Learner Guide

Section 1: Syllabus content - what you need

to know about
This section gives you an outline of the syllabus content for this course. Only the top-level topics of the syllabus have been
included here, which are the same for both the Core and Extended course. In the ‘overview’ column you are given a very basic
idea of what each topic covers.

Learners taking the Extended course need to know all of the Core content as well as some extra content. This extra
content is known as supplement content; it requires learners to explore topics and sub-topics of the Core syllabus in
more detail, and to learn new sub-topics.

Ask your teacher for more detail about each topic, including the differences between the Core and Extended courses.
You can also find more detail in the Revision checklists in this guide.

Topic Overview
1. The particulate nature of matter Solids, liquids and gases

2. Experimental techniques Measurement, purity and purification

3. Atoms, elements and compounds Atomic structure, the Periodic Table and bonding

4. Stoichiometry Chemical symbols, chemical formulae and balancing equations

5. Electricity and chemistry Electrolysis and electroplating

6. Chemical energetics Energetics of a reaction and energy transfer

7. Chemical reactions Physical and chemical changes, rates, reversible, redox

8. Acids, bases and salts Properties of acids and bases, oxides, preparation of salts, identification of ions and
gases
9. The Periodic Table Trends and groups, transition elements, noble gases

10. Metals Properties, reactivity, extraction and uses

11. Air and water Chemical tests, pollutants, fertilisers, greenhouse gases

12. Sulfur Sources and uses

13. Carbonates Manufacture and uses of lime, calcium carbonate and slaked lime

14. Organic chemistry Names and properties of organic compounds

In addition to the syllabus content, you are also expected to understand and know experimental skills. For Papers 1–4
and Paper 6, you will also need to learn a number of tests and test results for different ions and gases called the ‘Notes
for use in qualitative analysis’ (these are given in Paper 5). You can find more detail about the experimental skills, and
these tests, from your teacher, and also in the Revision checklist.

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Section 5: Revision
It is important that you plan your revision in plenty of time for the examinations and that you develop a revision technique
that works for you.

Planning your revision

A well-structured revision plan can give you the best chance of success in your examinations. As early as possible (at least six
weeks before the examinations for each subject) identify the time you will spend revising and schedule slots for revision of
this subject alongside your other subjects.
To create a revision schedule, you could use an overall planner for the weeks leading up to the examinations. You could then
create weekly revision plans at the start of each week, which include the detail of which subjects you will revise and when.
There are some example planners on the next page but there are lots of other ways you can do this. Planning takes time but
will help you be more productive.

Use the following as a checklist to help you create your schedule:

Write down the dates and times of each of the examinations you are taking, in a calendar, diary or planner.

Work out how much time you have before each examination, so you can leave yourself plenty of time to
revise each subject.

For each subject make sure you:

know how long each examination paper is
know what each examination paper is going to assess
work out how much time you can spend on each topic so that you revise all topics.

It is important to have breaks in order to stay alert and productive, so make sure you:
include one rest day per week, or break this up into shorter rest breaks across a week
include at least two hours of rest before bed time; working too late is unlikely to be productive
take regular breaks during revision; revising for hours without a break will overload you
have short revision sessions and short breaks between each session
know ways to relax during your breaks; for example, physical exercise can be good during breaks.

It is important to be flexible and realistic, so make sure you:

include most days leading up to the exams and include any days or times when you are not able to revise
(for example due to attending school, eating meals, participating in sports and hobbies)
are honest with yourself about how much time you can really spend on each subject and topic
don’t get upset about plans that did not work – think of new plans that are easier to achieve.

It might help to:

include a mixture of subjects each day
break up the material in your subjects into manageable chunks.

Plan to return to topics and review them; revisiting a topic means that you can check that you still
remember the material and it should help you to recall more of the topic.

Include doing past paper examinations in your plan.

