Cambridge Ordinary Level

5070 Chemistry June 2024

Principal Examiner Report for Teachers

CHEMISTRY

Paper 5070/11
Multiple Choice

Question Question Question Question

Key Key Key Key
Number Number Number Number

1 A 11 A 21 B 31 B

2 B 12 B 22 D 32 D

3 D 13 D 23 B 33 D

4 D 14 A 24 A 34 C

5 A 15 C 25 C 35 B

6 B 16 C 26 D 36 D

7 C 17 B 27 B 37 A

8 A 18 B 28 A 38 C

9 C 19 A 29 D 39 C

10 A 20 A 30 C 40 D

General comments

Question 4 and Question 17 were found to be easy.

Question 32 and Question 36 were found to be challenging. There was evidence of large scale guessing in
Question 31 and Question 36.

Comments on specific questions

The choice of distractor in the following items shows where candidates who performed less well have gaps in
their knowledge, skills and/or understanding.

Question 8

Option B was chosen by almost as many candidates as the key. Option B is the total number of constituent
atoms in the sample and not the number of ions formed by those constituent atoms.

Question 9

Almost half of the candidates chose option D, the sample with the largest amount of molecules, rather than
the largest amount of constituent atoms.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

Question 12

Option A was chosen by almost as many candidates as the key, option B, and most candidates chose either
option A or option B. The difference in the options was whether copper can be electrolysed. Candidates
perhaps thought that the metallic nature of copper and its high electrical conductivity meant it could be
electrolysed.

Question 18

Option D would normally be correct, but candidates ignored the data. Some e candidates chose option A in
preference to the key. This does give the mass of aluminium that reacts, but not the mass of aluminium
added. Also, the stem of the question states that the aluminium is in excess.

Question 24

Some candidates chose option C rather than the key, option A. These candidates ignored the significance of
in excess in the prompt.

Question 25

There was some evidence of guessing. Options A and D were commonly chosen. These candidates did not
have knowledge of solubility rules in 7.3.3 of the syllabus. Also, option D has the use of concentrated sulfuric
acid and the prompt states preparation in a school laboratory.

Question 31

There was evidence of guessing. These candidates did not have sufficient knowledge of the reactions in
9.6.3(b) and (c) of the syllabus.

Question 32

More candidates chose options A and B rather than the key. The stem states that the fertiliser has to have
pH 7. Candidates did not use knowledge of acidity of oxides from 7.2.2 of the syllabus to rule out the use of
(acidic) phosphorus oxide or alkalis from 7.1.1 to rule out the use of (alkaline) potassium hydroxide.

Question 36

More candidates chose option B this rather than the key, option D. Candidates did not have sufficient
knowledge of the reactions in 11.4.4 of the syllabus to rule out reactions 1 and 2. Option C was also chosen
by some candidates.

Question 39

Candidates choosing option B divided the values on the ruler for the solvent front, 16, and the baseline, 4,
rather than (8–4) divided by (16–4).

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

CHEMISTRY

Paper 5070/12
Multiple Choice

Question Question Question Question

Key Key Key Key
Number Number Number Number

1 C 11 C 21 C 31 D

2 B 12 C 22 A 32 B

3 B 13 D 23 C 33 B

4 A 14 A 24 B 34 C

5 C 15 B 25 B 35 A

6 D 16 C 26 D 36 A

7 B 17 A 27 D 37 D

8 A 18 C 28 B 38 A

9 A 19 D 29 C 39 C

10 D 20 A 30 D 40 C

General comments

In Question 14 and Question 24, candidates chose an incorrect option more frequently than the key.

Comments on specific questions

The choice of distractor in the following items shows where candidates who performed less well have gaps in
their knowledge, skills and/or understanding.

Question 4

Options B and D were common incorrect chooses. There was also some evidence of guessing by
candidates. This is likely to be a result of not being able to apply skill in 2.3.4 of the syllabus to this sample
with masses given as x and x + 2 rather than values for the different relative atomic masses of the isotopes.

Question 5

Some candidates selected option B, perhaps thinking that there are two carbon–oxygen single bonds in the
molecule.

Question 10

Option B was chosen by some candidates. This is the percentage yield which uses a 1 : 1 reaction
stoichiometry rather than the 2 : 1 given in the equation. There was also evidence of guessing by some
candidates.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

Question 11

Candidates show selection option A had identified the two correct arrows showing movement of electrons in
the external circuit, but incorrectly identified the movement of electrons in the electrolyte. These candidates
did not have good knowledge of 4.1.3(c) of the syllabus.

Question 12

The choice of option B would have been the correct response if the electrodes were both inert, however the
stem specifies the use of copper electrodes. There is some evidence of guessing by some candidates.

Question 14

Option B was chosen by just over half of the candidates. Candidates correctly identified that energy is
absorbed from the surroundings in an endothermic reaction, but then incorrectly thought that this results in a
rise in the temperature of the reaction mixture.

Question 24

More candidates chose option C than the key, option B. These candidates did not have a good
understanding of the term water of crystallisation, 7.3.5 of the syllabus.

Question 31

Candidates choosing option C only considered the phosphorus in the ammonium phosphate and not the
nitrogen.

Question 32

Candidates choosing C did not understand that the displayed formulae, as described in 11.1.2 of the
syllabus, of structural isomers cannot be the same.

Question 33

This item tests a common misunderstanding. Candidates choosing option C did not take into account the
carbon atom in the ester functional group when deducing the length of the carbon chain in the carboxylic part
of the ester. This then leads to the incorrect naming of the ester, in this case a propanoate rather than
correctly, a butanoate.

Question 36

It is likely that candidates choosing option C considered the amount of oxygen required to form carbon
dioxide only and not water. There is evidence of guessing by some candidates.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

CHEMISTRY

Paper 5070/21
Theory

Key messages

• Better performing candidates showed their working out in calculations. This allows answers which are
incorrect to gain credit as error carried forward.
• Candidates need more practice constructing balanced equations, including use of state symbols.
• Many candidates did not understand the drawing of structures of organic compounds.
• It is important that candidates use the correct scientific terminology e.g. iodine and iodide in Questions
4(c) and 4(e).
• In equilibrium questions, it is the position of equilibrium which moves and not the reaction.
• Candidates need to read questions carefully so that they answer what is being asked e.g. Question
2(c)(iii) where the colour change needs both the starting and ending colours, Question 3(a) where the
question asked for the answer to two significant figures and Question 7(b) where the question asked
for changes not for the properties of a solid or a gas.

