Cambridge Chemistry O' Level (0620) Syllabus 2022

Syllabus
Cambridge IGCSE™
Chemistry 0620
Use this syllabus for exams in 2022.
Exams are available in the June and November series.
Exams are also available in the March series in India only.
Version 1
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Contents
1 Why choose this syllabus? ..................................................................................................... 2
2 Syllabus overview .................................................................................................................... 5

Aims 5
Content overview 6
Assessment overview 7
Assessment objectives 8
3 Subject content .......................................................................................................................10
4 Details of the assessment ................................................................................................... 28

Core assessment 28
Extended assessment 28
Practical assessment 29
Glossary of terms used in science papers 33
5 Appendix................................................................................................................................... 34
The Periodic Table 34
Safety in the laboratory 35
Mathematical requirements 35
Presentation of data 36
ICT opportunities 37
Conventions (e.g. signs, symbols, terminology and nomenclature) 37
6 What else you need to know .............................................................................................. 38

Before you start 38
Making entries 39
After the exam 40
How students and teachers can use the grades 41
Grade descriptions 41
Changes to this syllabus for 2022 42
Changes to this syllabus

For information about changes to this syllabus for 2022, go to page 42.
The latest syllabus is version 1, published September 2019. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2016 are still suitable for use with this
syllabus.
Cambridge IGCSE Chemistry 0620 syllabus for 2022.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds, although it can be
taken by students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is taught by over 4700 schools in 150 countries.
Cambridge IGCSE Chemistry enables learners to:

•• increase their understanding of the technological world
•• take an informed interest in scientific matters
•• recognise the usefulness (and limitations) of scientific method, and how to apply this to other disciplines and in
everyday life
•• develop relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry, initiative
and inventiveness
•• develop an interest in, and care for, the environment
•• better understand the influence and limitations placed on scientific study by society, economy, technology,
ethics, the community and the environment
•• develop an understanding of the scientific skills essential for both further study and everyday life.
Our programmes balance a thorough knowledge and understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Our approach in Cambridge IGCSE Chemistry encourages learners to be:
Cambridge
learner
‘The strength of Cambridge IGCSE qualifications is internationally recognised and has provided
an international pathway for our students to continue their studies around the world.’
Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
2 www.cambridgeinternational.org/igcse Back to contents page

Cambridge IGCSE Chemistry 0620 syllabus for 2022. Why choose this syllabus?
International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge IGCSE
Chemistry gives learners a solid foundation for further study. Candidates who achieve grades A* to C are well
prepared to follow a wide range of courses including Cambridge International AS & A Level Chemistry.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence of
academic achievement. Many universities require a combination of Cambridge International AS & A Levels and
Cambridge IGCSEs or equivalent to meet their entry requirements.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to
the standard of GCSE in the UK. This means students can be confident that their Cambridge IGCSE qualifications
are accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
Cambridge Assessment International Education is an education organisation and politically neutral. The
content of this syllabus, examination papers and associated materials do not endorse any political view. We
endeavour to treat all aspects of the exam process neutrally.
‘Cambridge IGCSE is one of the most sought-after and recognised qualifications in the world. It
is very popular in Egypt because it provides the perfect preparation for success at advanced level
programmes.’
Managing Director of British School in Egypt BSE
Back to contents page www.cambridgeinternational.org/igcse 3

Cambridge IGCSE Chemistry 0620 syllabus for 2022. Why choose this syllabus?
Supporting teachers
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2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative experimental work.
The aims are to:

•• p
rovide an enjoyable and worthwhile educational experience for all learners, whether or not they go on to
study science beyond this level
•• enable learners to acquire sufficient knowledge and understanding to:
–– become confident citizens in a technological world and develop an informed interest in scientific matters
–– be suitably prepared for studies beyond Cambridge IGCSE
•• a llow learners to recognise that science is evidence-based and understand the usefulness, and the limitations,
of scientific method
•• develop skills that:
–– are relevant to the study and practice of chemistry
–– are useful in everyday life
–– encourage a systematic approach to problem-solving
–– encourage efficient and safe practice
–– encourage effective communication through the language of science
•• develop attitudes relevant to chemistry such as:
–– concern for accuracy and precision
–– objectivity
–– integrity
–– enquiry
–– initiative
–– inventiveness
•• enable learners to appreciate that:
–– science is subject to social, economic, technological, ethical and cultural influences and limitations
–– the applications of science may be both beneficial and detrimental to the individual, the community and
the environment.

Cambridge IGCSE Chemistry 0620 syllabus for 2022. Syllabus overview
Content overview
Candidates study the following topics:
1 The particulate nature of matter
2 Experimental techniques
3 Atoms, elements and compounds
4 Stoichiometry
5 Electricity and chemistry
6 Chemical energetics
7 Chemical reactions
8 Acids, bases and salts
9 The Periodic Table
10 Metals
11 Air and water
12 Sulfur
13 Carbonates
14 Organic chemistry
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you need to deliver our programmes, including schemes of work, past papers, mark schemes and examiner
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online discussion forums.
www.cambridgeinternational.org/support

Assessment overview
All candidates take three papers.
Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below, should
be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for grades C to G.
Candidates who have studied the Extended subject content (Core and Supplement), and who are expected to
achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These candidates
will be eligible for grades A* to G.
Core candidates take: Extended candidates take:
Paper 1 45 minutes Paper 2 45 minutes

Multiple Choice (Core) 30% Multiple Choice (Extended) 30%
40 marks 40 marks
40 four-option multiple-choice questions 40 four-option multiple-choice questions
Questions will be based on the Core subject Questions will be based on the Extended
content subject content (Core and Supplement)
Externally assessed Externally assessed
and Core candidates take: and Extended candidates take:
Paper 3 1 hour 15 minutes Paper 4 1 hour 15 minutes

Theory (Core) 50% Theory (Extended) 50%
80 marks 80 marks
Short-answer and structured questions Short-answer and structured questions
Questions will be based on the Core subject Questions will be based on the Extended
content subject content (Core and Supplement)
All candidates take

either: or:
Paper 5 1 hour 15 minutes Paper 6 1 hour

Practical Test 20% Alternative to Practical 20%
40 marks 40 marks
Questions will be based on the experimental Questions will be based on the experimental
skills in Section 4 skills in Section 4
Information on availability is in the Before you start section.

Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of:

•• scientific phenomena, facts, laws, definitions, concepts and theories
•• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
•• scientific instruments and apparatus, including techniques of operation and aspects of safety
•• scientific and technological applications with their social, economic and environmental implications.
Subject content defines the factual material that candidates may be required to recall and explain. Candidates will
also be asked questions which require them to apply this material to unfamiliar contexts and to apply knowledge
from one area of the syllabus to another.
Questions testing this objective will often begin with one of the following words: define, state, describe, explain
(using your knowledge and understanding) or outline (see the Glossary of terms used in science papers).
AO2 Handling information and problem-solving
Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
•• locate, select, organise and present information from a variety of sources
•• translate information from one form to another
•• manipulate numerical and other data
•• use information to identify patterns, report trends and draw inferences
•• present reasoned explanations for phenomena, patterns and relationships
•• make predictions and hypotheses
•• solve problems, including some of a quantitative nature.
Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to apply
the principles and concepts from the syllabus to a new situation, in a logical, deductive way.
Questions testing these skills will often begin with one of the following words: predict, suggest, calculate or
determine (see the Glossary of terms used in science papers).
AO3 Experimental skills and investigations
Candidates should be able to:

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

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification
Assessment objective Weighting in IGCSE %
AO1 Knowledge with understanding 50
AO2 Handling information and problem-solving 30
AO3 Experimental skills and investigations 20
Total 100
Assessment objectives as a percentage of each component
Assessment objective Weighting in components %
Papers Papers Papers

1 and 2 3 and 4 5 and 6
AO1 Knowledge with understanding 63 63 0
AO2 Handling information and problem-solving 37 37 0
AO3 Experimental skills and investigations 0 0 100
Total 100 100 100

3 Subject content
All candidates should be taught the Core subject content. Candidates who are only taught the Core subject content
can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the Extended subject
content. The Extended subject content includes both the Core and the Supplement.
Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which allows
them to develop their practical skills by carrying out practical work and investigations within all of the topics listed.
1 The particulate nature of matter

1.1 The particulate nature of matter
Core Supplement
•• 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, •• Explain changes of state in terms of the kinetic
boiling, evaporation, freezing, condensation and theory
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 •• Describe and explain Brownian motion in terms
of particles in a suspension (sometimes known of random molecular bombardment
as Brownian motion) as evidence for the kinetic •• State evidence for Brownian motion
particle (atoms, molecules or ions) model of
matter
•• Describe and explain diffusion •• Describe and explain dependence of rate of
diffusion on molecular mass
2 Experimental techniques
2.1 Measurement
Core
•• Name appropriate apparatus for the
measurement of time, temperature, mass
and volume, including burettes, pipettes and
measuring cylinders

Cambridge IGCSE Chemistry 0620 syllabus for 2022. Subject content
2.2 Purity
2.2.1 Criteria of purity
Core Supplement
•• Demonstrate knowledge and understanding of •• Interpret simple chromatograms, including the
paper chromatography use of Rf values
•• Interpret simple chromatograms •• Outline how chromatography techniques can
•• Identify substances and assess their purity from be applied to colourless substances by exposing
melting point and boiling point information chromatograms to substances called locating
agents. (Knowledge of specific locating agents is
•• Understand the importance of purity in
not required.)
substances in everyday life, e.g. foodstuffs and
drugs
2.2.2 Methods of purification

Core
•• Describe and explain methods of purification
by the use of a suitable solvent, filtration,
crystallisation and distillation (including use of
a fractionating column). (Refer to the fractional
distillation of petroleum in section 14.2 and
products of fermentation in section 14.6.)
•• Suggest suitable purification techniques, given
information about the substances involved
3 Atoms, elements and compounds

3.1 Atomic structure and the Periodic Table
Core Supplement
•• 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 section 9), with special reference to the
elements of proton number 1 to 20
•• Define isotopes as atoms of the same element •• Understand that isotopes have the same
which have the same proton number but a properties because they have the same number
different nucleon number of electrons in their outer shell
•• State the two types of isotopes as being
radioactive and non-radioactive continued

3.1 Atomic structure and the Periodic Table continued

Core
•• 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. (The ideas of the distribution
of electrons in s and p orbitals and in d-block
elements are not required.)
Note: A copy of the Periodic Table, as shown in the
Appendix, will be available in Papers 1, 2, 3 and 4.
3.2 Structure and bonding

3.2.1 Bonding: the structure of matter
Core
•• 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
3.2.2 Ions and ionic bonds

Core Supplement
•• Describe the formation of ions by electron loss •• Describe the formation of ionic bonds between
or gain metallic and non-metallic elements
•• Describe the formation of ionic bonds between •• Describe the lattice structure of ionic compounds
elements from Groups I and VII as a regular arrangement of alternating positive
and negative ions
3.2.3 Molecules and covalent bonds

Core Supplement
•• Describe the formation of single covalent bonds •• Describe the electron arrangement in more
in H2, Cl2, H2O, CH4, NH3 and HCl as the sharing complex covalent molecules such as N2, C2H4,
of pairs of electrons leading to the noble gas CH3OH and CO2
configuration •• Explain the differences in melting point and
•• Describe the differences in volatility, solubility boiling point of ionic and covalent compounds in
and electrical conductivity between ionic and terms of attractive forces
covalent compounds

