of each electrode and hence explain/deduce the direction of electron flow in the
external circuit of a simple cell
(b) predict the feasibility of a reaction
⦵
6 deduce from E values the relative reactivity of elements, compounds and ions as oxidising agents or as
reducing agents
7 construct redox equations using the relevant half-equations
(continued)

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⦵ ⦵
24.2 Standard electrode potentials E ; standard cell potentials E cell and the Nernst equation (continued)
Learning outcomes
Candidates should be able to:
8 predict qualitatively how the value of an electrode potential, E, varies with the concentrations of the
aqueous ions
⦵ [oxidised species]
9 use the Nernst equation, e.g. E = E + (0.059/z) log
[reduced species]
to predict quantitatively how the value of an electrode potential varies with the concentrations of the
aqueous ions; examples include Cu2+(aq) + 2e–⇌ Cu(s), Fe3+(aq) + e– ⇌ Fe2+(aq)
10 understand and use the equation ΔG = –nE cell F
⦵ ⦵

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

25.2 Partition coefficients

Learning outcomes
Candidates should be able to:
1 state what is meant by the term partition coefficient, Kpc
2 calculate and use a partition coefficient for a system in which the solute is in the same physical state in the
two solvents
3 understand the factors affecting the numerical value of a partition coefficient in terms of the polarities of
the solute and the solvents used

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

26 Reaction kinetics
26.1 Simple rate equations, orders of reaction and rate constants
Learning outcomes
Candidates should be able to:
1 explain and use the terms rate equation, order of reaction, overall order of reaction, rate constant, half-life,
rate-determining step and intermediate
2 (a) understand and use rate equations of the form rate = k [A]m[B]n (for which m and n are 0, 1 or 2)
(b) deduce the order of a reaction from concentration-time graphs or from experimental data relating to
the initial rates method and half-life method
(c) interpret experimental data in graphical form, including concentration-time and rate-concentration
graphs
(d) calculate an initial rate using concentration data
(e) construct a rate equation
3 (a) show understanding that the half-life of a first-order reaction is independent of concentration
(b) use the half-life of a first-order reaction in calculations
4 calculate the numerical value of a rate constant, for example by:
(a) using the initial rates and the rate equation
(b) using the half-life, t1/2 , and the equation k = 0.693/t1/2
5 for a multi-step reaction:
(a) suggest a reaction mechanism that is consistent with the rate equation and the equation for the overall
reaction
(b) predict the order that would result from a given reaction mechanism and rate-determining step
(c) deduce a rate equation using a given reaction mechanism and rate-determining step for a given reaction
(d) identify an intermediate or catalyst from a given reaction mechanism
(e) identify the rate determining step from a rate equation and a given reaction mechanism
6 describe qualitatively the effect of temperature change on the rate constant and hence the rate of a reaction

26.2 Homogeneous and heterogeneous catalysts

Learning outcomes
Candidates should be able to:
1 explain that catalysts can be homogeneous or heterogeneous
2 describe the mode of action of a heterogeneous catalyst to include adsorption of reactants, bond weakening
and desorption of products, for example:
(a) iron in the Haber process
(b) palladium, platinum and rhodium in the catalytic removal of oxides of nitrogen from the exhaust gases
of car engines
3 describe the mode of action of a homogeneous catalyst by being used in one step and reformed in a later
step, for example:
(a) atmospheric oxides of nitrogen in the oxidation of atmospheric sulfur dioxide
(b) Fe2+ or Fe3+ in the I–/S2O82– reaction

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

Inorganic chemistry
27 Group 2
27.1 Similarities and trends in the properties of the Group 2 metals, magnesium to barium, and their
compounds
Learning outcomes
Candidates should be able to:
1 describe and explain qualitatively the trend in the thermal stability of the nitrates and carbonates including
the effect of ionic radius on the polarisation of the large anion
describe and explain qualitatively the variation in solubility and of enthalpy change of solution, ΔH sol, of the
⦵
2
hydroxides and sulfates in terms of relative magnitudes of the enthalpy change of hydration and the lattice
energy

28 Chemistry of transition elements

28.1 General physical and chemical properties of the first row of transition elements, titanium to copper
Learning outcomes
Candidates should be able to:
1 define a transition element as a d-block element which forms one or more stable ions with incomplete d
orbitals
2 sketch the shape of a 3dxy orbital and 3dz2 orbital
3 understand that transition elements have the following properties:
(a) they have variable oxidation states
(b) they behave as catalysts
(c) they form complex ions
(d) they form coloured compounds
4 explain why transition elements have variable oxidation states in terms of the similarity in energy of the 3d
and the 4s sub-shells
5 explain why transition elements behave as catalysts in terms of having more than one stable oxidation state,
and vacant d orbitals that are energetically accessible and can form dative bonds with ligands
6 explain why transition elements form complex ions in terms of vacant d orbitals that are energetically
accessible