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Revision planners
There are many different planners, calendars and timetables you could use to plan your revision. The ones provided in this
section are just examples. They range from an overview of all the weeks leading up to the first examination, to the detail of
what you will be revising each day.
Use colour-coding for different subjects, time off, examinations and so on. Plan which subjects you are going to revise in which
slots. You could then add more detail such as topics to be covered. The planner can be as detailed, large and colourful as you
like. Remember to tick off sections as you complete them and to review your plans if needed.
Overview planner
In the example below, imagine that the first examination is on 1 June. Here, the box has just been highlighted but you should
write down the paper number, the subject and the time of the examination. You should do this for all the examinations you
have. This helps you to visualise how much time you have before each examination. You can use this to block out whole or half
days when you can’t revise. You can also include as much or as little detail about your daily or weekly revision plan as you like.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

17 18 19 20 21 22 23

24 25 26 27 28 29 30

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31 1 2 3 4

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Learner Guide

Weekly planner
This allows you to input greater detail about what you will revise each week. In the example below, each day is split into three.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Morning

Afternoon

Evening

In the example below, each day has been split into 1-hour slots so you can include even more detail.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

08:00 -
09:00

09:00 -
10:00

10:00 -
11:00

11:00 -
12:00

12:00 -
13:00

13:00 -
14:00

14:00 -
15:00

15:00 -
16:00

16:00 -
17:00

17:00 -
18:00

18:00 -
19:00

19:00 -
20:00

20:00 -
21:00

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General revision advice

Here are some useful tips to help you with your revision. Use this as a checklist.

Make accurate notes during the course.

Look at the revision checklists and be really clear what topics you need to know.

Check that your notes are complete and make sense.

If you need to improve your notes, you could:

• ask your teacher for help, especially if you don’t understand some of your notes

• ask a friend if you can copy missed work, but make sure you understand it

• find more information on topics using your teacher, textbook, the library or the internet; your teacher will
have a full copy of the syllabus

• use different note-taking methods such as colour-coded notes, tables, spider-diagrams and mind maps;
Venn diagrams can be very useful when you need to compare and contrast things.

Make lots of new notes: they don’t have to be neat, you can use scrap paper or a digital notepad. Remember
that the process of writing and reviewing your notes helps you to remember information.

Be organised: keep your notes, textbooks, exercise books and websites to hand.

Find a revision method that works for you; this might be working alone, with friends, with parents, online, at
school, at home or a mixture of many different methods.

Have a clear revision plan, schedule or timetable for each subject you are studying.

Vary your revision activities: your revision programme should do more than remind you what you can and
cannot do – it should help you to improve.

Use revision checklists to analyse how confident you feel in each topic.

Try doing some past examination papers; use the mark schemes to assess yourself.

Use plenty of pens, colours, paper and card of different sizes to make your notes more fun.

Test yourself in different ways, for example by:

• playing ‘Teach the topic’

• using Question and answer cards

• answering real exam questions

Buy a good revision guide.

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Learner Guide

You might also find it helpful to:

Target single issues such as correcting those little things you always get wrong, or reminding yourself about
any facts/issues/skills that you have never been too sure of.

Spend most of your time on specific skills, knowledge or issues that you have found more difficult when
practising them, either during revision or earlier in the course during tests or mock exams.

Spend some time focussing on your strengths as well, so that you can improve.

Top tips for revision of Cambridge IGCSE Chemistry

1. Using the Periodic Table
The Periodic Table is included at the back of Papers 1, 2, 3 and 4. It is not included in Papers 5 and 6.
Make sure that you are familiar with the layout of the table and know that:
• the Groups are the columns in the table numbered I–VIII
• the Periods are the rows across the table
• the first Period only contains two elements, hydrogen and helium
• the key shows the position of the proton number (atomic number) and relative atomic mass of each element
• the volume of one mole of gas at room temperature and pressure (r.t.p.) is shown at the bottom of the Periodic Table.

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Learner Guide
Groups

4 atomic number
Be
beryllium
Key atomic symbol
name
9 relative atomic mass

Periods
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Learner Guide

Now use the revision checklists on the next pages to help guide your revision.

