ICSE 2024

ANALYSIS OF PUPIL
PERFORMANCE
CHEMISTRY

Research Development and Consultancy Division

Council for the Indian School Certificate Examinations
New Delhi
November 2024
____________________________________________________________________________________________

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Examinations.
Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate

Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.

Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.
 FOREWORD
The National Education Policy 2020 emphasises building 21st-century skills and competencies
through systemic reforms in pedagogy and assessments. It is an endeavour of Council for Indian
School Certificate Examinations (CISCE) to ensure that assessments are utilised as tools for
promoting learning and development in students rather than a mere end to the instruction year.

With the objective to provide feedback on the common errors made by the students in the board
examinations of both ISC and ICSE and to provide information on the question-wise performance of
students, CISCE releases the Analysis of Pupils’ Performance document every year. It is one of the
unique and best practice of the CISCE board, which supports the candidates in their preparation for
the upcoming board examinations.
We would like to extend our appreciation to the Research Development and Consultancy Division
(RDCD) of the CISCE for their efforts in creating this detailed document for the benefit of our
students. We also express our gratitude to the examiners who have provided meticulous feedback on
the candidates’ performance during the examinations and also suggested pedagogical interventions
for the teachers to mitigate the common errors made by the candidates.
We are sanguine that students, teachers, and parents would make the best use of this document by
going through the various sections in detail and implementing the learnings from the same for
successful performance in the upcoming examinations.

November 2024 Dr. Joseph Emmanuel

Chief Executive & Secretary
CISCE

i
 PREFACE
As you are aware, the Analysis of Pupil Performance document has been developed by the Council
for Indian School Certificate Examinations (CISCE) with the objective to provide feedback to
teachers on the performance of students in the ICSE and ISC examinations. These subject-wise
documents highlight the misconceptions that students might have related to certain topics that are
reflected as common errors made by them while answering questions in the examinations. The
document also contains certain suggestive teaching strategies to reduce the occurrence of similar
errors in forthcoming examinations by students. The criteria used for marking each question has also
been provided in brief so that the teachers and students can comprehend the scope of the question
and the correct approach to answer it. Topics in the question paper that were found to be difficult or
unclear by the majority of the candidates have also been highlighted so that teachers can lay more
stress on bringing clarity to them, along with recommendations for candidates to attempt the
examination of a particular subject keeping in mind subject-specific nitty-gritty and techniques of
answering.
The Analysis of Pupil Performance document for ICSE for the Examination Year 2024 covers the
following 16 subjects - English Language, Literature in English, Hindi, History and Civics,
Geography, Mathematics, Physics, Chemistry, Biology, Commercial Studies, Economics, Computer
Applications, Economic Applications, Commercial Applications, Environmental Science and Home
Science.
The 20 subjects covered in the ISC Analysis of Pupil Performance document for the Year 2024 are -
Accounts, English Language, Literature in English, Hindi, Economics, Commerce, Business Studies,
Mathematics, Physics, Chemistry, Biology, Elective English, History, Political Science, Geography,
Psychology, Sociology, Computer Science, Environmental Science and Home Science
I extend my appreciation and gratitude to all the ICSE and ISC examiners who have shared their
valuable comments on each question. I also acknowledge the efforts of the RDCD team of Dr. Manika
Sharma, Ms. Parul Kohli, Ms. Lyimee Saikia and Ms. Mansi Guleria, for their focused hard work
and diligence towards the preparation of this document.
We are hopeful that this document will be helpful to teachers to bring in timely interventions for the
topics required, in order to support the students in their preparation and readiness towards the
upcoming ICSE and ISC examinations. We also hope the students learn from the detailed notes on
the common errors made while answering, so as to be well-prepared with the correct answering
strategies for the upcoming ICSE and ISC examinations.

November 2024 Dr. Bhawna Taragi

Deputy Head
RDCD, CISCE

ii
 CHEMISTRY
SECTION A – 40 MARKS
(Attempt all questions from this Section.)
Question 1
Choose the correct answers to the questions from the given options. [15]
(Do not copy the questions, write the correct answers only.)
(i) Unsaturated hydrocarbons undergo:

(a) Addition reaction

(b) Substitution reaction

(c) Oxidation reaction

(d) Redox reaction

(ii) In the 2nd period Neon has maximum Ionization Potential because:

(a) It has unstable electronic configuration.

(b) It easily accepts electrons.

(c) It easily loses electrons.

(d) The outer most shell is completely filled.

(iii) Copper, Zinc and Tin are the metals alloyed to form:

(a) Duralumin

(b) Brass

(c) Bronze

(d) Solder
(iv) The metal hydroxide which reacts with both acids and alkalis to form salt and
water is:

(a) Calcium hydroxide

(b) Magnesium hydroxide

(c) Aluminium hydroxide

(d) Ferric hydroxide

(v) Reaction of an alcohol with a carboxylic acid in the presence of concentrated
H 2 SO 4 is termed as:

(a) Halogenation

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(b) Esterification

(c) Hydrogenation
(d) Dehydrohalogenation
(vi) Conversion of Ethanol to Ethene by the action of concentrated sulphuric acid
involves:

(a) Dehydration

(b) Dehydrogenation

(c) Dehydrohalogenation

(d) Hydrolysis
(vii) The oxidizing agent in the equation S + 2H 2 SO 4  3SO 2 + 2H 2 O is:

(a) Sulphur

(b) Sulphuric acid

(c) Sulphur dioxide

(d) Water
(viii) Electron Affinity is maximum in:

(a) Mg

(b) Ar

(c) Li

(d) Br
(ix) The compound that is not a constituent of the electrolytic mixture used in the
Hall-Heroult’s process is:

(a) Al 2 O 3

(b) NaAlO 2

(c) Na 3 AlF 6

(d) CaF 2
(x) On passing ammonia gas over heated copper oxide for some time, a reddish-brown
residue is left behind. What property of ammonia is demonstrated here?

(a) Basic property

(b) Oxidising property

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(c) Reducing property

(d) Acidic property

(xi) Rotten egg smell is due to the liberation of:

(a) HCl gas

(b) H 2 S gas

(c) Cl 2 gas

(d) SO 2 gas

(xii) Ammonia gas is collected by downward displacement of air since ammonia is:

(a) very slightly soluble in water.

(b) heavier than air.

(c) lighter than air.

(d) insoluble in water.

(xiii) Which of the following would occupy 22.4 litres at S.T.P.?

1. 32g of oxygen gas

2. 2 moles of hydrogen gas

3. 6.022 x 1023 molecules of ammonia

(a) 1&2

(b) 1&3

(c) 2&3

(d) 1, 2 & 3

[Atomic weights: O = 16, H = 1, N = 14]

(xiv) In the molecule of water, oxygen atom has:

(a) One shared pair of electrons.

(b) Three shared pairs of electrons.

(c) Two lone pairs of electrons.

(d) One lone pair of electrons.

(xv) A mineral from which the metal can be extracted economically and conveniently
is known as:

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(a) Matrix

(b) Ore

(c) Flux

(d) Alloy

Comments of Examiners
(i) Many candidates answered this question Suggestions for teachers
correctly as ‘Addition reaction’ except for
− Teach the difference between unsaturated
a few candidates who were confused with
and saturated hydrocarbons and highlight
either ‘Substitution reaction’ or ‘Oxidation their reactivity and types of reactions they
reaction’. undergo.
(ii) Most candidates answered correctly except − Facilitate revision and practice of these
a few who answered incorrectly with reactions using structural diagrams.
option (a) as ‘It has unstable electronic − Emphasize that ionization potential
configuration’. increases across a period due to greater
(iii) Majority of the candidates chose the nuclear charge, leading to stronger
correct option ‘bronze’ while some opted attraction for outer electrons.
for ‘brass’ as they were confused between − Highlight that Neon, at the extreme end
‘brass’ and ‘bronze,’ while a few of them of the second period, exhibits the highest
even selected ‘duralumin’ instead. ionization potential.
(iv) Most candidates correctly identified − Conduct regular practice tests covering
‘Aluminum hydroxide’, except a few who all periodic trends, including exceptions,
and explain these trends thoroughly,
selected incorrect options such as ‘calcium
focusing on noble gases.
hydroxide’ or ‘magnesium hydroxide.’ − Explain the variations in properties across
(v) Many candidates chose the option periods and groups with numerous
‘dehydrohalogenation’ instead of the examples, relating these changes to
correct answer, ‘esterification’. While atomic structure and nuclear charge.
some others incorrectly chose − Stress the reasons behind maximum
‘hydrogenation’ or ‘halogenation.’ ionization potential in inert gases and
(vi) Many candidates incorrectly chose teach students to connect periodic
‘dehydrogenation’ instead of properties with atomic structure.
‘dehydration’. Also, most of them were − Clearly explain the differences in alloy
confused by terms like ‘dehydrogenation’ compositions and their uses, emphasizing
and ‘dehydrohalogenation’. the primary metal in a particular alloy.
(vii) Most candidates correctly answered − Provide revision of the compositions of
alloys and their primary metals.
‘sulphuric acid.’ However, many
− Explain the concepts of acidic, basic,
candidates struggled with the concepts of
amphoteric, and neutral oxides with
‘oxidation’ and ‘oxidizing agents,’ leading equations, and highlight the differences
them to incorrectly choose ‘sulphur between amphoteric and other metallic
dioxide.’ oxides/hydroxides.
(viii) Majority of the candidates chose option − Explain organic compound reactions and
‘Ar’ or option ‘Li’ instead of the correct their conditions, ensuring adequate
option ‘Br’. revision of each method and practice of
writing the equations with examples.
− Stress the difference between
dehydrohalogenation (removal of halogen
and water) and dehydration (removal of
only water).

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(ix) Many candidates correctly answered
‘NaAlO 2’ , though a few wrote ‘Al 2 O 3’ .’
Some candidates who answered Suggestions for teachers
incorrectly were not thoroughly familiar − Encourage students to read all options
with the formula and hence chose carefully to eliminate incorrect ones while
‘Na 3 AlF 6 ’ instead. Also, some candidates answering.
overlooked the word ‘not’ in the question, − Clarify oxidation-reduction concepts and
leading to incorrect answers. the roles of oxidizing and reducing agents
(x) Most of the candidates were unsure about using equations.
whether ammonia is a reducing or − Explain that there is electron (loss/gain) in
oxidizing agent and many confused its reactions and distinguish oxidation and
actual reducing property to oxidizing reduction with examples.
property. Consequently, several − Provide practice of identifying the
candidates incorrectly identified properties of concentrated sulphuric acid
as oxidizing agents with equations.
ammonia as having a basic property or as
− Provide students with in-depth
an oxidizing agent, while some correctly
information on periodic properties and
recognized its reducing property. their variations across periods and down
(xi) Majority of the candidates answered this the groups.
question correctly except a few who − Use multiple examples and emphasize
chose ‘SO 2 ’ or ‘HCl’ which was incorrect. exceptional cases and clarify that inert
Some incorrectly associated the rotten gases have zero electron affinity and
egg smell with HCl gas. have no tendency to attract electrons.
(xii) Some candidates were confused and − Emphasize the steps involved in metal
wrote ‘heavier than air’ or ‘insoluble in extraction from ores.
water.’ Most candidates correctly − Explain the extraction of aluminium in
answered, ‘lighter than air,’ but a few detail to ensure students can answer
confused the collection process of correctly.
ammonia and HCl, writing ‘heavier than − Provide practice of writing the formula
air’ or mentioning its solubility in water. and components of the electrolytic
mixture used in aluminium extraction,
(xiii) Many candidates were confused by this including their ratios and purposes.
question and as they were unclear with the − Instruct students to read questions
concept and thus many selected option ‘C carefully and pay attention to bold or
(2 & 3)’ or ‘all options (1, 2 & 3)’ to avoid italicized words.
confusion. Several candidates answered − Clearly explain the fundamental
without working out any calculation. differences between the basic nature and
(xiv) Many candidates were not able to answer reducing property of ammonia.
with the correct option as ‘two lone pairs’ − Emphasize teaching through practical
of electrons and instead chose ‘one lone experiments to help students retain facts
pair’ which was incorrect. Also, a few more easily.
candidates got confused with ammonia − Encourage experimental learning to help
and water, and some incorrectly assumed students recognize and recall lab
Hydrogen to have one lone pair and so observations.
chose three lone pair of electrons − Provide adequate revision of
observation-based questions, especially
incorrectly.
those involving colors and precipitates.
(xv) Most of the candidates answered this
− Emphasize the identification of gases by
question correctly as ‘ore,’ though a few smell and color and provide regular
confused the term with ‘alloy’ or ‘matrix’ objective tests to avoid mistakes.
and answered incorrectly. − Demonstrate the laboratory preparation
of ammonia to help students understand
that it is lighter than air and collected by
downward displacement of air.

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Suggestions for teachers

− Create a comparative chart of HCl and
NH3 to clarify their collection methods
and properties and provide more revision
on these topics.
− Explain when to use upward or
downward displacement of air or water
during gas collection along with
reasoning by using ample examples.
− Discourage guesswork and encourage
solving problems to arrive at the correct
answer.
− Provide relevant examples and repetitive
practice to differentiate between lone
pairs and shared pairs of electrons.
− Emphasize lone pairs and coordinate
covalent bonds, using diagrams of
hydronium and ammonium ions. Draw
structures of compound to explain the
types of electron pairs.
− Emphasize learning the names of
important ores and clarify terms related
to metallurgy and ensure students
understand the processes.
− Ensure students learn correct definitions
with key words.

MARKING SCHEME
Question 1
(i) (a) /A/ Addition reaction

(ii) (d) / D/ The outer most shell is completely filled.

(iii) (c) / C / Bronze /b / B / Brass

(iv) (c) / C / Aluminium hydroxide / Al(OH) 3 /Aluminium/Al

(v) (b) / B / Esterification/Ester

(vi) (a) / A/ Dehydration

(vii) (b) / B / Sulphuric acid / H 2 SO 4

(viii) (d) / D / Br / bromine //Br 2 /br 2 /br

(ix) (b) / B / NaAlO 2 / sodium aluminate/ sodium meta aluminate

(x) (c) / C / Reducing property / Reducing agent / Reducing

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2024 ICSE – Chemistry

(xi) (b) / B / H 2 S gas / Hydrogen sulphide

(xii) (c) / C / lighter than air/ lighter

(xiii) (b) / B / 1 & 3/ or 32 gm of oxygen gas and 6.022 x 10 23 molecules of ammonia

(xiv) (c) / C / Two lone pairs of electrons /2

(xv) (b) / B / Ore

Question 2
(i) The following sketch represents the electroplating of an Iron cup with Nickel metal. [5]
Study the diagram and answer the following questions:

Anode Cathode

Iron
cup
Electrolyte

(a) During electroplating the iron cup is placed at the cathode. Why?

(b) Name the ion that must be present in the electrolyte.

(c) State one condition that is necessary to ensure that the deposit is smooth, firm
and even.

(d) Write the reaction taking place at the cathode.

(e) What change would you observe at the anode?

(ii) Match the Column A with Column B: [5]

Column A Column B

(a) Water 1. Lithium

(b) Alkali metal 2. Iodine
(c) Halogen 3. Covalent compound
(d) Calcium oxide 4. Acetic acid
(e) Weak acid 5. Ionic compound
6. Sulphuric acid

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(iii) Complete the following sentences by choosing the correct answer from the brackets: [5]

(a) The salt that can be prepared by Direct Combination is ___________.

[FeCl 3 / FeCl 2 ]

(b) The metallic oxide which can be reduced by using common reducing agents is
__________. [Fe 2 O 3 / Al 2 O 3 ]

(c) The metal nitrate which on thermal decomposition forms a black residue is
__________. [zinc nitrate / copper nitrate]

(d) During the electrolysis of copper sulphate solution, if ___________ is used as

electrodes, the colour of the electrolyte does not fade. [copper / platinum]

(e) The process of heating the concentrated ore in a limited supply or absence of
air is __________ [roasting / calcination]
(iv) State the terms for the following: [5]

(a) The group obtained by removing one hydrogen atom from the parent alkane.
(b) Two metal plates or wires through which the current enters and leaves the
electrolytic cell.
(c) The amount of substance which contains the same number of units as the
number of atoms in carbon-12.
(d) The tendency of an atom to pull a shared pair of electrons towards itself in a
compound.
(e) The formula which represents the simplest ratio between the atoms of elements
present in a compound.
(v) (a) Give the IUPAC names of the organic compounds represented by the structural [5]
formulae given below:

1. 2.

