2023 Chemistry 0620 Specimen Papers

Cambridge IGCSE™
CHEMISTRY 0620/02
Paper 2 Multiple Choice (Extended) For examination from 2023
SPECIMEN PAPER 45 minutes
You must answer on the multiple choice answer sheet.

*0123456789*
You will need: Multiple choice answer sheet

Soft clean eraser
Soft pencil (type B or HB is recommended)
INSTRUCTIONS
● There are forty questions on this paper. Answer all questions.
● For each question there are four possible answers A, B, C and D. Choose the one you consider correct
and record your choice in soft pencil on the multiple choice answer sheet.
● Follow the instructions on the multiple choice answer sheet.
● Write in soft pencil.
● Write your name, centre number and candidate number on the multiple choice answer sheet in the
spaces provided unless this has been done for you.
● Do not use correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
INFORMATION
● The total mark for this paper is 40.
● Each correct answer will score one mark.
● Any rough working should be done on this question paper.
● The Periodic Table is printed in the question paper.
This document has 16 pages. Any blank pages are indicated.
© UCLES 2020 [Turn over

2
1 A gaseous substance is slowly cooled and the temperature recorded every second.
The results are shown on the graph.
temperature
A
/ °C
B
C
D
time / s
At which point is the substance a solid?
2 A gas is released at point Q, in the apparatus shown.
point Q
damp universal
indicator paper
Which gas changes the colour of the damp universal indicator paper most quickly?
relative
gas
molecular mass
A ammonia 17
B carbon dioxide 44
C chlorine 71
D hydrogen 2
3 Which statement describes the bonding in sodium chloride?
A A shared pair of electrons between two atoms leading to a noble gas configuration.
B A strong force of attraction between oppositely charged ions.
C A strong force of attraction between two molecules.
D A weak force of attraction between oppositely charged ions.
© UCLES 2020 0620/02/SP/23

3
4 The ‘lead’ in a pencil is made of a mixture of graphite and clay.
‘lead’
When the percentage of graphite is increased, the pencil moves across the paper more easily.
Which statement explains this observation?
A Graphite has a high melting point.
B Graphite is a form of carbon.
C Graphite is a lubricant.
D Graphite is a non-metal.
5 Which statement about metals is not correct?
A They conduct electricity because delocalised electrons can move throughout the metal.
B They consist of layers of atoms that can slide over each other.
C They have a giant lattice of oppositely charged ions in a ‘sea’ of delocalised electrons.
D They have a giant lattice of positive ions in a ‘sea’ of delocalised electrons.
6 Aqueous iron(III) sulfate and aqueous sodium hydroxide react to give a precipitate of
iron(III) hydroxide and a solution of sodium sulfate.
What is the balanced symbol equation for this reaction?
A Fe2(SO4)3(aq) + 2NaOH(aq) → Fe(OH)3(s) + Na2SO4(aq)
B Fe2(SO4)3(aq) + 3NaOH(aq) → Fe(OH)3(s) + 3Na2SO4(aq)
C Fe2(SO4)3(aq) + 6NaOH(aq) → 2Fe(OH)3(s) + 3Na2SO4(aq)
D 2Fe2(SO4)3(aq) + 6NaOH(aq) → 4Fe(OH)3(s) + 6Na2SO4(aq)
7 Which information is needed to calculate the relative atomic mass of an element?
A The total number of protons and neutrons in the most abundant isotope.
B The nucleon numbers and the total number of isotopes.
C The mass number and abundance of each of its isotopes.
D The atomic number and abundance of each of its isotopes.
© UCLES 2020 0620/02/SP/23 [Turn over

4
8 The equation for the reaction between sodium carbonate and excess dilute hydrochloric acid is
shown.
Na2CO3 + 2HCl → 2NaCl + H2O + CO2
When 26.5 g of sodium carbonate reacts with excess dilute hydrochloric acid, what is the maximum
volume of carbon dioxide produced?
A 6 dm3 B 12 dm3 C 18 dm3 D 24 dm3
9 A volumetric pipette is used to measure 25.0 cm3 of 2.0 mol / dm3 aqueous sodium hydroxide into a
conical flask.
A burette is filled with dilute sulfuric acid.
dilute sulfuric acid
25.0 cm3 sodium hydroxide

and a few drops of indicator
The equation for the reaction is shown.
2NaOH + H2SO4 → Na2SO4 + 2H2O
The reaction requires 50.0 cm3 of dilute sulfuric acid to reach the end-point.
What is the concentration of the dilute sulfuric acid in mol / dm3?
A 0.50 mol / dm3
B 1.0 mol / dm3
C 2.0 mol / dm3
D 4.0 mol / dm3
© UCLES 2020 0620/02/SP/23

5
10 The diagram shows a circuit used to electrolyse aqueous copper(II) sulfate.
power supply
+ –
3 4
anode cathode
1
aqueous
2
copper(II) sulfate
Which arrows indicate the movement of the copper ions in the electrolyte and of the electrons in
the external circuit?
copper ions electrons

A 1 3
B 1 4
C 2 3
D 2 4
11 Which row shows the waste products released from the exhaust of a vehicle powered using a
hydrogen–oxygen fuel cell?
carbon dioxide oxides of nitrogen water

A   
B   
C   
D   

6
12 Which diagram is a correctly labelled reaction pathway diagram for an endothermic reaction?
A B
products products
overall
activation
energy energy
overall energy energy
change activation
energy
energy
change
reactants reactants
progress of reaction progress of reaction
C D
activation
reactants reactants energy
overall activation overall

energy energy energy
energy energy
change change
products products
progress of reaction progress of reaction
13 Which changes are physical changes?
1 melting ice to form water
2 burning hydrogen to form water
3 adding sodium to water
4 boiling water to form steam
A 1 and 2 B 1 and 4 C 2 and 3 D 3 and 4
© UCLES 2020 0620/02/SP/23