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28.2 General characteristic chemical properties of the first set of transition elements, titanium to copper
Learning outcomes
Candidates should be able to:
1 describe and explain the reactions of transition elements with ligands to form complexes, including the
complexes of copper(II) and cobalt(II) ions with water and ammonia molecules and hydroxide and chloride
ions
2 define the term ligand as a species that contains a lone pair of electrons that forms a dative covalent bond to
a central metal atom / ion
3 understand and use the terms
(a) monodentate ligand including as examples H2O, NH3, Cl – and CN–
(b) bidentate ligand including as examples 1,2-diaminoethane, en, H2NCH2CH2NH2 and the ethanedioate
ion, C2O42–
(c) polydentate ligand including as an example EDTA4–
4 define the term complex as a molecule or ion formed by a central metal atom / ion surrounded by one or
more ligands
5 describe the geometry (shape and bond angles) of transition element complexes which are linear, square
planar, tetrahedral or octahedral
6 (a) state what is meant by coordination number
(b) predict the formula and charge of a complex ion, given the metal ion, its charge or oxidation state, the
ligand and its coordination number or geometry
7 explain qualitatively that ligand exchange can occur, including the complexes of copper(II) ions and
cobalt(II) ions with water and ammonia molecules and hydroxide and chloride ions
⦵
8 predict, using E values, the feasibility of redox reactions involving transition elements and their ions
9 describe the reactions of, and perform calculations involving:
(a) MnO4– / C2O42– in acid solution given suitable data
(b) MnO4– / Fe2+ in acid solution given suitable data
(c) Cu2+ / I– given suitable data
10 perform calculations involving other redox systems given suitable data

28.3 Colour of complexes

Learning outcomes
Candidates should be able to:
1 define and use the terms degenerate and non-degenerate d orbitals
2 describe the splitting of degenerate d orbitals into two non-degenerate sets of d orbitals of higher energy,
and use of Δ E in:
(a) octahedral complexes, two higher and three lower d orbitals
(b) tetrahedral complexes, three higher and two lower d orbitals
3 explain why transition elements form coloured compounds in terms of the frequency of light absorbed as an
electron is promoted between two non-degenerate d orbitals
4 describe, in qualitative terms, the effects of different ligands on Δ E, frequency of light absorbed, and hence
the complementary colour that is observed
5 use the complexes of copper(II) ions and cobalt(II) ions with water and ammonia molecules and hydroxide
and chloride ions as examples of ligand exchange affecting the colour observed

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28.4 Stereoisomerism in transition element complexes

Learning outcomes
Candidates should be able to:
1 describe the types of stereoisomerism shown by complexes, including those associated with bidentate
ligands:
(a) geometrical (cis-trans) isomerism, e.g. square planar such as [Pt(NH3)2Cl 2] and octahedral such as
[Co(NH3)4(H2O)2]2+ and [Ni(H2NCH2CH2NH2)2(H2O)2]2+
(b) optical isomerism, e.g. [Ni(H2NCH2CH2NH2)3]2+ and [Ni(H2NCH2CH2NH2)2(H2O)2]2+
2 deduce the overall polarity of complexes such as those described in 28.4.1(a) and 28.4.1(b)

28.5 Stability constants, Kstab

Learning outcomes
Candidates should be able to:
1 define the stability constant, Kstab, of a complex as the equilibrium constant for the formation of the
complex ion in a solvent (from its constituent ions or molecules)
2 write an expression for a Kstab of a complex ([H2O] should not be included)
3 use Kstab expressions to perform calculations
4 describe and explain ligand exchanges in terms of Kstab values and understand that a large Kstab is due to the
formation of a stable complex ion

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42
Organic chemistry
29 An introduction to A Level organic chemistry

Homologous series Name of functional Structural formula of Displayed formula Skeletal formula Name
group functional group

*n/a
arene arene benzene

X X
*n/a chlorobenzene
halogenoarene halogen
(when X = Cl )

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OH OH
*n/a
phenol phenol phenol

H H
O O O
acyl chloride acyl chloride H C C C propanoyl chloride
R C Cl Cl
H H Cl