General comments

Candidates were generally well prepared for this examination and had sufficient time to complete the paper
as only some of the more demanding questions were omitted.

Many gave detailed explanations for questions whilst others stated answers rather than explaining them.

Candidates found questions assessing organic chemistry challenging.

Comments on specific questions

Question 1

(a) The catalyst in the Haber process was well known. Incorrect responses included catalysts for
different processes i.e. vanadium(V) oxide and nickel.

(b) Most candidates chose the giant covalent structure. Iron was the most common incorrect response.

(c) The majority of candidates chose hydrated copper( II) sulfate. The most common incorrect
response was magnesium sulfate.

(d) The use of carbon in the treatment of water was not well known. The most common incorrect
response was chlorine; some gave vanadium(V) oxide.

(e) Better performing candidates deduced the empirical formula correctly. Most chose either methanol
or methanoic acid since these both contain one carbon atom.

Question 2

(a) Better performing candidates gave a correct symbol equation. Many incorrect responses had the
formula of calcium hydroxide as CaOH or CaO.

(b) Just over half of the candidates deduced the correct formula. Incorrect responses included C 2–, C2–,
C2+ and C+.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

(c) (i) Whilst many candidates appreciated that the hydrocarbon consisted of C and H, many did not
indicate their exclusivity.

(ii) Unsaturated was quite well known. Common incorrect responses included: ‘double bond present’
without qualifying with C-C, ‘reactive’, ‘contains more than one bond’ and ‘contains no water’.

(iii) Many candidates appreciated that bromine went colourless, but many omitted the starting colour.
Reversing the colour change was also seen.

(iv) About half of the candidates drew a correct dot-and-cross diagram. Incorrect responses included:
single bond between carbons, double bond between carbons, non-bonding electrons on carbon or
hydrogen or both and the molecule C2H4. A significant number omitted the question.

(d) (i) Candidates found this challenging. Many discussed the reaction being exothermic due to bonds
being made, omitting bonds being broken. A significant number incorrectly discussed energy being
needed or used to make bonds.

(ii) Many candidates drew a fully correct reaction pathway diagram. Those who drew an endothermic
pathway could gain some credit as error carried forward. The most common error was to draw
either an upwards arrow or a double headed arrow for H. Responses frequently lacked the
precision required where arrows needed to start and end in the correct places i.e. from reactant line
to the product line or from the reactant line to the top of the activation energy hump. Many arrows
were far too short.

Question 3

(a) Many candidates calculated the volume of nitrogen correctly, however, many did not quote their
final value to two significant figures. Other errors included dividing by 24 instead of multiplying and
using 25 instead of converting to dm3 and using 0.025.

(b) Many candidates gained at partial credit. Often an increase in kinetic energy was discussed with no
reference to particles and the effect on the rate was frequently omitted. Other non-creditworthy
responses included more collisions or more frequent collisions rather than more of the collisions
being successful.

(c) This proved very challenging and only the better performing candidates gained credit. This was
often due to incomplete answers which lacked clarity. Less reactant, less particles and less
successful collisions were common non-creditworthy responses.

(d) The use of universal indicator was not well known. Many who gave universal indicator also gave an
example as methyl orange or litmus. Many gave just ‘indicator’ without specifying which.
Comparing the colour obtained to a pH colour chart was not well known. Many linked a colour to a
pH or simply said different pHs gave different colours.

Question 4

(a) Candidates found this very challenging. Some answers lacked detail such as ‘strong ionic bond’
unqualified or ‘strong forces between ions’ with no reference to attractive or opposite charges.
However, many candidates discussed intermolecular forces between the ions.

(b) Many candidates appreciated that each calcium atom would lose two electrons to form a calcium
ion. Some thought the ion would lose electrons or did not specify the number of electrons being
lost. However, it was iodine that candidates found the most difficult. The question asked about
iodine molecules hence references to iodine in a response was taken to mean iodine molecules.
Many candidates had iodine (molecules) gaining one electron and not two rather than specifying
that the iodine atom gained one electron. Some had iodide gaining an electron.

(c) Better performing candidates predicted the products correctly. Some reversed the products.
Common incorrect responses included: for the anode I–, K and K+ and for the cathode K, K+ and H+.
It is good examination practice to only give the information required by the question; some
candidates gave incorrect equations which were not creditworthy.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

(d) The colour change was not well known. Some reversed the colour change, only gave the colour
change for the potassium manganate(VII) or the reverse of the colour change for potassium
manganate(VII). Some gave the two correct colour changes separately.

(e) Many candidates gained partial credit usually for chlorine. The most common error was iodine
losing electrons rather than iodide. Some candidates reversed the gain and loss of electrons of
redox.

Question 5

(a) The change and reason were quite well deduced. A significant number had the equilibrium moving
to the left. Some gave the reaction moving to the right, which is not creditworthy; it is the position of
equilibrium which moves. ‘Favouring the right’ is also not creditworthy. Where the reaction is
discussed, by convention this means the forward reaction. Candidates aften discussed the reaction
being exothermic instead of the reverse reaction being exothermic.

(b) Candidates found this challenging with many giving the equilibrium moving to the left or staying the
same. ‘Reaction moving’ or ‘equilibrium favouring’ are not correct. Many knew that there were
fewer moles on the left-hand side but omitted to discuss moles of gas. A significant number thought
the moles on each side were the same.

(c) Many candidates calculated the mass correctly. Common errors included 97 for the Mr of zinc
sulfite, calculating the amount of zinc sulfite as 25.5 × Mr of zinc sulfite and calculating the mass of
zinc oxide by dividing the amount of zinc sulfite by the Mr of zinc oxide. A significant number
omitted the question.

(d) Candidates found this challenging. Many rewrote the question stem. Many discussed zinc oxide
being more reactive than HCl and sulfur dioxide being less reactive than HCl. Those that gave zinc
oxide as amphoteric often described sulfur dioxide as not amphoteric rather than acidic. A
significant number omitted the question.

(e) Better performing candidates gave a correctly balanced equation. Many gave the products as Zn,
ZnO, ZnOH or ZnNO3. Many gave no state symbols, only state symbols for some of the species,
nitric acid as a liquid or zinc nitrate as a solid.