7
14 The diagram shows an experiment to measure the rate of a chemical reaction.
dilute
hydrochloric acid
measuring cylinder
metal
water
Which change decreases the rate of reaction?
A adding water to the flask

B heating the flask during the reaction
C using more concentrated acid
D using powdered metal
15 Which row describes the effect of increasing concentration and increasing temperature on the
collisions between reacting particles?
increasing concentration increasing temperature

A
more collisions per second only more collisions per second only
B more collisions per second and more

more collisions per second only
collisions with sufficient energy to react
C more collisions per second and more
more collisions per second only
collisions with sufficient energy to react
D more collisions per second and more more collisions per second and more
collisions with sufficient energy to react collisions with sufficient energy to react

8
16 Methanol is prepared by the reversible reaction shown.
CO(g) + 2H2(g) ⇌ CH3OH(g)
The forward reaction is exothermic.
Which conditions produce the highest equilibrium yield of methanol?
temperature pressure
A high high
B high low
C low high
D low low
17 When chlorine gas dissolves in water a reaction occurs.
Cl 2 + H2O → HCl + HClO
Which row of the table identifies the oxidation number for chlorine in the chlorine-containing
species?
Cl 2 HCl HClO
A
B 0
C +1 +1
D 0 +1
18 Four different solutions, J, K, L and M, are tested with universal indicator.
solution J K L M
colour with
green red purple orange
universal indicator
Which solutions are acidic?
A J and M B K and M C K only D L only
19 Which solution has the lowest pH?
A 0.1 mol / dm3 ammonia solution
B 0.1 mol / dm3 ethanoic acid
C 0.1mol / dm3 hydrochloric acid
D 0.1 mol / dm3 lithium hydroxide
© UCLES 2020 0620/02/SP/23

9
20 Magnesium, calcium, strontium and barium are Group II elements.
Group II elements follow the same trends in reactivity as Group I elements.
Which statements about Group II elements are correct?
1 Calcium reacts faster than magnesium with water.
2 Barium reacts less vigorously than magnesium with dilute acid.
3 Strontium oxidises in air more slowly than barium.
A 1, 2 and 3 B 1 and 2 only C 1 and 3 only D 2 and 3 only
21 Chlorine, bromine and iodine are elements in Group VII of the Periodic Table.
Which statement about these elements is correct?
A The colour gets lighter down the group.

B The density decreases down the group.
C They are all gases at room temperature and pressure.
D They are all non-metals.
22 Which row describes the properties of a typical transition element?
melting point variable oxidation can act as a

number catalyst
A high no no
B high yes yes
C low no yes
D low yes no
23 Which statement about the noble gases is correct?
A Noble gases are diatomic molecules.
B Noble gases are reactive gases.
C Noble gases have full outer electron shells.
D The noble gases are found on the left-hand side of the Periodic Table.

10
24 What is a property of all metals?
A conducts electricity
B hard
C low melting point
D reacts with water
25 Which statement explains why aluminium is used in the manufacture of aircraft?
A It conducts heat well.
B It has a low density.
C It is a good insulator.
D It is easy to recycle.
26 The section of the reactivity series shown includes a newly discovered metal, symbol X.
Ca
Mg
Fe
X
H
Cu
The only oxide of X has the formula XO.
Which equation shows a reaction which occurs?
A Cu(s) + X2+(aq) → Cu2+(aq) + X(s)
B 2X(s) + Cu2+(aq) → 2X+(aq) + Cu(s)
C X(s) + Fe2O3(s) → 2Fe(s) + 3XO(s)
D X(s) + 2HCl (aq) → XCl 2(aq) + H2(g)
27 Which metal compound produces a gas that turns limewater milky when it is heated with a Bunsen
burner?
A copper(II) carbonate
B magnesium nitrate
C sodium sulfate
D zinc nitrate
© UCLES 2020 0620/02/SP/23

11
28 Which statement about the extraction of iron in a blast furnace is correct?
A Calcium oxide reacts with basic impurities.
B Carbon is burnt to provide heat.
C Iron(III) oxide is reduced to iron by carbon dioxide.
D The raw materials are bauxite, limestone and coke.
29 An experiment to investigate the effect of painting iron is shown.
X Y
pure iron painted iron
air
water
The experiment is left for seven days.
What happens to the water level in test-tubes X and Y?
test-tube X test-tube Y
A falls rises
B no change no change
C rises falls
D rises no change
30 Bauxite contains aluminium oxide.
Aluminium is extracted from aluminium oxide by electrolysis.
Which statement is a reason for why cryolite is added to the electrolytic cell used to extract
aluminium?
A Cryolite decreases the rate at which aluminium ions are discharged.
B Cryolite lowers the melting point of the electrolyte mixture.
C Cryolite prevents the carbon anodes being burned away.
D Cryolite removes impurities from the bauxite.

12
31 Which statement is correct?
A Atmospheric carbon dioxide is not a cause of climate change.
B Atmospheric carbon monoxide is produced by complete combustion of carbon-containing

fuels.
C Burning natural gas decreases the level of carbon dioxide in the atmosphere.
D Decomposition of vegetation causes an increase in atmospheric methane.
32 A plastic combusts to form sulfur dioxide, SO2, and hydrogen chloride, HCl.
How could both gases be removed from the air?
A pass the gases over solid anhydrous cobalt(II) chloride
B pass the gases over solid damp calcium oxide
C pass the gases through a catalytic converter

D pass the gases through filter paper
33 Which equation represents photosynthesis?
A C6H12O6 + 3O2 → 3CO2 + 3H2O
B C6H12O6 + 6O2 → 6CO2 + 6H2O
C 3CO2 + 3H2O → C6H12O6 + 3O2
D 6CO2 + 6H2O → C6H12O6 + 6O2
34 Which statement defines structural isomers?
A They are compounds with the same displayed formula but a different molecular formula.
B They are compounds with the same molecular and displayed formulae but a different
structural formula.
C They are compounds with the same molecular formula but a different structural formula.
D They are compounds with the same structural formula but a different displayed formula.
35 Petroleum is a mixture of different hydrocarbons.
Which process is used to separate the petroleum into groups of similar hydrocarbons?
A combustion
B cracking
C fractional distillation
D reduction
© UCLES 2020 0620/02/SP/23