H H H
H N (naming of secondary
amines (secondary R N
amine H C N C H and tertiary amines is
and tertiary)
Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

R H not required)
H H
H H O O
O H
amide (primary,
amide H C C C N propanamide
secondary and tertiary) R C NH2 H NH2
H H
O H
O H O
amino acid amine and carboxyl HO C C N NH2 2-aminoethanoic acid
HO C CHRNH2 H HO
H
*where a benzene ring is part of the molecule, a displayed formula would not be expected to be drawn.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

29.1 Formulae, functional groups and the naming of organic compounds

Learning outcomes
Candidates should be able to:
1 understand that the compounds in the table on page 42 contain a functional group which dictates their
physical and chemical properties
2 interpret and use the general, structural, displayed and skeletal formulae of the classes of compound stated
in the table on page 42
3 understand and use systematic nomenclature of simple aliphatic organic molecules (including cyclic
compounds containing a single ring of up to six carbon atoms) with functional groups detailed in the table
on page 42, up to six carbon atoms (six plus six for esters and amides, straight chains only for esters and
nitriles)
4 understand and use systematic nomenclature of simple aromatic molecules with one benzene ring and one
or more simple substituents, for example 3-nitrobenzoic acid or 2,4,6-tribromophenol

29.2 Characteristic organic reactions

Learning outcomes
Candidates should be able to:
1 understand and use the following terminology associated with types of organic mechanisms:
(a) electrophilic substitution
(b) addition-elimination

29.3 Shapes of aromatic organic molecules; σ and π bonds

Learning outcomes
Candidates should be able to:
1 describe and explain the shape of benzene and other aromatic molecules, including sp2 hybridisation, in
terms of σ bonds and a delocalised π system

29.4 Isomerism: optical

Learning outcomes
Candidates should be able to:
1 understand that enantiomers have identical physical and chemical properties apart from their ability to
rotate plane polarised light and their potential biological activity
2 understand and use the terms optically active and racemic mixture
3 describe the effect on plane polarised light of the two optical isomers of a single substance
4 explain the relevance of chirality to the synthetic preparation of drug molecules including:
(a) the potential different biological activity of the two enantiomers
(b) the need to separate a racemic mixture into two pure enantiomers
(c) the use of chiral catalysts to produce a single pure optical isomer
(Candidates should appreciate that compounds can contain more than one chiral centre, but knowledge of
meso compounds and nomenclature such as diastereoisomers is not required.)

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

31 Halogen compounds
31.1 Halogen compounds
Learning outcomes
Candidates should be able to:
1 recall the reactions by which halogenoarenes can be produced: substitution of an arene with Cl2 or Br2
in the presence of a catalyst, Al Cl3 or Al Br3 to form a halogenoarene, exemplified by benzene to form
chlorobenzene and methylbenzene to form 2-chloromethylbenzene and 4-chloromethylbenzene
2 explain the difference in reactivity between a halogenoalkane and a halogenoarene as exemplified by
chloroethane and chlorobenzene

32 Hydroxy compounds
32.1 Alcohols
Learning outcomes
Candidates should be able to:
1 describe the reaction with acyl chlorides to form esters using ethyl ethanoate

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32.2 Phenol
Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which phenol can be produced:
(a) reaction of phenylamine with HNO2 or NaNO2 and dilute acid below 10 °C to produce the diazonium
salt; further warming of the diazonium salt with H2O to give phenol
2 recall the chemistry of phenol, as exemplified by the following reactions:
(a) with bases, for example NaOH(aq) to produce sodium phenoxide
(b) with Na(s) to produce sodium phenoxide and H2(g)
(c) in NaOH(aq) with diazonium salts, to give azo compounds
(d) nitration of the aromatic ring with dilute HNO3(aq) at room temperature to give a mixture of
2-nitrophenol and 4-nitrophenol
(e) bromination of the aromatic ring with Br2(aq) to form 2,4,6-tribromophenol
3 explain the acidity of phenol
4 describe and explain the relative acidities of water, phenol and ethanol
5 explain why the reagents and conditions for the nitration and bromination of phenol are different from those
for benzene
6 recall that the hydroxyl group of a phenol directs to the 2-, 4- and 6-positions
7 apply knowledge of the reactions of phenol to those of other phenolic compounds, e.g. naphthol