3.2.4 Macromolecules
Core Supplement
•• Describe the giant covalent structures of graphite •• Describe the macromolecular structure of
and diamond silicon(IV) oxide (silicon dioxide)
•• Relate their structures to their uses, e.g. graphite •• Describe the similarity in properties between
as a lubricant and a conductor, and diamond in diamond and silicon(IV) oxide, related to their
cutting tools structures
3.2.5 Metallic bonding

Supplement
•• Describe metallic bonding as a lattice of positive
ions in a ‘sea of electrons’ and use this to describe
the electrical conductivity and malleability of
metals
4 Stoichiometry
4.1 Stoichiometry
Core Supplement
•• Use the symbols of the elements and write the •• Determine the formula of an ionic compound
formulae of simple compounds from the charges on the ions present
•• Deduce the formula of a simple compound from •• Construct equations with state symbols,
the relative numbers of atoms present including ionic equations
•• Deduce the formula of a simple compound from •• Deduce the balanced equation for a chemical
a model or a diagrammatic representation reaction, given relevant information
•• 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 may be set. Calculations will not
involve the mole concept.)

4.2 The mole concept

Supplement
•• Define the mole and the Avogadro constant
•• Use the molar gas volume, taken as 24 dm3 at
room temperature and pressure
•• Calculate stoichiometric reacting masses,
volumes of gases and solutions, and
concentrations of solutions expressed in g / dm3
and mol / dm3. (Calculations involving the idea of
limiting reactants may be set. Questions on the
gas laws and the conversion of gaseous volumes
to different temperatures and pressures will not
be set.)
•• Calculate empirical formulae and molecular
formulae
•• Calculate percentage yield and percentage purity
5 Electricity and chemistry

5.1 Electricity and chemistry
Core Supplement
•• Define electrolysis as the breakdown of an ionic •• Relate the products of electrolysis to the
compound, molten or in aqueous solution, by the electrolyte and electrodes used, exemplified
passage of electricity by the specific examples in the Core together
•• Describe the electrode products and the with aqueous copper(II) sulfate using carbon
observations made during the electrolysis of: electrodes and using copper electrodes (as used
in the refining of copper)
–– molten lead(II) bromide
•• Describe electrolysis in terms of the ions present
–– concentrated hydrochloric acid
and reactions at the electrodes in the examples
–– concentrated aqueous sodium chloride given
–– 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 •• Predict the products of electrolysis of a specified
specified binary compound in the molten state halide in dilute or concentrated aqueous solution
•• Describe the electroplating of metals •• Construct ionic half-equations for reactions at
•• Outline the uses of electroplating the cathode
continued

5.1 Electricity and chemistry continued

Core Supplement
•• Describe the reasons for the use of copper and •• Describe the transfer of charge during electrolysis
(steel-cored) aluminium in cables, and why to include:
plastics and ceramics are used as insulators –– the movement of electrons in the metallic
conductor
–– the removal or addition of electrons from the
external circuit at the electrodes
–– the movement of ions in the electrolyte
•• Describe the production of electrical energy from
simple cells, i.e. two electrodes in an electrolyte.
(This should be linked with the reactivity series in
section 10.2 and redox in section 7.4.)
•• Describe, in outline, the manufacture of:
–– aluminium from pure aluminium oxide in
molten cryolite (refer to section 10.3)
–– chlorine, hydrogen and sodium hydroxide
from concentrated aqueous sodium chloride
(Starting materials and essential conditions
should be given but not technical details or
diagrams.)
6 Chemical energetics
6.1 Energetics of a reaction
Core Supplement
•• Describe the meaning of exothermic and •• Describe bond breaking as an endothermic
endothermic reactions process and bond forming as an exothermic
•• Interpret energy level diagrams showing process
exothermic and endothermic reactions •• Draw and label energy level diagrams for
exothermic and endothermic reactions using data
provided
•• Calculate the energy of a reaction using bond
energies
6.2 Energy transfer

Core Supplement
•• Describe the release of heat energy by burning •• Describe the use of hydrogen as a fuel reacting
fuels with oxygen to generate electricity in a fuel cell.
•• State the use of hydrogen as a fuel (Details of the construction and operation of a
fuel cell are not required.)
•• Describe radioactive isotopes, such as 235U, as a
source of energy

7 Chemical reactions
7.1 Physical and chemical changes
Core
•• Identify physical and chemical changes, and
understand the differences between them
7.2 Rate (speed) of reaction

Core Supplement
•• Describe and explain the effect of concentration, •• Devise and evaluate a suitable method for
particle size, catalysts (including enzymes) and investigating the effect of a given variable on the
temperature on the rate of reactions rate of a reaction
•• 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 •• Describe and explain the effects of temperature
practical method for investigating the rate of a and concentration in terms of collisions between
reaction involving gas evolution reacting particles. (An increase in temperature
•• Interpret data obtained from experiments causes an increase in collision rate and more of
concerned with rate of reaction the colliding molecules have sufficient energy
(activation energy) to react whereas an increase
Note: Candidates should be encouraged to use the
in concentration only causes an increase in
term rate rather than speed.
collision rate.)
•• Describe and explain the role of light in
photochemical reactions and the effect of light
on the rate of these reactions. (This should be
linked to section 14.4.)
•• Describe the use of silver salts in photography as
a process of reduction of silver ions to silver; and
photosynthesis as the reaction between carbon
dioxide and water in the presence of chlorophyll
and sunlight (energy) to produce glucose and
oxygen
7.3 Reversible reactions

Core Supplement
•• Understand that some chemical reactions can •• Predict the effect of changing the conditions
be reversed by changing the reaction conditions. (concentration, temperature and pressure) on
(Limited to the effects of heat and water on other reversible reactions
hydrated and anhydrous copper(II) sulfate and •• Demonstrate knowledge and understanding of
cobalt(II) chloride.) (Concept of equilibrium is the concept of equilibrium
not required.)