13
36 Which equation representing a reaction of methane is correct?
A CH4 + Cl 2 → CH3Cl + HCl
B CH4 + Cl 2 → CH4Cl 2
C CH4 + Cl 2 → CH2Cl 2 + H2
D 2CH4 + 2Cl 2 → 2CH3Cl + Cl 2 + H2
37 Ethanol can be produced by fermentation or by the catalytic addition of steam to ethene.
Which row shows an advantage and a disadvantage for each process?
fermentation catalytic addition of steam to ethene

advantage disadvantage advantage disadvantage
A
batch process slow reaction continuous process fast reaction
B renewable raw
fast reaction continuous process pure ethanol formed
material
C renewable raw
batch process pure ethanol formed slow reaction
material
D renewable raw impure ethanol
fast reaction finite raw material
material formed
38 Part of the structure of a polymer is shown.
CH3 Cl CH3 Cl
C C C C
H F H F
Which monomer is used to make this polymer?
A B C D
CH3 Cl CH3 Cl CH3 F CH3 H
C C C C C C C C
F H H F Cl H Cl F

14
39 Five steps in an acid–base titration are shown.
1 Slowly add the acid from a burette into a conical flask until the indicator becomes
colourless.
2 Add thymolphthalein.
3 Use a volumetric pipette to add a fixed volume of alkali to a conical flask.
4 Read and record the initial volume of acid in the burette.
5 Read and record the final volume of acid in the burette.
What is the correct order of these steps to complete an acid–base titration?
A 2 → 4 → 1 → 5 → 3
B 3 → 2 → 4 → 1 → 5
C 3 → 4 → 1 → 5 → 2
D 4 → 3 → 1 → 2 → 5
40 A student does paper chromatography on a mixture of amino acids.
The student sprays the dried chromatogram with a locating agent.
What is the function of the locating agent?
A to dissolve the amino acids
B to form coloured spots with the amino acids
C to preserve the amino acids
D to stop the amino acids reacting
© UCLES 2020 0620/02/SP/23

The Periodic Table of Elements
Group
© UCLES 2020
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
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
15
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
0620/02/SP/23
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 89–103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
actinoids
Fr Ra Rf Db Sg Bh Hs Mt Ds Rg Cn Nh Fl Mc Lv Ts Og
francium radium rutherfordium dubnium seaborgium bohrium hassium meitnerium darmstadtium roentgenium copernicium nihonium flerovium moscovium livermorium tennessine oganesson
– – – – – – – – – – – – – – – – –
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.).
16
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Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
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© UCLES 2020 0620/02/SP/23

Cambridge IGCSE™
CHEMISTRY 0620/02
Paper 2 Multiple Choice (Extended) For examination from 2023
MARK SCHEME
Maximum Mark: 40
Specimen

0620/02 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2023
Question Answer Marks

1 D 1
2 A 1
3 B 1
4 C 1
5 C 1
6 C 1
7 C 1
8 A 1
9 A 1
10 C 1
11 D 1
12 A 1
13 B 1
14 A 1
15 B 1
16 C 1
17 D 1
18 B 1
19 C 1
20 C 1
21 D 1
22 B 1
23 C 1
24 A 1
25 B 1
26 D 1
27 A 1
28 B 1
29 D 1
30 B 1
31 D 1
32 B 1
33 D 1
34 C 1
35 C 1
36 A 1
© UCLES 2020 Page 2 of 4

SPECIMEN from 2023

37 D 1
38 B 1
39 B 1
40 B 1

SPECIMEN from 2023
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Cambridge IGCSE™
*0123456789*
CHEMISTRY 0620/04
Paper 4 Theory (Extended) For examination from 2023
SPECIMEN PAPER 1 hour 15 minutes
You must answer on the question paper.
No additional materials are needed.
INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● You should show all your working and use appropriate units.
INFORMATION
● The number of marks for each question or part question is shown in brackets [ ].
● The Periodic Table is printed in the question paper.

2
1 Element X can undergo the following physical changes.
gaseous X
4
2
liquid X
3
1
solid X
Fig. 1.1
(a) (i) Name each of the numbered physical changes shown in Fig. 1.1.
1 ........................................................................................................................................
2 ........................................................................................................................................
3 ........................................................................................................................................
4 ........................................................................................................................................
[4]
(ii) One difference between boiling and evaporation is the rate at which the processes occur.
State one other difference between boiling and evaporation.
...........................................................................................................................................
...................................................................................................................................... [1]
(b) Describe the separation, arrangement and motion of particles of element X in the solid state.
separation .................................................................................................................................
arrangement .............................................................................................................................
motion .......................................................................................................................................
[3]
(c) Element X is a Group III metal. It burns in air to form an oxide X2O3.
Write a symbol equation for this reaction.
.............................................................................................................................................. [2]
[Total: 10]
© UCLES 2020 0620/04/SP/23

3
2 Magnesium, calcium and strontium are Group II elements.
(a) Complete Table 2.1 to show the electronic configuration of a calcium atom.
Table 2.1
shell 1st 2nd 3rd 4th

number of electrons
[1]
(b) Describe how the electronic configuration of a strontium atom is:
(i) similar to the electronic configuration of a calcium atom
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) different from the electronic configuration of a calcium atom.
...........................................................................................................................................
...................................................................................................................................... [1]
(c) Calcium reacts with cold water to form two products:

• a colourless gas, P, which ‘pops’ with a lighted splint
• a weakly alkaline solution, Q, which turns milky when carbon dioxide is bubbled through it.
(i) Name gas P.
...................................................................................................................................... [1]
(ii) Identify the ion responsible for making solution Q alkaline.
...................................................................................................................................... [1]
(iii) Suggest the pH of solution Q.
...................................................................................................................................... [1]
(iv) Write a symbol equation for the reaction of calcium with cold water.
...................................................................................................................................... [2]

