Syllabus

Cambridge International
AS & A Level
Chemistry 9701
Use this syllabus for exams in 2025, 2026 and 2027.
Exams are available in the June and November series.
Also available for examination in March 2025, 2026 and 2027 for India.

Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of Cambridge University Press & Assessment, which is a department
of the University of Cambridge.

Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by
subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong
platform for students to progress from one stage to the next, and are well supported by teaching and learning
resources.

We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching
practice – and take account of the different national contexts in which they are taught.

We consult with teachers to help us design each syllabus around the needs of their learners. Consulting with
leading universities has helped us make sure our syllabuses encourage students to master the key concepts in
the subject and develop the skills necessary for success in higher education.

Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes for
students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at [Link]/ISO9001

© Cambridge University Press & Assessment September 2022

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge International? ........................................................................ 2

1 Why choose this syllabus? ........................................................................................ 5

2 Syllabus overview ....................................................................................................... 9

Aims 9
Content overview 10
Assessment overview 11
Assessment objectives 13

3 Subject content .........................................................................................................15

AS Level subject content 16
A Level subject content 39

4 Details of the assessment ....................................................................................... 56

Paper 1 Multiple Choice 56
Paper 2 AS Level Structured Questions 56
Paper 3 Advanced Practical Skills 56
Paper 4 A Level Structured Questions 56
Paper 5 Planning, Analysis and Evaluation 56
Command words 57

5 Practical assessment ............................................................................................... 58

Introduction 58
Paper 3 Advanced Practical Skills 58
Paper 5 Planning, Analysis and Evaluation 71

6 Additional information .............................................................................................. 75

Mathematical requirements 75
Summary of key quantities, symbols and units 77
Expected conventions for representing organic structures 78
Data section 80
7 What else you need to know ................................................................................... 92
Before you start 92
Making entries 93
Accessibility and equality 93
After the exam 94
How students, teachers and higher education can use the grades 96
Grade descriptions 96
Changes to this syllabus for 2025, 2026 and 2027 97

Important: Changes to this syllabus

For information about changes to this syllabus for 2025, 2026 and 2027, go to page 97.
The latest syllabus is version 1, published September 2022.
Any textbooks endorsed to support the syllabus for examination from 2022 are still suitable for use with this
syllabus.
 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027.

1 Why choose this syllabus?

Key benefits
The best motivation for a student is a real passion for the
subject they’re learning. By offering students a variety of
Cambridge International AS & A Levels, you can give them the
greatest chance of finding the path of education they most
want to follow. With over 50 subjects to choose from, students
can select the ones they love and that they’re best at, which
helps motivate them throughout their studies. Cambridge
learner
Following a Cambridge International AS & A Level programme
helps students develop abilities which universities value highly,
including:
• a deep understanding of their subjects
• higher order thinking skills – analysis, critical thinking,
problem solving
• presenting ordered and coherent arguments
• independent learning and research.

Cambridge International AS & A Level Chemistry develops a set of transferable skills including handling
data, practical problem-solving and applying the scientific method. Learners develop relevant attitudes, such as
concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness. They acquire the
essential scientific skills required for progression to further studies or employment.

Our approach in Cambridge International AS & A Level Chemistry encourages learners to be:

confident, secure in their knowledge, keen to explore further and able to communicate effectively through the
language of science

responsible, developing efficient and safe scientific practices and working collaboratively with others

reflective, able to evaluate evidence to draw informed and appropriate conclusions and recognising that the
applications of science have the potential to affect the individual, the community and the environment

innovative, applying problem-solving skills to novel situations and engaging with new tools and techniques,
including information technology, to develop successful approaches

engaged, developing an enquiring mind, keen to apply scientific skills in everyday life.

School feedback: ‘Cambridge students develop a deep understanding of subjects and

independent thinking skills.’
Feedback from: Principal, Rockledge High School, USA

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

Key concepts
Key concepts are essential ideas that help students develop a deep understanding of their subject and make
links between different aspects. Key concepts may open up new ways of thinking about, understanding or
interpreting the important things to be learned.

Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain:
• a greater depth as well as breadth of subject knowledge
• confidence, especially in applying knowledge and skills in new situations
• the vocabulary to discuss their subject conceptually and show how different aspects link together
• a level of mastery of their subject to help them enter higher education.

The key concepts identified below, carefully introduced and developed, will help to underpin the course you will
teach. You may identify additional key concepts which will also enrich teaching and learning.

The key concepts for Cambridge International AS & A Level Chemistry are:
• Atoms and forces
Matter is built from atoms interacting and bonding through electrostatic forces. The structure of matter
affects its physical and chemical properties, and influences how substances react chemically.
• Experiments and evidence
Chemists use evidence gained from observations and experiments to build models and theories of the
structure and reactivity of materials. Theories are tested by further experiments and an appreciation of
accuracy and reliability is gained.
• Patterns in chemical behaviour and reactions
Patterns in chemical behaviour can be identified and used to predict the properties of substances. By
applying these patterns, useful new substances can be designed and synthetic routes created.
• Chemical bonds
The understanding of how chemical bonds are made and broken by the movement of electrons allows us
to predict patterns of reactivity. Appreciation of the strength of chemical bonds leads to the understanding
of a material’s properties and its uses.
• Energy changes
The energy changes that take place during chemical reactions can be used to predict the extent, feasibility
and rate of such reactions. An understanding is gained of why and how chemical reactions happen.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of
our programmes and qualifications around the world. Every year thousands of students with Cambridge
International AS & A Levels gain places at leading universities worldwide. Our programmes and qualifications
are valued by top universities around the world including those in the UK, US (including Ivy League universities),
Europe, Australia, Canada and New Zealand.

UK NARIC*, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found
it to be comparable to the standard of AS & A Level in the UK. This means students can be confident that their
Cambridge International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A
Levels by leading universities worldwide.

Cambridge International AS Level Chemistry makes up the first half of the Cambridge International A Level
course in Chemistry and provides a foundation for the study of Chemistry at Cambridge International A Level.
Depending on local university entrance requirements, students may be able to use it to progress directly
to university courses in Chemistry or some other subjects. It is also suitable as part of a course of general
education.

Cambridge International A Level Chemistry provides a foundation for the study of Chemistry or related courses
in higher education. Equally it is suitable as part of a course of general education.

For more information about the relationship between the Cambridge International AS Level and Cambridge
International A Level see the ‘Assessment overview’ section of the Syllabus overview.

We recommend learners check the Cambridge recognition database and university websites to find the most
up-to-date entry requirements for courses they wish to study.

* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.

Learn more at [Link]/recognition

School feedback: ‘The depth of knowledge displayed by the best A Level students makes
them prime targets for America’s Ivy League universities.’
Feedback from: Yale University, USA

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development so
that you can give your students the best possible preparation for Cambridge International AS & A Level. To find
out which resources are available for each syllabus go to [Link]/support

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at [Link]/support

Support for Cambridge International AS & A Level

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Schemes of work • Endorsed resources responses Service
• Specimen papers • Online forums • Past papers and • Principal examiner
• Syllabuses • Support for mark schemes reports for teachers
• Teacher guides coursework and • Specimen paper
speaking tests answers

Sign up for email notifications about changes to syllabuses, including new and revised products and services at
[Link]/syllabusupdates

Professional development
We support teachers through:
• Introductory Training – face-to-face or online
• Extension Training – face-to-face or online
• Enrichment Professional Development – face-to-face or online
Find out more at [Link]/events

• Cambridge Professional Development Qualifications

Find out more at [Link]/profdev

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: [Link]/eoguide

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• acquire knowledge and understanding and develop practical skills, including efficient, accurate and safe
scientific practices
• learn to apply the scientific method, while developing an awareness of the limitations of scientific theories
and models
• develop skills in data analysis, evaluation and drawing conclusions, cultivating attitudes relevant to science
such as objectivity, integrity, enquiry, initiative and inventiveness
• develop effective scientific communication skills, using appropriate terminology and scientific conventions
• understand their responsibility to others/society and to care for the environment
• enjoy science and develop an informed interest in the subject that may lead to further study.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse any
political view. We endeavour to treat all aspects of the exam process neutrally.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Syllabus overview

Content overview
AS Level subject content A Level subject content
Candidates for Cambridge International AS Level Candidates for Cambridge International A Level
Chemistry study the following topics: Chemistry study the AS topics and the following
topics:

Physical chemistry Physical chemistry

1 Atomic structure 23 Chemical energetics
2 Atoms, molecules and stoichiometry 24 Electrochemistry
3 Chemical bonding 25 Equilibria
4 States of matter 26 Reaction kinetics
5 Chemical energetics
6 Electrochemistry Inorganic chemistry
7 Equilibria 27 Group 2
8 Reaction kinetics 28 Chemistry of transition elements

Inorganic chemistry Organic chemistry

9 The Periodic Table: chemical periodicity 29 An introduction to A Level organic chemistry
10 Group 2 30 Hydrocarbons
11 Group 17 31 Halogen compounds
12 Nitrogen and sulfur 32 Hydroxy compounds
33 Carboxylic acids and derivatives
Organic chemistry 34 Nitrogen compounds
13 An introduction to AS Level organic chemistry 35 Polymerisation
14 Hydrocarbons 36 Organic synthesis
15 Halogen compounds
16 Hydroxy compounds Analysis
17 Carbonyl compounds 37 Analytical techniques
18 Carboxylic acids and derivatives
19 Nitrogen compounds A Level candidates also study practical skills.
20 Polymerisation
21 Organic synthesis

Analysis
22 Analytical techniques

AS Level candidates also study practical

skills.