(b) Draw the structural diagram for the following organic compounds:
1. 3-methyl pentane
2. propyne
3. methanal

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Comments of Examiners
(i)(a) Most candidates failed to justify why the Suggestions for teachers
iron cup was placed at the cathode during
− Explain the concept of electroplating
electroplating and most of them incorrectly
clearly, detailing where the article to be
stated that the object to be electroplated plated should be placed and how ions are
should be at the cathode without providing deposited.
the actual reason. Some were confused with − Elucidate the roles of the anode and
correct usage of terms like using cathode with equations, illustrating the
‘discharged’ instead of ‘deposited’ and movement of ions and teach the concepts
‘oxidizing electrode’ instead of ‘reducing of reducing and oxidizing electrodes
electrode.’ Additionally, many candidates clearly.
failed to provide accurate explanations, − Clearly explain the element valencies
with some mentioning the cathode’s role as and ions present in electrolytes and
a reducing agent or the attraction of cations/ emphasize the concept of ion migration
ions to the cathode. to specific electrodes.
(b) Most candidates correctly answered ‘Ni2+.’ − Lay emphasis on the use of DC for
smooth and uniform electroplating and
However, some struggled with providing
the use of low current for a long period.
the correct valency for nickel, while others
− Explain all conditions necessary for a
incorrectly wrote ‘iron (Fe)’ as the ion smooth and firm metal deposit during
present. electroplating, including the
(c) Most candidates wrote the conditions consequences of using low and high
correctly, but a few incorrectly mentioned current and ensure students use the
using large or high current. Some correct key words in their explanations.
candidates incorrectly wrote ‘slow current − Discuss the differences between simple
for a long time.’ electrolysis, electroplating, and
(d) Many candidates got the equation wrong. electrorefining, and provide practice in
While some answered correctly, many were writing the reactions at the cathode and
confused by the valency of Ni, and a few anode for clarity also emphasize the
products formed at each electrode,
even wrote the equation in reverse, as ‘Ni
ensuring students understand that these
→ Ni²⁺.’ are neutral atoms or ions.
(e) Most candidates correctly observed that the − Explain the products and changes at the
anode diminishes, though a few incorrectly anode and cathode, detailing
wrote ‘no change’ or ‘no reaction’ due to a observations with both inert and active
lack of awareness of the process. electrodes.
(ii) Many candidates answered correctly. − Teach the basic concept of covalent and
However, some were confused in ionic compounds and explain water as
identifying water as a covalent compound covalent and calcium oxide as ionic.
and calcium oxide as an ionic compound. A − Explain halogens and alkali metals with
few candidates mixed up halogen (iodine) their names and symbols and give
and alkali metal (lithium), and some examples of ionic and covalent
incorrectly identified sulphuric acid as a compounds along with examples of weak
and strong acids.
weak acid.
− Ensure enough practice with the six
(iii) Some candidates were able to answer
methods of salt preparation, including
correctly. Many incorrectly answered examples and correct equations, and
‘FeCl 2 ’ instead of ‘FeCl 3 ’ for the salt emphasize identifying different salts.
prepared by direct combination, and − Conduct quizzes and provide practice on
‘Al 2 O 3 ’ instead of ‘Fe 2 O 3 ’. Most were processes like roasting, calcination in
confused between ferrous and ferric metallurgy, and using different electrodes
chloride, and between reducing agents in electrolysis.
‘Al 2 O 3 ’ and ‘Fe 2 O 3 ’. Many candidates
mixed-up roasting and calcination. While
most candidates correctly identified the

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electrode as copper, a few were wrong about
the metallic nitrate, confusing it with copper Suggestions for teachers
nitrate.
(iv)(a) Many candidates correctly identified the − Emphasize observations at each
group as ‘alkyl,’ but some confused the electrode and clarify oxidizing and
term and wrote ‘alkyne.’ Some could not reducing agents.
recollect the correct term and instead gave − Familiarize students with terms and their
an example of the group. derivatives, such as alkyl, alkane, alkene,
(b) Most candidates wrote ‘cathode and and alkyne and clearly explain these
concepts with various examples and
anode,’ while some simply wrote
discuss the bonding of hydrogen with
‘electrodes.’ carbon.
(c) Majority of candidates failed to write the − Ensure students understand the terms
term ‘mole.’ Most wrote ‘relative involved in electrolysis and stress on
molecular mass’ instead of ‘mole’ and lost their functions.
marks. Also, they were confused by the − Insist on learning the definitions and
given statement. familiarize students with all terms in the
(d) Majority of candidates answered correctly, syllabus, especially RMM, RAM, mole,
as they understood the question and wrote Avogadro’s law, Gay-Lussac’s law, gram
‘electronegativity,’ while some confused it atom, vapor density, etc.
with ‘electron affinity.’ − Teach property trends with clear
(e) Many candidates incorrectly answered, definitions and ensure a thorough
‘molecular formula’ instead of ‘empirical understanding of the concepts.
formula.’ Candidates were confused about − Emphasize the concept that the simplest
ratio of atoms in a compound is its
the definitions of empirical and molecular
empirical formula.
formula.
− Acquaint students with naming
(v)(a) Most candidates wrote ‘2 chloro, 3 compounds according to the IUPAC
chloropentane’ instead of ‘2,3 system.
dichloropentane,’ and some wrote ‘pentene’ − Stress the importance of IUPAC
instead of ‘pentane.’ Most candidates nomenclature and structural formulas of
confused propanoic acid with propanol and organic compounds.
propanal while some answered it correctly. − Familiarize students with the basic rules,
(b) Many candidates drew the structure of 3- such as selecting the longest chain and
methylpentane correctly, but a few made numbering carbons, and teach concepts
mistakes. While many candidates answered like ‘di’ and ‘tri’ before respective
correctly, a few misplaced the methyl group structures.
or forgot to include the correct number of − Conduct periodic tests to assess student
understanding of this concept.
hydrogens in their respective positions.
− Emphasize regular practice in drawing
Some candidates drew the structure of
structures with various compounds.
propyne correctly. However, several
− Ensure correctly placing functional
candidates failed to show carbon's groups and provide students with ample
tetravalency in the structure. Many structural examples for better conceptual
candidates failed to depict the double bond clarity.
for oxygen in methanal and answered − Train students to draw structural
incorrectly. formulas, ensuring all carbon atoms
satisfy their valencies and avoid
condensed formulas.
− Ensure adequate practice through quizzes
and structure-writing exercises.
− Demonstrate carbon as tetravalent and
oxygen as bivalent and emphasize on the
functional groups and their proper
positioning according to IUPAC
nomenclature.

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Suggestions for teachers

− Stress the correct placement of functional
groups and provide students with
numerous structural examples.
− Emphasize the importance of counting
carbon bonds and ensuring the correct
number of hydrogens for each carbon to
satisfy tetravalency is essential.