33 Carboxylic acids and derivatives

33.1 Carboxylic acids
Learning outcomes
Candidates should be able to:
1 recall the reaction by which benzoic acid can be produced:
(a) reaction of an alkylbenzene with hot alkaline KMnO4 and then dilute acid, exemplified by
methylbenzene
2 describe the reaction of carboxylic acids with PCl 3 and heat, PCl 5, or SOCl 2 to form acyl chlorides
3 recognise that some carboxylic acids can be further oxidised:
(a) the oxidation of methanoic acid, HCOOH, with Fehling’s reagent or Tollens’ reagent or acidified KMnO4
or acidified K2Cr2O7 to carbon dioxide and water
(b) the oxidation of ethanedioic acid, HOOCCOOH, with warm acidified KMnO4 to carbon dioxide
4 describe and explain the relative acidities of carboxylic acids, phenols and alcohols
5 describe and explain the relative acidities of chlorine-substituted carboxylic acids

33.2 Esters
Learning outcomes
Candidates should be able to:
1 recall the reaction by which esters can be produced:
(a) reaction of alcohols with acyl chlorides using the formation of ethyl ethanoate and phenyl benzoate as
examples

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

33.3 Acyl chlorides

Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which acyl chlorides can be produced:
(a) reaction of carboxylic acids with PCl 3 and heat, PCl 5, or SOCl 2
2 describe the following reactions of acyl chlorides:
(a) hydrolysis on addition of water at room temperature to give the carboxylic acid and HCl
(b) reaction with an alcohol at room temperature to produce an ester and HCl
(c) reaction with phenol at room temperature to produce an ester and HCl
(d) reaction with ammonia at room temperature to produce an amide and HCl
(e) reaction with a primary or secondary amine at room temperature to produce an amide and HCl
3 describe the addition-elimination mechanism of acyl chlorides in reactions in 33.3.2(a) – (e)
4 explain the relative ease of hydrolysis of acyl chlorides, alkyl chlorides and halogenoarenes (aryl chlorides)

34 Nitrogen compounds
34.1 Primary and secondary amines
Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which primary and secondary amines are produced:
(a) reaction of halogenoalkanes with NH3 in ethanol heated under pressure
(b) reaction of halogenoalkanes with primary amines in ethanol, heated in a sealed tube / under pressure
(c) the reduction of amides with LiAl H4
(d) the reduction of nitriles with LiAl H4 or H2 / Ni
2 describe the condensation reaction of ammonia or an amine with an acyl chloride at room temperature to
give an amide
3 describe and explain the basicity of aqueous solutions of amines

34.2 Phenylamine and azo compounds

Learning outcomes
Candidates should be able to:
1 describe the preparation of phenylamine via the nitration of benzene to form nitrobenzene followed by
reduction with hot Sn/concentrated HCl , followed by NaOH(aq)
2 describe:
(a) the reaction of phenylamine with Br2(aq) at room temperature
(b) the reaction of phenylamine with HNO2 or NaNO2 and dilute acid below 10 °C to produce the
diazonium salt; further warming of the diazonium salt with H2O to give phenol
3 describe and explain the relative basicities of aqueous ammonia, ethylamine and phenylamine
4 recall the following about azo compounds:
(a) describe the coupling of benzenediazonium chloride with phenol in NaOH(aq) to form an azo compound
(b) identify the azo group
(c) state that azo compounds are often used as dyes
(d) that other azo dyes can be formed via a similar route

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34.3 Amides
Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which amides are produced:
(a) the reaction between ammonia and an acyl chloride at room temperature
(b) the reaction between a primary amine and an acyl chloride at room temperature
2 describe the reactions of amides:
(a) hydrolysis with aqueous alkali or aqueous acid
(b) the reduction of the CO group in amides with LiAl H4 to form an amine
3 state and explain why amides are much weaker bases than amines

34.4 Amino acids

Learning outcomes
Candidates should be able to:
1 describe the acid / base properties of amino acids and the formation of zwitterions, to include the isoelectric
point
2 describe the formation of amide (peptide) bonds between amino acids to give di- and tripeptides
3 interpret and predict the results of electrophoresis on mixtures of amino acids and dipeptides at varying pHs
(the assembling of the apparatus will not be tested)

35 Polymerisation
35.1 Condensation polymerisation
Learning outcomes
Candidates should be able to:
1 describe the formation of polyesters:
(a) the reaction between a diol and a dicarboxylic acid or dioyl chloride
(b) the reaction of a hydroxycarboxylic acid
2 describe the formation of polyamides:
(a) the reaction between a diamine and a dicarboxylic acid or dioyl chloride
(b) the reaction of an aminocarboxylic acid
(c) the reaction between amino acids
3 deduce the repeat unit of a condensation polymer obtained from a given monomer or pair of monomers
4 identify the monomer(s) present in a given section of a condensation polymer molecule