School feedback: ‘Cambridge International AS & A Levels prepare students well for university
because they’ve learnt to go into a subject in considerable depth. There’s that ability to really
understand the depth and richness and the detail of a subject. It’s a wonderful preparation for
what they are going to face at university.’
Feedback from: US Higher Education Advisory Council

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Syllabus overview

Assessment overview
Paper 1 Paper 4

Multiple Choice A Level Structured Questions

1 hour 15 minutes 2 hours
40 marks 100 marks
40 multiple-choice questions Structured questions
Questions are based on the AS Level syllabus Questions are based on the A Level syllabus
content. content; knowledge of material from the AS Level
Externally assessed syllabus content will be required.
31% of the AS Level Externally assessed
15.5% of the A Level 38.5% of the A Level

Paper 2 Paper 5

AS Level Structured Questions Planning, Analysis and Evaluation

1 hour 15 minutes 1 hour 15 minutes
60 marks 30 marks
Structured questions Questions are based on the experimental skills of
Questions are based on the AS Level syllabus planning, analysis and evaluation.
content. The context of the questions may be outside the
Externally assessed syllabus content.
46% of the AS Level Externally assessed
23% of the A Level 11.5% of the A Level

Paper 3

Advanced Practical Skills 2 hours

40 marks
Practical work and structured questions
Questions are based on the experimental skills in
the Practical assessment section of the syllabus.
Externally assessed
23% of the AS Level
11.5% of the A Level

Information on availability is in the Before you start section.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Syllabus overview

There are three routes for Cambridge International AS & A Level Chemistry:
Route Paper 1 Paper 2 Paper 3 Paper 4 Paper 5

1 AS Level only
(Candidates take all AS yes yes yes
components in the same exam
series)

2 A Level (staged over two years)

Year 1 AS Level* yes yes yes

Year 2 Complete the A Level yes yes

3 A Level
(Candidates take all components in yes yes yes yes yes
the same exam series)

* Candidates carry forward their AS Level result subject to the rules and time limits described in the Cambridge
Handbook. See Making entries for more information on carry forward of results.

Candidates following an AS Level route are eligible for grades a–e. Candidates following an A Level route are
eligible for grades A*–E.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Knowledge and understanding

Candidates should be able to demonstrate knowledge and understanding of:
• scientific phenomena, facts, laws, definitions, concepts and theories
• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific quantities and their determination
• scientific and technological applications with their social, economic and environmental implications
• reasoned explanations for phenomena, patterns and relationships.

AO2 Handling, applying and evaluating information

Candidates should be able to handle, apply and evaluate information in words or using other forms of
presentation (e.g. symbols, graphical or numerical) to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and draw conclusions
• give reasoned explanations for phenomena, patterns and relationships
• make predictions and construct arguments to support hypotheses
• make sense of new situations
• evaluate hypotheses
• demonstrate an awareness of the limitations of chemical theories and models
• solve problems.

AO3 Experimental skills and investigations

Candidates should be able to:
• plan experiments and investigations
• collect, record and present observations, measurements and estimates
• analyse and interpret experimental data to reach conclusions
• evaluate methods and quality of experimental data, and suggest improvements to experiments.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of each qualification

Assessment objective Weighting in AS Level % Weighting in A Level %

AO1 Knowledge and understanding 40 40

AO2 Handling, applying and evaluating 40 40

information

AO3 Experimental skills and investigations 20 20

Total 100 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2 Paper 3 Paper 4 Paper 5

AO1 Knowledge and understanding 50 50 0 50 0

AO2 Handling, applying and evaluating 50 50 0 50 0

information

AO3 Experimental skills and investigations 0 0 100 0 100

Total 100 100 100 100 100

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027.

3 Subject content

Candidates for Cambridge International AS Level should study topics 1–22.

Candidates for Cambridge International A Level should study all topics.

The content of the AS Level learning outcomes is assumed knowledge for the A Level components.

Teachers should refer to the social, environmental, economic and technological aspects of chemistry wherever
possible throughout the syllabus. Some examples are included in the syllabus and teachers should encourage
learners to apply the principles of these examples to other situations introduced during the course.

The syllabus content for practical skills is in the Practical assessment section.

Teachers should ensure that candidates are prepared for the assessment of both theory learning outcomes
and practical expectations.

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting suitable subject contexts, resources and examples to
support your learners’ study. These should be appropriate for the learners’ age, cultural background and
learning context as well as complying with your school policies and local legal requirements.

Nomenclature
Symbols, signs and abbreviations used in examination papers will follow the recommendations made in the
ASE publication Signs, Symbols and Systematics (The ASE Companion to 16–19 Science, 2000) although
the traditional names sulfite, nitrite, sulfur trioxide, sulfurous acid and nitrous acid will be used. Sulfur and all
compounds of sulfur will be spelled with f, not ph.

Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the
line. Candidates are expected to follow this convention in their answers.

Units
In practical work, candidates will be expected to use SI units or, where appropriate, units approved by the BIPM
for use with the SI (e.g. minute). A list of SI units and units approved for use with the SI may be found in the SI
brochure at [Link]

The use of imperial/customary units such as the inch and degree Fahrenheit is not acceptable and should be
discouraged. In all examinations, where data are supplied for use in questions, candidates will be expected to
use units that are consistent with the units supplied, and should not attempt conversion to other systems of
units unless this is a requirement of the question.

Special note regarding units and significant figures

Candidates should be aware that misuse of units and/or significant figures, i.e. failure to quote units where
necessary, the inclusion of units in quantities defined as ratios or quoting answers to an inappropriate number
of significant figures, is liable to be penalised in the assessments.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

AS Level subject content

Physical chemistry
1 Atomic structure

1.1 Particles in the atom and atomic radius

Learning outcomes
Candidates should be able to:
1 understand that atoms are mostly empty space surrounding a very small, dense nucleus that contains
protons and neutrons; electrons are found in shells in the empty space around the nucleus
2 identify and describe protons, neutrons and electrons in terms of their relative charges and relative
masses
3 understand the terms atomic and proton number; mass and nucleon number
4 describe the distribution of mass and charge within an atom
5 describe the behaviour of beams of protons, neutrons and electrons moving at the same velocity in an
electric field
6 determine the numbers of protons, neutrons and electrons present in both atoms and ions given atomic
or proton number, mass or nucleon number and charge
7 state and explain qualitatively the variations in atomic radius and ionic radius across a period and down a
group

1.2 Isotopes

Learning outcomes
Candidates should be able to:
1 define the term isotope in terms of numbers of protons and neutrons
2 understand the notation xy A for isotopes, where x is the mass or nucleon number and y is the atomic or
proton number
3 state that and explain why isotopes of the same element have the same chemical properties
4 state that and explain why isotopes of the same element have different physical properties, limited to
mass and density

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

1.3 Electrons, energy levels and atomic orbitals

In 1.3 each atom or ion described will be in the ground state. Only the elements hydrogen to krypton will be
assessed.

Learning outcomes
Candidates should be able to:
1 understand the terms:
• shells, sub-shells and orbitals
• principal quantum number (n)
• ground state, limited to electronic configuration
2 describe the number of orbitals making up s, p and d sub-shells, and the number of electrons that can
fill s, p and d sub-shells
3 describe the order of increasing energy of the sub-shells within the first three shells and the 4s and 4p
sub-shells
4 describe the electronic configurations to include the number of electrons in each shell, sub-shell and
orbital
5 explain the electronic configurations in terms of energy of the electrons and inter-electron repulsion
6 determine the electronic configuration of atoms and ions given the atomic or proton number and charge,
using either of the following conventions:
e.g. for Fe: 1s22s22p63s23p63d64s2 (full electronic configuration)
or [Ar] 3d64s2 (shorthand electronic configuration)
7 understand and use the electrons in boxes notation

e.g. for Fe: [Ar]

8 describe and sketch the shapes of s and p orbitals

9 describe a free radical as a species with one or more unpaired electrons

1.4 Ionisation energy

In 1.4 each atom or ion described will be in the ground state. Only the elements hydrogen to krypton will be
assessed.

Learning outcomes
Candidates should be able to:
1 define and use the term first ionisation energy, IE
2 construct equations to represent first, second and subsequent ionisation energies
3 identify and explain the trends in ionisation energies across a period and down a group of the Periodic
Table
4 identify and explain the variation in successive ionisation energies of an element
5 understand that ionisation energies are due to the attraction between the nucleus and the outer electron
6 explain the factors influencing the ionisation energies of elements in terms of nuclear charge,
atomic/ionic radius, shielding by inner shells and sub-shells and spin-pair repulsion
7 deduce the electronic configurations of elements using successive ionisation energy data
8 deduce the position of an element in the Periodic Table using successive ionisation energy data

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

2 Atoms, molecules and stoichiometry

2.1 Relative masses of atoms and molecules

Learning outcomes
Candidates should be able to:
1 define the unified atomic mass unit as one twelfth of the mass of a carbon-12 atom
2 define relative atomic mass, Ar, relative isotopic mass, relative molecular mass, Mr, and relative formula
mass in terms of the unified atomic mass unit

2.2 The mole and the Avogadro constant

Learning outcomes
Candidates should be able to:
1 define and use the term mole in terms of the Avogadro constant

2.3 Formulas

Learning outcomes
Candidates should be able to:
1 write formulas of ionic compounds from ionic charges and oxidation numbers (shown by a Roman
numeral), including:
(a) the prediction of ionic charge from the position of an element in the Periodic Table
(b) recall of the names and formulas for the following ions: NO3 –, CO32–, SO42–, OH –, NH4+, Zn2+, Ag+,
HCO3 –, PO43–
2 (a) write and construct equations (which should be balanced), including ionic equations (which should
not include spectator ions)
(b) use appropriate state symbols in equations
3 define and use the terms empirical and molecular formula
4 understand and use the terms anhydrous, hydrated and water of crystallisation
5 calculate empirical and molecular formulas, using given data