MARKING SCHEME
Question 2
(i) (a) The metal gets deposited / The metal ion gets discharged at the cathode/nickel ions
or cations move to the cathode/Ni+2 gets discharged/ reduction takes place at the
cathode / cathode acts as reducing electrode.
(b) Nickel / Ni+2 / Nickel ion/ Ni
(c) Small / low current for a long period of time/ DC should be used/AC should not be
used/high current for short period of time should not be used/article should be
thoroughly cleaned/ article should be dipped completely in the electrolyte
(d) Ni+2 + 2e-  Ni / Ni2+  Ni - 2e-
(e) The anode decreases in mass / size/ becomes thinner/
diminishes/reduces/dissolves/used up\
(ii) Column A Column B
(a) Water 3. Covalent compound
(b) Alkali metal 1. Lithium
(c) Halogen 2. Iodine
(d) Calcium oxide 5. Ionic compound
(e) Weak acid 4. Acetic acid
Column A a b c d e
Column B 3 1 2 5 4
Or 1-b / 2-c /3-a /4-e /5-d
(iii) (a) FeCl 3 / ferric chloride / Iron(III) chloride
(b) Fe 2 O 3 / ferric oxide/ Iron(III) oxide/ Fe/Iron
(c) Copper nitrate / Cu(NO 3 ) 2 / Copper(II) nitrate/ Copper/ Cu/ cupric nitrate
(d) Copper / Cu
(e) Calcination
(iv) (a) Alkyl group /alkyl
(b) Electrodes / cathode and anode together
(c) Mole/ one mole
(d) Electronegativity

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2024 ICSE – Chemistry
(e) Empirical formula /empirical
(v) (a) 1. 2, 3 dichloro-pentane / 2,3 dichloropentane
2. Propanoic acid/ propan-1-oic acid/ 1-propanoic acid
(b) 1.

Or
Or H 3 C-CH 2 - CH(CH 3 )- CH 2 -CH 3
Or CH 3 -CH 2 - CH(CH 3 )- CH 2 -CH 3

2.

Or
3.
Or H 2 C=O

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2024 ICSE – Chemistry

SECTION B (40 Marks)

(Attempt any four questions from this Section.)
Question 3
(i) Rewrite the following statements by adding the correct word as shown in the [2]
example:

Example:
Given Statement: Ammonia changes moist red litmus to blue.
Correct Statement: Aqueous ammonia changes moist red litmus to blue.

(a) Sulphuric acid acts as a dehydrating agent.

(b) Ammonia reacts with chlorine to give ammonium chloride and nitrogen.

(ii) Identify only the anion present in the following compound: [2]

(a) The compound on heating produces a colourless, odourless gas which turns
lime water milky and has no effect on acidified potassium dichromate solution.

(b) The solution of the compound which on treating with concentrated sulphuric
acid and freshly prepared ferrous sulphate solution produces a brown ring.

(iii) Mohan has three solutions P, Q and R having a pH of 13, 5 and 2 respectively. [3]
Which of the above solutions P, Q or R:

(a) will react with Magnesium to liberate hydrogen gas?

(b) will liberate ammonia gas when it reacts with ammonium chloride?

(c) will contain molecules as well as ions?

(iv) The following table is related to an Industrial process of an acid. [3]

Name of the process Reactant Catalyst Final product

(a) SO 2 + O 2 (b) (c)

Identify (a), (b) and (c).

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Comments of Examiners
(i) (a) Many candidates wrote the correct Suggestions for teachers
answer by adding ‘concentrated − Teach all properties of sulphuric acid
sulphuric acid,’ but few candidates only with examples and discuss by initiating
wrote the word ‘concentrated’ and lost group discussions in class.
marks for not providing the full sentence. − Guide students to read questions properly
(b) Many candidates mistakenly wrote and answer accordingly.
‘aqueous’ instead of ‘excess’ and failed − Train students to write chemical
to answer correctly due to confusion equations with necessary conditions.
between two reactions: ‘excess of − Teach reactions with clear conditions and
chlorine with ammonia and excess of observations, emphasizing the words
ammonia with chlorine.’ ‘excess with ammonia’ and ‘chlorine’ as
(ii)(a) Many candidates failed to identify the separate reactions with equations and
products formed.
correct anions, with some providing the
− Familiarize students with the practical
wrong formula and others providing the
test of the evolved gas CO2, starting with
correct valencies but the wrong formula. the lime water test followed by the
(b) Most candidates failed to write the acidified dichromate solution test and
correct anion as nitrate. Some wrote the explain the rationale behind each test.
ion symbolically but with incorrect − Teach how to identify anions and cations
valencies, while others used wrong present in compounds through
symbols, resulting in loss of marks. confirmatory tests and engage students in
(iii)(a) Some candidates incorrectly identified R hands-on practical activities
and Q, as both solutions had a pH less − Demonstrate the brown ring test using
than 7 and were acidic. Most candidates freshly prepared ferrous sulphate
correctly identified the solutions as R/2 solution to detect the presence of nitrate
and Q/5, which also produce hydrogen. or nitric acid.
However, a few candidates were − Teach anions and cations formation
thoroughly through practical work,
confused in correlating the given
emphasizing reactions with correct
question with the options, leading to observations and equations.
errors in identification. − Provide various metals for practice on
(b) Most of the candidates were correct in equations and gas formation based on
answering this question as ‘P and 13’ but this concept.
few candidates were confused in − Teach the gases formed from reactions,
understanding the question with the especially with ammonia and other acidic
given options and wrote the answer as gases, and explain their nature, state, and
‘R/2.’ properties using a table.
(c) Many candidates answered incorrectly. − Acquaint students with pH scale that
Most were confused about the particles represents the concentration of (H3O+)
in the solution based on metals and non- ion in solution.
metals, choosing R and P instead of Q. − Explain about the particles present in the
(iv) Some candidates confused the Contact compounds as whether it is
molecules/ions or both molecules and
Process with the Ostwald Process or
ions with respect to their bondings.
Bayer’s Process, though most identified it
− Emphasize every step of the industrial
correctly. Many candidates correctly noted process (Contact Process) for preparing
the catalyst and wrote the correct final sulphuric acid in detail.
product as ‘SO 3 or H 2 SO 4 .’ − Provide practice of all processes involved
according to the syllabus, creating a table
to differentiate processes by name,
reactants, products, catalyst, and special
conditions.
− Conduct constant drilling to prevent
confusion.

14
2024 ICSE – Chemistry

MARKING SCHEME
Question 3
(a) Concentrated Sulphuric acid acts as a dehydrating agent.
(i)
(b) Excess ammonia reacts with chlorine to give ammonium chloride and Nitrogen.
(a) Carbonate / Bicarbonate / hydrogen carbonate/CO 3 –2 / HCO 3 –
(ii)
(b) Nitrate / NO 3 –
(a) R / 2 or Q /5
(iii)
(b) P / 13
(c) Q/5
(a) Contact process / oxidation/ catalytic oxidation
(iv)
(b) Vanadium Pentoxide / V 2 O 5 / Platinum / Pt
(c) Sulphuric acid / H 2 SO 4 /SO 3 / sulphur trioxide

Question 4
(i) Define the following terms: [2]
(a) Molar volume
(b) Normal salt
(ii) Draw the electron dot structure of: [2]
(a) Methane molecule
(b) Nitrogen molecule
[Atomic number: N = 7, C = 6, H = 1]
(iii) Complete and balance the following equations: [3]

(a) Al 2 O 3 + NaOH 
∆
(b) C 2 H 5 COONa + NaOH
CaO
(c) C 2 H 4 Br 2 + alcoholic KOH ∆

(iv) Choose the organic compound from the list given below to answer the following [3]
questions:

Ethene Ethanoic acid Ethanol Methanal

(a) The compound which does not have a double bond in its structure.
(b) The compound which in its pure form turns into an ice like solid on cooling.
(c) The compound which is used for artificial ripening of fruits.