35.2 Predicting the type of polymerisation

Learning outcomes
Candidates should be able to:
1 predict the type of polymerisation reaction for a given monomer or pair of monomers
2 deduce the type of polymerisation reaction which produces a given section of a polymer molecule

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Subject content

35.3 Degradable polymers

Learning outcomes
Candidates should be able to:
1 recognise that poly(alkenes) are chemically inert and can therefore be difficult to biodegrade
2 recognise that some polymers can be degraded by the action of light
3 recognise that polyesters and polyamides are biodegradable by acidic and alkaline hydrolysis

36 Organic synthesis
36.1 Organic synthesis
Learning outcomes
Candidates should be able to:
1 for an organic molecule containing several functional groups:
(a) identify organic functional groups using the reactions in the syllabus
(b) predict properties and reactions
2 devise multi-step synthetic routes for preparing organic molecules using the reactions in the syllabus
3 analyse a given synthetic route in terms of type of reaction and reagents used for each step of it, and
possible by-products

Analysis
37 Analytical techniques
37.1 Thin-layer chromatography
Learning outcomes
Candidates should be able to:
1 describe and understand the terms
(a) stationary phase, for example aluminium oxide (on a solid support)
(b) mobile phase; a polar or non-polar solvent
(c) Rf value
(d) solvent front and baseline
2 interpret Rf values
3 explain the differences in Rf values in terms of interaction with the stationary phase and of relative solubility
in the mobile phase

37.2 Gas / liquid chromatography

Learning outcomes
Candidates should be able to:
1 describe and understand the terms
(a) stationary phase; a high boiling point non-polar liquid (on a solid support)
(b) mobile phase; an unreactive gas
(c) retention time
2 interpret gas / liquid chromatograms in terms of the percentage composition of a mixture
3 explain retention times in terms of interaction with the stationary phase

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37.3 Carbon-13 NMR spectroscopy

Learning outcomes
Candidates should be able to:
1 analyse and interpret a carbon-13 NMR spectrum of a simple molecule to deduce:
(a) the different environments of the carbon atoms present
(b) the possible structures for the molecule
2 predict or explain the number of peaks in a carbon-13 NMR spectrum for a given molecule

37.4 Proton (1H) NMR spectroscopy

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

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024.

5 Practical assessment

Introduction
Teachers should ensure that learners practise experimental skills throughout their course of study. As a guide,
learners should spend at least 20 per cent of their time doing practical work individually or in small groups. This
20 per cent does not include the time spent observing demonstrations of experiments.

The practical work that learners do during their course should aim to:
• provide learning opportunities so they develop the skills they need to carry out experimental and investigative
work
• reinforce their learning of the theoretical subject content of the syllabus
• instil an understanding of the relationship between experimentation and theory in scientific method
• be enjoyable, contributing to the motivation of learners.

Candidates’ experimental skills will be assessed in Paper 3 and Paper 5. In each of these papers, the questions may
be based on chemistry not included in the syllabus content, but candidates will be assessed on their practical skills
rather than their knowledge of theory. Where appropriate, candidates will be given any additional information that
they need.

Paper 3 Advanced Practical Skills

Paper 3 is a timetabled, laboratory-based practical paper focusing on the experimental skills of:
• manipulation, measurement and observation
• presentation of data and observations
• analysis, conclusions and evaluation.

Centres should refer to the document ‘How to manage your science practical exams’ for advice on making entries
and organisation of candidates for practical exams.

Paper 3 consists of two or three questions, totalling 40 marks.

One question is an observational problem in which the candidate is asked to investigate an unknown substance
or substances in specified experiments. The substances may be elements, compounds or mixtures. Candidates are
expected to record their observations, analyse their results and draw appropriate conclusions. For this question,
Qualitative analysis notes are provided as part of the exam paper. These are reproduced on pages 62 and 63.

The other question or questions are quantitative, involving either a titration or measurement of a quantity,
e.g. time, temperature, mass or gas volume. Candidates will be expected to draw suitable tables or graphs. They will
analyse the data, perform calculations and draw appropriate conclusions from them.

One or more of the questions may require candidates to comment on the accuracy of the procedure or identify
sources of error and make suggestions for change.