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

2.4 Reacting masses and volumes (of solutions and gases)

Learning outcomes
Candidates should be able to:
1 perform calculations including use of the mole concept, involving:
(a) reacting masses (from formulas and equations) including percentage yield calculations
(b) volumes of gases (e.g. in the burning of hydrocarbons)
(c) volumes and concentrations of solutions
(d) limiting reagent and excess reagent
(When performing calculations, candidates’ answers should reflect the number of significant figures
given or asked for in the question. When rounding up or down, candidates should ensure that
significant figures are neither lost unnecessarily nor used beyond what is justified (see also Mathematical
requirements section).)
(e) deduce stoichiometric relationships from calculations such as those in 2.4.1(a)–(d)

3 Chemical bonding

3.1 Electronegativity and bonding

Learning outcomes
Candidates should be able to:
1 define electronegativity as the power of an atom to attract electrons to itself
2 explain the factors influencing the electronegativities of the elements in terms of nuclear charge, atomic
radius and shielding by inner shells and sub-shells
3 state and explain the trends in electronegativity across a period and down a group of the Periodic Table
4 use the differences in Pauling electronegativity values to predict the formation of ionic and covalent
bonds (the presence of covalent character in some ionic compounds will not be assessed) (Pauling
electronegativity values will be given where necessary)

3.2 Ionic bonding

Learning outcomes
Candidates should be able to:
1 define ionic bonding as the electrostatic attraction between oppositely charged ions (positively charged
cations and negatively charged anions)
2 describe ionic bonding including the examples of sodium chloride, magnesium oxide and calcium
fluoride

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

3.3 Metallic bonding

Learning outcomes
Candidates should be able to:
1 define metallic bonding as the electrostatic attraction between positive metal ions and delocalised
electrons

3.4 Covalent bonding and coordinate (dative covalent) bonding

Learning outcomes
Candidates should be able to:
1 define covalent bonding as electrostatic attraction between the nuclei of two atoms and a shared pair of
electrons
(a) describe covalent bonding in molecules including:
• hydrogen, H2
• oxygen, O2
• nitrogen, N2
• chlorine, Cl 2
• hydrogen chloride, HCl
• carbon dioxide, CO2
• ammonia, NH3
• methane, CH4
• ethane, C2H6
• ethene, C2H4
(b) understand that elements in period 3 can expand their octet including in the compounds
sulfur dioxide, SO2, phosphorus pentachloride, PCl 5 , and sulfur hexafluoride, SF6
(c) describe coordinate (dative covalent) bonding, including in the reaction between ammonia and
hydrogen chloride gases to form the ammonium ion, NH4+ , and in the Al 2Cl 6 molecule
2 (a) describe covalent bonds in terms of orbital overlap giving σ and π bonds:
• σ bonds are formed by direct overlap of orbitals between the bonding atoms
• π bonds are formed by the sideways overlap of adjacent p orbitals above and below the σ bond
(b) describe how the σ and π bonds form in molecules including H2, C2H6, C2H%, HCN and N2
(c) use the concept of hybridisation to describe sp, sp& and sp³ orbitals
3 (a) define the terms:
• bond energy as the energy required to break one mole of a particular covalent bond in the
gaseous state
• bond length as the internuclear distance of two covalently bonded atoms
(b) use bond energy values and the concept of bond length to compare the reactivity of covalent
molecules

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

3.5 Shapes of molecules

Learning outcomes
Candidates should be able to:
1 state and explain the shapes of, and bond angles in, molecules by using VSEPR theory, including as
simple examples:
• BF3 (trigonal planar, 120°)
• CO2 (linear, 180°)
• CH4 (tetrahedral, 109.5°)
• NH3 (pyramidal, 107°)
• H2O (non-linear, 104.5°)
• SF6 (octahedral, 90°)
• PF5 (trigonal bipyramidal, 120° and 90°)
2 predict the shapes of, and bond angles in, molecules and ions analogous to those specified in 3.5.1

3.6 Intermolecular forces, electronegativity and bond properties

Learning outcomes
Candidates should be able to:
1 (a) describe hydrogen bonding, limited to molecules containing N–H and O–H groups, including
ammonia and water as simple examples
(b) use the concept of hydrogen bonding to explain the anomalous properties of H2O (ice and water):
• its relatively high melting and boiling points
• its relatively high surface tension
• the density of the solid ice compared with the liquid water
2 use the concept of electronegativity to explain bond polarity and dipole moments of molecules
3 (a) describe van der Waals’ forces as the intermolecular forces between molecular entities other than
those due to bond formation, and use the term van der Waals’ forces as a generic term to describe
all intermolecular forces
(b) describe the types of van der Waals’ forces:
• instantaneous dipole–induced dipole (id-id) forces, also called London dispersion forces
• permanent dipole–permanent dipole (pd-pd) forces, including hydrogen bonding
(c) describe hydrogen bonding and understand that hydrogen bonding is a special case of
permanent dipole–permanent dipole forces between molecules where hydrogen is bonded to a
highly electronegative atom
4 state that, in general, ionic, covalent and metallic bonding are stronger than intermolecular forces

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

3.7 Dot-and-cross diagrams

Learning outcomes
Candidates should be able to:
1 use dot-and-cross diagrams to illustrate ionic, covalent and coordinate bonding including the
representation of any compounds stated in 3.4 and 3.5 (dot-and-cross diagrams may include species
with atoms which have an expanded octet or species with an odd number of electrons)

4 States of matter

4.1 The gaseous state: ideal and real gases and pV = nRT

Learning outcomes
Candidates should be able to:
1 explain the origin of pressure in a gas in terms of collisions between gas molecules and the wall of the
container
2 understand that ideal gases have zero particle volume and no intermolecular forces of attraction
3 state and use the ideal gas equation pV = nRT in calculations, including in the determination of Mr

4.2 Bonding and structure

Learning outcomes
Candidates should be able to:
1 describe, in simple terms, the lattice structure of a crystalline solid which is:
(a) giant ionic, including sodium chloride and magnesium oxide
(b) simple molecular, including iodine, buckminsterfullerene C60 and ice
(c) giant molecular, including silicon(IV ) oxide, graphite and diamond
(d) giant metallic, including copper
2 describe, interpret and predict the effect of different types of structure and bonding on the physical
properties of substances, including melting point, boiling point, electrical conductivity and solubility
3 deduce the type of structure and bonding present in a substance from given information

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

5 Chemical energetics

5.1 Enthalpy change, ΔH

Learning outcomes
Candidates should be able to:
1 understand that chemical reactions are accompanied by enthalpy changes and these changes can be
exothermic (ΔH is negative) or endothermic (ΔH is positive)
2 construct and interpret a reaction pathway diagram, in terms of the enthalpy change of the reaction and
of the activation energy
3 define and use the terms:
(a) standard conditions (this syllabus assumes that these are 298 K and 101 kPa) shown by .
⦵

(b) enthalpy change with particular reference to: reaction, ΔHr , formation, ΔHf , combustion, ΔHc ,
neutralisation, ΔHneut
4 understand that energy transfers occur during chemical reactions because of the breaking and making
of chemical bonds
5 use bond energies (ΔH positive, i.e. bond breaking) to calculate enthalpy change of reaction, ΔHr
6 understand that some bond energies are exact and some bond energies are averages
7 calculate enthalpy changes from appropriate experimental results, including the use of the relationships
q = mcΔT and ΔH = –mcΔT/n

5.2 Hess’s law

Learning outcomes
Candidates should be able to:
1 apply Hess’s law to construct simple energy cycles
2 carry out calculations using cycles and relevant energy terms, including:
(a) determining enthalpy changes that cannot be found by direct experiment
(b) use of bond energy data

6 Electrochemistry

6.1 Redox processes: electron transfer and changes in oxidation number (oxidation state)

Learning outcomes
Candidates should be able to:
1 calculate oxidation numbers of elements in compounds and ions
2 use changes in oxidation numbers to help balance chemical equations
3 explain and use the terms redox, oxidation, reduction and disproportionation in terms of electron transfer
and changes in oxidation number
4 explain and use the terms oxidising agent and reducing agent
5 use a Roman numeral to indicate the magnitude of the oxidation number of an element

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

7 Equilibria

7.1 Chemical equilibria: reversible reactions, dynamic equilibrium

Learning outcomes
Candidates should be able to:
1 (a) understand what is meant by a reversible reaction
(b) understand what is meant by dynamic equilibrium in terms of the rate of forward and reverse
reactions being equal and the concentration of reactants and products remaining constant
(c) understand the need for a closed system in order to establish dynamic equilibrium
2 define Le Chatelier’s principle as: if a change is made to a system at dynamic equilibrium, the position of
equilibrium moves to minimise this change
3 use Le Chatelier’s principle to deduce qualitatively (from appropriate information) the effects of changes
in temperature, concentration, pressure or presence of a catalyst on a system at equilibrium
4 deduce expressions for equilibrium constants in terms of concentrations, Kc
5 use the terms mole fraction and partial pressure
6 deduce expressions for equilibrium constants in terms of partial pressures, Kp
(use of the relationship between Kp and Kc is not required)
7 use the Kc and Kp expressions to carry out calculations (such calculations will not require the solving of
quadratic equations)
8 calculate the quantities present at equilibrium, given appropriate data
9 state whether changes in temperature, concentration or pressure or the presence of a catalyst affect the
value of the equilibrium constant for a reaction
10 describe and explain the conditions used in the Haber process and the Contact process, as examples of
the importance of an understanding of dynamic equilibrium in the chemical industry and the application
of Le Chatelier’s principle