Question 6

(a) The adverse effects of increased global warming were quite well known. Non-creditworthy
responses included temperature increasing and ice melting.

(b) The mechanism of how carbon dioxide causes global warming was not well known. Many
discussed destruction of the ozone layer or carbon dioxide trapping light from the Sun. Other
incorrect responses included the effects of global warming such as rising sea levels etc. or CO2
becoming CO which is poisonous.

(c) (i) The equation for photosynthesis was well known. Incorrect responses included reversing the
equation, using O instead of O2 and CH2O for glucose.

(ii) Whilst most candidates knew that light was needed, far fewer appreciated the need for chlorophyll.

(d) The majority of candidates knew a strategy for reducing global warming. Incorrect responses
tended to be too vague such as regulate factories or do not let carbon dioxide escape. Some gave
electric cars which does not consider how the electricity is generated for charging these cars.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

Question 7

(a) Better performing candidates appreciated the outcome of increased pressure. Many thought the
increased pressure would make the particles move faster or have more collisions and so would
increase the volume of the gas.

(b) The majority of candidates either discussed all three aspects for a solid or a gas or gave the
separation as increasing. Most did not appreciate that to discuss a change, both solid and gas
should be addressed.

(c) The factor affecting the rate of diffusion was quite well known by better performing candidates.
Careless use of terminology was often seen including ‘lower mass’, ‘lighter’, ‘light’, ‘lower molar
mass’ and ‘lower relative atomic mass’. Some thought it was due to chlorine’s higher reactivity.

(d) Deducing the numbers of particles from an ion symbol was well answered by most candidates.
Incorrect responses for electrons included 53 and 126; for neutrons included 53, 126 and 172 and
for protons included 54, 73 and 126

Question 8

(a) (i) Better performing candidates named the alcohol. The most common response was propanol. A
small number of 1-propanol was also seen.

(ii) The structure of the isomer was quite well deduced. The most common incorrect responses were
to draw the straight chain isomer, just drawing it going round a corner and not displaying the O-H
bond.

(b) Better performing candidates drew the ester. The acid was a common incorrect response. Other
responses appeared to be guesses of structures which could never exist. A significant number
omitted the question.

(c) Just under half of candidates gave a correct structural formula. The most common incorrect
response was butanoic acid. A significant number omitted the question.

(d) Candidates found this very challenging and a significant number omitted the question. Incorrect
names included magnesium, magnesium oxide, magnesium propanoic acid or water. Incorrect
structures included (C3H4O2)2Mg, C3H7O2)2Mg, C2H5COOMg, Mg, MgO or H2O. A significant
number omitted the question.

(e) The gases were well known. Incorrect responses for E included carbon monoxide and carbon and
for F included water and oxygen. A significant number omitted the question.

(f) Almost half of candidates named the ester correctly. Incorrect responses included: ‘ethne’, ‘ethene’,
‘butyl ethanoate’, ‘propyl ethanoate’, ‘ethanoic acid’ and ‘pentanoic acid’. A significant number
omitted the question.

Question 9

(a) The differences between polymers were not well known. A common incorrect response was
‘addition is adding to make a polymer’ and ‘condensing is taking away to for a polymer’. Other
incorrect responses included for condensation ‘decomposing to make a polymer’ and ‘adding
water’. A significant number omitted the question.

(b) Better performing candidates named the linkage correctly. Amide was the most common incorrect
response. A significant number omitted the question.

(c) The majority of candidates calculated the empirical formula correctly. Incorrect responses included
using the Mr of hydrogen and/or chlorine, inverting the fraction for calculating the number of moles
and incorrect use of a calculator.

(d) The environmental challenges were quite well known. Often responses only included generic
answers such as ‘air pollution’, ‘water pollution’, ‘land pollution’, ‘animals choking’ and ‘harmful
gases.’

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

CHEMISTRY

Paper 5070/22
Theory

Key messages

• Candidates must use the names of particles with clarity so that it is clear within an answer if the
particle involved is an atom, molecule or ion.

• Candidates found aspects of organic chemistry demanding and were often unable to name or
draw the correct organic products of a reaction.

• Candidates need to check that blank spaces within the question paper are actually spaces and not
answer spaces where either calculations or drawings should be inserted.

General comments

Candidates appeared to have sufficient time to complete all the examination paper. Candidates were often
able to interpret and explain given data in questions.

In quantitative questions some candidates did not show sufficient working out so it was not always possible
to award credit for error carried forward.

Candidates found balancing equations difficult, often because they wrote down incorrect formulae which
made the balancing impossible.

Comments on specific questions

Question 1

Almost all the candidates followed the rubric and gave the formula of the oxide rather than the name.

(a) Vanadium(V) oxide was well known as the catalyst used in the Contact process.

(b) Many candidates were unable to recognise the reducing agent in the blast furnace. Common
incorrect answers included other compounds found within a blast furnace such as silicon( IV) oxide
and calcium carbonate.

(c) Many candidates recognised anhydrous copper( II) sulfate

(d) Chlorine was well known for its use in the treatment of the domestic water supply.

(e) Candidates found this question about empirical formula very challenging. The most popular
incorrect answers were methanol and methanoic acid.

Question 2

This question was about the chemistry of methane.

(a) Candidates found writing the symbol equation very challenging. Candidates often could not write
the correct formula for aluminium hydroxide, Al OH and Al OH3 being popular incorrect formulae.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

(b) (i) Many candidates were able to explain why methane is a hydrocarbon. The most common
misconception was to refer to only hydrogen and carbon bonds.

(ii) Many candidates gave the standard explanation about the presence of only carbon−carbon single
bonds but did not relate the question to methane which does not have any carbon−carbon bonds.
The best answers stated that all the bonds were single bonds.

(iii) Candidates often gave the names of products rather than the formulae and often the names were
incorrect. Candidates who gave HCl (aq) were not given credit since HCl (g) is formed. Hydrogen
was a common incorrect answer often associated with the correct answer CH 2Cl 2. The most
common correct answers were CH3Cl and HCl.

(iv) The dot-and-cross diagram for methane was well known and hardly any candidate gave an ionic
structure. The most common misconception was to include extra lone pairs on carbon and/or
hydrogen.