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The apparatus requirements for Paper 3 will vary from paper to paper. A complete list of apparatus and materials
required will be issued to the centre in the Confidential Instructions. The Confidential Instructions should be
followed very carefully. If there is any doubt about how the practical exam should be set up or if a particular
chemical cannot be obtained or is not permitted for use in schools, it is vital that centres contact Cambridge
International as soon as possible. A list of laboratory equipment and chemicals expected to be available is provided
on pages 59–62.

Mark allocations for Paper 3

Marks will be allocated for Paper 3 according to the table below. The expectations for each skill are listed in the
sections that follow.

Skill Breakdown of skills Minimum mark

allocation*
Manipulation, Successful collection of data and observations 12 marks
measurement and Quality of measurements or observations
observation
Decisions relating to measurements or observations
Presentation of data Recording data and observations 6 marks
and observations
Display of calculation and reasoning
Data layout
Analysis, conclusions Interpretation of data or observations 10 marks
and evaluation
Drawing conclusions
Identifying sources of error and suggesting improvements

* The remaining 12 marks will be allocated across the skills in this grid and their allocation may vary from paper to
paper.

Expectations for each skill (Paper 3)

Manipulation, measurement and observation

Successful collection of data and observations

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

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

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Practical assessment

Quality of measurements or observations

Candidates should be able to:
• make accurate and consistent measurements and observations, including achieving concordant titres (two
titres within 0.10 cm3 of each other) and precise colour descriptions.

Marks will be awarded for consistency and accuracy of readings. For example, candidates’ data or observations may
be compared with those supplied by the Supervisor or known to the Examiners or the award of the mark may be
based on the scatter of points on a graph. Candidates are expected to work to the precision of the apparatus and
materials provided.

Decisions relating to measurements or observations

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

Presentation of data and observations

Recording data and observations

Candidates should be able to:
• present numerical data, values or observations in a single table of results with headings and units that conform
to accepted scientific conventions, i.e. volume / cm3, volume (cm3) or volume in cm3
• record raw readings of a quantity to the same degree of precision, e.g. if one measurement of mass in a
collection of raw data is given as 0.06 g, then all the masses in that collection should be given to the nearest
0.01 g. The degree of precision recorded should be compatible with the measuring instrument used, e.g. a
measuring cylinder calibrated at 1.0 cm3 should be read to the nearest 0.5 cm3
• record observations to the same level of detail, e.g. observations of qualitative variables such as colour should
be recorded in simple language such as ‘blue’ or ‘yellow’. Where fine discrimination is required, terms such as
‘pale’ or ‘dark’ should be used, and comparisons made such as ‘darker brown than at three minutes’ or ‘paler
green than with 0.2 mol dm−3'.

For recording of data, appropriate symbols may be used provided that their meaning is clear and unambiguous in
the given context (e.g. time, t or t /s but temperature, T or T / °C). Conventional symbols or abbreviations, such as
ΔH for enthalpy change or ppt. for precipitate, may be used without explanation.

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Display of calculation and reasoning

Candidates should be able to:
• show working in calculations and key steps in reasoning: where calculations are carried out, all the stages in the
calculation should be recorded, so that credit can be given for correctly displayed working
• use the correct number of significant figures for calculated quantities (this should be the same as or one
more than the smallest number of significant figures in the provided or experimentally determined data).
For example, if titre volume is measured to four significant figures, e.g. 23.45 cm3, then the calculated molar
concentrations from this should be given to four significant figures, e.g. 1.305 mol dm−3 or 0.9876 mol dm−3.
However, if the concentration of one of the reactants is given to three significant figures, then the calculated
concentration could be given to three or four significant figures. For example, if the concentration of alkali
in an acid-base titration is given as 0.100 mol dm−3, then the concentration of the acid may be shown as
0.1305 mol dm−3 or 0.131 mol dm−3.

Data layout
Candidates should be able to:
• present data in a single table of results
• draw an appropriate table in advance of taking readings or making observations, so that they do not have to
copy their results
• record all data in the table
• use the appropriate presentation method to produce a clear presentation of the data, e.g. graph lines and graph
points should be drawn using a sharp pencil
• plot appropriate variables on appropriate, clearly labelled x- and y-axes (the same convention for axis labels
should be used as for table headings)
• choose scales for graph axes that allow the graph to be read easily, such as 1, 2 or 5 units to a 20 mm square;
the data points should occupy at least half of the graph grid in both x- and y-directions
• plot all points using a cross × or circled dot ʘ to an appropriate accuracy
• draw straight lines or smooth curves of best fit to show the trend of a graph; a line of best fit should show
an even distribution of points on either side of the line along its entire length, anomalous points should be
identified.