15
2024 ICSE – Chemistry

Comments of Examiners
(i) (a) Many candidates were unclear with the Suggestions for teachers
concept of molar volume and were unable
to define it accurately. Several candidates − Emphasize that the molar volume of a gas
is the volume occupied by one gram-
did not include STP/NTP in their answers, molecular mass or one mole of gas at
and some wrote definitions that did not S.T.P.
specify gas. Others confused molar − Stress that molar volume applies only to
volume with relative molecular mass. gases to avoid confusion with substances
(b) Many candidates failed to clearly or compounds.
distinguish between normal salt and salt − Train students with correct definitions,
and thus missed the complete replacement particularly in mole concept and
of the hydronium ion by a base during stoichiometry, to ensure a clear
neutralization reactions. Also, most understanding of each concept.
candidates incorrectly stated that ‘acid − Guide students by demonstrating in
reacts with base to form salt and water,’ practical classes to prepare normal salt
missing key phrases like ‘complete through complete replacement of the
replacement of replaceable hydrogen ion.’ hydronium ion by a metal ion or a base.
− Acquaint students to the various
Additionally, many failed to specify ‘an
properties of salts using relevant
acid molecule by a basic examples.
radical/ammonium ion/metallic.’ Many − Train students with correct definitions
candidates lost marks for not using the containing all keywords and encourage
correct keywords outlined in the marking them to write complete sentences for
scheme. each definition to convey a complete
(ii)(a) While most candidates drew methane’s meaning.
correct electron dot structure, many others − Provide ample practice of drawing
depicted covalent bonds between dots or electron-dot structures, bonding, and
dot and cross. Some candidates failed to orbital diagrams to discern their
differentiate annotations between atoms, differences effectively.
using either dots or crosses for both − Emphasize drawing different elements
elements. with distinct notations as dots and
crosses, ensuring bonds are not drawn
(b) Many candidates correctly answered this
between them.
question except a few who made mistakes
− Provide ample practice through short
while answering. Some candidates quizzes, board work, and classroom
depicted the electron dot structure with a activities to master drawing electron
triple bond between nitrogen atoms, but structures, including single, double, and
some forgot to include the other two triple bonds.
electrons on the nitrogen atom not − Guide students to differentiate
involved in the covalent bond at the annotations on different elements and
center. Additionally, many included provide more practice in drawing these
orbital structures. types of electron dot structures.
(iii)(a) Many candidates incorrectly wrote the − Ensure students understand amphoteric
products as ‘aluminum hydroxide’ and oxides and their properties.
‘sodium oxide.’ While most candidates − Advise students to write clear chemical
balanced the equations correctly, many reactions, noting gases formed and
necessary conditions.
were confused with the formula for
− Provide ample practice for completing
sodium aluminate and made errors in
and balancing equations of alkanes,
balancing the equation. alkenes, and alkynes with an emphasis on
(b) Most candidates answered correctly as balancing chemical equations with
they knew the lab preparation method for necessary conditions, especially in
ethane. While most balanced the organic chemistry.
equations correctly, a few made errors or
overbalanced them.

16
2024 ICSE – Chemistry
(c)Most candidates could not answer the
question correctly. Many wrote C 2 H 6 Suggestions for teachers
instead of C 2 H 2 , failed to balance the
equation, or wrote hydrogen instead of − Stress the difference between products
water. formed with aqueous KOH (substitution
(iv)(a) While most candidates answered correctly, reaction) and alcoholic KOH
(elimination reaction).
some overlooked the question details and
− Explain organic compound preparation
chose incorrect options like methanal or with balanced equations and conditions
ethanoic acid instead of ethanol. and provide more practice and tests for
Additionally, some misidentified the better understanding.
compound as ethene due to the presence of − Clarify various functional groups using
a double bond without thoroughly reading relevant examples and emphasize terms
the prompt. in organic chemistry.
(b) Many candidates correctly chose ‘ethanoic − Ensure students learn to write balanced
acid’ from the list, while some were equations and grasp the properties of all
confused and selected other options organic compounds.
provided in the question. − Familiarize students with organic
(c) Most candidates correctly identified compound properties to match
‘ethene’ from the options, while a few descriptions with correct options.
mistakenly chose ‘ethanol.’ − Explain properties of key organic
compounds like ethanoic acid, also
known as glacial acetic acid upon
cooling, and discuss its uses.
− Guide students to read questions
carefully and analyze answers
appropriately.
− Discuss the impact of chemicals in daily
life, explaining terms with relevant
examples.
− Elucidate the diverse uses of organic
compounds to get a clear understanding.

MARKING SCHEME
Question 4
(a) Molar Volume – Volume occupied by 1 gm molecular weight of a gas/ or one mole
(i)
of a gas at S.T.P.
(b) Normal Salt: The salts formed by complete/ total replacement of the hydrogen of
an acid molecule by a basic/ base radical / metallic / ammonium ion./ Salt formed
by complete neutralization of an acid by a base.
(a)
(ii)

(b) or

17
2024 ICSE – Chemistry
(a) Al 2 O 3 + 2NaOH  2NaAlO 2 + H 2 O
(iii) ∆
(b) C 2 H 5 COONa + NaOH CaO C 2 H 6 + Na 2 CO 3
∆
(c) C 2 H 4 Br 2 + alcoholic 2KOH C 2 H 2 + 2KBr + 2H 2 O
(a) Ethanol/ C 2 H 5 OH/ ethyl alcohol
(iv)
(b) Ethanoic acid/ acetic acid/ glacial acetic acid/ CH 3 COOH
(c) Ethene/ C 2 H 4 / ethylene

Question 5
(i) Name the main metal used in making of the alloys given below: [2]

(a) Duralumin

(b) Stainless steel

(ii) Differentiate between the following pairs based on the criteria given: [2]

(a) Sulphuric acid and Nitric acid (using barium chloride solution)

(b) Unsaturated and Saturated hydrocarbons (type of bond present)

(iii) Calcium carbonate reacts with dilute hydrochloric acid as given below: [3]

CaCO 3 + 2HCl  CaCl 2 + H 2 O + CO 2

(a) What is the mass of 5 moles of calcium carbonate? (Relative molecular mass
of calcium carbonate is 100)

(b) How many moles of HCl will react with 5 moles of calcium carbonate?

(c) What is the volume of carbon dioxide liberated at S.T.P. at the same time?
(iv) Identify the gas evolved in each of the following reactions: [3]

(a) Methane undergoes complete combustion.

(b) Copper carbonate is heated.

(c) MnO 2 reacts with concentrated HCl.

18
2024 ICSE – Chemistry

Comments of Examiners
(i)(a) Most candidates correctly identified Suggestions for teachers
Aluminum as the main metal in − Conduct regular quizzes and objective
Duralumin, with some also stating the tests to reinforce memory of alloy
correct percentage composition. components and properties.
However, a few candidates listed − Teach alloys and their components,
additional components, failing to ensuring students understand the
emphasize Aluminum as the primary composition and main metal involved in
metal. each alloy.
(b) Most candidates correctly identified iron − Clearly explain metals and other
as the main metal in stainless steel, while components used in stainless steel,
some also provided the correct emphasizing that carbon is the only non-
metal used.
composition of the alloy. However,
− Demonstrate the ‘BaCl2’ test in the lab
several candidates made mistakes by for sulphate ions, resulting in the
listing additional components without formation of white precipitate (BaSO4).
highlighting iron as the primary metal in − Clarify distinctions between acids,
stainless steel. emphasizing dilution and concentration
(ii)(a) Many candidates were unable to differences along with equations and
differentiate between Sulphuric acid and observations.
Nitric acid using the reagent ‘BaCl 2 .’ − Provide ample practice for correct
Also, several candidates failed to note the differentiation in assessments.
absence of a precipitate with nitric acid, − Ensure students grasp the distinctions
while correctly identifying the white between saturated and unsaturated
precipitate of ‘BaSO 4 ’ with sulphuric organic compounds by emphasizing
acid. Most of the candidates answered bond types and electron availability.
incorrectly with some noting a brown − Guide students to do step-by-step
numerical problem-solving and provide
precipitate with nitric acid instead.
ample practice.
(b) Most candidates accurately distinguished
− Explain the equivalence between moles,
between saturated and unsaturated molar mass, and molar volume.
hydrocarbons based on bond types. − Encourage thorough solutions with
However, a few candidates confused the correct units and provide additional
concepts, resulting in incorrect answers. examples for practice on equation-based
Some even provided examples for both problems for calculating relative
types. molecular mass.
(iii)(a) While most candidates correctly − Guide students on balancing equations
calculated the mass of 5 moles of Calcium and selecting the correct components to
carbonate as 500 grams, some provided calculate mole numbers in compound-
the answer without calculation, writing based questions.
‘500 grams’ directly or ‘5 x 100’ and lost − Explain how to use the standard volume
marks. of 22.4 liters (or 22,400 cc) in
calculations based on the given
(b) Most candidates successfully obtained
questions.
the correct answer, although some found − Stress on the products formed on
the calculation difficult. The majority of complete combustion of organic
the candidates correctly determined the compounds as carbon dioxide and water.
moles of HCl in calcium carbonate as 10 − Provide hands-on experience of the
moles, while a few made errors in decomposition of carbonates through
calculation or omitted this part entirely. experiments.
(c) Many candidates calculated the volume − Emphasize carbon dioxide turns lime
of carbon dioxide at STP correctly as water milky but does not affect acidified
(5x22.4) Liters. However, many others Potassium Dichromate solution.
− Explain the reaction with observations
just wrote the answer as 22.4 Liters and equations to clarify the process.
without proper calculation.