(c) (i) A significant proportion of candidates were able to give a good explanation. The most common
misconception was that energy is used to make bonds. Other candidates referred to energy lost or
energy gained but did not give any indication if this was the surroundings or system gaining or
losing energy. Other incorrect explanations referred to the number of bonds made and broken but
did not compare the thermal energy involved.

(ii) Many candidates were not awarded credit since the two energy changes on their diagram were not
sufficiently clear. Some candidates muddled up the position of the reactants and products both in
terms of height and horizontal position in the diagram. Candidates should be advised to use an
arrowhead on the energy change lines making sure the arrowhead is in the correct direction.

Question 3

This question was about aqueous hydrogen peroxide.

(a) The best answers worked out the amount in mols of hydrogen peroxide and then deduced the
amount in moles of oxygen. The molar volume was then used to calculate the answer of 0.11 dm3.
Many candidates did not quote their answer to two significant figures and others were not able to
calculate the amount in mols of hydrogen peroxide because they did not convert the volume into
dm3. A significant proportion of the candidates tried to use the molar mass of hydrogen peroxide
when it was inappropriate.

(b) The effect on the rate of reaction was well known but some candidates tried to explain their
answers using ideas about chemical equilibria. The idea that kinetic energy decreases was often
mentioned but not always linked with particles. Good answers often referred to less energetic or
less successful collisions. Only a very small proportion of the candidates referred to activation
energy arguments.

(c) The effect on the rate of reaction was well known but some candidates tried to explain their
answers using ideas about chemical equilibria. The incorrect idea that kinetic energy increases was
sometimes mentioned. Good answers often referred to more crowded particles or more particles
per unit volume and then related this to an increase in collision frequency.

(d) (i) The hydrogen ion was mentioned by many candidates with only a very small proportion of the
candidates referring to the peroxide ion. Both the formula and the name of the ion were accepted.

(ii) Candidates often mentioned universal indicator, but a significant proportion of the candidates gave
other indicators such as litmus or methyl orange. The use of a colour chart was sometimes given
but often there was just a link between one colour and its pH value.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

Question 4

This question was about calcium bromide and redox reactions.

(a) The idea of strong ionic bonds was not sufficient to be awarded credit. Candidates needed to refer
to strong attraction between positive and negative ions. The best answers also mentioned that this
strong attraction needed lots of thermal energy to overcome.

(b) Candidate found this question challenging and often gave imprecise answers because they did not
specify which particles they were using. Candidates had to be clear they were referring to a
calcium atom losing 2 electrons and a bromine molecule gaining two electrons. Many answers just
referred to bromine gaining an electron without specifying whether the bromine particle was an
atom or a molecule.

(c) Typically, candidates got one product correct but not both of them. With dilute aqueous halides the
products are the halogen and hydrogen. Some candidates gave calcium and bromine as the
product.

(d) (i) The colour change from colourless to brown was often given but some just gave the end colour.
Other candidates gave purple as the final colour.

(ii) Candidates often gave the correct colour change of purple to colourless.

(e) Candidates were often imprecise about the identity of particles involved. Bromine gains electrons
did not gain credit because in the equation it is bromide ions that gain electrons. Candidates were
more likely to be awarded credit for ‘chlorine is reduced since it gains electrons’. Many candidates
showed understanding that reduction involves gain of electrons and oxidation the loss of electrons.

Question 5

This question was about zinc carbonate.

(a) A significant proportion of the candidates did not write about the position of equilibrium and instead
wrote about which reaction was favoured. Other candidates referred to the reaction shifting rather
than the position of equilibrium shifting. Candidates often appreciated that the position of
equilibrium moved to the left because the forward reaction was endothermic. Centres should
advise candidates to specify if the exothermic or endothermic reaction is the backward or forward
reaction to avoid confusion.

(b) A significant proportion of the candidates did not write about the position of equilibrium and instead
wrote about which reaction was favoured. Candidates often gave an explanation based on number
of moles of reactant and product but then forgot to mention that it is the moles of gas that is
important.

(c) Many candidates gave an answer within the tolerance accepted. Most correct answers used a mole
approach rather than a mass ratio approach, however, the working out shown was not always very
logical. Some candidates confused the two zinc compounds and as a result used incorrect molar
masses.

(d) Some candidates explained that zinc oxide was amphoteric and carbon dioxide was acidic. Other
answers tried to compare sodium hydroxide and hydrochloric acid in terms of a reactivity series.

(e) The formula for zinc nitrate and nitric acid were not well known and as a result candidates found
this question extremely challenging. Credit for the state symbol marks was only awarded if the
formulae were correct. Common misconceptions included HNO 3(l) and H2O(aq).

Question 6

This question was about air pollutants.

(a) Many candidates recalled that an adverse effect of methane was climate change or global
warming. Some candidates thought methane was toxic or caused ozone depletion.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

(b) Candidates often gave one strategy to reduce sulfur dioxide emissions. Typically, this was to use
less fossil fuels or flue gas desulfurisation. Candidates often referred to sulfur dioxide-free fuels
rather than sulfur-free fuels and implied that the sulfur dioxide was always in the fuel as opposed to
sulfur in the fuel making sulfur dioxide on combustion. Two common misconceptions were to use a
catalytic converter to remove sulfur dioxide or burn the fuel in a closed system to stop sulfur dioxide
entering the air.

(c) (i) The use of a catalytic converter was well known but the actual chemistry involved was often
incorrect. Some candidates involved converting nitrogen monoxide into nitrogen dioxide rather than
reducing it to nitrogen. Many answers had symbol equations, but the question only asked for a
word equation. Either the decomposition of nitrogen monoxide or reaction of nitrogen monoxide
with carbon monoxide were accepted in the word equation.

(ii) The adverse effects of oxides of nitrogen were quite well known and included smog, respiratory
problems, ozone depletion and global warming. Some candidates gave answers more appropriate
for carbon monoxide such as toxicity.

Question 7

This question was about oxygen and sulfur.

(a) A significant proportion of the candidates appreciated that the volume increases but found the
explanation more challenging. Many candidates referred to kinetic energy increasing and particles
moving faster. Candidates rarely focused on the increase in molecular separation e.g. particles
moving further apart.

(b) Candidates found this question very challenging. Some candidates did not appreciate it was about
the change from a gas to a solid and just described the particle arrangement either in a solid or in a
gas. Candidates did not understand the term separation and often gave a method of separation.
Some candidates did appreciate that the particles slowed down or had less kinetic energy. Many
candidates did not refer to a solid having an ordered arrangement and thought that a fixed
arrangement meant an ordered arrangement.