Analysis, conclusions and evaluation

Interpretation of data or observations

Candidates should be able to:
• describe the patterns and trends shown by data in tables and graphs
• describe and summarise the key points of a set of observations
• calculate quantities from data, or calculate the mean from repeated values, or make other appropriate
calculations
• find an unknown value by using coordinates, a point of intersection or intercepts on a graph
• determine the gradient of a straight-line graph, using two points that are more than half of the length of the
axes apart
• extrapolate the line of a graph.

Calculations may involve mean, percentage, percentage gain or loss, rate of reaction, concentration, molar mass
and volume of gases or other appropriate calculations.

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Practical assessment

Drawing conclusions
Candidates should be able to:
• draw conclusions from an experiment, giving an outline description of the main features of the data,
considering whether experimental data support a given hypothesis, and making further predictions
• draw conclusions from interpretations of observations, data and calculated values
• make scientific explanations of data, observations and conclusions that they have described.

Candidates may be required to prove or disprove given hypotheses, using deductions from the data, observations
or calculated values. Simple scientific explanations form a part of such conclusions and therefore candidates will
be expected to refer to knowledge and understanding gained in the theory part of the course in order to provide
explanations of their practical conclusions.

Identifying sources of error and suggesting improvements

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

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Practical procedures
Quantitative analysis
Candidates should have experience of carrying out the following types of quantitative analysis experiments.

Titration experiments
Candidates are expected to understand how to correctly set up a burette in order to carry out titrations.
Candidates are expected to carry out a rough titration first.
Candidates are expected to carry out titrations until concordant results are obtained.
A knowledge of the following titrations will be expected:
• acid-alkali titration (this could be weak or strong acid and weak or strong alkali) and the use of indicators listed
on page 61
• potassium manganate(VII) titration with hydrogen peroxide, iron(II) ions, nitrite ions or ethanedioic acid or its
salts
• sodium thiosulfate and iodine titrations.

This list is not exhaustive, and simple titrations involving other reagents may also be set and additional information
provided where necessary.

Rates experiments
Candidates are expected to be able to follow instructions to mix reagents and record the time for an observation
to occur; an example of such an experiment is the time taken on mixing solutions of sodium thiosulfate and an acid
for the print on a piece of paper to be obscured by the precipitate produced.

Gravimetric experiments
Candidates are expected to be able to heat a solid in a crucible on a pipe-clay triangle and record any mass change;
an example of such an experiment is the determination of the water of hydration of a hydrated salt by evaporation
of the water and calculation of the change in mass.

Thermometric experiments
Candidates are expected to be able to accurately use and take readings from thermometers; an example of such
an experiment is the determination of the enthalpy change of reaction by recording of temperature changes and
subsequent calculation of enthalpy changes and use of Hess’s law.

Gas volume experiments

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

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Practical assessment

Qualitative analysis
Candidates should understand the appropriate methods to be used when carrying out qualitative analysis tests:
• to treat all unknown materials with caution
• to use an appropriate quantity of the material under test
• to add only the specified amount
• to work safely, e.g. to use a test-tube holder when heating a solid in a hard-glass test-tube
• to record all observations, even when this is ‘no change’ or ‘remains a colourless solution’
• to use excess alkali where a precipitate is produced on addition of NaOH(aq) or NH3(aq) to determine its
solubility
• to identify a gas whose formation is shown by effervescence.

Candidates should be familiar with carrying out qualitative analysis reactions for all elements, compounds and
ions listed in the Qualitative analysis notes, and with using these notes to make conclusions about the unknown
substance being tested. However, the substances to be investigated may contain ions not included in these
notes. In such cases candidates will not be expected to identify the ions but only to record observations and draw
conclusions of a general nature where possible.

Candidates may also be required to carry out the following organic analysis tests and/or interpret the positive test
result to identify the functional group present:
• the production of an orange/red precipitate with Fehling’s reagent to indicate the presence of the aldehyde
functional group
• the production of a silver mirror/black precipitate with Tollens’ reagent to indicate the presence of the
aldehyde functional group
• the production of a yellow precipitate with alkaline aqueous iodine to indicate the presence of the CH3CO or
CH3CH(OH) group
• the change in colour of acidified potassium manganate(VII) from purple to colourless to indicate the presence
of a compound that can be oxidised.

Administration of Paper 3
Detailed regulations on the administration of Cambridge International practical examinations are contained in the
Cambridge Handbook.

Details of the specific requirements for apparatus and materials for a particular examination are given in the
Confidential Instructions which are sent to centres several weeks prior to the examination. Centres should contact
Cambridge International if they have not received the Confidential Instructions.