19
2024 ICSE – Chemistry

(iv)(a) Many candidates answered correctly, identifying carbon dioxide as the gas. However, a few
made mistakes and identified it as carbonate (CO 3 2-) and answered incorrectly.
(b) Many candidates correctly identified the answer as carbon dioxide, while a few made mistake
and wrote carbon monoxide.
(c) A number of candidates failed to answer correctly. While most wrote ‘Chlorine’ correctly,
many lost marks for writing its formula as Cl instead of Cl 2 , and some candidates by mistake
wrote ‘chloride ion’ as the answer.

MARKING SCHEME
Question 5
(a) Aluminium / Al
(i)
(b) Iron / Fe
(a) Sulphuric acid forms a ppt / insoluble substance or Barium sulphate when treated
(ii)
with BaCl 2 but HNO 3 does not form any ppt./ or forms soluble substance / no such
observations/ no visible change.
(b) Unsaturated hydrocarbons have a double or triple bond whereas a saturated
hydrocarbon has only single bonds
= bond or bond / - bond
Or correct structure/ examples/ carbon skeleton
(a) 5 x 100 / 500 g
(iii)
(b) 10 moles/ 10
(c) 5 x 22.4 = 112.0 L/ 5 x 22.4 / 112
5x 22400/ 112000
(a) CO 2 / Carbon dioxide
(iv)
(b) CO 2 / Carbon dioxide
(c) Cl 2 / Chlorine / Cl / greenish yellow gas

20
2024 ICSE – Chemistry

Question 6
(i) X - HCl ⇋ H1+ + Cl- (in solution state) [2]

Y - PbBr 2 ⇋ Pb2+ + 2Br1- (in molten state)

From the above reactions X or Y, identify the reaction which exhibits:

(a) electrolytic dissociation

(b) ionization
(ii) Give reasons for the following: [2]

(a) Inert gases do not form ions.

(b) Covalent compounds have a low melting and boiling point.

(iii) Arrange the following as per the instructions given in the brackets: [3]

(a) Carbon, Fluorine, Beryllium (decreasing order of atomic size)

(b) Sulphuric acid, Phosphoric acid, Acetic acid (increasing order of number of
replaceable H atoms per molecule)

(c) Potassium, Lithium, Sodium (increasing order of ionization potential)

(iv) Identify the following: [3]

(a) An element in period 1 which can be placed in both group 1 and group 17 of
the Periodic Table.

(b) The element having electronic configuration 2, 8, 6.

(c) The most electronegative element of period 3.

21
2024 ICSE – Chemistry

Comments of Examiners
(i) (a) Most of the candidates identified Y as Suggestions for teachers
electrolytic dissociation. While many − Emphasize that metals typically have 1, 2,
answered correctly, a few confused it with or 3 valence electrons, while non-metals
other processes and chose different have 4, 5, 6, or 7.
equations. − Stress that the bond between metal and
(b) Majority of the candidates failed to non-metal is ionic/electrovalent, leading
recognize that X undergoes ionization, to electrolytic dissociation.
leading to incorrect answers. While some − Clarify the distinction between
candidates correctly chose ionization with electrolytic dissociation and ionization,
the equation, a few confused it with focusing on the formation and separation
of ions and the compounds involved in
electrolytic dissociation due to unclear
these reactions.
concepts.
− Explain that when two non-metals
(ii) (a) Many candidates correctly answered by combine, they form molecular or covalent
stating that inert gases do not form ions bonds, which ionize when put in solution.
due to their stable electronic − Clarify when and where electrolytic
configuration. Also, most of them gave dissociation and ionization occur,
the correct reasoning, but a few simply particularly in solution or molten states,
wrote ‘because they are inert’ or ‘they and explain the associated equations.
cannot participate in chemical reactions’ − Emphasize that inert gases do not form
and hence could not score. ions or react due to their stable electronic
(b)Most candidates failed to explain why configuration with 2/ 8 valence electrons.
covalent compounds have low melting − Clearly explain the stability of noble gases
and boiling points. They did not use the compared to other elements based on their
correct keywords such as ‘weak Van der electronic configurations and chemical
activity.
Waals forces between the molecules.’
− Emphasize the differences between the
Instead, they wrote that covalent properties of electrovalent and covalent
compounds have weak electrostatic compounds, along with the reasons
forces, or simply mentioned less associated with them.
force/attraction. Also, many did not − Explain the concept and the meaning of
specify ‘between the molecules,’ resulting electrostatic force and van der Waals
in loss of marks. forces with their nature and where they
(iii)(a) Many candidates incorrectly arranged exist.
elements in decreasing order of atomic − Emphasize the periodic trend of properties
size, often confusing the greater/lesser of elements as they move across a period
symbols. Some candidates wrote the from left to right, relating to their
opposite sequence, with fluorine, carbon, electronic configuration.
and beryllium in a reverse order. − Provide regular practice on questions
related to these elements to reinforce
(b) Many candidates failed to correctly
learning.
arrange the acids in order of increasing
− Focus on the basicity of an acid,
replaceable H atoms per molecule. specifically the number of hydronium ions
(c) Most of the candidates were correct in produced by one molecule in aqueous
answering the correct sequence of this solution.
question. But, many of them wrote it in − Teach students to identify monobasic,
reverse order without correct symbols dibasic, and tribasic acids based on the
‘˂/˃’. A few candidates were confused number of replaceable hydrogen atoms.
with the property trend of ionization − Emphasize the importance of reading
potential down the group and wrote questions and instructions carefully and
wrong sequence. writing correct symbols.

22
2024 ICSE – Chemistry
(iv)(a) Many candidates correctly identified the
element as hydrogen, except a few who
wrote it incorrectly as lithium. Suggestions for teachers
(b) Many candidates answered correctly. − Provide sequential practice questions with
However, a few were confused by the different criteria to reinforce
atomic number and electronic understanding.
configuration, resulting in incorrect − Illustrate the concept with examples and
identifications. explain how to arrange acids in increasing
(c) Many candidates were confused and thus or decreasing order based on their basicity.
incorrectly identified the element as − Familiarize students with all properties,
fluorine or bromine. Additionally, a few except exceptions and teach students the
periodic table trends, focusing on periodic
candidates were confused with chlorine
properties of elements across periods and
due to its electronegativity, while others down groups.
made mistakes in writing the correct − Encourage students to memorize elements
symbols. up to atomic number 20 and provide
ample practice with these elements,
focusing on their properties and
exceptions.
− Facilitate group discussions and quizzes to
reinforce learning of atomic numbers and
valencies for identification and provide
practice in writing correct answers with
accurate symbols.
− Emphasize the importance of
understanding the electronic
configuration of elements and their
placement in the periodic table according
to group and period based on atomic
number.
− Provide ample practice on trends across
periods and down groups, focusing on
properties such as exceptions, highest, and
lowest elements.

23
2024 ICSE – Chemistry

MARKING SCHEME
Question 6
(i) (a) Y / PbBr 2 ⇋ Pb+2 + 2Br–
(b) X / HCl ⇋ H+ + Cl–
(ii) (a) Because their outermost shell is complete / they have stable electronic configuration/
they do not lose or donate electrons / octet or duplet state.
(b) Because they have a weak force of attraction/ Van der Waal’s force of attraction
between the molecules/particles.
(iii) (a) Beryllium, Carbon, Fluorine /Be, C, F/ Be>, C> F

Note: If it is written downwards as shown then arrow upwards is a must for the 2nd set if
it begins with F.