7.4 Redox
Core Supplement
•• Define oxidation and reduction in terms of oxygen •• Define redox in terms of electron transfer
loss/gain. (Oxidation state limited to its use •• Identify redox reactions by changes in oxidation
to name ions, e.g. iron(II), iron(III), copper(II), state and by the colour changes involved when
manganate(VII).) using acidified potassium manganate(VII), and
potassium iodide. (Recall of equations involving
KMnO4 is not required.)
•• Define oxidising agent as a substance which
oxidises another substance during a redox
reaction. Define reducing agent as a substance
which reduces another substance during a redox
reaction.
•• Identify oxidising agents and reducing agents
from simple equations
8 Acids, bases and salts

8.1 The characteristic properties of acids and bases
Core Supplement
•• Describe the characteristic properties of acids •• Define acids and bases in terms of proton
as reactions with metals, bases, carbonates and transfer, limited to aqueous solutions
effect on litmus and methyl orange
•• Describe the characteristic properties of bases as •• Describe the meaning of weak and strong acids
reactions with acids and with ammonium salts and bases
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

Core Supplement
•• Classify oxides as either acidic or basic, related to •• Further classify other oxides as neutral or
metallic and non-metallic character amphoteric

8.3 Preparation of salts

Core Supplement
•• Demonstrate knowledge and understanding of •• Demonstrate knowledge and understanding of
preparation, separation and purification of salts the preparation of insoluble salts by precipitation
as examples of some of the techniques specified •• Suggest a method of making a given salt from
in section 2.2.2 and the reactions specified in a suitable starting material, given appropriate
section 8.1 information
8.4 Identification of ions and gases

Core
•• 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) and 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),
and sulfur dioxide (using aqueous potassium
manganate(VII))

9 The Periodic Table

9.1 The Periodic Table
Core
•• Describe the Periodic Table as a method of
classifying elements and its use to predict
properties of elements
9.2 Periodic trends

Core Supplement
•• Describe the change from metallic to non- •• Describe and explain the relationship between
metallic character across a period group number, number of outer-shell electrons
and metallic/non-metallic character
9.3 Group properties

Core Supplement
•• Describe lithium, sodium and potassium in •• Identify trends in groups, given information
Group I as a collection of relatively soft metals about the elements concerned
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

Core Supplement
•• Describe the transition elements as a collection •• Know that transition elements have variable
of metals having high densities, high melting oxidation states
points and forming coloured compounds, and
which, as elements and compounds, often act as
catalysts

9.5 Noble gases

Core
•• 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
10 Metals
10.1 Properties of metals
Core
•• 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

Core Supplement
•• Place in order of reactivity: potassium, sodium, •• Describe the reactivity series as related to the
calcium, magnesium, zinc, iron, (hydrogen) and tendency of a metal to form its positive ion,
copper, by reference to the reactions, if any, of illustrated by its reaction, if any, with:
the metals with: –– the aqueous ions
–– water or steam –– the oxides
–– dilute hydrochloric acid of the other listed metals
and the reduction of their oxides with carbon •• Describe and explain the action of heat on the
hydroxides, carbonates and nitrates of the listed
metals
•• Account for the apparent unreactivity of
aluminium in terms of the oxide layer which
adheres to the metal
•• Deduce an order of reactivity from a given set of
experimental results

10.3 Extraction of metals

Core Supplement
•• Describe the ease in obtaining metals from their •• Describe in outline, the extraction of zinc from
ores by relating the elements to the reactivity zinc blende
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 •• Describe in outline, the extraction of aluminium
of recycling metals, limited to iron/steel and from bauxite including the role of cryolite and
aluminium the reactions at the electrodes
10.4 Uses of metals

Core Supplement
•• Name the uses of aluminium: •• Explain the uses of zinc for galvanising and for
–– in the manufacture of aircraft because of its making brass
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 •• Describe the idea of changing the properties of
machinery) and stainless steel (chemical plant iron by the controlled use of additives to form
and cutlery) steel alloys
11 Air and water

11.1 Water
Core Supplement
•• Describe chemical tests for water using cobalt(II) •• Discuss the implications of an inadequate supply
chloride and copper(II) sulfate of water, limited to safe water for drinking and
•• Describe, in outline, the treatment of the water water for irrigating crops
supply in terms of filtration and chlorination
•• Name some of the uses of water in industry and
in the home

11.2 Air
Core Supplement
•• State the composition of clean, dry air as being •• Describe the separation of oxygen and nitrogen
approximately 78% nitrogen, 21% oxygen and from liquid air by fractional distillation
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: •• Describe and explain the presence of oxides
–– carbon monoxide from the incomplete of nitrogen in car engines and their catalytic
combustion of carbon-containing substances removal
–– 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, •• Describe and explain sacrificial protection in
specifically paint and other coatings to exclude terms of the reactivity series of metals and
oxygen galvanising as a method of rust prevention
11.3 Nitrogen and fertilisers

Core Supplement
•• Describe the need for nitrogen-, phosphorus- and •• Describe and explain the essential conditions
potassium-containing fertilisers for the manufacture of ammonia by the Haber
•• Describe the displacement of ammonia from its process including the sources of the hydrogen
salts and nitrogen, i.e. hydrocarbons or steam and air