4
(d) Magnesium reacts with chlorine to form magnesium chloride, MgCl .
Magnesium chloride is an ionic compound.
(i) Complete the dot-and-cross diagram in Fig. 2.1 of the ions in magnesium chloride.
Show the charges on the ions.
......
Cl
......
Mg
......
Cl
Fig. 2.1 [3]
(ii) One physical property typical of ionic compounds, such as MgCl , is that they are soluble
in water.
Give two other physical properties that are typical of ionic compounds.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(e) Aqueous silver nitrate is added to aqueous magnesium chloride.
A white precipitate forms.
Write an ionic equation for this reaction. Include state symbols.
.............................................................................................................................................. [2]
[Total: 15]
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5
3 Copper is a transition element. It has variable oxidation states.
(a) State two other chemical properties of transition elements which make them different from
Group I elements.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
(b) When copper(II
2
O + O2
(i) Identify the changes in oxidation numbers of copper and oxygen in this reaction.
Explain in terms of changes in oxidation numbers why this is a redox reaction.
change in oxidation number of copper: from …………… to ……………
change in oxidation number of oxygen: from …………… to ……………
explanation ........................................................................................................................
...........................................................................................................................................
[3]
(ii)
reacts as shown in the equation.
2O
+ O2
3
.................................................... [3]

6
(c) Copper metal is obtained when scrap iron is added to aqueous copper(II) sulfate.
(i) The reaction between iron and aqueous copper(II) sulfate is a displacement reaction.
State why this displacement reaction takes place.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Write a symbol equation for the reaction between iron and aqueous copper(II) sulfate.
...................................................................................................................................... [1]
(iii) A displacement reaction is one method for obtaining copper metal from aqueous
copper(II) sulfate.
Identify another method for obtaining copper metal from aqueous copper(II) sulfate.
...................................................................................................................................... [1]
[Total: 11]
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7
4 Sulfuric acid has many uses.
(a) Sulfuric acid is a strong acid.
(i) Define the term acid.
...................................................................................................................................... [1]
(ii) Define the term strong acid.
...................................................................................................................................... [1]
(b) Dilute sulfuric acid is used to make salts known as sulfates.
A method consisting of three steps is used to make zinc sulfate from zinc carbonate.
3 3
step 1 dilute sulfuric acid until
the reaction is complete.
step 2 Filter the mixture.
step 3 Heat the filtrate until a saturated solution forms and then allow it to crystallise.
(i) Suggest two observations which show that the reaction is complete in step 1.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) State why it is important to add an excess of zinc carbonate in step 1.
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) Define the term saturated solution.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(iv) Name another zinc compound which can be used to make zinc sulfate from dilute
sulfuric acid using this method.
...................................................................................................................................... [1]
(v) Suggest why this method would not work to make barium sulfate from barium carbonate
and dilute sulfuric acid.
...................................................................................................................................... [1]

8
3 3
(c) aqueous sodium hydroxide to a
conical flask. The student then added a few drops of methyl orange to the solution in the
conical flask.
Dilute sulfuric acid is then added from a burette to the conical flask. The volume of dilute
3
.
The reaction is shown by the equation.
2NaOH + H2SO4 → Na2SO4 + 2H2O
(i) State the colour of methyl orange in aqueous sodium hydroxide.
...................................................................................................................................... [1]
3
(ii) using the following steps.
• Calculate the number of moles of aqueous sodium hydroxide added to the

conical flask.
.........................................................
• Calculate the number of moles of dilute sulfuric acid added from the burette.
.........................................................
3
• .
3
................................................
3
• .
3
....................................................
[4]
[Total: 14]
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9
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10
5 A student investigates the progress of the reaction between dilute hydrochloric acid, HCl, and an
excess of large pieces of marble, CaCO3, using the apparatus shown in Fig. 5.1.
gas syringe
dilute
hydrochloric acid an excess of large
pieces of marble
Fig. 5.1
(a) A graph of the volume of gas produced against time is shown in Fig. 5.2.
150
100
volume of gas
produced / cm3
50
0
0 50 100 150 200 250 300 350 400
time / s
Fig. 5.2
(i) State how the shape of the graph shows that the rate of reaction decreases as the
reaction progresses.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Suggest why the rate of reaction decreases as the reaction progresses.
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) Deduce the time at which the reaction finishes.
........................................................
© UCLES 2020 0620/04/SP/23

11
(b) The experiment is repeated using the same mass of smaller pieces of marble.
All other conditions are kept the same.
Draw a line on the grid in Fig. 5.2 to show the progress of the reaction using the smaller pieces
of marble. [2]
(c) The original experiment is repeated at a higher temperature. All other conditions are kept
the same. The resulting increase in rate of reaction can be explained in terms of activation
energy and collisions between particles.
(i) Define the term activation energy.
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Explain why the rate of a reaction increases when temperature increases, in terms of
activation energy and collisions between particles.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 10]

12
6 Alkynes and alkenes are homologous series of unsaturated hydrocarbons.
(a) Complete Table 6.1 showing information about the first three alkynes.
Table 6.1
formula C 2H 2 C 3H 4
structure 3 2
–CH3
names ethyne but-1-yne
[2]
(b) Compounds in the same homologous series have the same general formula.
(i) Give two other characteristics of members of a homologous series.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) Deduce the general formula of alkynes.
Use the information from Table 6.1 to help you.
...................................................................................................................................... [1]
(iii) Alkynes are unsaturated.
Describe a test for unsaturation.
test ....................................................................................................................................
result .................................................................................................................................
[2]
(c) Ethene and but-2-ene are alkenes.
(i) Draw the displayed formula of but-2-ene.
[2]
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13
(ii) Draw a dot-and-cross diagram to show a molecule of ethene, CH2=CH2.
Show outer shell electrons only.
[2]
(d) Ethene can be converted to ethanoic acid by a two-stage process.
In stage one, ethene is converted to ethanol by catalytic addition.
C2H4 + H2 2H5OH
(i) Suggest why stage one is called an addition reaction.
...................................................................................................................................... [1]
(ii) A catalyst is used in stage one.
State one other condition that must be used.
...................................................................................................................................... [1]
(iii) State what must be reacted with ethanol to form ethanoic acid.
...................................................................................................................................... [2]
[Total: 15]
© UCLES 2020 0620/04/SP/23