7.2 Brønsted–Lowry theory of acids and bases

Learning outcomes
Candidates should be able to:
1 state the names and formulas of the common acids, limited to hydrochloric acid, HCl, sulfuric acid,
H2SO4, nitric acid, HNO3, ethanoic acid, CH3COOH
2 state the names and formulas of the common alkalis, limited to sodium hydroxide, NaOH,
potassium hydroxide, KOH, ammonia, NH3
3 describe the Brønsted–Lowry theory of acids and bases
4 describe strong acids and strong bases as fully dissociated in aqueous solution and weak acids and
weak bases as partially dissociated in aqueous solution
5 appreciate that water has pH of 7, acid solutions pH of below 7 and alkaline solutions pH of above 7
6 explain qualitatively the differences in behaviour between strong and weak acids including the reaction
with a reactive metal and difference in pH values by use of a pH meter, universal indicator or conductivity
7 understand that neutralisation reactions occur when H+(aq) and OH – (aq) form H2O(l)
8 understand that salts are formed in neutralisation reactions
9 sketch the pH titration curves of titrations using combinations of strong and weak acids with strong and
weak alkalis
10 select suitable indicators for acid-alkali titrations, given appropriate data (pKa values will not be used)

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

8 Reaction kinetics

8.1 Rate of reaction

Learning outcomes
Candidates should be able to:
1 explain and use the term rate of reaction, frequency of collisions, effective collisions and non-effective
collisions
2 explain qualitatively, in terms of frequency of effective collisions, the effect of concentration and pressure
changes on the rate of a reaction
3 use experimental data to calculate the rate of a reaction

8.2 Effect of temperature on reaction rates and the concept of activation energy

Learning outcomes
Candidates should be able to:
1 define activation energy, EA, as the minimum energy required for a collision to be effective
2 sketch and use the Boltzmann distribution to explain the significance of activation energy
3 explain qualitatively, in terms both of the Boltzmann distribution and of frequency of effective collisions,
the effect of temperature change on the rate of a reaction

8.3 Homogeneous and heterogeneous catalysts

Learning outcomes
Candidates should be able to:
1 explain and use the terms catalyst and catalysis:
(a) explain that, in the presence of a catalyst, a reaction has a different mechanism, i.e. one of lower
activation energy
(b) explain this catalytic effect in terms of the Boltzmann distribution
(c) construct and interpret a reaction pathway diagram, for a reaction in the presence and absence of an
effective catalyst

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

Inorganic chemistry
9 The Periodic Table: chemical periodicity

9.1 Periodicity of physical properties of the elements in Period 3

Learning outcomes
Candidates should be able to:
1 describe qualitatively (and indicate the periodicity in) the variations in atomic radius, ionic radius, melting
point and electrical conductivity of the elements
2 explain the variation in melting point and electrical conductivity in terms of the structure and bonding of
the elements

9.2 Periodicity of chemical properties of the elements in Period 3

Learning outcomes
Candidates should be able to:
1 describe, and write equations for, the reactions of the elements with oxygen (to give Na2O, MgO, Al 2O3,
P4O10, SO2), chlorine (to give NaCl, MgCl 2, Al Cl 3, SiCl 4, PCl 5) and water (Na and Mg only)
2 state and explain the variation in the oxidation number of the oxides (Na2O, MgO, Al 2O3, P4O10, SO2 and
SO3 only) and chlorides (NaCl, MgCl 2, Al Cl 3, SiCl 4, PCl 5 only) in terms of their outer shell (valence shell)
electrons
3 describe, and write equations for, the reactions, if any, of the oxides Na2O, MgO, Al 2O3, SiO2, P4O10, SO2
and SO3 with water including the likely pHs of the solutions obtained
4 describe, explain, and write equations for, the acid / base behaviour of the oxides Na2O, MgO, Al 2O3,
P4O10, SO2 and SO3 and the hydroxides NaOH, Mg(OH)2 and Al (OH)3 including, where relevant,
amphoteric behaviour in reactions with acids and bases (sodium hydroxide only)
5 describe, explain, and write equations for, the reactions of the chlorides NaCl, MgCl 2, Al Cl 3, SiCl 4, PCl 5
with water including the likely pHs of the solutions obtained
6 explain the variations and trends in 9.2.2, 9.2.3, 9.2.4 and 9.2.5 in terms of bonding and electronegativity
7 suggest the types of chemical bonding present in the chlorides and oxides from observations of their
chemical and physical properties

9.3 Chemical periodicity of other elements

Learning outcomes
Candidates should be able to:
1 predict the characteristic properties of an element in a given group by using knowledge of chemical
periodicity
2 deduce the nature, possible position in the Periodic Table and identity of unknown elements from given
information about physical and chemical properties

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

10 Group 2

10.1 Similarities and trends in the properties of the Group 2 metals, magnesium to barium, and
their compounds

Learning outcomes
Candidates should be able to:
1 describe, and write equations for, the reactions of the elements with oxygen, water and dilute
hydrochloric and sulfuric acids
2 describe, and write equations for, the reactions of the oxides, hydroxides and carbonates with water and
dilute hydrochloric and sulfuric acids
3 describe, and write equations for, the thermal decomposition of the nitrates and carbonates, to include
the trend in thermal stabilities
4 describe, and make predictions from, the trends in physical and chemical properties of the elements
involved in the reactions in 10.1.1 and the compounds involved in 10.1.2, 10.1.3 and 10.1.5
5 state the variation in the solubilities of the hydroxides and sulfates

11 Group 17

11.1 Physical properties of the Group 17 elements

Learning outcomes
Candidates should be able to:
1 describe the colours and the trend in volatility of chlorine, bromine and iodine
2 describe and explain the trend in the bond strength of the halogen molecules
3 interpret the volatility of the elements in terms of instantaneous dipole–induced dipole forces

11.2 The chemical properties of the halogen elements and the hydrogen halides

Learning outcomes
Candidates should be able to:
1 describe the relative reactivity of the elements as oxidising agents
2 describe the reactions of the elements with hydrogen and explain their relative reactivity in these
reactions
3 describe the relative thermal stabilities of the hydrogen halides and explain these in terms of bond
strengths

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

11.3 Some reactions of the halide ions

Learning outcomes
Candidates should be able to:
1 describe the relative reactivity of halide ions as reducing agents
2 describe and explain the reactions of halide ions with:
(a) aqueous silver ions followed by aqueous ammonia (the formation and formula of the [Ag(NH3)2]+
complex is not required)
(b) concentrated sulfuric acid, to include balanced chemical equations

11.4 The reactions of chlorine

Learning outcomes
Candidates should be able to:
1 describe and interpret, in terms of changes in oxidation number, the reaction of chlorine with cold and
with hot aqueous sodium hydroxide and recognise these as disproportionation reactions
2 explain, including by use of an equation, the use of chlorine in water purification to include the production
of the active species HOCl and Cl O – which kill bacteria

12 Nitrogen and sulfur

12.1 Nitrogen and sulfur

Learning outcomes
Candidates should be able to:
1 explain the lack of reactivity of nitrogen, with reference to triple bond strength and lack of polarity
2 describe and explain:
(a) the basicity of ammonia, using the Brønsted–Lowry theory
(b) the structure of the ammonium ion and its formation by an acid–base reaction
(c) the displacement of ammonia from ammonium salts by an acid–base reaction
3 state and explain the natural and man-made occurrences of oxides of nitrogen and their catalytic
removal from the exhaust gases of internal combustion engines
4 understand that atmospheric oxides of nitrogen (NO and NO2) can react with unburned hydrocarbons to
form peroxyacetyl nitrate, PAN, which is a component of photochemical smog
5 describe the role of NO and NO2 in the formation of acid rain both directly and in their catalytic role in the
oxidation of atmospheric sulfur dioxide

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 Organic chemistry
13 An introduction to AS Level organic chemistry

Back to contents page

In this syllabus the following conventions are used:
X to represent a halogen atom
R and Rˊ to represent alkyl groups (or in some circumstances a hydrogen atom); R and R( can be the same or different depending on the molecule.

homologous series name of structural formula of displayed formula skeletal formula name
functional group functional group

H H
R R H
alkene C=C bond C C H C C C propene
R R H
H

H H X
halogenoalkane
X 1-chloropropane
(primary, secondary halogen R X H C C C H
(when X is chlorine)
and tertiary)
H H H

H H H
alcohol (primary, OH
secondary and hydroxyl R OH H C C C O H propan-1-ol
tertiary) H H H

O H H
O
O
aldehyde carbonyl R C H C C C propanal
H H
H H

H O H
R O
ketone carbonyl C O H C C C H propanone
R´

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29
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 name of structural formula of
homologous series displayed formula skeletal formula name
functional group functional group

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O H H O
O
carboxylic acid carboxyl R C H C C C propanoic acid
OH O H OH
H H

H O H H
O O
ester ester H C O C C C H methyl propanoate
R C O C R O
H H H

H H H
R NH2 H
NH2
amine (primary only) amine H C C C N propylamine
H
H H H

H H

nitrile nitrile R C N H C C C N propanenitrile

H H N

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

13.1 Formulas, functional groups and the naming of organic compounds

Learning outcomes
Candidates should be able to:
1 define the term hydrocarbon as a compound made up of C and H atoms only
2 understand that alkanes are simple hydrocarbons with no functional group
3 understand that the compounds in the table on pages 29 and 30 contain a functional group which
dictates their physical and chemical properties
4 interpret and use the general, structural, displayed and skeletal formulas of the classes of compound
stated in the table on pages 29 and 30
5 understand and use systematic nomenclature of simple aliphatic organic molecules with functional
groups detailed in the table on pages 29 and 30, up to six carbon atoms (six plus six for esters, straight
chains only for esters and nitriles)
6 deduce the molecular and/or empirical formula of a compound, given its structural, displayed or skeletal
formula