(c) Many candidates gave accurate descriptions for diffusion.

(d) Candidates often got at last two entries correct in the table, typically the number of protons and/or
the number of neutrons.

Question 8

This question was about some organic reactions.

(a) Many candidates gave a displayed formula that was not completely displayed because the hydroxyl
group was written as –OH. Centres should advise candidates that in displayed formulae all the
atoms and all the bonds must be shown. Some candidates drew butan-2-ol instead. A small
proportion of the candidates did not attempt the question.

(b) Candidates needed to give the exact name of the ester with no errors of spelling. It is important that
the name is written clearly, and incorrect answers are crossed out and replaced with the correct
answer. Some candidates gave ethyl butanoate rather than butyl ethanoate. A small proportion of
the candidates did not attempt the question.

(c) (i) Candidates needed to give the exact name of the acid with no errors of spelling.

(ii) Many candidates gave partial structural formula rather than the molecular formula C 4H8O2.

(d) Candidates found this question very challenging and rarely got both the name and formula correct.
A common error was sodium carbonate. Since the question only asked for a formula, any type of
formula was allowed provided it had the correct molecular formula. A significant proportion of the
candidates did not attempt the question.

(e) The identities of the gas E and liquid F were well known but many candidates gave the name even
though the question asked for the formula.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

(f) The displayed formula was given full credit, but some candidates included the C3H7— group which
is ambiguous so was not awarded credit. A significant proportion of the candidates did not attempt
the question.

Question 9

This question was about polymers.

(a) (i) Many candidates recognised the ester linkage and only a small proportion of the candidates gave
amide.

(ii) Many candidates appreciated that the equation included water, however, this was not sufficient
because candidates had to state that the water was a product.

(b) Many candidates were able to calculate the empirical formula. The most common error was to use
an incorrect symbol or to use the incorrect atomic mass.

(c) (i) Candidates often gave a suitable explanation referring to the lack of reactivity of polymers, the
insoluble nature of the polymers or that the plastic was non-biodegradable

(ii) Candidates often mentioned the production of toxic gases or greenhouse gases but forgot to link
the production of these gases to incineration or combustion. Other candidates referred to the need
for landfill sites. ‘Land pollution’ on its own was not sufficient.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

CHEMISTRY

Paper 5070/31
Practical Test

There were too few candidates for a meaningful report to be produced.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

CHEMISTRY

Paper 5070/32
Practical Test

Key messages

• It is important that candidates have had previous experience with the chemicals and apparatus
mentioned in the syllabus before they do the examination.

• With the introduction of flame tests to the syllabus, it is important that candidates have used a Bunsen
burner or similar piece of equipment with an air hole so as to obtain a blue/colourless flame for use in a
flame test. A spirit burner is not a suitable replacement for a Bunsen burner where flame tests may be
required.

General comments

The examination paper includes Notes for use in qualitative analysis. Candidates should have made
themselves familiar with these notes and made use of them whilst doing their practical and in answering
questions.

Comments on specific questions

Question 1

Candidates did not seem to be very familiar with an endothermic reaction in which the temperature falls by
absorbing heat from the surroundings. Candidates often did not recognise that heat is absorbed in the
reaction but, after the reaction is complete, the temperature will gradually return to room temperature.

(a) (i) Most candidates were able to observe an initial decrease in temperature which then either became
constant or started to increase. Some candidates did not understand how to record the time in
seconds and some omitted some of the values required by the instructions. The instructions told
candidates to record temperatures to the nearest 0.5 C. Some candidates did not realise that this
meant that all temperatures should be recorded to one decimal place ending in either 0 or 5.

A few candidates obtained an increase in temperature throughout i.e. they thought the reaction was
exothermic.

(ii) Many candidates described solutions as clear rather than colourless. All solutions are clear
regardless of their colour, so it is possible to have a clear blue solution. Clear is therefore not an
acceptable alternative to colourless. Some candidates possibly did not stir the mixture as they
incorrectly mentioned undissolved solid or precipitate in the mixture.

(iii) Most candidates were able to calculate the maximum temperature change, however, some
calculated the difference between their first and last readings.

(iv) Although many candidates were able to identify trends in their data, some were confused by the
fact that there is more than one trend and tried to force the data into one overall trend e.g.
temperature increases as time increases. A few candidates answered by stating there was no trend
because values go down and up.

(v) Many candidates tried to predict the value by thinking that the upward trend continued for the whole
hour. Some predicted values in excess of the boiling point of the mixture. It was clear that many
candidates did not understand what was happening in the latter part of the experiment when the
solid had fully dissolved and the mixture was returning to room temperature.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

(b) Since many candidates did not understand what was happening in the experiment, they were
unable to correctly relate the data to energy changes. A common error was to say that the reaction
was endothermic at first and then exothermic. This gained no credit.

(c) (i) Most candidates recognised that a burette or pipette is more precise than a measuring cylinder.

(ii) Very few candidates were able to explain what is meant by a more precise measurement. Many
candidates made vague statements such as ‘use a more precise thermometer’ while others
referred to the use of a digital measurement of temperature without saying how this made it more
precise. The correct answer required candidates to refer to the scale or graduations on the
thermometer.

(d) It is important for candidates to read the question carefully as this gives important information in
relation to the answer required. Some candidates did not take note of the fact that the calculated
value from the data was less than the true value. Others ignored the fact that the answer should
not have referred to the precision of the measurement. Of those who recognised that the cause
was related to lack of insulation, the majority referred to heat loss rather than heat gain from the
surroundings.

Question 2

(a) (i) Many candidates gave incomplete answers. Common omissions were lack of reference to
limewater as a positive test and failure to conclude that a carbonate could be present in solution R.
A few candidates incorrectly obtained positive test for other gases. Ammonia was the most
common incorrect gas.

(ii) Candidates need to be encouraged to make full use of the ‘Notes for use in qualitative analysis’
which are provided at the end of the paper. A white precipitate indicating a sulfate ion was the
correct observation. Some candidates were confused by the fact that they did not add acid at this
stage. However, acid had already been added in (a)(i).

(iii) Some candidates thought that a white, cream or yellow precipitate was formed and made an
appropriate conclusion from this observation. Candidates need to be aware that some test results
may be negative and that this indicates the absence of certain ions.

