9701 · June 2024
Chemistry
Eleven questions were found to be easier, questions 1, 4, 5, 6, 8, 15, 17, 24, 27, 28 and 39. Six questions were found to be more difficult, questions 10, 13, 22, 25, 32 and 37.
Source: Cambridge International
Cohort performance
Session statistics from official examination reports
No data available in official reports
Key examiner messages
Top priorities from the principal examiner before you revise
Candidates are reminded of the importance of reading questions carefully and checking that their answers have covered what is required in the question.
The use of correct chemical vocabulary is crucial to answering certain questions to demonstrate that the candidate understands the concepts being tested in the questions.
Basic chemical formulae needs some attention, for example, the chemical formula of oxygen is O2, boron is B and iron is Fe.
Candidates should be encouraged to learn accurately the basic details and definitions as specified by the syllabus. Diagrams should be practised so they can be presented concisely and without ambiguity.
In questions which involve an application of knowledge, candidates are expected to engage with the information provided.
Candidates are reminded to address ‘explain’ questions fully — not merely to state facts or rules of thumb, but then to show how these combine to give reasons for chemical phenomena. This often requires a secure understanding of bonding and structure within molecules, in particular for organic species, linking structural features to mechanistic probabilities.
Working in calculations should be shown to ensure that due credit can be awarded, especially where a numerical answer might be obtained by different methods, correctly or incorrectly. Harsh or early rounding of numbers should be avoided, as it leads to sizable inaccuracies later.
read the introductions to the questions carefully as the information given will be needed to answer the questions fully
Question difficulty map
How candidates performed on each question in this series
9701/11
Multiple Choice
9701/12
Multiple Choice
9701/13
Multiple Choice
9701/21
AS Level Structured Questions
9701/22
Structured Questions
9701/23
AS Level Structured Questions
9701/31
Advanced Practical Skills 1
Assessment objectives
Skill and AO weighting from official examiner commentary
No data available in official reports
Method marks watchlist
Where working, steps, or method marks were commonly lost
No data available in official reports
Recurring mistakes across years
Themes examiners flag in multiple recent sessions for this subject
No data available in official reports
Question choice intelligence
Mean scores and popularity for optional questions (HKDSE electives)
No data available in official reports
Level exemplars
What candidate scripts at each grade level looked like
No data available in official reports
Grade & admission context
How marks relate to grade thresholds and entry standards
No data available in official reports
Deep insights
What top candidates did
Techniques and approaches examiners rewarded in this series
Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Pr…
Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Principal Examiner Report for Teachers © 2024 Question 2 (a) (i) This question was well answered. (ii) The majority of answers gave a formula for the different Period 3 element when the question asked for a name. Common errors included phosphorus chloride, omitting the oxidation number, and phosphorus pentachloride, which is a solid. (b) (i) The dot-and-cross diagram of SCl 2 was well answered. A common error included annotating the electrons around the S atom as ‘x’ in contradiction of the rubric. (ii) The VSEPR theory was not well known when applied to a central S atom with two bonding pairs and two lone pairs of electrons in the outer shell. The majority of candidates focused on the two bonding pairs in SCl 2, stating that the shape was linear with a bond angle of 180. (c) (i) This question was well answered. (ii) Most candidates gave a correct equation for the reaction of magnesium nitride with water. The most common error was an incorrect formula for magnesium nitride and magnesium hydroxide given as MgOH or MgO. (iii) The marks were awarded to a minority of candidates. Very few candidates stated that hydroxide ions were present either from the dissociation of Mg(OH)2 in solution, or from a reaction between ammonia and water. (d) (i) The empirical formula of boron nitride was well answered with a common error of Br used to represent boron. (ii) Many candidates gave the correct answer of graphite that has a structure similar to that of boron nitride. SiO2 and graphene were common incorrect answers. Question 3 (a) Defining Le Chatelier’s principle proved challenging for some candidates with a common answer being a definition of a dynamic equilibrium, in terms of the rates of forward and backward reactions. A further error referred to a shifting of the system rather than of the equilibrium, following a change in conditions. (b) Many candidates were able to deduce the directed changes to an equilibrium subjected to a change in temperature. The most common incorrect answer was ‘no change’ for the effect of temperature change on the numerical value of Kc, the equilibrium constant. (c) (i) A minority of candidates were able to calculate the initial moles of Fe3+(aq) in an equilibrium mixture: Fe3+(aq) + SCN–(aq) ⇌ FeSCN2+(aq), where the concentrations of two species in the equilibrium mixture were provided in the question. Some candidates correctly calculated the moles of SCN–(aq) and FeSCN2+(aq) at equilibrium, but then proceeded to subtract these two values instead of adding them, to give the initial moles of Fe3+(aq). (ii) Many candidates were unable to calculate a correct value for the Kc, for this reaction, but gained credit for the correct units. Question 4 (a) The majority of candidates recognised that the definition of enthalpy change of formation involved an enthalpy change for the formation of one mole of compound from its elements. Most answers omitted that the elements were required to be in their ‘standard states’. (b) (i) The award of full credit was rare. Many equations omitted the state symbols and/or gave correctly balanced equations for two moles of product. It was common to see Fe3+, for Fe, and O for O2.
Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Pr…
Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Principal Examiner Report for Teachers © 2024 (ii) The calculation of the enthalpy change for the reaction: Fe2O3 + 3CO → 2Fe + 3CO2 proved challenging for many candidates. The common errors included: • use of incorrect stoichiometry • use of an enthalpy value for the formation of Fe and • incorrect use of enthalpy cycles. Question 5 (a) A minority of candidates gave the correct definition for a covalent bond. The most common errors included omitting a pair of electrons (being shared) and not mentioning that the attraction, for these electrons, was between the nuclei (of the two atoms). (b) (i) The hybridisation of each carbon, in a C=C bond, was generally well answered. (ii) Many candidates found this question difficult; some diagrams representing a 𝜎 bond were correct showing a linear overlap of two atomic orbitals or hybrids. The diagrams for the formation of a bond were often incorrectly drawn. The most common mistakes included: • not labelling p-orbitals, involved in the bond formation • drawing only the ‘resultant’ stage of bond formation, showing the delocalised electrons above and below the nuclei, but without any labelling. (c) (i) Credit was rarely awarded and most answers included a statement on how the 𝜎 and bonds are formed by linear and sideways overlap of the relevant orbitals, which was then considered to render the bond weaker than the 𝜎 bond. The key idea is that during an electrophilic addition reaction the electrons in the bond are involved as they are further from the carbon nuclei in the C=C bond and thus experience a weaker force of attraction from these nuclei. (ii) Candidates who understood the reaction usually gained full credit. The main error involved the careless drawing of arrows, which often started from a C atom instead of from the middle of the bond or from the Br, in a Br ─ ion, instead of from a lone pair on the Br ─ ion. Question 6 (a) (i) The definition of stereoisomerism was one of the least well answered questions. The most common error was to state that ‘molecules had the same molecular formula but different structural formula’. Few mentioned that it was the arrangement of the atoms or groups in space. (ii) Very few answers gained full credit here. Some candidates identified a C=C double bond and two chiral centres and then incorrectly stated that this gave (2 × 3 =) 6 stereoisomers instead of using the correct expression 23 (= 8). (iii) The molecular formula of V was answered quite well. There were no common errors. (iv) Many candidates correctly identified an alkene and carbonyl group. The most common error was to omit the ester group and substitute it for an alcohol group or a carboxyl/carboxylic acid group. (b) (i) The question required an identification of the role of reagent T. Candidates who stated that T behaved as a reducing agent gained full credit. Those candidates who ventured to explain the behaviour of T with each functional group generally understood that it reduced the carbonyl group in V to an alcohol group in W. The reaction of the C=C to from a saturated chain attracted a variety of incorrect answers ranging from acting as a catalyst to hydrolysing the alkene group. (ii) This question was well answered.
Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Pr…
Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Principal Examiner Report for Teachers © 2024 (b) Good knowledge of the SN1 mechanism was described with precision in the best answers. Some confusion regarding the relative charges on the C−Br dipole and either no reference to a lone pair of electrons on O of OH− or the location of the lone pair of electrons on the H of OH− were common incorrect details. Some answers confused the SN2 mechanism details with SN1. (c) The observations of these reactions were generally well known. Some answers did not include observations, as directed in the table heading, rather than attempted to predict the product of the reactions. (d) (i) The name of this reaction was quite well known. Addition, substitution, dehydration and cracking were common incorrect answers. (ii) The reagent NaOH was described in many answers. Confusion of the relevant conditions was seen in weaker responses. (e) (i) Fully correct answers were seen in around half of responses. Sometimes confusion between two of the types of hybridisations was seen. The weakest answers demonstrated a lack of understanding of the different types of hybridisations which occur in carbon atoms in order to produce single, double and triple covalent bonds. (ii) It was common for answers to contain features which lead to both types of stereoisomerism rather than focus on the stereoisomerism present in unbranched hydrocarbons. A relatively small proportion of answers showed good understanding of the features of an alkene required in order for it to exist as geometrical (cis/trans) isomers. A lack of precision in answers produced some ambiguity in responses, for example ‘no movement of a double bond’ rather than ‘no rotation of a double bond’. Question 5 (a) (i) Those candidates with a good understanding of mass spectrometry realised that the peaks shown in Table 5.1 represented the molecular ion peak, M+, and its (M+1)+ peak and used the appropriate formula to calculate the relative abundance of the M+1 peak. Some weaker responses based their calculation on an incorrect formula. (ii) The strongest responses engaged with the information about compound W. Weaker responses did not engage fully with the question details and answered in terms of structural formulae. Some formulae gave the fragments with no charges or negative charges. (b) (i) An understanding that an O−H bond, due to a carboxyl functional group, produces a broad stretch within the range 2500−3000 cm−1 was seen in the best responses. The weakest responses did not engage with the details given for compound W and its reaction to produce X, and listed every potential functional group which might account for bond A and bond B, including amide and ester functional groups. (ii) Of those candidates that correctly identified B as a C=O of a carbonyl group, some candidates ignored the reaction conditions stated in the question and represented X as an aldehyde rather than a ketone. (c) (i) A significant proportion of candidates correctly named the functional group present in Y, based on the information provided. (ii) Many equations were shown with the correct formula of the organic product; not all equations were balanced. Identification of H2O rather than H2 as the other product was seen. (iii) Those candidates who applied knowledge of the behaviour of different types of alcohol and carbonyl compounds correctly deduced the structure of Y. Confusion about the chemical reactions of alcohols and carbonyl compounds was seen in weaker responses.
Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Pr…
Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Principal Examiner Report for Teachers © 2024 (b)(i) Many candidates answered this question well. (ii) This question gave rise to many variations of answer. Candidates are advised to be brief with their answers: often, correct responses were contradicted by (incorrect) explanations of valence electrons. (c) (i) Many candidates answered this question well. (ii) The reaction of P4O10 was better known than that of Al2O3. The latter is not less common but requires better honed balancing skills if constructed rather than written in recall. (d)(i) Many candidates answered this question well. (ii) Many candidates were able to identify the type of reaction that occurs. Question 2 Although (d) focused on inorganic chemistry, the majority of this question was based on equilibria and rates. Better performing candidates were able to discern the differing aspects here: rates and collision theory formed one notion; equilibria, yield and Le Chatelier’s principle the other. (a) This was generally well answered, with many candidates identifying the null effect of a catalyst on equilibrium position. The best answers stated this explicitly. (b)(i) This was well answered by candidates, who could link lower yield with the exothermic reaction. Precision of wording was key here. (ii) Many candidates attempted to answer this rates question in terms of equilibrium yield and were unable to gain full credit as a result. If an item pairs rate and yield within a question, candidates are advised to read the stem of the question carefully and to give relevant answers. (c) (i) Many candidates were unable sufficiently to distinguish between Kc and Kp. Square brackets must not be used in Kp expressions to avoid confusion with concentration variables. Partial pressure variables can be given as pX, PX, p(X), P(X) or pp(X). (ii) Many numerical answers were correct, though common errors included not adjusting the equilibrium concentrations of N2 and H2, or not accounting for 2NH3 or 3H2 in the stoichiometric equation. (iii) This was generally well answered by candidates, although some errors of powers of ten were seen in a minority of responses. (d)(i) Candidates’ knowledge of this nitrogen chemistry seemed largely secure, though correct quotation of three equations (two showing NO2 catalysis and one of the conversion of SO3 to acid rain) were needed to gain full credit, alongside a statement of the role of NOx. (ii) There were many good partial answers to this question, with most referring to PAN but with less precision on how this is produced. Question 3 Candidates are urged to look carefully at the information provided in each item: here, this proved helpful and key to answering the ensuing physical chemistry questions. (a) This was well answered by candidates. Standard states were required, that of water being (l).