(b) Acetic acid, Sulphuric acid, Phosphoric acid

If it is written downwards as shown, then arrow upwards is a must for the 2nd set if it
begins with phosphoric acid

or
(c) Potassium, Sodium, Lithium/ K< Na< Li/ K, Na, Li
If it is written downwards as shown, then arrow upwards is a must for the 2nd set if it
begins with lithium

or
Note: all three names should be there for comparison.
(iv) (a) H / Hydrogen
(b) S / Sulphur
(c) Cl / Chlorine

24
2024 ICSE – Chemistry

Question 7
(i) Rita was given an unknown salt for identification. She prepared a solution of the [2]
salt and divided it into two parts.

• To the first part of the salt solution, she added a few drops of ammonium
hydroxide and obtained a reddish-brown precipitate.

• To the second part of the salt solution, she added a few drops of silver nitrate
solution and obtained a white precipitate.

Name:

(a) the cation present and

(b) the anion present in the salt given for identification.

(ii) Fill in the blanks by choosing the correct answer from the bracket: [2]

(a) Carbon tetrachloride is a __________ [polar / non-polar] covalent molecule.

(b) During electrolysis of acidulated water, the gas liberated at the anode is
___________ [oxygen / hydrogen].

(iii) Ammonia burns in oxygen as shown below. [3]

4NH 3 + 3O 2  2N 2 + 6H 2 O

If 240 cc of ammonia is burnt in 300 cc of oxygen, find out the composition of the
resultant gaseous mixture at room temperature.
(iv) The following table shows the electronic configuration of the atoms A, B, C and D. [3]

Element A B C D
Electronic configuration 2, 8, 8, 2 2, 6 2, 8, 7 2, 4

(a) Write the formula of the compound formed between:

1. A and B

2. D and C

(b) Which of the above elements will exhibit catenation?

25
2024 ICSE – Chemistry

Comments of Examiners
(i) (a) Many candidates correctly identified the Suggestions for teachers
ion present. However, many − Emphasize the formation of insoluble
misunderstood the question regarding the reddish-brown precipitate, specific to ferric
cation and answered incorrectly. Some ions, when treated with sodium hydroxide or
wrongly identified one cation and some ammonium hydroxide, whether added in
even listed two cations. Many omitted small amounts or in excess.
charge on the element, simply stating − Familiarize students with practical
‘Iron’ or ‘Fe,’ while a few candidates demonstrations to illustrate the formation of
wrote ‘Fe2+’ (ferrous) incorrectly. this precipitate when alkali is added to ferric
(b) The anion was identified correctly by a salts.
few candidates. However, many − Encourage hands-on laboratory experience
candidates misunderstood the question to enhance observation skills.
and listed both cation and anion in both − Emphasize that silver nitrate is used to
detect chloride ions by forming a white
parts of the solution. Some failed to
precipitate of silver chloride.
identify the anion in the second part and − Emphasize that when a bond forms between
only wrote the cation. dissimilar atoms with a small
(ii) (a) Most candidates correctly identified the electronegativity difference, it results in
non-polar covalent molecule, but a few non-polar covalent compounds.
confused it with polar and answered − Clearly differentiate between polar and non-
incorrectly. polar covalent compounds based on electron
(b) Many candidates identified oxygen and distribution and charge separation using
answered correctly. However, a few were various examples.
confused about the products at the anode − Provide ample examples and ensure practice
and cathode and incorrectly answered of reactions at the cathode and anode under
hydrogen. different conditions.
(iii) Many candidates used Guy Lussac’s Law to − Emphasize that Guy Lussac’s Law applies
find the amount of oxygen used and unused only to gases, not liquids or solids.
− Ensure adequate practice of various
but failed to calculate the amount of nitrogen
numericals and regular stepwise working
formed. Some calculated the amount of water must be insisted upon.
correctly. A few solved the entire problem − Provide ample practice on the mole concept
and scored full marks, while others missed and stoichiometry, using diverse data, and
the excess oxygen calculation or only noted teach students to complete problems
nitrogen as 120 cc, ignoring the resultant correctly as given in the question paper.
oxygen mixture and lost marks. Additionally, − Instruct students not to identify the given
some calculated only the used oxygen as 180 elements until asked.
cc and did not continue with the excess − Facilitate practice of forming formulas using
oxygen calculation and got the answer the given letters and conduct tests to
incorrect. familiarize them with these types of
(iv) (a) Most candidates identified the elements questions.
given as A, B, and C. The majority wrote − Insist on writing the given letter to answer
the formulas as ‘CaO’, ‘CCl 4 ’, instead of the questions and identify the element.
‘AB’, or ‘DC 4 ’. While, most candidates − Explain catenation and the elements that
perform it, including reasons.
answered correctly with ‘AB’, a few
− Emphasize writing formulas based on the
misunderstood and wrote ‘A 2 B 2 ’.
provided information, especially electronic
(b)Many candidates answered ‘D’ correctly, configuration or atomic number.
but some selected multiple options from − Provide more practice with different
the table and answered incorrectly. examples to help students understand and
correctly answer these types of questions.

26
2024 ICSE – Chemistry

MARKING SCHEME
Question 7
(i) (a) Fe+3 / Ferric /Iron(III)
(b) Cl–1 / Chloride /SO 4 2-/ sulphate

(ii) (a) Non polar

(b) Oxygen/ O 2
3 3
(iii) O 2 used x 240 = 180 c.c. / x 240 or 180 c.c.
4 4

Excess O 2 = 300 – 180 = 120 c.c. or 120 /

2 2
N 2 produced = 4 x 240 = 120 c.c. / 4 x 240 /120 c.c.
Resultant mixture contains 120 c.c. of O 2 and 120 c.c. of N 2

(iv) (a) 1. AB /CaO

2. DC 4 /CCl 4
(b) D/ carbon

27
2024 ICSE – Chemistry

Question 8
(i) Choose the correct answer from the list given below: [2]

zinc blende, C 2 H 2 , calamine, CH, haematite

(a) The ore which can be concentrated by magnetic separation.

(b) Empirical formula of Ethyne.

(ii) Give balanced equation for the following reactions: [2]

(a) Copper reacts with concentrated Nitric acid.

(b) Aluminium nitride is treated with warm water.

(iii) Match the salts underlined in Column A with the most suitable method of [3]
preparation given in Column B.

Column A Column B

(a) ZnCl 2 from Zn 1. Precipitation

(b) KNO 3 from KOH 2. Direct combination

(c) CaCO 3 from CaCl 2 3. Displacement reaction

4. Neutralization
(iv) Hydrogen chloride gas is prepared in the laboratory by the action of concentrated [3]
sulphuric acid on sodium chloride.

(a) Give balanced chemical equation for the above reaction.

(b) State the method of collection of the gas formed above.

(c) What is the property of sulphuric acid that makes it a suitable reagent for the
reaction?