11.4 Carbon dioxide and methane

Core Supplement
•• State that carbon dioxide and methane are
greenhouse gases and explain how they may
contribute to climate change
•• State the formation of carbon dioxide: •• Describe the carbon cycle, in simple terms, to
–– as a product of complete combustion of include the processes of combustion, respiration
carbon-containing substances and photosynthesis
–– 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
12 Sulfur
12.1 Sulfur
Core Supplement
•• Name some sources of sulfur •• Describe the manufacture of sulfuric acid by the
•• Name the use of sulfur in the manufacture of Contact process, including essential conditions
sulfuric acid and reactions
•• State the uses of sulfur dioxide as a bleach in the •• Describe the properties and uses of dilute and
manufacture of wood pulp for paper and as a concentrated sulfuric acid
food preservative (by killing bacteria)
13 Carbonates
13.1 Carbonates
Core
•• 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

14 Organic chemistry
14.1 Names of compounds
Core Supplement
•• Name and draw the structures of methane, •• Name and draw the structures of the unbranched
ethane, ethene, ethanol, ethanoic acid and the alkanes, alkenes (not cis-trans), alcohols and
products of the reactions stated in sections acids containing up to four carbon atoms per
14.4–14.6 molecule
•• State the type of compound present, given a •• Name and draw the structural formulae of the
chemical name ending in ‑ane, ‑ene, ‑ol, or ‑oic esters which can be made from unbranched
acid or a molecular structure alcohols and carboxylic acids, each containing up
to four carbon atoms
14.2 Fuels
Core
•• 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
•• 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

Core Supplement
•• Describe the concept of homologous series as •• Describe the general characteristics of a
a ‘family’ of similar compounds with similar homologous series
chemical properties due to the presence of the •• Recall that the compounds in a homologous
same functional group series have the same general formula
•• Describe and identify structural isomerism
14.4 Alkanes
Core Supplement
•• Describe the properties of alkanes (exemplified •• Describe substitution reactions of alkanes with
by methane) as being generally unreactive, chlorine
except in terms of burning
•• Describe the bonding in alkanes
14.5 Alkenes
Core Supplement
•• Describe the manufacture of alkenes and of •• Describe the properties of alkenes in terms of
hydrogen by cracking addition reactions with bromine, hydrogen and
•• Distinguish between saturated and unsaturated steam
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
Core Supplement
•• Describe the manufacture of ethanol by •• Outline the advantages and disadvantages of
fermentation and by the catalytic addition of these two methods of manufacturing ethanol
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

Core Supplement
•• Describe the properties of •• Describe the formation of ethanoic acid by the oxidation
aqueous ethanoic acid of ethanol by fermentation and with acidified
potassium manganate(VII)
•• Describe ethanoic acid as a typical weak acid
•• Describe the reaction of a carboxylic acid with an alcohol in the
presence of a catalyst to give an ester
14.8 Polymers
14.8.1 Polymers
Core Supplement
•• Define polymers as large •• Understand that different polymers have different units and/or
molecules built up from small different linkages
units (monomers)
14.8.2 Synthetic polymers

Core Supplement
•• Name some typical uses of •• Explain the differences between condensation and addition
plastics and of man-made fibres polymerisation
such as nylon and Terylene •• Deduce the structure of the polymer product from a given
•• Describe the pollution problems alkene and vice versa
caused by non-biodegradable •• Describe the formation of nylon (a polyamide) and Terylene
plastics (a polyester) by condensation polymerisation, the structure of
nylon being represented as:
O O O O O
C C N N C C N N C
H H H H
and the structure of Terylene as:
O O O O
C C O O C C O O
(Details of manufacture and mechanisms of these

polymerisations are not required.)

14.8.3 Natural polymers

Core Supplement
•• Name proteins and carbohydrates •• Describe proteins as possessing the same (amide) linkages as
as constituents of food nylon but with different units
•• Describe the structure of proteins as:
H O H O
N C N C N C
H O
•• Describe the hydrolysis of proteins to amino acids. (Structures

and names are not required.)
•• Describe complex carbohydrates in terms of a large number of
sugar units, considered as HO OH,
joined together by condensation polymerisation, e.g.
O O O O
•• Describe the hydrolysis of complex carbohydrates (e.g. starch),
by acids or enzymes to give simple sugars
•• Describe the fermentation of simple sugars to produce ethanol
(and carbon dioxide). (Candidates will not be expected to give
the molecular formulae of sugars.)
•• Describe, in outline, the usefulness of chromatography in
separating and identifying the products of hydrolysis of
carbohydrates and proteins

4 Details of the assessment
All candidates take three papers.
Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below, should
be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for grades C to G.
Candidates who have studied the Extended subject content (Core and Supplement), and who are expected to
achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These candidates
will be eligible for grades A* to G.
Core assessment
Core candidates take the following papers that have questions based on the Core subject content only:
Paper 1 – Multiple Choice (Core)
45 minutes, 40 marks
Forty compulsory multiple-choice items of the four-option type. This paper tests assessment objectives AO1
and AO2.
Paper 3 – Theory (Core)
1 hour 15 minutes, 80 marks
Short-answer and structured questions testing assessment objectives AO1 and AO2.
Extended assessment
Extended candidates take the following papers that have questions based on the Core and Supplement subject
content:
Paper 2 – Multiple Choice (Extended)
45 minutes, 40 marks
Forty compulsory multiple-choice items of the four-option type. This paper tests assessment objectives AO1
and AO2.
Paper 4 – Theory (Extended)
Short-answer and structured questions testing assessment objectives AO1 and AO2.