14
7 Carboxylic acids can be converted into esters.
(a) Propanoic acid and methanol react to form an ester that has the molecular formula C4H8O2.
(i) Name this ester and draw its displayed formula.
name of ester ....................................................................................................................
displayed formula
[2]
(ii) Name another ester with the molecular formula C4H8O2.
...................................................................................................................................... [1]
(b) Polyesters are polymers made from dicarboxylic acids.
(i) Name the other type of organic compound used in the formation of polyesters.
...................................................................................................................................... [1]
(ii) Name the type of polymerisation used in the manufacture of polyesters.
...................................................................................................................................... [1]
[Total: 5]
© UCLES 2020 0620/04/SP/23

The Periodic Table of Elements
Group
© UCLES 2020
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
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
15
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
0620/04/SP/23
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 89–103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
actinoids
Fr Ra Rf Db Sg Bh Hs Mt Ds Rg Cn Nh Fl Mc Lv Ts Og
francium radium rutherfordium dubnium seaborgium bohrium hassium meitnerium darmstadtium roentgenium copernicium nihonium flerovium moscovium livermorium tennessine oganesson
– – – – – – – – – – – – – – – – –
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.).
16
BLANK PAGE
© UCLES 2020 0620/04/SP/23

Cambridge IGCSE™
CHEMISTRY 0620/04
Paper 4 Theory (Extended) For examination from 2023
MARK SCHEME
Maximum Mark: 80
Specimen

SPECIMEN from 2023
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific
content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking
principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

SPECIMEN from 2023
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade
descriptors in mind.
Generic Science Marking Principles
1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.
2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any
correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.
3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus
terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).
4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where
necessary and any exceptions to this general principle will be noted.
5 ‘List rule’ guidance
For questions that require n responses (e.g. State two reasons …):
• The response should be read as continuous prose, even when numbered answer spaces are provided.
• Any response marked ignore in the mark scheme should not count towards n.
• Incorrect responses should not be awarded credit but will still count towards n.
• Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this should
be treated as a single incorrect response.
• Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

SPECIMEN from 2023
6 Calculation specific guidance
Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.
For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by
the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.
For answers given in standard form (e.g. a × 10n) in which the convention of restricting the value of the coefficient (a) to a value between 1 and
10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.
Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.
7. Guidance for chemical equations
Multiples/fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.
State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.
• ; separates marking points

• / separates alternatives within a marking point
• R reject
• I ignore (mark as if this material was not present)
• A accept (a less than ideal answer which should be marked correct)
• COND indicates mark is conditional on previous marking point
• OWTTE or words to that effect (accept other ways of expressing the same idea)
• AW alternate wording (where responses vary more than usual)
• underline actual word given must be used by candidate (grammatical variants accepted)
• max indicates the maximum number of marks that can be awarded
• ECF credit a correct statement that follows a previous wrong response
• () the word / phrase in brackets is not required, but sets the context
• ORA or reverse argument

SPECIMEN from 2023

1(a)(i) 1 melting 1
2 condensing 1
3 freezing 1
4 boiling OR evaporation 1
1(a)(ii) Any one from: 1
• boiling happens at a specific temperature
• evaporation happens over a range of temperatures
• evaporation is a surface process
• boliing happens throughout the liquid
1(b) separation: touching 1
arrangement: regular 1
motion: vibrate 1
1(c) formulae 1
balance, 4X + 3O2 → 2X2O3 1

2(a) 2,8,8,2 1
2(b)(i) same number of (OR 2) outer electrons 1
2(b)(ii) (Sr has) outer electrons in the 5th shell / different numbers of shells 1
2(c)(i) hydrogen 1
–
2(c)(ii) hydroxide OR OH 1
2(c)(iii) 7< pH ⩽12 1
2(c)(iv) Ca(OH)2 1
rest of equation: Ca + 2H2O → Ca(OH)2 + H2 1

SPECIMEN from 2023

2(d)(i) Mg shown with new outer shell with 8 crosses 1
both Cl with new outer shells each with 7 dots and 1 cross 1
‘2+’ charge on Mg AND ‘–’ charge on each Cl 1
2(d)(ii) high melting point or high boiling point 1
good electrical conductivity when aqueous 1
OR
good electrical conductivity when molten
2(e) formulae 1
state symbols, Ag+(aq) + Cl –(aq) → AgCl (s) 1

3(a) form coloured compounds / ions 1
act as catalysts 1
3(b)(i) copper: +2 to +1 1
oxygen: –2 to 0 1
decrease in oxidation number is reduction AND increase in oxidation number is oxidation 1
3(b)(ii) mol CuO = (1.60 ÷ 80) = 0.02(00) (mol) 1
mol O2 = (M1 ÷ 4 = 0.02 ÷ 4) = 0.005(00) (mol) 1
vol O2 = M2 × 24.0 = 0.005 × 24.0 = 0.12(0) dm3 1
3(c)(i) iron is more reactive than copper 1
3(c)(ii) Fe + CuSO4 → Cu + FeSO4 1
3(c)(iii) electrolysis 1