It is the responsibility of centres to provide the apparatus and chemicals required for practical examinations.
Cambridge International is not able to supply apparatus or chemicals directly, nor provide advice on local suppliers.

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Practical assessment

Paper 5 Planning, Analysis and Evaluation

Paper 5 is a timetabled, written paper focusing on the higher-order experimental skills of:
• planning
• analysis
• drawing conclusions
• evaluation.

This exam will not require laboratory facilities.

It should be emphasised that candidates cannot be adequately prepared for this exam without extensive
laboratory work of A Level standard during their course of study. This requires many hours of laboratory-based
work with careful supervision from teachers to ensure that experiments are planned and carried out safely.

Paper 5 consists of two or more questions totalling 30 marks.

Candidates may be required to design an experimental investigation of a given problem. Such questions may not
be highly structured: candidates may be expected to answer using extended, structured writing illustrated with
appropriate diagrams, flow charts, tables or equations.

Candidates may be asked to express a prediction in the form of a written hypothesis linking independent and
dependent variables, or in the form of a graph showing the expected outcome.

There may be questions in which candidates are given experimental data and are required to analyse, evaluate and
draw conclusions from this.

Some questions may be set in areas of chemistry that are difficult to investigate experimentally in school
laboratories, possibly for reasons of cost or safety. No question will require knowledge of theory or equipment that
is beyond that expected of A Level practical work in the syllabus. Information that candidates are not expected to
know will be provided in the examination paper.

Mark allocations for Paper 5

Marks will be allocated for Paper 5 according to the table below. The expectations for each skill are listed in the
sections that follow.

Skill Breakdown of skills Minimum mark

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

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

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Practical assessment

Expectations for each skill (Paper 5)

Candidates will be provided with information about the aims of an experiment, and some background information
relating to it.

Planning

Defining the problem

Candidates should be able to:
• identify a safe and efficient procedure that when followed would lead to a reliable result
• identify the steps necessary to carry out the procedure
• identify apparatus that is suitable for carrying out each step of the procedure
• show an understanding of the risks of a proposed experiment
• identify the independent variable in an experiment
• identify the dependent variable in an experiment
• express the aim of an experiment in terms of a prediction, and express this in words or in the form of a
predicted graph
• identify any variables that are to be controlled
• show an understanding of how and why the procedure suggested will be effective.

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

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Cambridge International AS & A Level Chemistry 9701 syllabus for 2022, 2023 and 2024. Practical assessment

Analysis, conclusions and evaluation

Dealing with data

Candidates should be able to:
• identify the calculations and means of presentation of data that are necessary to be able to draw conclusions
from provided data
• use calculations to enable simplification or explanation of data, including calculation of mean, percentage and
percentage gain or loss
• use tables and graphs to draw attention to the key points in quantitative data, including the variability of data
• analyse data to draw appropriate conclusions
• plot an appropriate graph from provided or calculated data fulfilling the criteria for plotting detailed in the
Paper 3 section on page 55.
• plot a graph of y against x and use the graph to find the values of m and c in an equation of the form
y = mx + c
• suggest appropriate axes from a range of data values
• calculate the percentage error of a measurement
• calculate quantities from raw data
• use the correct number of significant figures for these calculated quantities.

Conclusion
Candidates should be able to:
• draw a conclusion from an investigation, providing a detailed description of the key features of the data and
analyses, and considering whether experimental data support the conclusion reached
• make detailed scientific explanations of the data, analyses and conclusion described
• make further predictions and suggest improvements
• conclude whether errors in experimentally obtained data could be accounted for by a measurement error or by
other factors.

Evaluation
Candidates should be able to:
• identify anomalous values in provided data, suggest possible explanations for anomalous readings and suggest
appropriate means of dealing with such anomalies
• identify the extent to which provided readings have been adequately replicated and the benefit of this
• describe the adequacy of the range of data provided
• use provided information to assess the extent to which selected variables have been effectively controlled
• identify and explain the weaknesses of the experimental procedure used
• suggest and explain the effect that a change in the concentrations of reagents or the conditions used for the
experiment might have on the results obtained
• suggest the consequences that the incorrect use of apparatus might have on the results obtained
• explain that data that obey a line of best fit are reliable because there are no anomalous points
• comment on the validity of data with regards to their suitability to prove or disprove a prediction
• identify instances where additional readings being taken during the experiment would be advantageous in
order to give a more comprehensive range of values

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