Cambridge IGCSE Chemistry 0620 syllabus for 2022. Details of the assessment
Practical assessment
All candidates take one practical component from a choice of two:
Paper 5 – Practical Test
This paper tests assessment objective AO3 in a practical context.
or
Paper 6 – Alternative to Practical
1 hour, 40 marks
This paper tests assessment objective AO3 in a written paper.
Whichever practical paper you choose please be aware that:

•• they test the same assessment objective, AO3
•• they require the same experimental skills to be learned and developed
•• the same sequence of practical activities is appropriate.
Candidates must not use textbooks or any of their course notes in the practical component.
Questions in the practical papers are structured to assess performance across the full grade range. The information
candidates need to answer the questions is in the question paper itself or the experimental context and skills listed
below. The questions do not assess specific syllabus content.
Experimental skills tested in Paper 5 Practical Test and Paper 6 Alternative to Practical
Candidates may be asked questions on the following experimental contexts:
•• 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 on qualitative analysis for the use of candidates in
the examination).
Candidates may be required to do the following:

•• 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

•• complete 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.
Teaching experimental skills

We expect you to look for suitable opportunities to embed practical techniques and investigative work throughout
the course.
The best way to prepare candidates for these papers is to integrate practical work fully into the course so that it
becomes a normal part of your teaching. Practical work helps candidates to:
•• develop a deeper understanding of the syllabus topics
•• learn to appreciate the way in which scientific theories are developed and tested
•• develop experimental skills and positive scientific attitudes such as objectivity, integrity, cooperation,
enquiry and inventiveness.
Apparatus list
This list contains the items you will need for teaching the experimental skills needed for both practical papers, as
well as the Paper 5 exam. It is not exhaustive and does not include standard equipment such as Bunsen burners or
tripods. The Confidential Instructions we send you before the Paper 5 exam will give the detailed requirements for
the exam.
•• a burette, 50 cm3
•• a pipette, 25 cm3
•• a pipette filler
•• two conical flasks, within the range 150 cm3 to 250 cm3
•• measuring cylinder, 50 cm3, 25 cm3, 10 cm3
•• a filter funnel
•• beaker, squat form with lip, 250 cm3 and 100 cm3
•• a thermometer, –10 °C to + 110 °C at 1 °C graduations
•• a polystyrene or other plastic beaker of approximate capacity 150 cm3
•• clocks (or wall-clock) to measure to an accuracy of 1 s (where clocks are specified, candidates may use their
own wrist-watch if they prefer)
•• wash bottle
•• test-tubes (Pyrex or hard glass), approximately 125 mm × 16 mm
•• boiling tubes, approximately 150 mm × 25 mm
•• stirring rod

Notes for use in qualitative analysis
Tests for anions

anion test test result
carbonate (CO32–) add dilute acid effervescence, carbon dioxide produced
chloride (Cl –) acidify with dilute nitric acid, then add white ppt.
[in solution] aqueous silver nitrate
bromide (Br–) acidify with dilute nitric acid, then add cream ppt.
iodide (I–) acidify with dilute nitric acid, then add yellow ppt.
nitrate (NO3–) add aqueous sodium hydroxide, then ammonia produced
[in solution] aluminium foil; warm carefully
sulfate (SO42–) acidify, then add aqueous barium nitrate white ppt.
[in solution]
sulfite (SO32–) add dilute hydrochloric acid, warm gently sulfur dioxide produced will turn acidified
and test for the presence of sulfur dioxide aqueous potassium manganate(VII) from
purple to colourless

Tests for aqueous cations

cation effect of aqueous sodium hydroxide effect of aqueous ammonia
aluminium (Al 3+) white ppt., soluble in excess, giving a white ppt., insoluble in excess
colourless solution
ammonium (NH4+) ammonia produced on warming –
calcium (Ca2+) white ppt., insoluble in excess no ppt. or very slight white ppt.
chromium(III) (Cr3+) green ppt., soluble in excess grey-green ppt., insoluble in excess
copper(II) (Cu2+) light blue ppt., insoluble in excess light blue ppt., soluble in excess, giving a
dark blue solution
iron(II) (Fe2+) green ppt., insoluble in excess green ppt., insoluble in excess
iron(III) (Fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess
zinc (Zn2+) white ppt., soluble in excess, giving a white ppt., soluble in excess, giving a
colourless solution colourless solution
Tests for gases

gas test and test result
ammonia (NH3) turns damp red litmus paper blue
carbon dioxide (CO2) turns limewater milky

chlorine (Cl 2) bleaches damp litmus paper
hydrogen (H2) ‘pops’ with a lighted splint
oxygen (O2) relights a glowing splint
sulfur dioxide (SO2) turns acidified aqueous potassium manganate(VII) from purple to colourless
Flame tests for metal ions

metal ion flame colour
lithium (Li+) red
sodium (Na+) yellow
potassium (K+) lilac
copper(II) (Cu2+) blue-green