SPECIMEN from 2023

4(a)(i) proton donor 1
4(a)(ii) (an acid that is) completely dissociated in aqueous solution 1
4(b)(i) no more fizzing 1
(ZnCO3) stops dissolving OR a (white) solid remains 1
+
4(b)(ii) to use up all the acid / H ions 1
4(b)(iii) a solution that can hold no more solute 1
at the specified temperature 1
4(b)(iv) zinc oxide OR zinc hydroxide 1
4(b)(v) barium sulfate is insoluble 1
4(c)(i) yellow 1
–3
4(c)(ii) 0.2(00) × 25(.0) ÷ 1000 = 5(.00) × 10 OR 0.005(00) (mol) 1
–3 –3
5(.00) × 10 ÷ 2 = 2.5(0) × 10 OR 0.0025(0) (mol) 1
2.5(0) × 10–3 × 1000 ÷ 20(.0) = 0.125 (mol / dm3) 1
0.125 × 98 = 12.3 (g / dm3) OR 12.25 (g / dm3) 1

5(a)(i) gradient decreases 1
5(a)(ii) concentration of HCl is decreasing OR answers in terms of numbers of reactant molecules decreasing 1
5(a)(iii) 200 seconds 1
5(b) new line steeper than printed line, starts at origin and levels before 200 seconds 1
new line reaches same final volume as printed line 1
5(c)(i) minimum energy that colliding particles 1
must have to react 1

SPECIMEN from 2023

5(c)(ii) (particles) have more energy and so move faster 1
more frequent collisions between particles 1
a greater percentage of collisions / particles have energy greater than the activation energy, Ea 1

6(a) C4H6 1
propyne 1
6(b)(i) Any two from: 2
• (contain the) same functional group
• differ from one member to the next by a –CH2– unit
• trend in physical properties
• similar chemical properties
6(b)(ii) CnH2n–2 1
6(b)(iii) test: bromine water OR aqueous bromine 1
result: changes to colourless OR decolourises 1
6(c)(i) four C atoms shown with double bond between C2 and C3 1
rest of structure 1
6(c)(ii) one shared pair of electrons between each H and a C atom 1
two shared pairs of electrons between the C atoms and no other unpaired electrons 1
6(d)(i) one product is formed 1
6(d)(ii) temperature above 100 °C OR steam is used; A a quoted pressure 20–100 atm 1
6(d)(iii) acidified aqueous 1
(potassium) manganate(VII) 1

SPECIMEN from 2023

7(a)(i) methyl propanoate 1
H H O H 1
H C C C O C H
H H H
7(a)(ii) any four carbon ester not named in 7(a)(i) 1

7(b)(i) diol 1
7(b)(ii) condensation 1

SPECIMEN from 2023

Cambridge IGCSE™
*0123456789*
CHEMISTRY 0620/06
Paper 6 Alternative to Practical For examination from 2023
SPECIMEN PAPER 1 hour
You must answer on the question paper.
No additional materials are needed.
INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● You should show all your working and use appropriate units.
INFORMATION
● The number of marks for each question or part question is shown in brackets [ ].
● Notes for use in qualitative analysis are provided in the question paper.

2
1 A student investigates the rate of reaction between magnesium ribbon and excess dilute
hydrochloric acid by measuring the volume of gas produced.
The student uses the apparatus in Fig. 1.1 to do two different experiments.
magnesium ribbon water
dilute
hydrochloric
acid
Fig. 1.1
(a) Name the items of apparatus labelled X and Y in Fig. 1.1.
X ...............................................................................................................................................
Y ...............................................................................................................................................
[2]
(b) The gas made in the reaction is hydrogen.
Describe how the student can test that the gas is hydrogen.
Give the expected result of the test.
test ............................................................................................................................................
result .........................................................................................................................................
[1]
© UCLES 2020 0620/06/SP/23

3
Fig. 1.2 shows the results for each experiment.
100
80 Experiment 1
60
volume of
gas / cm3
40 Experiment 2
20
0
0 20 40 60 80 100 120
time / s
Fig. 1.2
(c) (i) Use Fig. 1.2 to determine the total volume of gas made in each experiment.
3
total volume in Experiment 1 ........................................................
3
total volume in Experiment 2 ........................................................
[1]
(ii) Use your answers in (c)(i) to suggest what the student changed Experiment 2.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) On Fig. 1.2, sketch the curve expected if Experiment 1 is repeated using magnesium
powder instead of magnesium ribbon. All other conditions remain the same. [2]
[Total: 7]

4
2 A student investigates the reaction between dilute hydrochloric acid and two different aqueous
solutions of sodium hydroxide labelled solution A and solution B.
The student does two experiments.
Experiment 1
The student:
• rinses a burette with dilute hydrochloric acid
• fills the burette with dilute hydrochloric acid
• runs out some of the acid so that the level of acid is on the burette scale
3
• of solution A into a conical flask
• adds five drops of thymolphthalein indicator to the conical flask
• swirls the flask while adding the acid from the burette to the conical flask until the solution just
changes colour.
Experiment 2
The student:
• empties and rinses the conical flask with distilled water
• repeats Experiment 1 using solution B instead of solution A.
(a) Use Fig. 2.1 and Fig. 2.2 to record the readings for Experiments 1 and 2 in Table 2.1 and
complete Table 2.1.
Experiment 1
3 29
4 30
5 31
initial reading final reading
Fig. 2.1
Experiment 2
15 29
16 30
17 31
initial reading final reading
Fig. 2.2
© UCLES 2020 0620/06/SP/23

5
Table 2.1
Experiment 1 Experiment 2
3

3

3

[4]
(b) State the colour change observed in Experiment 1.
from ................................................................ to ................................................................ [1]
(c) (i) State which solution of sodium hydroxide, solution A or solution B, is the more
concentrated.
Explain your answer.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Deduce the simplest whole number ratio of concentration of solution A

solution B.
...................................................................................................................................... [1]
3
(d) of
solution A.
.............................................................................................................................................. [2]
(e) In Experiment 2 the conical flask is rinsed with distilled water.
(i) Suggest why the conical flask is rinsed with distilled water.
...................................................................................................................................... [1]
(ii) The conical flask is not dried after it is rinsed with distilled water.
Suggest why the conical flask is not dried.
...................................................................................................................................... [1]