Command word playbook
How to match each command word to the expected response style
No data available in official reports
Time traps
Sections where candidates spent disproportionate time relative to marks
No data available in official reports
Syllabus traceability
Topics linked to questions and mark weighting in this session
No data available in official reports
MCQ trap analytics
Commonly chosen wrong options from examiner commentary
No data available in official reports
Topic heatmap across years
Mark concentration by topic and exam year for this subject
Mark intensity
Reacting masses and volumes (of solutions and gases)
Reaction kinetics (Physical chemistry (AS Level))
Qualitative Analysis (Inorganic)
Reacting masses and volumes
The Periodic Table: chemical periodicity
Chemical energetics (AS)
Chemistry of transition elements (Inorganic chemistry (A Level))
Periodicity of chemical properties of the elements in Period 3
Difficulty trend
How session difficulty has shifted across recent years
Paper comparison
Marks and duration breakdown across papers in this session
No data available in official reports
Marks you can still earn
Where valid approaches outside the mark scheme may still gain credit
No data available in official reports
Practise what examiners flagged
Target weak topics from this report inside the Revui app
Self-diagnostic checklist
Key actions before you sit this paper — copy and tick off as you revise
- 1Message
Candidates are reminded of the importance of reading questions carefully and checking that their answers have covered what is required in the question.
- 2Message
The use of correct chemical vocabulary is crucial to answering certain questions to demonstrate that the candidate understands the concepts being tested in the questions.
- 3Message
Basic chemical formulae needs some attention, for example, the chemical formula of oxygen is O2, boron is B and iron is Fe.
- 4Message
Candidates should be encouraged to learn accurately the basic details and definitions as specified by the syllabus. Diagrams should be practised so they can be presented concisely and without ambiguity.
- 5Message
In questions which involve an application of knowledge, candidates are expected to engage with the information provided.
- 6Message
Candidates are reminded to address ‘explain’ questions fully — not merely to state facts or rules of thumb, but then to show how these combine to give reasons for chemical phenomena. This often requires a secure understanding of bonding and structure within molecules, in particular for organic species, linking structural features to mechanistic probabilities.
- 7Message
Working in calculations should be shown to ensure that due credit can be awarded, especially where a numerical answer might be obtained by different methods, correctly or incorrectly. Harsh or early rounding of numbers should be avoided, as it leads to sizable inaccuracies later.
- 8Message
read the introductions to the questions carefully as the information given will be needed to answer the questions fully
- 9Strength
Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Pr…: Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Principal Ex
- 10Strength
Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Pr…: Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Principal Ex
- 11Strength
Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Pr…: Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Principal Ex
Teacher briefing pack
One-page session summary for tutors and classroom review
June 2024 2024
Chemistry
Cambridge International Advanced Subsidiary and Advanced Level 9701 Chemistry June 2024 Principal Examiner Report for Teachers © 2024 CHEMISTRY Paper 9701/11 Multiple Choice Question Number Key Question Number Key Question Number Key Question Number Key 1 C 11 A 21 B 31 D 2 C 12
Candidates are reminded of the importance of reading questions carefully and checking that their answers have covered what is required in the question.
The use of correct chemical vocabulary is crucial to answering certain questions to demonstrate that the candidate understands the concepts being tested in the questions.
Basic chemical formulae needs some attention, for example, the chemical formula of oxygen is O2, boron is B and iron is Fe.
Examiner insights
General comments
- •Eleven questions were found to be easier, questions 1, 4, 5, 6, 8, 15, 17, 24, 27, 28 and 39.
- •Six questions were found to be more difficult, questions 10, 13, 22, 25, 32 and 37.
- •The questions that were found to be more difficult will now be looked at in greater detail.