Glossary of terms used in science papers

This glossary (which is relevant only to science subjects) will prove helpful to candidates as a guide, but it is neither
exhaustive nor definitive. The glossary has been deliberately kept brief, not only with respect to the number of
terms included, but also to the descriptions of their meanings. Candidates should appreciate that the meaning of a
term must depend, in part, on its context.
1 Define (the term(s) … ) is intended literally, only a formal statement or equivalent paraphrase being required.
2
What do you understand by/What is meant by (the term(s) … ) normally implies that a definition should be given,
together with some relevant comment on the significance or context of the term(s) concerned, especially where
two or more terms are included in the question. The amount of supplementary comment intended should be
interpreted in the light of the indicated mark value.
3 State implies a concise answer with little or no supporting argument (e.g. a numerical answer that can readily
be obtained ‘by inspection’).
4 List requires a number of points, generally each of one word, with no elaboration. Where a given number of
points is specified this should not be exceeded.
5 (a) Explain may imply reasoning or some reference to theory, depending on the context. It is another way of
asking candidates to give reasons. The candidate needs to leave the examiner in no doubt why something
happens.
(b) G
ive a reason/Give reasons is another way of asking candidates to explain why something happens.
6 Describe requires the candidate to state in words (using diagrams where appropriate) the main points.
Describe and explain may be coupled, as may state and explain.
7 Discuss requires the candidate to give a critical account of the points involved.
8 Outline implies brevity (i.e. restricting the answer to giving essentials).
9 Predict implies that the candidate is expected to make a prediction not by recall but by making a logical
connection between other pieces of information.
10 Deduce implies that the candidate is not expected to produce the required answer by recall but by making a
logical connection between other pieces of information.
11 Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g. in chemistry, two
or more substances may satisfy the given conditions describing an ‘unknown’), or to imply that candidates are
expected to apply their general knowledge of the subject to a ‘novel’ situation, one that may be formally ‘not in
the syllabus’ – many data response and problem-solving questions are of this type.
12 Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13 Calculate is used when a numerical answer is required. In general, working should be shown, especially where
two or more steps are involved.
14 Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument
(e.g. length using a rule, or mass using a balance).
15 Determine often implies that the quantity concerned cannot be measured directly but is obtained from a graph
or by calculation.
16 Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making
such simplifying assumptions as may be necessary about points of principle and about the values of quantities
not otherwise included in the question.
17 Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be
qualitatively correct, but candidates should be aware that, depending on the context, some quantitative
aspects may be looked for (e.g. passing through the origin, having an intercept).
In diagrams, sketch implies that simple, free-hand drawing is acceptable; nevertheless, care should be taken
over proportions and the clear exposition of important details.

34
5 Appendix
The Periodic Table

Group
I II III IV V VI VII VIII
1 2
H He
hydrogen helium
Key 1 4
3 4 atomic number 5 6 7 8 9 10
Li Be atomic symbol B C N O F Ne
www.cambridgeinternational.org/igcse
lithium beryllium name boron carbon nitrogen oxygen fluorine neon
7 9 relative atomic mass 11 12 14 16 19 20

11 12 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
23 24 27 28 31 32 35.5 40
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
potassium calcium scandium titanium vanadium chromium manganese iron cobalt nickel copper zinc gallium germanium arsenic selenium bromine krypton
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
rubidium strontium yttrium zirconium niobium molybdenum technetium ruthenium rhodium palladium silver cadmium indium tin antimony tellurium iodine xenon
85 88 89 91 93 96 – 101 103 106 108 112 115 119 122 128 127 131
55 56 57–71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
lanthanoids
Cs Ba Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
caesium barium hafnium tantalum tungsten rhenium osmium iridium platinum gold mercury thallium lead bismuth polonium astatine radon
133 137 178 181 184 186 190 192 195 197 201 204 207 209 – – –
87 88 89–103 104 105 106 107 108 109 110 111 112 114 116
actinoids
Fr Ra Rf Db Sg Bh Hs Mt Ds Rg Cn Fl Lv
francium radium rutherfordium dubnium seaborgium bohrium hassium meitnerium darmstadtium roentgenium copernicium flerovium livermorium
– – – – – – – – – – – – –
57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
lanthanoids La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
lanthanum cerium praseodymium neodymium promethium samarium europium gadolinium terbium dysprosium holmium erbium thulium ytterbium lutetium
139 140 141 144 – 150 152 157 159 163 165 167 169 173 175
89 90 91 92 93 94 95 96 97 98 99 100 101 102 103
actinoids Ac Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
actinium thorium protactinium uranium neptunium plutonium americium curium berkelium californium einsteinium fermium mendelevium nobelium lawrencium
– 232 231 238 – – – – – – – – – – –
The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.)
Back to contents page

Cambridge IGCSE Chemistry 0620 syllabus for 2022. Appendix
Safety in the laboratory

Responsibility for safety matters rests with centres. Further information can be found from the following UK
associations, publications and regulations.
Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk
Publications
CLEAPSS Laboratory Handbook, updated 2009 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2007 update of 1995 edition (available to CLEAPSS members only)
UK regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made
a brief guide may be found at

www.hse.gov.uk/pubns/indg136.pdf
Mathematical requirements
Calculators may be used in all parts of the examination.
Candidates should be able to:

•• add, subtract, multiply and divide
•• use averages, decimals, fractions, percentages, ratios and reciprocals
•• use standard notation, including both positive and negative indices
•• understand significant figures and use them appropriately
•• recognise and use direct and inverse proportion
•• use positive, whole number indices in algebraic expressions
•• draw charts and graphs from given data
•• interpret charts and graphs
•• determine the gradient and intercept of a graph
•• select suitable scales and axes for graphs
•• make approximate evaluations of numerical expressions
•• understand the meaning of angle, curve, circle, radius, diameter, circumference, square, rectangle and diagonal
•• solve equations of the form x = y + z and x = yz for any one term when the other two are known.