6
(f) State the effect, if any, on the volume of dilute hydrochloric acid used in Experiment 1 if the
solution of sodium hydroxide is warmed before adding the dilute hydrochloric acid.
Give a reason for your answer.
effect on volume ................................................................................................................
reason ...............................................................................................................................
[2]
(g) (i) Suggest how the reliability of the results from Experiment 1 and Experiment 2 can be
confirmed.
...................................................................................................................................... [1]
(ii) Suggest a more accurate method of measuring the volume of the solution of
sodium hydroxide.
...................................................................................................................................... [1]
(h) Aqueous sodium hydroxide reacts with aqueous barium chloride to form a white precipitate of
barium hydroxide.
Use this information to suggest a different method of finding out which of the solutions of
sodium hydroxide, solution A or solution B, is more concentrated.
In your answer, state how your results show which solution of sodium hydroxide, solution A or
solution B, is more concentrated.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 18]
© UCLES 2020 0620/06/SP/23

7
3 A student tests two solids, solid C and solid D.
tests on solid C
Solid C is iron(II) sulfate.
Complete the expected observations.
The student dissolves solid C in water to form solution C.
The student divides solution C into three portions.

3
(a) To the first portion of solution C of dilute nitric acid followed by a few
drops of aqueous silver nitrate.
observations ........................................................................................................................ [1]
3
(b) To the second portion of solution C of dilute nitric acid followed by a
few drops of aqueous barium nitrate.
observations ........................................................................................................................ [1]
(c) To the third portion of solution C, the student adds aqueous ammonia dropwise and then in
excess.
observations .............................................................................................................................
.............................................................................................................................................. [2]

8
tests on solid D
Table 3.1 shows the tests and the student’s observations for solid D. For test 2 and test 3, the
student dissolves solid D in water to form solution D. The student divides solution D into two
portions.
Table 3.1
tests observations
test 1
Do a flame test. orange-red colour

test 2
To the first portion of solution D, add aqueous white precipitate,

sodium hydroxide dropwise and then in excess. no further change
test 3
3
To the second portion of solution D white precipitate
dilute nitric acid followed by a few drops of
aqueous silver nitrate.
(d) Describe how to do the flame test used in test 1.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(e) Identify solid D.
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 9]
© UCLES 2020 0620/06/SP/23

9
4 The label on a bottle of orange drink states ‘contains no artificial colours’.
A scientist thinks that the orange colour in the drink is a mixture of two artificial colours:
• Sunset Yellow E110

• Allura Red E129.
Plan an experiment to show that the orange colour in the drink does not contain these two artificial
colours.
Your plan should describe the use of common laboratory apparatus and samples of E110, E129
and the orange colouring from the drink.
You may draw a diagram to help answer the question.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..................................................................................................................................................... [6]
© UCLES 2020 0620/06/SP/23

10
Notes for use in qualitative analysis
Tests for anions
anion test test result

carbonate, CO3 add dilute acid, then test for carbon effervescence, carbon dioxide
dioxide gas produced
chloride, Cl acidify with dilute nitric acid, then white ppt.
[in solution] add aqueous silver nitrate
bromide, Br acidify with dilute nitric acid, then cream ppt.
iodide, I acidify with dilute nitric acid, then yellow ppt.
nitrate, NO3 add aqueous sodium hydroxide, ammonia produced
[in solution] then aluminium foil; warm carefully
sulfate, SO4 acidify with dilute nitric acid, then white ppt.
[in solution] add aqueous barium nitrate
sulfite, SO3 add a small volume of acidified the acidified aqueous potassium
aqueous potassium manganate(VII) manganate(VII) changes from
purple to colourless
Tests for aqueous cations
cation effect of aqueous sodium hydroxide effect of aqueous ammonia

3+
aluminium, Al white ppt., soluble in excess, giving white ppt., insoluble in excess
a colourless solution
ammonium, NH4+ ammonia produced on warming –
2+
calcium, Ca white ppt., insoluble in excess no ppt. or very slight white ppt.
3+
chromium(III), Cr 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,
ppt. turns brown near surface on ppt. turns brown near surface on
standing standing
iron(III), Fe3+ red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess
2+
zinc, Zn white ppt., soluble in excess, giving white ppt., soluble in excess, giving
a colourless solution a colourless solution
© UCLES 2020 0620/06/SP/23

11
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
calcium, Ca2+ orange-red
2+
barium, Ba light green
2+
copper(II), Cu blue-green
© UCLES 2020 0620/06/SP/23

12
BLANK PAGE
© UCLES 2020 0620/06/SP/23

Cambridge IGCSE™
CHEMISTRY 0620/06
Paper 6 Alternative to Practical For examination from 2023
MARK SCHEME
Maximum Mark: 40
Specimen

SPECIMEN from 2023
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific
content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking
principles.
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

SPECIMEN from 2023
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade
descriptors in mind.
Science-Specific Marking Principles
1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.
2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any
correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.
3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus
terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).
4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where
necessary and any exceptions to this general principle will be noted.
5 ‘List rule’ guidance
For questions that require n responses (e.g. State two reasons …):
• The response should be read as continuous prose, even when numbered answer spaces are provided.
• Any response marked ignore in the mark scheme should not count towards n.
• Incorrect responses should not be awarded credit but will still count towards n.
• Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this should
be treated as a single incorrect response.
• Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

SPECIMEN from 2023
6 Calculation specific guidance
Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.
For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by
the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.
For answers given in standard form (e.g. a × 10n) in which the convention of restricting the value of the coefficient (a) to a value between 1 and
10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.
Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.
7 Guidance for chemical equations
Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.
State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.
Abbreviations used in the Mark Scheme
• ; separates marking points