28
2024 ICSE – Chemistry

Comments of Examiners
(i) (a) Most candidates correctly identified Suggestions for teachers
‘haematite’ as the answer. However, a
few candidates incorrectly chose Zinc − Emphasize learning the names of ores used
blende. in extracting important metals.
(b) Many candidates incorrectly wrote the − Teach the concept on the ores used in metal
empirical formula of Ethyne as ‘C 2 H 2 ’ extraction, including their formulas,
instead of ‘CH’ while many candidates common names, and chemical names.
correctly identified the empirical formula − Acquaint students with the empirical
formula which is the simplest formula that
of Ethyne as ‘CH.’
shows the simplest whole number ratio of
(ii) (a) Many candidates were unable to provide atoms of different elements in a compound
balanced equations, often getting the and emphasise on the same.
products incorrect. Some candidates − Familiarize students with the common
wrote the reactions of dilute nitric acid names and functional groups of organic
instead of concentrated Nitric acid. compounds, with emphasis on writing
(b) Several candidates wrote the products correct formulas for saturated and
and balanced equations correctly. unsaturated hydrocarbons and
However, some candidates incorrectly understanding functional groups and
wrote ‘Aluminium oxide’ as the product. IUPAC nomenclature.
A few candidates struggled with the − Emphasize the general formula for alkane,
correct formula for Aluminium nitride, alkene, and alkyne.
while others had trouble writing the − Clearly explain the differences between
saturated and unsaturated hydrocarbons
correct products.
through structures.
(iii)(a) Many candidates incorrectly chose a
− Demonstrate how concentrated Nitric acid
combination or neutralization reaction oxidizes nascent oxygen to water, releasing
while some candidates correctly Nitrogen dioxide and forming Copper
identified the method as displacement Nitrate.
− Explain the differences between dilute and
reaction.
concentrated reactions of copper with nitric
(b) Most candidates correctly identified the acid, including products and observations.
reaction as neutralization, but few of − Teach students to balance equations and
them were confused and wrote the provide simple tips for easy understanding
answer as direct combination or and balancing.
displacement reaction. − Teach the preparation of ammonia with
(c) Few candidates found the method of metal nitrides. making it an alternative
preparation of Calcium Carbonate from method of laboratory preparation.
Calcium Chloride difficult. Most − Provide frequent short tests and worksheets
candidates correctly identified it as with equations to analyze student skills.
precipitation while a few incorrectly − Emphasize the fact that salts of active
answered as direct combination or metals can be prepared by displacement
reactions, where dilute acids react with
neutralization.
active metals to form salts.
(iv)(a) Many candidates incorrectly used higher − Demonstrate these reactions to help
temperatures in the equations for students retain the facts and explain the
sulphuric acid reactions. While, some preparation of salts.
candidates were unable to write the − Familiarize students with the general
correct product or formulas and were solubility of salts and emphasize, titration
confused about the laboratory is a common method used to conduct
preparation of ‘HCl,’ and some provided neutralization reactions with suitable bases.
multiple incorrect equations for the − Provide extensive practice in writing
formation of hydrogen chloride gas. equations for the preparation of salts
(b) Many candidates provided incorrect through various methods.
answers, such as upward displacement of
gas or downward delivery of air. While,
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2024 ICSE – Chemistry
few candidates correctly identified the
collection of ‘HCl’ gas as upward Suggestions for teachers
displacement of air, or downward
delivery of gas. − Illustrate preparing insoluble salts through
(iv)(c) Most candidates correctly identified the precipitation methods, emphasizing the
non-volatile nature of sulphuric acid in solubility of salts and reasons for each
method.
their answers. However, a few
− Teach students to prepare calcium
candidates lost marks by incorrectly carbonate and other compounds through
describing it as a dehydrating agent or a precipitation reactions, with relevant
dibasic acid. observations and practice exercises.
− Emphasize on the products formed with
different temperature conditions for above
and below 200°C.
− Emphasize to students that ‘HCl’ gas is
denser than air, causing it to displace air
upward during collection and explain the
process of gas collection and the reason for
it to ensure understanding.
− Familiarize students with various
properties of Sulphuric acid and focus on
five different properties of sulphuric acid,
each with an equation to illustrate the
concept.

MARKING SCHEME
Question 8
(a) Haematite
(i)
(b) CH
(a) Cu + conc.4HNO 3  Cu(NO 3 ) 2 + 2H 2 O + 2NO 2
(ii)
(b) AlN + 3H 2 O  Al(OH) 3 + NH 3
(a) Displacement reaction / 3
(iii)
(b) Neutralization / 4
(c) Precipitation / 1
(a) NaCl + conc. H 2 SO 4  NaHSO 4 + HCl
(iv)
(b) Upward displacement of air / downward delivery /of gas.
(c) Non / Least/ less volatile acid

Note: For questions having more than one correct answer/solution, alternate correct
answers/solutions, apart from those given in the marking scheme, have also been accepted.

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2024 ICSE – Chemistry

GENERAL COMMENTS
Topics found difficult by candidates

• Understanding anode/cathode reactions in electrolysis.

• Identification of cations and anions based on given criteria.
• Solving mole concept numerical problems completely and accurately.
• Understanding concepts such as mole, molar volume, g atom, and g molecule, and their
relation to mass and volume.
• Inability to include key words necessary for questions, especially in definitions and "Give
reason" questions.
• Specific tests for identifying substances.
• Difficulty with IUPAC nomenclature and structural formulae of organic compounds.
• Enumeration of differentiation, products, or changes in practical-based questions.
• Application of trends in the Periodic Table with explanations was difficult.
• Calculations involving chemical equations
• Identification of lone pairs.
• Writing correct equations, formulas, and balancing equations.
• Arranging elements in the Periodic Table according to trends in properties.
• Difficulty in understanding the process and identification of elements in their reactions.
• Trouble with application questions, especially related to electrolysis.
• Misinterpretation of given questions.
• Drawing electron dot diagrams accurately.
• Writing correct balanced equations.
• Determining products and conditions for reactions.
• Identifying the correct method of preparation of salts.
• Identifying cations and anions from unknown compounds.
• Answering application-based multiple-choice questions.

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2024 ICSE – Chemistry

Concepts in which candidates got confused

• Reasons behind trends in properties across or down the Periodic Table.

• Confusion with IUPAC names & formulas of compounds.
• Calculations based on chemical equations.
• Ionic equations of electrolysis.
• Methods for preparation of salts.
• Inferences based on practical observations.
• Differentiation between compounds using reagents.
• Identification of gases evolved during reactions.
• Understanding dissociation and ionization.
• Methods of preparation of salts.
• Understanding oxidation, reduction, oxidizing agents, and reducing agents.
• Questions based on practical chemistry.
• Differentiating between compounds based on given criteria.
• Application of mole concept and identification of elements.
• Balancing equations.
• IUPAC naming, structural formulas, electron diagrams, and definitions.
• Differences between Ferric and Ferrous, acidic salts, normal salts, and reactions, and
particles present.
• Laboratory preparation of acids and bases, equations, conditions, and chemical properties.
• Usage of ‘<’ and ‘>’ signs.
• Identification of ions, their properties, and behaviours.
• Understanding molar volume, mole, electronegativity, electron affinity, normal salts, and
acidic salts.
• Equations involved in organic chemistry, differences between saturated and unsaturated
hydrocarbons, examples, and functional groups.
• Properties of ionic, covalent, and coordinate covalent bonds.
• Distinguishing between pairs of compounds using specific reagents.
• Properties and equations related to Hydrochloric acid, sulphuric acid, nitric acid, and
ammonia.
• Periodicity of properties and trends across periods and down groups.
• Numerical problems based on Lussac’s law and Avogadro’s law.
• Observations of different reactions based on practical chemistry.
• Correct identification of IUPAC names of organic compounds.
• Main components of alloys.
• Identifying the correct terms from provided statements.
• Understanding the correct charge on ions.
• Differentiating between dissociation and ionization.
• Understanding calcination and roasting, dehydration, and dehydrohalogenation.

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2024 ICSE – Chemistry

Suggestions for candidates

• Review the syllabus thoroughly.

• Read questions carefully and answer accordingly.
• Practice writing structural formulas of hydrocarbons.
• Learn definitions and terms.
• Regularly practice solving numerical problems.
• Understand the conditions required for chemical reactions.
• Familiarize yourself with the use of reagents.
• Pay attention during laboratory work and retain your observations.
• Ensure to learn all reactions with their specific conditions.
• Study all topics thoroughly and avoid selective studying.
• Answer questions carefully without providing multiple answers or unnecessary information.
• Focus on specific answers based on the observations or conditions given in the questions.
• Thoroughly recheck answers after completing the paper.
• Utilize the reading time in the question paper effectively.
• Focus on color changes, solubility, and precipitates in reactions, especially in analytical and
organic chemistry.
• Practice drawing structural formulas of organic compounds and identifying isomers.
• Understand IUPAC naming rules for accurate structure representation.
• Ensure to practice MCQs from all topics covered in the syllabus to maintain a
comprehensive understanding of the subject.
• Create a chart for gas formation observations and lab preparations with the respective
equations.
• Clear up any doubts regarding topics and concepts.
• Focus more on areas where you struggle and allocate time for targeted revision.
• Focus on understanding underlying concepts rather than memorizing facts.
• Double-check questions before answering to avoid mistakes.
• Write legibly and avoid repetition or misleading information.
• Build confidence in all concepts to face any type of question.
• Solve ICSE Competency Focused Questions, past years board papers and specimen papers
to understand the pattern.
• Study the format of the papers, including the types of questions asked, the allocation of
marks, and any specific instructions provided.

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