Revision checklists for Cambridge IGCSE Chemistry

The tables below can be used as a revision checklist: It doesn’t contain all the detailed knowledge you need to know, just
an overview. For more detail see the syllabus and talk to your teacher.
You can use the tick boxes in the checklists to show when you have revised and are happy that you do not need to return to it.
Tick the ‘R’, ‘A’, and ‘G’ column to record your progress. The ‘R’, ‘A’ and ‘G’ represent different levels of confidence, as follows:
• R = RED: means you are really unsure and lack confidence in that area; you might want to focus your revision here and
possibly talk to your teacher for help
• A = AMBER: means you are reasonably confident in a topic but need some extra practice
• G = GREEN: means you are very confident in a topic
As your revision progresses, you can concentrate on the RED and AMBER topics, in order to turn them into GREEN topics. You
might find it helpful to highlight each topic in red, orange or green to help you prioritise.
You can use the ‘Comments’ column to:
• add more information about the details for each point
• include a reference to a useful resource
• add learning aids such as rhymes, poems or word play
• highlight areas of difficulty or things that you need to talk to your teacher about.
Click on the relevant link below to go directly to the appropriate checklist:
Core syllabus content
Extended syllabus content
Core and Extended: Mathematical skills – Core and Extended
Experimental skills – Core and Extended
Notes for use in qualitative analysis (Tests for ions and gases) – Core and Extended

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Learner Guide

Core syllabus content

Core: 1. The particulate nature of matter
You should be able to R A G Comments
State the distinguishing properties of solids, liquids and gases

Describe the structure of solids, liquids and gases in terms of particle separation,
arrangement and types of motion

Describe changes of state in terms of melting, boiling, evaporation, freezing,

condensation and sublimation

Describe qualitatively the pressure and temperature of a gas in terms of the motion
of its particles

Show an understanding of the random motion of particles in a suspension

(sometimes known as Brownian motion) as evidence for the kinetic particle
(atoms, molecules or ions) model of matter

Describe and explain diffusion

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Core: 2. Experimental techniques

You should be able to R A G Comments
2.1 Measurement
Name appropriate apparatus for the measurement of time, temperature, mass and
volume, including burettes, pipettes and measuring cylinders

2.2.1 Criteria of purity

Demonstrate knowledge and understanding of paper chromatography

Interpret simple chromatograms

Identify substances and assess their purity from melting point and boiling point
information

Understand the importance of purity in substances in everyday life, e.g. foodstuffs

and drugs
2.2.2 Methods of purification
Describe and explain methods of purification by the use of a suitable solvent,
filtration, crystallisation and distillation including use of fractionating column. (This
is linked to fractional distillation of petroleum in sub-topic 14.2 and products of
fermentation in sub-topic 14.6.).

Suggest suitable purification techniques, given information about the substances

involved

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Core: 3. Atoms, elements and compounds

You should be able to R A G Comments
3.1 Atomic structure and the Periodic Table
State the relative charges and approximate relative masses of protons, neutrons
and electrons

Define proton number (atomic number) as the number of protons in the nucleus of
an atom

Define nucleon number (mass number) as the total number of protons and
neutrons in the nucleus of an atom

Use proton number and the simple structure of atoms to explain the basis of the
Periodic Table (see Topic 9 for more detail about the Periodic Table), with special
reference to the elements of proton number 1 to 20

Define isotopes as atoms of the same element which have the same proton
number but a different nucleon number

State the two types of isotopes as being radioactive and non-radioactive

State one medical and one industrial use of radioactive isotopes

Describe the build-up of electrons in ‘shells’ and understand the significance of the
noble gas electronic structures and of the outer shell electrons
3.2.1 Bonding: the structure of matter
Describe the differences between elements, mixtures and compounds, and
between metals and non-metals

Describe an alloy, such as brass, as a mixture of a metal with other elements

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Core: 3. Atoms, elements and compounds

You should be able to R A G Comments
3.2.2 Ions and ionic bonds
Describe the formation of ions by electron loss or gain

Describe the formation of ionic bonds between elements from Groups I and VII

3.2.3 Molecules and covalent bonds

Describe the formation of single covalent bonds in H2, Cl2, H2O, CH4, NH3 and HCl
as the sharing of pairs of electrons leading to the noble gas configuration

Describe the differences in volatility, solubility and electrical conductivity between

ionic and covalent compounds

3.2.4 Macromolecules
Describe the giant covalent structures of graphite and diamond

Relate their structures to their uses, e.g. graphite as a lubricant and a conductor,
and diamond in cutting tools

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Core: 4. Stoichiometry
You should be able to R A G Comments
4.1 Stoichiometry
Use the symbols of the elements and write the formulae of simple compounds

Deduce the formula of a simple compound from the relative numbers of atoms
present

Deduce the formula of a simple compound from a model or a diagrammatic

representation

Construct word equations and simple balanced chemical equations

Define relative atomic mass, Ar , as the average mass of naturally occurring atoms
of an element on a scale where the 12C atom has a mass of exactly 12 units

Define relative molecular mass, Mr, as the sum of the relative atomic masses
(Relative formula mass or Mr will be used for ionic compounds.)