13.2 Characteristic organic reactions

Learning outcomes
Candidates should be able to:
1 interpret and use the following terminology associated with types of organic compounds and reactions:
(a) homologous series
(b) saturated and unsaturated
(c) homolytic and heterolytic fission
(d) free radical, initiation, propagation, termination
(e) nucleophile, electrophile, nucleophilic, electrophilic
(f) addition, substitution, elimination, hydrolysis, condensation
(g) oxidation and reduction
(in equations for organic redox reactions, the symbol [O] can be used to represent one atom of oxygen
from an oxidising agent and the symbol [H] to represent one atom of hydrogen from a reducing agent)
2 understand and use the following terminology associated with types of organic mechanisms:
(a) free-radical substitution
(b) electrophilic addition
(c) nucleophilic substitution
(d) nucleophilic addition
(in organic reaction mechanisms, the use of curly arrows to represent movement of electron pairs is
expected; the arrow should begin at a bond or a lone pair of electrons)

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13.3 Shapes of organic molecules; σ and π bonds

Learning outcomes
Candidates should be able to:
1 describe organic molecules as either straight-chained, branched or cyclic
2 describe and explain the shape of, and bond angles in, molecules containing sp, sp2 and sp3 hybridised
atoms
3 describe the arrangement of σ and π bonds in molecules containing sp, sp2 and sp3 hybridised atoms
4 understand and use the term planar when describing the arrangement of atoms in organic molecules, for
example ethene

13.4 Isomerism: structural isomerism and stereoisomerism

Learning outcomes
Candidates should be able to:
1 describe structural isomerism and its division into chain, positional and functional group isomerism
2 describe stereoisomerism and its division into geometrical (cis/trans) and optical isomerism (use of E/Z
nomenclature is acceptable but is not required)
3 describe geometrical (cis/trans) isomerism in alkenes, and explain its origin in terms of restricted rotation
due to the presence of π bonds
4 explain what is meant by a chiral centre and that such a centre gives rise to two optical isomers
(enantiomers)
(Candidates should appreciate that compounds can contain more than one chiral centre, but knowledge
of meso compounds, or nomenclature such as diastereoisomers is not required.)
5 identify chiral centres and geometrical (cis/trans) isomerism in a molecule of given structural formula
including cyclic compounds
6 deduce the possible isomers for an organic molecule of known molecular formula

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

14 Hydrocarbons

14.1 Alkanes

Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which alkanes can be produced:
(a) addition of hydrogen to an alkene in a hydrogenation reaction, H2(g) and Pt/Ni catalyst and heat
(b) cracking of a longer chain alkane, heat with Al 2O3
2 describe:
(a) the complete and incomplete combustion of alkanes
(b) the free-radical substitution of alkanes by Cl 2 or Br2 in the presence of ultraviolet light, as exemplified
by the reactions of ethane
3 describe the mechanism of free-radical substitution with reference to the initiation, propagation and
termination steps
4 suggest how cracking can be used to obtain more useful alkanes and alkenes of lower Mr from heavier
crude oil fractions
5 understand the general unreactivity of alkanes, including towards polar reagents in terms of the strength
of the C–H bonds and their relative lack of polarity
6 recognise the environmental consequences of carbon monoxide, oxides of nitrogen and unburnt
hydrocarbons arising from the combustion of alkanes in the internal combustion engine and of their
catalytic removal

14.2 Alkenes

Learning outcomes
Candidates should be able to:
1 recall the reactions (including reagents and conditions) by which alkenes can be produced:
(a) elimination of HX from a halogenoalkane by ethanolic NaOH and heat
(b) dehydration of an alcohol, by using a heated catalyst (e.g. Al 2O3) or a concentrated acid
(e.g. concentrated H2SO4)
(c) cracking of a longer chain alkane
2 describe the following reactions of alkenes:
(a) the electrophilic addition of
(i) hydrogen in a hydrogenation reaction, H2(g) and Pt/Ni catalyst and heat
(ii) steam, H2O(g) and H3PO4 catalyst
(iii) a hydrogen halide, HX(g), at room temperature
(iv) a halogen, X2
(b) the oxidation by cold dilute acidified KMnO4 to form the diol
(c) the oxidation by hot concentrated acidified KMnO4 leading to the rupture of the carbon–carbon
double bond and the identities of the subsequent products to determine the position of alkene
linkages in larger molecules
(d) addition polymerisation exemplified by the reactions of ethene and propene

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14.2 Alkenes (continued)

3 describe the use of aqueous bromine to show the presence of a C=C bond
4 describe the mechanism of electrophilic addition in alkenes, using bromine/ethene and
hydrogen bromide/propene as examples
5 describe and explain the inductive effects of alkyl groups on the stability of primary, secondary and
tertiary cations formed during electrophilic addition (this should be used to explain Markovnikov addition)

15 Halogen compounds

15.1 Halogenoalkanes

Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which halogenoalkanes can be produced:
(a) the free-radical substitution of alkanes by Cl 2 or Br2 in the presence of ultraviolet light, as exemplified
by the reactions of ethane
(b) electrophilic addition of an alkene with a halogen, X2, or hydrogen halide, HX(g), at room temperature
(c) substitution of an alcohol, e.g. by reaction with HX(g); or with KCl and concentrated H2SO4 or
concentrated H3PO4; or with PCl 3 and heat; or with PCl 5; or with SOCl 2
2 classify halogenoalkanes into primary, secondary and tertiary
3 describe the following nucleophilic substitution reactions:
(a) the reaction with NaOH(aq) and heat to produce an alcohol
(b) the reaction with KCN in ethanol and heat to produce a nitrile
(c) the reaction with NH3 in ethanol heated under pressure to produce an amine
(d) the reaction with aqueous silver nitrate in ethanol as a method of identifying the halogen present as
exemplified by bromoethane
4 describe the elimination reaction with NaOH in ethanol and heat to produce an alkene as exemplified by
bromoethane
5 describe the SN1 and SN2 mechanisms of nucleophilic substitution in halogenoalkanes including the
inductive effects of alkyl groups
6 recall that primary halogenoalkanes tend to react via the SN2 mechanism; tertiary halogenoalkanes via
the SN1 mechanism; and secondary halogenoalkanes by a mixture of the two, depending on structure
7 describe and explain the different reactivities of halogenoalkanes (with particular reference to the relative
strengths of the C–X bonds as exemplified by the reactions of halogenoalkanes with aqueous silver
nitrates)

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

16 Hydroxy compounds

16.1 Alcohols

Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which alcohols can be produced:
(a) electrophilic addition of steam to an alkene, H2O(g) and H3PO4 catalyst
(b) reaction of alkenes with cold dilute acidified potassium manganate( VII) to form a diol
(c) substitution of a halogenoalkane using NaOH(aq) and heat
(d) reduction of an aldehyde or ketone using NaBH4 or LiAl H4
(e) reduction of a carboxylic acid using LiAl H4
(f) hydrolysis of an ester using dilute acid or dilute alkali and heat
2 describe:
(a) the reaction with oxygen (combustion)
(b) substitution to form halogenoalkanes, e.g. by reaction with HX(g); or with KCl and concentrated
H2SO4 or concentrated H3PO4; or with PCl 3 and heat; or with PCl 5; or with SOCl 2
(c) the reaction with Na(s)
(d) oxidation with acidified K2Cr2O7 or acidified KMnO4 to:
(i) carbonyl compounds by distillation
(ii) carboxylic acids by refluxing
(primary alcohols give aldehydes which can be further oxidised to carboxylic acids, secondary
alcohols give ketones, tertiary alcohols cannot be oxidised)
(e) dehydration to an alkene, by using a heated catalyst, e.g. Al 2O3 or a concentrated acid
(f) formation of esters by reaction with carboxylic acids and concentrated H2SO4 as catalyst as
exemplified by ethanol
3 (a) classify alcohols as primary, secondary and tertiary alcohols, to include examples with more than
one alcohol group
(b) state characteristic distinguishing reactions, e.g. mild oxidation with acidified K 2Cr2O7, colour change
from orange to green
4 deduce the presence of a CH3CH(OH)– group in an alcohol, CH3CH(OH)–R, from its reaction with
alkaline I2(aq) to form a yellow precipitate of tri-iodomethane and an ion, RCO2–
5 explain the acidity of alcohols compared with water

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

17 Carbonyl compounds

17.1 Aldehydes and ketones

Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which aldehydes and ketones can be produced:
(a) the oxidation of primary alcohols using acidified K2Cr2O7 or acidified KMnO4 and distillation to
produce aldehydes
(b) the oxidation of secondary alcohols using acidified K2Cr2O7 or acidified KMnO4 and distillation to
produce ketones
2 describe:
(a) the reduction of aldehydes and ketones using NaBH4 or LiAl H4 to produce alcohols
(b) the reaction of aldehydes and ketones with HCN, KCN as catalyst, and heat to produce
hydroxynitriles as exemplified by ethanal and propanone
3 describe the mechanism of the nucleophilic addition reactions of hydrogen cyanide with aldehydes and
ketones in 17.1.2(b)
4 describe the use of 2,4-dinitrophenylhydrazine (2,4-DNPH reagent) to detect the presence of carbonyl
compounds
5 deduce the nature (aldehyde or ketone) of an unknown carbonyl compound from the results of simple
tests (Fehling’s and Tollens’ reagents; ease of oxidation)
6 deduce the presence of a CH3CO – group in an aldehyde or ketone, CH3CO–R, from its reaction with
alkaline I2(aq) to form a yellow precipitate of tri-iodomethane and an ion, RCO2–

18 Carboxylic acids and derivatives

18.1 Carboxylic acids

Learning outcomes
Candidates should be able to:
1 recall the reactions by which carboxylic acids can be produced:
(a) oxidation of primary alcohols and aldehydes with acidified K2Cr2O7 or acidified KMnO4 and refluxing
(b) hydrolysis of nitriles with dilute acid or dilute alkali followed by acidification
(c) hydrolysis of esters with dilute acid or dilute alkali and heat followed by acidification
2 describe:
(a) the redox reaction with reactive metals to produce a salt and H2(g)
(b) the neutralisation reaction with alkalis to produce a salt and H2O(l )
(c) the acid–base reaction with carbonates to produce a salt and H2O(l) and CO2(g)
(d) esterification with alcohols with concentrated H2SO4 as catalyst
(e) reduction by LiAlH4 to form a primary alcohol

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18.2 Esters

Learning outcomes
Candidates should be able to:
1 recall the reaction (reagents and conditions) by which esters can be produced:
(a) the condensation reaction between an alcohol and a carboxylic acid with concentrated H2SO% as
catalyst
2 describe the hydrolysis of esters by dilute acid and by dilute alkali and heat

19 Nitrogen compounds

19.1 Primary amines

Learning outcomes
Candidates should be able to:
1 recall the reactions by which amines can be produced:
(a) reaction of a halogenoalkane with NH) in ethanol heated under pressure
Classification of amines will not be tested at AS Level.