Presentation of data
The solidus (/) is to be used for separating the quantity and the unit in tables, graphs and charts, e.g. time / s for
time in seconds.
(a) Tables
•• Each column of a table should be headed with the physical quantity and the appropriate unit, e.g. time / s.
•• The column headings of the table can then be directly transferred to the axes of a constructed graph.
(b) Graphs
•• Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis) and
the dependent variable plotted on the y-axis (vertical axis).
•• Each axis should be labelled with the physical quantity and the appropriate unit, e.g. time / s.
•• Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be
used in both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5
units of the variable.
•• The graph is the whole diagrammatic presentation, including the best-fit line when appropriate. It may
have one or more sets of data plotted on it.
•• Points on the graph should be clearly marked as crosses (×) or encircled dots ().
•• Large ‘dots’ are penalised. Each data point should be plotted to an accuracy of better than one half of each
of the smallest squares on the grid.
•• A best-fit line (trend line) should be a single, thin, smooth straight-line or curve. The line does not need to
coincide exactly with any of the points; where there is scatter evident in the data, examiners would expect
a roughly even distribution of points either side of the line over its entire length. Points that are clearly
anomalous should be ignored when drawing the best-fit line.
•• The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least half
of the length of the best-fit line, and this triangle should be marked on the graph.
(c) Numerical results
•• Data should be recorded so as to reflect the precision of the measuring instrument.
•• The number of significant figures given for calculated quantities should be appropriate to the least number
of significant figures in the raw data used.
(d) Pie charts
•• These should be drawn with the sectors in rank order, largest first, beginning at ‘noon’ and proceeding
clockwise. Pie charts should preferably contain no more than six sectors.
(e) Bar charts
•• These should be drawn when one of the variables is not numerical. They should be made up of narrow
blocks of equal width that do not touch.
(f) Histograms
•• These should be drawn when plotting frequency graphs with continuous data. The blocks should be drawn
in order of increasing or decreasing magnitude and they should touch.

ICT opportunities
In order to play a full part in modern society, candidates need to be confident and effective users of ICT. This
syllabus provides candidates with a wide range of opportunities to use ICT in their study of chemistry.
Opportunities for ICT include:

•• gathering information from the internet, DVDs and CD-ROMs
•• gathering data using sensors linked to data-loggers or directly to computers
•• using spreadsheets and other software to process data
•• using animations and simulations to visualise scientific ideas
•• using software to present ideas and information on paper and on screen.
Conventions (e.g. signs, symbols, terminology and nomenclature)

Syllabuses and question papers conform with generally accepted international practice. In particular, the following
document, produced by the Association for Science Education (ASE), should be used as a guideline.
•• Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).
Litre/dm3
To avoid any confusion concerning the symbol for litre, dm3 will be used in place of l or litre.
Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the line.
Candidates are expected to follow this convention in their answers.
Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to 10 000
will be printed without commas. A space will be left between each group of three whole numbers, e.g. 4 256 789.

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

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

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

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter your
candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus.

Cambridge IGCSE Chemistry 0620 syllabus for 2022. What else you need to know
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The
only exceptions are:
•• Cambridge IGCSE (9–1) Chemistry (0971)
•• Cambridge IGCSE Physical Science (0652)
•• Cambridge IGCSE Combined Science (0653)
•• Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654)
•• Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973)
•• Cambridge O Level Combined Science (5129)
•• syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass examinations in a
range of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as administrative
zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the support
they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases
of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

Retakes
Candidates can retake the whole qualification as many times as they want to. This is a linear qualification so
candidates cannot re-sit individual components.
Equality and inclusion

We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment
materials. In compliance with the UK Equality Act (2010) we have designed this qualification to avoid any direct
and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learning
difficulties. We can put arrangements in place for these candidates to enable them to access the assessments and
receive recognition of their attainment. We do not agree access arrangements if they give candidates an unfair
advantage over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Information on access arrangements is in the Cambridge Handbook at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.
After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate. In
specific circumstances your candidates may see one of the following letters on their statement of results:
•• Q (pending)
•• X (no result)
•• Y (to be issued).
These letters do not appear on the certificate.

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
•• to measure learning and achievement
The assessment:
–– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus, to the levels described in the grade descriptions.
•• to show likely future success
The outcomes:
–– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
–– help students choose the most suitable course or career.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge IGCSE Chemistry will be published after the first assessment of the syllabus in
2020. Find more information at www.cambridgeinternational.org/igcse

Changes to this syllabus for 2022

The syllabus has been updated. This is version 1, published September 2019.
There are no significant changes which affect teaching.
You are strongly advised to read the whole syllabus before planning your teaching programme.
Any textbooks endorsed to support the syllabus for examination from 2016 are still suitable for use
with this syllabus.

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

The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: [email protected] www.cambridgeinternational.org
Copyright © UCLES September 2019

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Syllabus

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

Copyright © UCLES September 2019

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

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

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

4 Details of the assessment ................................................................................................... 28

6 What else you need to know .............................................................................................. 38

Changes to this syllabus

1 Why choose this syllabus?

Cambridge IGCSE Chemistry enables learners to:

Our approach in Cambridge IGCSE Chemistry encourages learners to be:

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

International recognition and acceptance

Learn more at www.cambridgeinternational.org/recognition

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

Teaching resources Exam preparation resources

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

The aims are to:

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

Support for Cambridge IGCSE Chemistry

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

Core candidates take: Extended candidates take:

Paper 1 45 minutes Paper 2 45 minutes

and Core candidates take: and Extended candidates take:

Paper 3 1 hour 15 minutes Paper 4 1 hour 15 minutes

All candidates take

Paper 5 1 hour 15 minutes Paper 6 1 hour

Information on availability is in the Before you start section.

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

Candidates should be able to demonstrate knowledge and understanding of:

AO2 Handling information and problem-solving

AO3 Experimental skills and investigations

Candidates should be able to:

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

Weighting for assessment objectives

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Knowledge with understanding 50

AO2 Handling information and problem-solving 30

AO3 Experimental skills and investigations 20

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Papers Papers Papers

AO1 Knowledge with understanding 63 63 0

AO2 Handling information and problem-solving 37 37 0

AO3 Experimental skills and investigations 0 0 100

Total 100 100 100

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

1 The particulate nature of matter

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

2.2.2 Methods of purification

3 Atoms, elements and compounds

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

3.1 Atomic structure and the Periodic Table continued

3.2 Structure and bonding

3.2.2 Ions and ionic bonds

3.2.3 Molecules and covalent bonds

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