Calculations involving reacting masses in simple proportions

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Core: 5. Electricity and chemistry

You should be able to R A G Comments
Define electrolysis as the breakdown of an ionic compound, molten or in aqueous
solution, by the passage of electricity

Describe the electrode products and the observations made during the electrolysis
of:

• molten lead(II) bromide

• concentrated hydrochloric acid

• concentrated aqueous sodium chloride

• dilute sulfuric acid

between inert electrodes (platinum or carbon)

State the general principle that metals or hydrogen are formed at the negative
electrode (cathode), and that non-metals (other than hydrogen) are formed at the
positive electrode (anode)

Predict the products of the electrolysis of a specified binary compound in the

molten state

Describe the electroplating of metals

Outline the uses of electroplating

Describe the reasons for the use of copper and (steel-cored) aluminium in cables,
and why plastics and ceramics are used as insulators

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Core: 6. Chemical energetics

You should be able to R A G Comments
6.1 Energetics of a reaction
Describe the meaning of exothermic and endothermic reactions

Interpret energy level diagrams showing exothermic and endothermic reactions

6.2 Energy transfer

Describe the release of heat energy by burning fuels

State the use of hydrogen as a fuel

Describe radioactive isotopes, such as 235U, as a source of energy

Core: 7. Chemical reactions

You should be able to R A G Comments
7.1 Physical and chemical changes
Identify physical and chemical changes, and understand the differences between
them

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Core: 7. Chemical reactions

You should be able to R A G Comments
7.2 Rate (speed) of reaction
Describe and explain the effect of concentration, particle size, catalysts (including
enzymes) and temperature on the rate of reactions

Describe the application of the above factors to the danger of explosive

combustion with fine powders (e.g. flour mills) and gases (e.g. methane in mines)

Demonstrate knowledge and understanding of a practical method for investigating

the rate of a reaction involving gas evolution

Interpret data obtained from experiments concerned with rate of reaction

Try to use the term rate rather than speed.

7.3 Reversible reactions

Understand that some chemical reactions can be reversed by changing the reaction
conditions

(For example, the effects of heat and water on hydrated and anhydrous copper(II)
sulfate and cobalt(II) chloride.)
7.4 Redox
Define oxidation and reduction in terms of oxygen loss/gain.

Oxidation state in terms of its use to name ions, e.g. iron(II), iron(III), copper(II),
manganate(VII).)

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Core: 8. Acids, bases and salts

You should be able to R A G Comments
8.1 The characteristic properties of acids and bases
Describe the characteristic properties of acids as reactions with metals, bases,
carbonates and effect on litmus and methyl orange

Describe the characteristic properties of bases as reactions with acids and with
ammonium salts and effect on litmus and methyl orange

Describe neutrality and relative acidity and alkalinity in terms of pH measured

using Universal Indicator paper (whole numbers only)

Describe and explain the importance of controlling acidity in soil

8.2 Types of oxides

Classify oxides as either acidic or basic, related to metallic and non-metallic
character
8.3 Preparation of salts
Demonstrate knowledge and understanding of preparation, separation and
purification of salts as examples of some of the techniques specified in sub-topic
2.2.2 and the reactions specified in sub-topic 8.1.