19.2 Nitriles and hydroxynitriles

Learning outcomes
Candidates should be able to:
1 recall the reactions by which nitriles can be produced:
(a) reaction of a halogenoalkane with KCN in ethanol and heat
2 recall the reactions by which hydroxynitriles can be produced:
(a) the reaction of aldehydes and ketones with HCN, KCN as catalyst, and heat
3 describe the hydrolysis of nitriles with dilute acid or dilute alkali followed by acidification to produce a
carboxylic acid

20 Polymerisation

20.1 Addition polymerisation

Learning outcomes
Candidates should be able to:
1 describe addition polymerisation as exemplified by poly(ethene) and poly(chloroethene), PVC
2 deduce the repeat unit of an addition polymer obtained from a given monomer
3 identify the monomer(s) present in a given section of an addition polymer molecule
4 recognise the difficulty of the disposal of poly(alkene)s, i.e. non-biodegradability and harmful combustion
products

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

21 Organic synthesis

21.1 Organic synthesis

Learning outcomes
Candidates should be able to:
1 for an organic molecule containing several functional groups:
(a) identify organic functional groups using the reactions in the syllabus
(b) predict properties and reactions
2 devise multi-step synthetic routes for preparing organic molecules using the reactions in the syllabus
3 analyse a given synthetic route in terms of type of reaction and reagents used for each step of it, and
possible by-products

Analysis
22 Analytical techniques

22.1 Infrared spectroscopy

Learning outcomes
Candidates should be able to:
1 analyse an infrared spectrum of a simple molecule to identify functional groups (see the Data section for
the functional groups required)

22.2 Mass spectrometry

Learning outcomes
Candidates should be able to:
1 analyse mass spectra in terms of m/e values and isotopic abundances (knowledge of the working of the
mass spectrometer is not required)
2 calculate the relative atomic mass of an element given the relative abundances of its isotopes, or its
mass spectrum
3 deduce the molecular mass of an organic molecule from the molecular ion peak in a mass spectrum
4 suggest the identity of molecules formed by simple fragmentation in a given mass spectrum
5 deduce the number of carbon atoms, n, in a compound using the [M + 1]+ peak and the formula
100 * abundance of [M + 1]+ ion
n=
1.1 * abundance of M+ ion
6 deduce the presence of bromine and chlorine atoms in a compound using the [M + 2]+ peak

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

A Level subject content

Physical chemistry
23 Chemical energetics

23.1 Lattice energy and Born-Haber cycles

Learning outcomes
Candidates should be able to:
1 define and use the terms:
(a) enthalpy change of atomisation, ΔHat
(b) lattice energy, ΔHlatt (the change from gas phase ions to solid lattice)
2 (a) define and use the term first electron affinity, EA
(b) explain the factors affecting the electron affinities of elements
(c) describe and explain the trends in the electron affinities of the Group 16 and Group 17 elements
3 construct and use Born–Haber cycles for ionic solids
(limited to +1 and +2 cations, –1 and –2 anions)
4 carry out calculations involving Born–Haber cycles
5 explain, in qualitative terms, the effect of ionic charge and of ionic radius on the numerical magnitude of a
lattice energy

23.2 Enthalpies of solution and hydration

Learning outcomes
Candidates should be able to:
1 define and use the term enthalpy change with reference to hydration, ΔHhyd, and solution, ΔHsol
2 construct and use an energy cycle involving enthalpy change of solution, lattice energy and enthalpy
change of hydration
3 carry out calculations involving the energy cycles in 23.2.2
4 explain, in qualitative terms, the effect of ionic charge and of ionic radius on the numerical magnitude of
an enthalpy change of hydration

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

23.3 Entropy change, ΔS

Learning outcomes
Candidates should be able to:
1 define the term entropy, S, as the number of possible arrangements of the particles and their energy in a
given system
2 predict and explain the sign of the entropy changes that occur:
(a) during a change in state, e.g. melting, boiling and dissolving (and their reverse)
(b) during a temperature change
(c) during a reaction in which there is a change in the number of gaseous molecules
⦵
3 calculate the entropy change for a reaction, ΔS, given the standard entropies, S , of the reactants and
⦵ ⦵ ⦵
products, ΔS = ΣS (products) – ΣS (reactants)
⦵ ⦵ ⦵
(use of ΔS = ΔSsurr + ΔSsys is not required)

23.4 Gibbs free energy change, ΔG

Learning outcomes
Candidates should be able to:
⦵ ⦵ ⦵
1 state and use the Gibbs equation ΔG = ΔH – TΔS
⦵ ⦵ ⦵
2 perform calculations using the equation ΔG = ΔH – TΔS
3 state whether a reaction or process will be feasible by using the sign of ΔG
4 predict the effect of temperature change on the feasibility of a reaction, given standard enthalpy and
entropy changes

24 Electrochemistry

24.1 Electrolysis

Learning outcomes
Candidates should be able to:
1 predict the identities of substances liberated during electrolysis from the state of electrolyte (molten or
aqueous), position in the redox series (electrode potential) and concentration
2 state and apply the relationship F = Le between the Faraday constant, F, the Avogadro constant, L, and
the charge on the electron, e
3 calculate:
(a) the quantity of charge passed during electrolysis, using Q = It
(b) the mass and/or volume of substance liberated during electrolysis
4 describe the determination of a value of the Avogadro constant by an electrolytic method

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

⦵ ⦵
24.2 Standard electrode potentials E , standard cell potentials E cell and the Nernst equation

Learning outcomes
Candidates should be able to:
1 define the terms:
(a) standard electrode (reduction) potential
(b) standard cell potential
2 describe the standard hydrogen electrode
3 describe methods used to measure the standard electrode potentials of:
(a) metals or non-metals in contact with their ions in aqueous solution
(b) ions of the same element in different oxidation states
4 calculate a standard cell potential by combining two standard electrode potentials
5 use standard cell potentials to:
(a) deduce the polarity of each electrode and hence explain/deduce the direction of electron flow in the
external circuit of a simple cell
(b) predict the feasibility of a reaction
⦵
6 deduce from E values the relative reactivity of elements, compounds and ions as oxidising agents or as
reducing agents
7 construct redox equations using the relevant half-equations
8 predict qualitatively how the value of an electrode potential, E, varies with the concentrations of the
aqueous ions
⦵ [oxidised species]
9 use the Nernst equation, e.g. E = E + (0.059/z) log ,
[reduced species]
to predict quantitatively how the value of an electrode potential varies with the concentrations of the
aqueous ions; examples include Cu2+(aq) + 2e – ⇌ Cu(s), Fe3+(aq) + e – ⇌ Fe2+(aq)
⦵ ⦵
10 understand and use the equation ΔG = –nE cell F

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

25 Equilibria

25.1 Acids and bases

Learning outcomes
Candidates should be able to:
1 understand and use the terms conjugate acid and conjugate base
2 define conjugate acid–base pairs, identifying such pairs in reactions
3 define mathematically the terms pH, Ka, pKa and Kw and use them in calculations (Kb and the equation
Kw = Ka * Kb will not be tested)
4 calculate [H+(aq)] and pH values for:
(a) strong acids
(b) strong alkalis
(c) weak acids
5 (a) define a buffer solution
(b) explain how a buffer solution can be made
(c) explain how buffer solutions control pH; use chemical equations in these explanations
(d) describe and explain the uses of buffer solutions, including the role of HCO3 – in controlling pH in
blood
6 calculate the pH of buffer solutions, given appropriate data
7 understand and use the term solubility product, Ksp
8 write an expression for Ksp
9 calculate Ksp from concentrations and vice versa
10 (a) understand and use the common ion effect to explain the different solubility of a compound in a
solution containing a common ion
(b) perform calculations using Ksp values and concentration of a common ion

25.2 Partition coefficients

Learning outcomes
Candidates should be able to:
1 state what is meant by the term partition coefficient, Kpc
2 calculate and use a partition coefficient for a system in which the solute is in the same physical state in
the two solvents
3 understand the factors affecting the numerical value of a partition coefficient in terms of the polarities of
the solute and the solvents used