• / separates alternatives within a marking point
• R reject
• I ignore (mark as if this material was not present)
• A accept (a less than ideal answer which should be marked correct)
• COND indicates mark is conditional on previous marking point
• OWTTE or words to that effect (accept other ways of expressing the same idea)
• AW alternate wording (where responses vary more than usual)
• underline actual word given must be used by candidate (grammatical variants accepted)
• max indicates the maximum number of marks that can be awarded
• ECF credit a correct statement that follows a previous wrong response
• () the word / phrase in brackets is not required, but sets the context
• ORA or reverse argument

SPECIMEN from 2023

1(a) X conical flask 1
Y measuring cylinder 1
1(b) test: lighted splint AND result: (squeaky) pop 1
1(c)(i) volumes: 1
Experiment 1: 80 AND Experiment 2: 40
1(c)(ii) different mass of magnesium / half the mass of magnesium has been used in Experiment 2 1
3
1(c)(iii) sketched line levels out at 80 cm 1
sketched line is steeper than printed Experiment 1 line, at start 1

2(a) Experiment 1 final = 29.5, initial = 4.1 1
Experiment 2 final = 29.1, initial = 16.4 1
differences completed correctly (25.4, 12.7) 1
all volumes to 1 decimal place or better 1
2(b) (from) blue (to) colourless 1
2(c)(i) solution A 1
AND
greater volume of acid was used in the titration
2(c)(ii) 2 : 1 1
2(d) 10.16 OR 10.2 to 1 d.p. 1
units: cm3 1
2(e)(i) to clean / remove substances left from Experiment 1 1
2(e)(ii) does not change amount / moles of sodium hydroxide 1
2(f) effect on volume: no effect 1
reason: temperature does not change the amount of sodium hydroxide present 1
2(g)(i) repeat AND compare 1
SPECIMEN from 2023

2(g)(ii) volumetric pipette / burette 1
2(h) fair test use equal volumes of A and B 1
dependent variable measured measure mass / height of precipitate formed / volume of aqueous barium chloride used 1
conclusion more concentrated sodium hydroxide would form the most precipitate (mass or height) / would require a larger 1
volume of aqueous barium chloride

Tests on solid C
3(a) no change / reaction / precipitate or no observation 1
3(b) white precipitate 1
3(c) green precipitate 1
remains / insoluble in excess 1
Tests on solid D
3(d) Any three from: 3
• use of clean wire with solid sample / fresh splint soaked in (concentrated) solution
• blue / roaring / hot flame
• put wire / splint into flame
• observe and record the flame colour produced
3(e) calcium / Ca2+ 1
chloride / Cl – 1
CaCl 2 scores both marks

SPECIMEN from 2023

4 Any six from: 6
• chromatography
• pencil baseline / origin
• apply orange colour to paper
• and samples of both E110 and E129
• depth of solvent is below base line / spots on chromatogram
• allow the solvent to travel up the paper
• use a ruler to measure the distance / heights of spots of E-colours against orange drink
• conclusion based on height of spots / comparison to known Rf values

SPECIMEN from 2023
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Cambridge IGCSE™

You must answer on the multiple choice answer sheet.

You will need: Multiple choice answer sheet

This document has 16 pages. Any blank pages are indicated.

© UCLES 2020 [Turn over

The results are shown on the graph.

At which point is the substance a solid?

2 A gas is released at point Q, in the apparatus shown.

3 Which statement describes the bonding in sodium chloride?

B A strong force of attraction between oppositely charged ions.

C A strong force of attraction between two molecules.

D A weak force of attraction between oppositely charged ions.

© UCLES 2020 0620/02/SP/23

4 The ‘lead’ in a pencil is made of a mixture of graphite and clay.

Which statement explains this observation?

A Graphite has a high melting point.

B Graphite is a form of carbon.

5 Which statement about metals is not correct?

D They have a giant lattice of positive ions in a ‘sea’ of delocalised electrons.

What is the balanced symbol equation for this reaction?

A Fe2(SO4)3(aq) + 2NaOH(aq) → Fe(OH)3(s) + Na2SO4(aq)

B Fe2(SO4)3(aq) + 3NaOH(aq) → Fe(OH)3(s) + 3Na2SO4(aq)

C Fe2(SO4)3(aq) + 6NaOH(aq) → 2Fe(OH)3(s) + 3Na2SO4(aq)

D 2Fe2(SO4)3(aq) + 6NaOH(aq) → 4Fe(OH)3(s) + 6Na2SO4(aq)

7 Which information is needed to calculate the relative atomic mass of an element?

B The nucleon numbers and the total number of isotopes.

C The mass number and abundance of each of its isotopes.

D The atomic number and abundance of each of its isotopes.

© UCLES 2020 0620/02/SP/23 [Turn over

Na2CO3 + 2HCl → 2NaCl + H2O + CO2

A 6 dm3 B 12 dm3 C 18 dm3 D 24 dm3

A burette is filled with dilute sulfuric acid.

dilute sulfuric acid

25.0 cm3 sodium hydroxide

The equation for the reaction is shown.

2NaOH + H2SO4 → Na2SO4 + 2H2O

What is the concentration of the dilute sulfuric acid in mol / dm3?

A 0.50 mol / dm3

B 1.0 mol / dm3

C 2.0 mol / dm3

D 4.0 mol / dm3

© UCLES 2020 0620/02/SP/23

10 The diagram shows a circuit used to electrolyse aqueous copper(II) sulfate.

copper ions electrons

carbon dioxide oxides of nitrogen water

© UCLES 2020 0620/02/SP/23 [Turn over

progress of reaction progress of reaction

overall activation overall

progress of reaction progress of reaction

13 Which changes are physical changes?

1 melting ice to form water

2 burning hydrogen to form water

3 adding sodium to water

4 boiling water to form steam

A 1 and 2 B 1 and 4 C 2 and 3 D 3 and 4

© UCLES 2020 0620/02/SP/23

14 The diagram shows an experiment to measure the rate of a chemical reaction.

Which change decreases the rate of reaction?

A adding water to the flask