(b) (i) Many candidates thought that the colour they observed was orange rather than yellow and
concluded that calcium ions were present. It is important that candidates have experience in doing
flame tests and can tell the difference between the yellow colour of sodium and the orange-red of
calcium.

(ii) Very few candidates were able to answer this correctly. Some centres reported that they used a
spirit burner rather than a Bunsen burner. These are not appropriate for flame tests. Many
candidates were aware of the function of the air hole and referred to more oxygen getting to the
flame and higher temperatures but very few were able to link it to the colour of the flame. It is
important that a blue or colourless flame is used so that the colour from the flame test can be
observed.

(c) Candidates were given credit in this part for errors carried forward from their observations. They
needed to combine an identified cation with an identified anion to give an appropriate formula.
Credit is not given if candidates choose to use a formula rather than a name but then make an
error in the formula.

(d) Candidates found this difficult. Many just repeated the test for a chloride and a bromide. Others
thought that a displacement reaction would take place if R was added to potassium bromide and an
orange solution would be formed.

(e) This was not well answered. Credit was given for any method that would work but the types of
answers given showed that candidates were not familiar with how to do a test for carbon dioxide
whilst doing a carbonate test. This could account for why some candidates did not get a positive
result in (a)(i).

Question 3

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

Candidates are improving in their ability to answer planning questions. It is important that candidates make
use of the information provided in the question. Candidates should avoid any plan that makes use of
chemicals that are not mentioned in the question when it clearly states, ‘No other chemicals should be used’.
The question also states what their plan must include. Failure to address any of these points will mean that
full credit cannot be obtained.

Writing an apparatus list alone is not sufficient for the apparatus marks. Candidates need to make it clear
how the apparatus is used.

Most candidates were able to gain some credit for their method, although some candidates wrote a plan to
produce copper sulfate crystals whilst others described a titration or a distillation.

Few candidates were able to suggest techniques to ensure accuracy, or appreciate that it was important for
the acid to be in excess to ensure that all of the carbonate had reacted, or describe how they knew that the
reaction was complete when they recorded a volume. They also did not recognise that gas loss could cause
inaccuracy and consequently did not describe methods to prevent or reduce gas loss in the experiment. A
number of candidates recognised that repeating the experiment was good practice but few linked this to
taking an average or identifying anomalous value.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

CHEMISTRY

Paper 5070/41
Alternative to Practical

Key messages

• In Question 1, it was important that candidates were careful in their reading and following of the
instructions. Candidates were sometimes made errors in reading the information in the question stem.
• In Question 2, candidates should use the same degree of precision as already shown in the question.
• In Question 3, candidates should be encouraged to use the ‘Notes for use in qualitative analysis’ to
help them obtain correct answers.
• In Question 4, candidates should have clearly explained procedures to ensure accuracy. This was
specified in the question, so a full answer had to address that point.

General comments

In Question 1, the majority of candidates were successful, although those who rushed through the question
may have missed key information. In Question 2, most candidates were able to answer questions about the
exothermic reactions described. Improvements could be made in the ‘explanation’ questions by using
information in the question stem to inform answers. In Question 3, candidates should be aware that in
addition to the use of the ‘Notes for use in qualitative analysis’ they may also be required to use their
knowledge of procedures, such as for the flame tests in Question 3(a).

In Question 4, most candidates addressed the first two bullet points. Successful responses explained how to
calculate the percentage loss in mass and how to ensure that the percentage value obtained was as
accurate as possible.

Candidates should be encouraged to read questions carefully. A number of candidates gave answers that
were not successful because of not carefully considering the information given in the question, so omitting to
answer at least some part of the question.

Comments on specific questions

Question 1

(a) (i) The majority of candidates successfully named the apparatus as a measuring cylinder.

(ii) Most candidates recognised that a more suitable piece of apparatus to use would be a volumetric
pipette.

(iii) This question was also answered successfully, naming the apparatus as a burette.

(iv) This question required candidates to read the correct value from the burette. Many candidates then
gave that value as their answer (23.6 cm3). Better performing candidates carefully read the question
which stated, ‘The initial reading on this apparatus is 1.0 cm3’. They therefore subtracted 1.0 cm3
from 23.6 cm3 to give the correct answer of 22.6 cm3. Candidates should be encouraged to check
their answers to avoid simple errors.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

(b) Candidates were asked to state what the apparatus shown in Fig. 1.2 should be washed with. As in
(a)(iv), those who rushed the question simply said, ‘distilled water’ and did not achieve credit.
Those that took time to carefully read the question realised that above Fig. 1.2, the description
stated, ‘Fig. 1.2 shows the apparatus used to determine the volume of HA(aq) at the end of the
experiment.’ These candidates realised that as the burette was being used to measure the volume
of HA, it should also be washed with HA.

(c) This question asked for the colour change of methyl orange at the end-point. Most candidates
successfully stated that the colour change would be yellow to pink/red.

Question 2

(a) (i) Candidates were asked to identify the value from the table that had been recorded to an incorrect
degree of precision. Most candidates noted that it was 20. All other results were written to
1 decimal place, but this one was not.

(ii) Most candidates were successful on this question, where they were asked to complete the table
using the temperatures for D that were shown on the thermometers in Fig. 2.1. A significant
minority misunderstood the scale on the thermometers and rather than reading the values as
21.0 C and 53.5 C, they read them as 20.1 C and 50.35 C. Slowing down and reading the data
provided twice may have helped. There was also credit on this question for writing all of the values
to 1 decimal place, continuing the degree of precision that was already shown in the table.

(iii) Most candidates successfully noted that B is in excess because there is some B, or some grey
solid, remaining at the end of the reaction.

(iv) In this question candidates were asked to give the formulae for the colourless solution, the grey
solid and the brown solid. Most candidates correctly identified the three chemicals as BSO 4, B and
Cu. There were some candidates who attempted to give the actual formula of a metal, rather than
using the term ‘B’, but as the question stated, ‘Using the equation in (iii)’, they should have realised
they had to use the formulae from the equation, which used the term, ‘B’.

(b) The majority of candidates were able to arrange the metals in descending order of temperature
change correctly, A, C, D, B. The question then asked candidates to ‘Explain how the results give
this order of reactivity.’ To answer correctly, candidates should have stated that the greater the
temperature change, the more reactive the metal. Only a minority of candidates realised that, as
the results showed temperature increases, they needed to be relating their explanation to
temperature increase also. Most candidates were referring to completely unrelated factors in their
explanation.