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

26 Reaction kinetics

26.1 Simple rate equations, orders of reaction and rate constants

Learning outcomes
Candidates should be able to:
1 explain and use the terms rate equation, order of reaction, overall order of reaction, rate constant,
half-life, rate-determining step and intermediate
2 (a) understand and use rate equations of the form rate = k [A]m[B]n (for which m and n are 0, 1 or 2)
(b) deduce the order of a reaction from concentration–time graphs or from experimental data relating to
the initial rates method and half-life method
(c) interpret experimental data in graphical form, including concentration–time and rate–concentration
graphs
(d) calculate an initial rate using concentration data
(e) construct a rate equation
3 (a) show understanding that the half-life of a first-order reaction is independent of concentration
(b) use the half-life of a first-order reaction in calculations
4 calculate the numerical value of a rate constant, for example by:
(a) using the initial rates and the rate equation
(b) using the half-life, t+ , and the equation k = 0.693 / t+
5 for a multi-step reaction:
(a) suggest a reaction mechanism that is consistent with the rate equation and the equation for the
overall reaction
(b) predict the order that would result from a given reaction mechanism and rate-determining step
(c) deduce a rate equation using a given reaction mechanism and rate-determining step for a given
reaction
(d) identify an intermediate or catalyst from a given reaction mechanism
(e) identify the rate determining step from a rate equation and a given reaction mechanism
6 describe qualitatively the effect of temperature change on the rate constant and hence the rate of a
reaction

26.2 Homogeneous and heterogeneous catalysts

Learning outcomes
Candidates should be able to:
1 explain that catalysts can be homogeneous or heterogeneous
2 describe the mode of action of a heterogeneous catalyst to include adsorption of reactants, bond
weakening and desorption of products, for example:
(a) iron in the Haber process
(b) palladium, platinum and rhodium in the catalytic removal of oxides of nitrogen from the exhaust
gases of car engines
3 describe the mode of action of a homogeneous catalyst by being used in one step and reformed in a
later step, for example:
(a) atmospheric oxides of nitrogen in the oxidation of atmospheric sulfur dioxide
(b) Fe2+ or Fe3+ in the I–/S2O82– reaction

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

Inorganic chemistry
27 Group 2

27.1 Similarities and trends in the properties of the Group 2 metals, magnesium to barium, and
their compounds

Learning outcomes
Candidates should be able to:
1 describe and explain qualitatively the trend in the thermal stability of the nitrates and carbonates
including the effect of ionic radius on the polarisation of the large anion
⦵
2 describe and explain qualitatively the variation in solubility and of enthalpy change of solution, ΔHsol, of
the hydroxides and sulfates in terms of relative magnitudes of the enthalpy change of hydration and the
lattice energy

28 Chemistry of transition elements

28.1 General physical and chemical properties of the first row of transition elements, titanium to
copper

Learning outcomes
Candidates should be able to:
1 define a transition element as a d-block element which forms one or more stable ions with incomplete
d orbitals
2 sketch the shape of a 3dxy orbital and 3dz& orbital
3 understand that transition elements have the following properties:
(a) they have variable oxidation states
(b) they behave as catalysts
(c) they form complex ions
(d) they form coloured compounds
4 explain why transition elements have variable oxidation states in terms of the similarity in energy of the 3d
and the 4s sub-shells
5 explain why transition elements behave as catalysts in terms of having more than one stable oxidation
state, and vacant d orbitals that are energetically accessible and can form dative bonds with ligands
6 explain why transition elements form complex ions in terms of vacant d orbitals that are energetically
accessible

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

28.2 General characteristic chemical properties of the first set of transition elements, titanium to
copper

Learning outcomes
Candidates should be able to:
1 describe and explain the reactions of transition elements with ligands to form complexes, including the
complexes of copper(II) and cobalt(II) ions with water and ammonia molecules and hydroxide and
chloride ions
2 define the term ligand as a species that contains a lone pair of electrons that forms a dative covalent
bond to a central metal atom / ion
3 understand and use the terms:
(a) monodentate ligand including as examples H2O, NH3, Cl – and CN –
(b) bidentate ligand including as examples 1,2-diaminoethane, en, H2NCH2CH2NH2 and the
ethanedioate ion, C2O42–
(c) polydentate ligand including as an example EDTA4–
4 define the term complex as a molecule or ion formed by a central metal atom / ion surrounded by one or
more ligands
5 describe the geometry (shape and bond angles) of transition element complexes which are linear, square
planar, tetrahedral or octahedral
6 (a) state what is meant by coordination number
(b) predict the formula and charge of a complex ion, given the metal ion, its charge or oxidation state,
the ligand and its coordination number or geometry
7 explain qualitatively that ligand exchange can occur, including the complexes of copper(II) ions and
cobalt(II) ions with water and ammonia molecules and hydroxide and chloride ions
⦵
8 predict, using E values, the feasibility of redox reactions involving transition elements and their ions
9 describe the reactions of, and perform calculations involving:
(a) MnO4– / C2O42– in acid solution given suitable data
(b) MnO4– / Fe2+ in acid solution given suitable data
(c) Cu2+ / I– given suitable data
10 perform calculations involving other redox systems given suitable data

28.3 Colour of complexes

Learning outcomes
Candidates should be able to:
1 define and use the terms degenerate and non-degenerate d orbitals
2 describe the splitting of degenerate d orbitals into two non-degenerate sets of d orbitals of higher
energy, and use of Δ E in:
(a) octahedral complexes, two higher and three lower d orbitals
(b) tetrahedral complexes, three higher and two lower d orbitals
3 explain why transition elements form coloured compounds in terms of the frequency of light absorbed as
an electron is promoted between two non-degenerate d orbitals
4 describe, in qualitative terms, the effects of different ligands on Δ E, frequency of light absorbed, and
hence the complementary colour that is observed
5 use the complexes of copper(II) ions and cobalt(II) ions with water and ammonia molecules and
hydroxide and chloride ions as examples of ligand exchange affecting the colour observed

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

28.4 Stereoisomerism in transition element complexes

Learning outcomes
Candidates should be able to:
1 describe the types of stereoisomerism shown by complexes, including those associated with bidentate
ligands:
(a) geometrical (cis/trans) isomerism, e.g. square planar such as [Pt(NH))2Cl 2] and octahedral such as
[Co(NH3)4(H2O)2]2+ and [Ni(H2NCH2CH2NH2)2(H2O)2]2+
(b) optical isomerism, e.g. [Ni(H2NCH2CH2NH2)3]2+ and [Ni(H2NCH2CH2NH2)2(H2O)2]2+
2 deduce the overall polarity of complexes such as those described in 28.4.1(a) and 28.4.1(b)

28.5 Stability constants, Kstab

Learning outcomes
Candidates should be able to:
1 define the stability constant, Kstab, of a complex as the equilibrium constant for the formation of the
complex ion in a solvent (from its constituent ions or molecules)
2 write an expression for a Kstab of a complex ([H2O] should not be included)
3 use Kstab expressions to perform calculations
4 describe and explain ligand exchanges in terms of Kstab values and understand that a large Kstab is due
to the formation of a stable complex ion

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 Organic chemistry
29 An introduction to A Level organic chemistry

homologous series name of functional structural formula of displayed formula skeletal formula name
group functional group

Back to contents page

*n/a
arene arene benzene

X X
*n/a chlorobenzene
halogenoarene halogen
(when X = Cl )

OH OH
*n/a
phenol phenol phenol

H H
O O O
acyl chloride acyl chloride H C C C propanoyl chloride
R C Cl Cl
H H Cl

H H H
H N (naming of secondary
amines (secondary
amine R N H C N C H and tertiary amines is
and tertiary) H
R not required)
H H
H H O O
O H
amide (primary,
amide H C C C N propanamide
secondary and tertiary) R C NH2 NH2
H
H H
O H
O H O
amino acid amine and carboxyl HO C C N NH2 2-aminoethanoic acid

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HO C CHRNH2 H HO
H
*Where a benzene ring is part of the molecule, a displayed formula would not be expected to be drawn.

47
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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

29.1 Formulas, functional groups and the naming of organic compounds

Learning outcomes
Candidates should be able to:
1 understand that the compounds in the table on page 47 contain a functional group which dictates their
physical and chemical properties
2 interpret and use the general, structural, displayed and skeletal formulas of the classes of compound
stated in the table on page 47
3 understand and use systematic nomenclature of simple aliphatic organic molecules (including cyclic
compounds containing a single ring of up to six carbon atoms) with functional groups detailed in the
table on page 47, up to six carbon atoms (six plus six for esters and amides, straight chains only for
esters and nitriles)
4 understand and use systematic nomenclature of simple aromatic molecules with one benzene ring and
one or more simple substituents, for example 3-nitrobenzoic acid or 2,4,6-tribromophenol

29.2 Characteristic organic reactions

Learning outcomes
Candidates should be able to:
1 understand and use the following terminology associated with types of organic mechanisms:
(a) electrophilic substitution
(b) addition–elimination

29.3 Shapes of aromatic organic molecules; σ and π bonds

Learning outcomes
Candidates should be able to:
1 describe and explain the shape of benzene and other aromatic molecules, including sp& hybridisation, in
terms of σ bonds and a delocalised π system

29.4 Isomerism: optical

Learning outcomes
Candidates should be able to:
1 understand that enantiomers have identical physical and chemical properties apart from their ability to
rotate plane polarised light and their potential biological activity
2 understand and use the terms optically active and racemic mixture
3 describe the effect on plane polarised light of the two optical isomers of a single substance
4 explain the relevance of chirality to the synthetic preparation of drug molecules including:
(a) the potential different biological activity of the two enantiomers
(b) the need to separate a racemic mixture into two pure enantiomers
(c) the use of chiral catalysts to produce a single pure optical isomer
(Candidates should appreciate that compounds can contain more than one chiral centre, but knowledge
of meso compounds and nomenclature such as diastereoisomers is not required.)