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Core: 8. Acids, bases and salts

You should be able to R A G Comments
8.4 Identification of ions and gases
Describe the following tests to identify:
aqueous cations: aluminium, ammonium, calcium, chromium(III), copper(II),
iron(II), iron(III) and zinc (using aqueous sodium hydroxide and aqueous
ammonia as appropriate) (Formulae of complex ions are not required.)

cations: use of the flame test to identify lithium, sodium, potassium and
copper(II)
anions:
• carbonate (by reaction with dilute acid and then limewater)

• chloride, bromide and iodide (by reaction under acidic conditions with aqueous
silver nitrate)

• nitrate (by reduction with aluminium)

• sulfate (by reaction under acidic conditions with aqueous barium ions)

• sulfite (by reaction with dilute acids and then aqueous potassium
manganate(VII) )

gases:
• ammonia (using damp red litmus paper)

• carbon dioxide (using limewater)

• chlorine (using damp litmus paper)

• hydrogen (using lighted splint)

• oxygen (using a glowing splint)

• sulfur dioxide (using aqueous potassium manganate(VII)) See also ‘Notes for
use in qualitative analysis’ later in this guide.

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Core: 9. The Periodic Table

You should be able to: R A G Comments
9.1 The Periodic Table
Describe the Periodic Table as a method of classifying elements and its use to
predict properties of elements
9.2 Periodic trends
Describe the change from metallic to non-metallic character across a period

9.3 Group properties

Describe lithium, sodium and potassium in Group I as a collection of relatively soft
metals showing a trend in melting point, density and reaction with water

Predict the properties of other elements in Group I, given data, where appropriate

Describe the halogens, chlorine, bromine and iodine in Group VII, as a collection of
diatomic non-metals showing a trend in colour and density and state their reaction
with other halide ions

Predict the properties of other elements in Group VII, given data where appropriate

9.4 Transition elements

Describe the transition elements as a collection of metals having high densities,
high melting points and forming coloured compounds, and which, as elements and
compounds, often act as catalysts
9.5 Noble gases
Describe the noble gases, in Group VIII or 0, as being unreactive, monoatomic
gases and explain this in terms of electronic structure

State the uses of the noble gases in providing an inert atmosphere, i.e. argon in
lamps, helium for filling balloons

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Core: 10. Metals

You should be able to: R A G Comments
10.1 Properties of metals
List the general physical properties of metals

Describe the general chemical properties of metals e.g. reaction with dilute acids
and reaction with oxygen

Explain in terms of their properties why alloys are used instead of pure metals

Identify representations of alloys from diagrams of structure

10.2 Reactivity series

Place in order of reactivity: potassium, sodium, calcium, magnesium, zinc, iron,
(hydrogen) and copper, by reference to the reactions, if any, of the metals with:
• water or steam

• dilute hydrochloric acid

• and the reduction of their oxides with carbon

Deduce an order of reactivity from a given set of experimental results

10.3 Extraction of metals

Describe the ease in obtaining metals from their ores by relating the elements to
the reactivity series

Describe and state the essential reactions in the extraction of iron from hematite

Describe the conversion of iron into steel using basic oxides and oxygen

Know that aluminium is extracted from the ore bauxite by electrolysis

Discuss the advantages and disadvantages of recycling metals (iron/steel and

aluminium)

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Core: 10. Metals

You should be able to: R A G Comments
10.4 Uses of metals
Name the uses of aluminium:
• in the manufacture of aircraft because of its strength and low density

• in food containers because of its resistance to corrosion

Name the uses of copper related to its properties (electrical wiring and in cooking
utensils)

Name the uses of mild steel (car bodies and machinery) and stainless steel
(chemical plant and cutlery)

Core: 11. Air and water

You should be able to: R A G Comments
11.1 Water
Describe chemical tests for water using cobalt(II) chloride and copper(II) sulfate

Describe, in outline, the treatment of the water supply in terms of filtration and
chlorination

Name some of the uses of water in industry and in the home

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Core: 11. Air and water

You should be able to: R A G Comments
11.2 Air
State the composition of clean, dry air as being approximately 78% nitrogen, 21%
oxygen and the remainder as being a mixture of noble gases and carbon dioxide

Name the common pollutants in the air as being carbon monoxide, sulfur dioxide,
oxides of nitrogen and lead compounds

State the source of each of these pollutants:

• carbon monoxide from the incomplete combustion of carbon-containing
substances

• sulfur dioxide from the combustion of fossil fuels which contain sulfur

• compounds (leading to ‘acid rain’)

• oxides of nitrogen from car engines

• lead compounds from leaded petrol

State the adverse effect of these common pollutants on buildings and on health
and discuss why these pollutants are of global concern