(c) In this question the candidates were asked to suggest a temperature increase that would be
obtained if the experiment was repeated with a fifth metal, where the fifth metal would be the
second most reactive. Candidates should have given a temperature increase value that would be
between their two highest temperature increases. Most candidates successfully gave a value
higher than 39.0 C and less than 49.5 C.

(d) The candidates should have carefully read the question stem, which stated that the temperature
increases which are calculated are less than the true values. The question asked candidates to
give a reason to explain this and an improvement. Some candidates referred to errors which may
have caused different values, such as errors in stirring, or measuring readings. Those type of
random errors would cause the calculated values to be different than the true values, but not
necessarily less than the true values. Better performing candidates realised this and correctly gave
the reason as heat loss to the surroundings and an improvement involving some form of insulation
to reduce the loss.

(e) Most candidates successfully recognised that if the concentration of aqueous copper( II) sulfate is
reduced then the temperature increase will also be reduced. A smaller proportion of candidates
also stated that the temperature increase would be reduced by approximately half. The further
explanation that this is because there are only half the number of copper ions to react was rarely
stated.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

Question 3

(a) (i) In this question candidates are told that a wooden splint, which is damp with R, is held in a blue
Bunsen Burner flame and turns red then yellow. Having learned about how to successfully carry
out flame tests, candidates should be aware that it is only the initial colour that is noted. In this
example, only the red colour is of note and is due to R. The yellow colour appears after the red and
would be due to the splint itself burning. Candidates were asked for two possible conclusions from
the flame test. Most candidates incorrectly gave the conclusion of sodium ions being present as
one of their options, due to the presence of the yellow colour. The correct answer is that the
possible conclusions are lithium ions or calcium ions.

(ii) Most candidates incorrectly stated that the difficulty in making a definite conclusion from the flame
test observation is because two colours were shown as only the initial red colour is relevant.
Therefore, the reason that it is difficult to make a definite conclusion is because two metal ions
would both show a red colour.

(b) In this question candidates were told that R was tested with nitric acid and barium nitrate. They
were also told that R does not contain sulfate ions. Candidates had to use the ‘Notes for use in
qualitative analysis’ to identify the observation which would show this. The majority of candidates
were successful in identifying the observation of there being no change/a colourless solution.

(c) As with (b), credit for this question could have been attained by using the ‘Notes for use in
qualitative analysis’. Most candidates successfully gave the answer of chloride ions being present.

(d) (i) Candidates were told that silver nitrate is added to aqueous sodium carbonate, giving a white
precipitate. Nitric acid is then added and the white precipitate dissolves, leaving a colourless
solution. There were asked to describe one other observation. The keyword here is ‘observation’
and candidates needed to describe what they would see. Stating, ‘a gas is formed’, or ‘carbon
dioxide is formed’ is not an observation. Better performing candidates described how they would
see ‘effervescence’, ‘fizzing’ or ‘bubbles’.

(ii) Candidates needed to explain why it is important to add nitric acid to the silver nitrate test that was
carried out in (c). The most common answer to this question was ‘to acidify it’. This answer
describes what the acid does, but does not suggest why this is important. Better performing
candidates realised that adding nitric acid is important as it prevents ions other than chloride ions
forming a white precipitate.

(e) This question required successful use of the ‘Notes for use in qualitative analysis’.

(f) This could also be answered by using the ‘Notes for use in qualitative analysis’. Candidates were
asked to describe what should be done in order to confirm that calcium ions are present. They
could either have stated that excess sodium hydroxide should be added and the white precipitate
would remain, or that aqueous ammonia could be added and no white precipitate would be given.
Most candidates were successful with this question, approximately half giving each of the two
options.

(g) (i) Most candidates successfully stated that to confirm the production of ammonia gas, the
observation would be that damp red litmus paper turns blue.

(ii) Candidates were asked to identify a cation, other than calcium, present in R. Candidates should
have recognised that as this was still part of (g) where they had just been asked how to test for
ammonia gas, the cation that should have been given was ammonium, NH 4+.

(h) Candidates were asked to suggest the names of the two ionic compounds present in R. A number
of candidates successfully stated the two compounds were calcium chloride and ammonium
chloride. There were a number of candidates who either just gave the names of the ions alone (the
question specifically asks for the names of the compounds), or who wrote incorrect formulae in
addition to the names. As the question asked for ‘names’, candidates are advised not to include
formulae at all, because if the formulae are incorrect then credit is cannot be awarded for the
names.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

Question 4

Candidates were asked to plan an experiment to determine the percentage loss in mass when barium
carbonate is heated. There were then four bullet points indicating to the candidates what they should include
in their plan. Better performing candidates noted these bullet points and addressed these in their answer.
Credit was awarded from a labelled diagram, especially for the ‘apparatus needed’ bullet point.

The majority of candidates successfully described the use of suitable apparatus, so fulfilling the first bullet
point. Most candidates were also able to describe the process of obtaining the start mass of barium
carbonate, heating the sample, then obtaining the end mass of barium oxide, so giving suitable points for the
second bullet point.

Although fewer candidates successfully addressed the third bullet point, by giving procedures to ensure that
the percentage determined is as accurate as possible, a number did gain credit by stating that the procedure
should be repeated and an average calculated. Candidates could also have described reheating and
reweighing the sample until a constant mass is obtained.

The best responses also addressed the last bullet point, by correctly giving the calculation needed in order to
determine percentage loss in mass.

Although most candidates were successful in this question, there were some candidates who described a
different practical altogether, such as a titration, or the preparation of a salt. Candidates should be
encouraged to spend time carefully reading the question stem to ensure they are giving an answer to the
actual question that has been asked.

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

CHEMISTRY

Paper 5070/42
Alternative to Practical

Key messages

It is important that candidates have had experience of practical activities in order for them to fully understand
and respond to experiments described in the alternative to practical questions.

General comments

The examination paper includes ‘Notes for use in qualitative analysis’. Candidates should have made
themselves familiar with these notes and made use of them whilst answering questions.

Comments on specific questions

Question 1

(a) (i) Most candidates correctly identified the measuring cylinder. Some thought it was a burette.

(ii) Many candidates thought that volumetric pipettes can only measure 25 cm3 of solution. Others
were confused over whether a measuring cylinder or a pipette was more precise. Only a few
identified the fact that the method asks for an approximate volume and so the level of precision
from a pipette is unnecessary.

(iii) Not many candidates referred to the use of a safety pipette filler when describing how to use a
volumetric pipette.

(b) Most candidates knew that a burette is used. A few thought that a pipette was suitable. The most
common incorrect answer was to call it a dropper.

(c) Some candidates thought this was something to do with the presence of acid in the mixture and
wrote about pH or acid base reactions. Many were aware that the potassium manganate(VII) was
self-indicating and changed colour at the end point. It was insufficient to only state that the
reactants were coloured.

(d) Very few candidates were able to answer this correctly. Phrases such as ‘results are close
together’, ‘results are the same’ and ‘when an average can be calculated’ were common answers.
Candidates need to be aware of a suitable tolerance in their results. At this level, a variation of
0.2 cm3 or less is acceptable. The use of the word concordant was also taken as describing this
level of agreement.

Question 2

(a) (i) Most candidates were able to take the reading from the diagram. Some read the scale from the top
instead of the bottom of the scale i.e. recorded values of 26.5 and 25. A significant number of
candidates did not understand what was meant by recording the value to the nearest 0.5 C. Many
wrote the temperature at 300 s as 15 rather than 15.0.

(ii) Many candidates calculated this correctly. Some incorrectly subtracted the first and last value
instead.

(iii) The idea that a set of data can have more than one trend seemed to be unknown by some
candidates. The question specifically mentions ‘trends’ rather than ‘a trend’ to try to guide

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

candidates to this. Some candidates tried to force the data into one overall trend e.g. temperature
increases as time increases. A few candidates answered by stating there was no trend because
values go down and up.

(iv) Many candidates tried to predict the value by thinking that the upward trend continued for the whole
hour. Some predicted values in excess of the boiling point of the mixture. It was clear that many
candidates did not understand what was happening in the latter part of the experiment when the
solid had fully dissolved and the mixture was returning to room temperature.

(b) Since many candidates did not understand what was happening in the experiment, they were
unable to correctly relate the data to energy changes. A common error was to say that the reaction
was endothermic at first and then exothermic. This gained no credit.

(c) This was often well answered. Some candidates only referred to mixing rather than to temperature
or dissolving.

(d) Very few candidates were able to explain what is meant by a more precise measurement. Many
candidates made vague statements such as ‘use a more precise thermometer’ while others
referred to the use of a digital measurement of temperature without saying how this made it more
precise. The correct answer required candidates to refer to the scale or graduations on the
thermometer.

(e) It is important for candidates to read the question carefully as this gives important information in
relation to the answer required. Some candidates did not take note of the fact that the calculated
value from the data was less than the true value. Others ignored the fact that the answer should not
have referred to the precision of the measurement. Of those who recognised that the cause was
related to lack of insulation, the majority referred to heat loss rather than heat gain from the
surroundings.

Question 3

(a) (i) Most candidates knew that sodium gives a yellow flame colour. Some candidates thought that a
yellow solution was formed.

(ii) Very few candidates were able to answer this correctly. Many candidates were aware of the
function of the air hole and referred to more oxygen getting to the flame and higher temperatures
but very few were able to link it to the colour of the flame. It is important that a blue or colourless
flame is used so that the colour from the flame test can be observed. Answers such as ‘to make the
colour visible’ were insufficient.

(b) (i) The questions asks for ‘conclusions’ not ‘a conclusion’. This should give candidates the idea that
more than one statement was required. Some candidates only referred to the formation of carbon
dioxide and did not link this to a carbonate being present.

(ii) Most candidates realised that this was a test for a sulfate.

(iii) Candidates find it more difficult to make conclusions from negative observations. A significant
number of candidates thought this showed that chloride was present. Some others misunderstood
the question and said that a white precipitate is formed. It is also important that candidates realise
that the test is for chloride, bromide or iodide and so a negative result shows that none of these are
present, not just that chloride is not present.

(iv) This was often well answered. Some candidates only mentioned litmus and did not mention the fact
that it needs to be red. Some candidates described the test as if ammonium ions were present
rather than not present. Some candidates tried to describe a nitrate test.

(c) Candidates found it difficult to put the results and conclusions from previous parts together to
deduce the possible compounds that are present. The question asks candidates to name the
compounds not to write the formulae. Correct formulae were credited but an error in a formula
meant that a candidate did not gain credit.

(d) Candidates found this difficult. Many just repeated the test for a chloride and a bromide. Others
thought that a displacement reaction would take place if R was added to potassium bromide and an

© 2024
 Cambridge Ordinary Level
5070 Chemistry June 2024
Principal Examiner Report for Teachers

orange solution would be formed. Differentiating between white and cream in a halide test is
difficult and so comparing the colours with known samples of silver chloride and silver bromide is a
good practical technique which could be used in a school laboratory. It appeared from the answers
given that some candidates had not seen this test in practice and therefore, did not appreciate the
difficulty in distinguishing between white and cream precipitates.

(e) This was not well answered. Credit was given for any method that would work but the types of
answers given showed that candidates were not familiar with how to test for carbon dioxide whilst
doing a carbonate test.

Question 4

Candidates are improving in their ability to answer planning questions. It is important that candidates make
use of the information provided in the question. Candidates should avoid any plan that makes use of
chemicals that are not mentioned in the question when it clearly states, ‘No other chemicals should be used’.
The question also states what their plan must include. Failure to address any of these points will mean that
full credit cannot be obtained.

Writing an apparatus list alone is not sufficient for the apparatus marks. Candidates need to make it clear
how the apparatus is used.

Most candidates were able to gain some credit for their method, although some candidates wrote a plan to
produce copper sulfate crystals whilst others described a titration or a distillation.

Few candidates were able to suggest techniques to ensure accuracy, or appreciate that it was important for
the acid to be in excess to ensure that all of the carbonate had reacted, or describe how they knew that the
reaction was complete when they recorded a volume. They also did not recognise that gas loss could cause
inaccuracy and consequently did not describe methods to prevent or reduce gas loss in the experiment. A
number of candidates recognised that repeating the experiment was good practice but few linked this to
taking an average or identifying anomalous value.

© 2024