State the conditions required for the rusting of iron

Describe and explain methods of rust prevention, specifically paint and other
coatings to exclude oxygen
11.3 Nitrogen and fertilisers
Describe the need for nitrogen-, phosphorus- and potassium-containing fertilisers

Describe the displacement of ammonia from its salts

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Core: 11. Air and water

You should be able to: R A G Comments
11.4 Carbon dioxide and methane
State that carbon dioxide and methane are greenhouse gases and explain how they
may contribute to climate change

State the formation of carbon dioxide:

• as a product of complete combustion of carbon-containing substances

• as a product of respiration

• as a product of the reaction between an acid and a carbonate

• from the thermal decomposition of a carbonate

State the sources of methane, including decomposition of vegetation and waste

gases from digestion in animals

Core: 12. Sulfur

You should be able to: R A G Comments
Name some sources of sulfur

Name the use of sulfur in the manufacture of sulfuric acid

State the uses of sulfur dioxide as a bleach in the manufacture of wood pulp for
paper and as a food preservative (by killing bacteria)

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Core: 13. Carbonates

You should be able to: R A G Comments
Describe the manufacture of lime (calcium oxide) from calcium carbonate
(limestone) in terms of thermal decomposition

Name some uses of lime and slaked lime such as in treating acidic soil and
neutralising acidic industrial waste products, e.g. flue gas desulfurisation

Name the uses of calcium carbonate in the manufacture of iron and cement

Core: 14. Organic chemistry

You should be able to: R A G Comments
14.1 Names of compounds
Name and draw the structures of methane, ethane, ethene, ethanol, ethanoic acid
and the products of the reactions stated in sub-topics 14.4–14.6

State the type of compound present, given a chemical name ending in -ane, -ene,
-ol, or -oic acid or a molecular structure
14.2 Fuels
Name the fuels: coal, natural gas and petroleum

Name methane as the main constituent of natural gas

Describe petroleum as a mixture of hydrocarbons and its separation into useful

fractions by fractional distillation

Describe the properties of molecules within a fraction

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Core: 14. Organic chemistry

You should be able to: R A G Comments
14.2 Fuels (continued)
Name the uses of the fractions as:
• refinery gas for bottled gas for heating and cooking

• gasoline fraction for fuel (petrol) in cars

• naphtha fraction for making chemicals

• kerosene/paraffin fraction for jet fuel

• diesel oil/gas oil for fuel in diesel engines

• fuel oil fraction for fuel for ships and home heating systems

• lubricating fraction for lubricants, waxes and polishes

• bitumen for making roads

14.3 Homologous series

Describe the concept of homologous series as a ‘family’ of similar compounds with
similar chemical properties due to the presence of the same functional group
14.4 Alkanes
Describe the properties of alkanes (exemplified by methane) as being generally
unreactive, except in terms of burning

Describe the bonding in alkanes

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Core: 14. Organic chemistry

You should be able to: R A G Comments
14.5 Alkenes
Describe the manufacture of alkenes and of hydrogen by cracking

Distinguish between saturated and unsaturated hydrocarbons:

• from molecular structures

• by reaction with aqueous bromine

Describe the formation of poly(ethene) as an example of addition polymerisation

of monomer units
14.6 Alcohols
Describe the manufacture of ethanol by fermentation and by the catalytic addition
of steam to ethene

Describe the properties of ethanol in terms of burning

Name the uses of ethanol as a solvent and as a fuel

14.7 Carboxylic acids

Describe the properties of aqueous ethanoic acid

14.8.1 Polymers
Define polymers as large molecules built up from small units (monomers)

14.8.2 Synthetic polymers

Name some typical uses of plastics and of man-made fibres such as nylon and
Terylene

Describe the pollution problems caused by non-biodegradable plastics

14.8.3 Natural polymers

Name proteins and carbohydrates as constituents of food

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Learner Guide

Experimental skills – Core and Extended

For Paper 5 and Paper 6 you might be asked questions on the following experimental contexts.

Supplement material
You should be able to: R A G Comments

Simple quantitative experiments involving the measurement of volumes and/or

masses
Rates (speeds) of reaction

Measurement of temperature based on a thermometer with 1°C graduations

Problems of an investigatory nature, possibly including suitable organic

compounds
Filtration

Electrolysis

Identification of ions and gases

(Paper 5 will include notes for use in qualitative analysis for the use in the
examination. For Paper 6 you will need to learn these.)

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Learner Guide

Experimental skills – Core and Extended

For Paper 5 and Paper 6 you might be asked to do the following.

Supplement material
You should be able to: R A G Comments

Take and record readings from apparatus, including:

– reading a scale with appropriate accuracy and precision

– interpolating between scale divisions

– taking repeated measurements, where appropriate

Describe, explain or comment on experimental arrangements and techniques

Fill in tables of data, and process data, using a calculator where necessary

Draw an appropriate conclusion, justifying it by reference to the data and using

an appropriate explanation
Interpret and evaluate observations and experimental data

Plot graphs and/or interpret graphical information

Identify sources of error and suggest possible improvements in procedures

Plan an experiment or investigation, including making reasoned predictions of

expected results and suggesting suitable apparatus and techniques

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Learner Guide

Notes for use in qualitative analysis (Tests for ions and gases) – Core and Extended
The tables below show some tests for ions and gases and the result that you should get. These tables are given in Paper 5. They are not given in Papers 1–4 or Paper 6, so you must learn
these tests and their results. The notes for use in qualitative analysis cover:
• Tests for anions
• Tests for aqueous cations
• Tests for gases
• Flame tests for metal ions
Tests for anions
Anion Test Test result R A G Comments

carbonate (CO2– ) add dilute acid effervescence, carbon

dioxide produced
chloride (Cl–) acidify with dilute nitric white precipitate (ppt.)
[in solution] acid, then add aqueous
silver nitrate
bromide (Br–) acidify with dilute nitric cream ppt.
[in solution] acid, then add aqueous
silver nitrate
iodide (I–) acidify with dilute nitric yellow ppt.
[in solution] acid, then add aqueous
silver nitrate
nitrate (NO3) add aqueous sodium ammonia produced
[in solution] hydroxide, then
aluminium foil; warm
carefully
sulfate (SO2– ) acidify, then add white ppt.
[in solution] aqueous barium nitrate
sulfite (SO2– ) add dilute hydrochloric sulfur dioxide produced
acid, warm gently and will turn acidified
test for the presence of aqueous potassium
sulfur dioxide manganate(VII) from
purple to colourless

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Learner Guide

Notes for use in qualitative analysis (Tests for ions and gases) – Core and Extended
Tests for aqueous cations
Cation Effect of aqueous Effect of aqueous R A G Comments
sodium hydroxide ammonia
aluminium (Al 3+) white precipitate (ppt.), White ppt., insoluble in
soluble in excess giving excess
a colourless solution
ammonium ( +) ammonia produced on –
warming
calcium (Ca2+) white ppt., insoluble in no ppt. or very slight
excess white ppt.
chromium(III) (Cr3+) green ppt., soluble in grey-green ppt.,
excess insoluble in excess
copper (Cu2+) light blue ppt., insoluble light blue ppt., soluble
in excess in excess, giving a dark
blue solution
iron(II) (Fe2+) green ppt., insoluble in green ppt., insoluble in
excess excess
iron(III) (Fe3+) red-brown ppt., red-brown ppt.,
insoluble in excess insoluble in excess
zinc (Zn2+) white ppt., soluble white ppt., soluble
in excess, giving a in excess, giving a
colourless solution colourless solution

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Learner Guide

Notes for use in qualitative analysis (Tests for ions and gases) – Core and Extended
Tests for gases
Gas Test and test result R A G Comments

ammonia (NH3) turns damp, red litmus paper blue

carbon dioxide (CO2) turns limewater milky

chlorine (Cl2) bleaches damp litmus paper

hydrogen (H2) ‘pops’ with a lighted splint

oxygen (O2) relights a glowing splint

sulfur dioxide (SO2) turns acidified aqueous potassium manganate(VII)

from purple to colourless

Flame tests for metal ions

Metal ion Test and test result R A G Comments

lithium (Li+) red

sodium (Na+) yellow

potassium (K+) lilac

copper(II) (Cu2+) blue-green

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