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

30 Hydrocarbons

30.1 Arenes

Learning outcomes
Candidates should be able to:
1 describe the chemistry of arenes as exemplified by the following reactions of benzene and
methylbenzene:
(a) substitution reactions with Cl 2 and with Br2 in the presence of a catalyst, Al Cl ) or Al Br), to form
halogenoarenes (aryl halides)
(b) nitration with a mixture of concentrated HNO) and concentrated H2SO% at a temperature between
25 °C and 60 °C
(c) Friedel–Crafts alkylation by CH)Cl and Al Cl ) and heat
(d) Friedel–Crafts acylation by CH)COCl and Al Cl ) and heat
(e) complete oxidation of the side-chain using hot alkaline KMnO% and then dilute acid to give a benzoic
acid
(f) hydrogenation of the benzene ring using H2 and Pt/Ni catalyst and heat to form a cyclohexane ring
2 describe the mechanism of electrophilic substitution in arenes:
(a) as exemplified by the formation of nitrobenzene and bromobenzene
(b) with regards to the effect of delocalisation (aromatic stabilisation) of electrons in arenes to explain the
predomination of substitution over addition
3 predict whether halogenation will occur in the side-chain or in the aromatic ring in arenes depending on
reaction conditions
4 describe that in the electrophilic substitution of arenes, different substituents direct to different ring
positions (limited to the directing effects of –NH2, –OH, –R, –NO2, –COOH and –COR)

31 Halogen compounds

31.1 Halogen compounds

Learning outcomes
Candidates should be able to:
1 recall the reactions by which halogenoarenes can be produced: substitution of an arene with Cl2 or Br2
in the presence of a catalyst, Al Cl) or Al Br) to form a halogenoarene, exemplified by benzene to form
chlorobenzene and methylbenzene to form 2-chloromethylbenzene and 4-chloromethylbenzene
2 explain the difference in reactivity between a halogenoalkane and a halogenoarene as exemplified by
chloroethane and chlorobenzene

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

32 Hydroxy compounds

32.1 Alcohols

Learning outcomes
Candidates should be able to:
1 describe the reaction with acyl chlorides to form esters using ethyl ethanoate

32.2 Phenol

Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which phenol can be produced:
(a) reaction of phenylamine with HNO2 or NaNO2 and dilute acid below 10 °C to produce the diazonium
salt; further warming of the diazonium salt with H2O to give phenol
2 recall the chemistry of phenol, as exemplified by the following reactions:
(a) with bases, for example NaOH(aq) to produce sodium phenoxide
(b) with Na(s) to produce sodium phenoxide and H2(g)
(c) in NaOH(aq) with diazonium salts, to give azo compounds
(d) nitration of the aromatic ring with dilute HNO)(aq) at room temperature to give a mixture of
2-nitrophenol and 4-nitrophenol
(e) bromination of the aromatic ring with Br2(aq) to form 2,4,6-tribromophenol
3 explain the acidity of phenol
4 describe and explain the relative acidities of water, phenol and ethanol
5 explain why the reagents and conditions for the nitration and bromination of phenol are different from
those for benzene
6 recall that the hydroxyl group of a phenol directs to the 2-, 4- and 6-positions
7 apply knowledge of the reactions of phenol to those of other phenolic compounds, e.g. naphthol

33 Carboxylic acids and derivatives

33.1 Carboxylic acids

Learning outcomes
Candidates should be able to:
1 recall the reaction by which benzoic acid can be produced:
(a) reaction of an alkylbenzene with hot alkaline KMnO% and then dilute acid, exemplified by
methylbenzene
2 describe the reaction of carboxylic acids with PCl ) and heat, PCl , or SOCl 2 to form acyl chlorides
3 recognise that some carboxylic acids can be further oxidised:
(a) the oxidation of methanoic acid, HCOOH, with Fehling’s reagent or Tollens’ reagent or
acidified KMnO% or acidified K2Cr2O- to carbon dioxide and water
(b) the oxidation of ethanedioic acid, HOOCCOOH, with warm acidified KMnO% to carbon dioxide
4 describe and explain the relative acidities of carboxylic acids, phenols and alcohols
5 describe and explain the relative acidities of chlorine-substituted carboxylic acids

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

33.2 Esters

Learning outcomes
Candidates should be able to:
1 recall the reaction by which esters can be produced:
(a) reaction of alcohols with acyl chlorides using the formation of ethyl ethanoate and phenyl benzoate
as examples

33.3 Acyl chlorides

Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which acyl chlorides can be produced:
(a) reaction of carboxylic acids with PCl ) and heat, PCl , or SOCl 2
2 describe the following reactions of acyl chlorides:
(a) hydrolysis on addition of water at room temperature to give the carboxylic acid and HCl
(b) reaction with an alcohol at room temperature to produce an ester and HCl
(c) reaction with phenol at room temperature to produce an ester and HCl
(d) reaction with ammonia at room temperature to produce an amide and HCl
(e) reaction with a primary or secondary amine at room temperature to produce an amide and HCl
3 describe the addition–elimination mechanism of acyl chlorides in reactions in 33.3.2(a)–(e)
4 explain the relative ease of hydrolysis of acyl chlorides, alkyl chlorides and halogenoarenes (aryl
chlorides)

34 Nitrogen compounds

34.1 Primary and secondary amines

Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which primary and secondary amines are produced:
(a) reaction of halogenoalkanes with NH) in ethanol heated under pressure
(b) reaction of halogenoalkanes with primary amines in ethanol, heated in a sealed tube / under pressure
(c) the reduction of amides with LiAl H%
(d) the reduction of nitriles with LiAl H% or H2 / Ni
2 describe the condensation reaction of ammonia or an amine with an acyl chloride at room temperature
to give an amide
3 describe and explain the basicity of aqueous solutions of amines

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

34.2 Phenylamine and azo compounds

Learning outcomes
Candidates should be able to:
1 describe the preparation of phenylamine via the nitration of benzene to form nitrobenzene followed by
reduction with hot Sn/concentrated HCl followed by NaOH(aq)
2 describe:
(a) the reaction of phenylamine with Br2(aq) at room temperature
(b) the reaction of phenylamine with HNO2 or NaNO2 and dilute acid below 10 °C to produce the
diazonium salt; further warming of the diazonium salt with H2O to give phenol
3 describe and explain the relative basicities of aqueous ammonia, ethylamine and phenylamine
4 recall the following about azo compounds:
(a) describe the coupling of benzenediazonium chloride with phenol in NaOH(aq) to form an azo
compound
(b) identify the azo group
(c) state that azo compounds are often used as dyes
(d) that other azo dyes can be formed via a similar route

34.3 Amides

Learning outcomes
Candidates should be able to:
1 recall the reactions (reagents and conditions) by which amides are produced:
(a) the reaction between ammonia and an acyl chloride at room temperature
(b) the reaction between a primary amine and an acyl chloride at room temperature
2 describe the reactions of amides:
(a) hydrolysis with aqueous alkali or aqueous acid
(b) the reduction of the CO group in amides with LiAl H% to form an amine
3 state and explain why amides are much weaker bases than amines

34.4 Amino acids

Learning outcomes
Candidates should be able to:
1 describe the acid / base properties of amino acids and the formation of zwitterions, to include the
isoelectric point
2 describe the formation of amide (peptide) bonds between amino acids to give di- and tripeptides
3 interpret and predict the results of electrophoresis on mixtures of amino acids and dipeptides at varying
pHs (the assembling of the apparatus will not be tested)

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

35 Polymerisation

35.1 Condensation polymerisation

Learning outcomes
Candidates should be able to:
1 describe the formation of polyesters:
(a) the reaction between a diol and a dicarboxylic acid or dioyl chloride
(b) the reaction of a hydroxycarboxylic acid
2 describe the formation of polyamides:
(a) the reaction between a diamine and a dicarboxylic acid or dioyl chloride
(b) the reaction of an aminocarboxylic acid
(c) the reaction between amino acids
3 deduce the repeat unit of a condensation polymer obtained from a given monomer or pair of monomers
4 identify the monomer(s) present in a given section of a condensation polymer molecule

35.2 Predicting the type of polymerisation

Learning outcomes
Candidates should be able to:
1 predict the type of polymerisation reaction for a given monomer or pair of monomers
2 deduce the type of polymerisation reaction which produces a given section of a polymer molecule

35.3 Degradable polymers

Learning outcomes
Candidates should be able to:
1 recognise that poly(alkenes) are chemically inert and can therefore be difficult to biodegrade
2 recognise that some polymers can be degraded by the action of light
3 recognise that polyesters and polyamides are biodegradable by acidic and alkaline hydrolysis

36 Organic synthesis

36.1 Organic synthesis

Learning outcomes
Candidates should be able to:
1 for an organic molecule containing several functional groups:
(a) identify organic functional groups using the reactions in the syllabus
(b) predict properties and reactions
2 devise multi-step synthetic routes for preparing organic molecules using the reactions in the syllabus
3 analyse a given synthetic route in terms of type of reaction and reagents used for each step of it, and
possible by-products

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

Analysis
37 Analytical techniques

37.1 Thin-layer chromatography

Learning outcomes
Candidates should be able to:
1 describe and understand the terms
(a) stationary phase, for example aluminium oxide (on a solid support)
(b) mobile phase; a polar or non-polar solvent
(c) Rf value
(d) solvent front and baseline
2 interpret Rf values
3 explain the differences in Rf values in terms of interaction with the stationary phase and of relative
solubility in the mobile phase

37.2 Gas / liquid chromatography

Learning outcomes
Candidates should be able to:
1 describe and understand the terms
(a) stationary phase; a high boiling point non-polar liquid (on a solid support)
(b) mobile phase; an unreactive gas
(c) retention time
2 interpret gas / liquid chromatograms in terms of the percentage composition of a mixture
3 explain retention times in terms of interaction with the stationary phase

37.3 Carbon-13 NMR spectroscopy

Learning outcomes
Candidates should be able to:
1 analyse and interpret a carbon-13 NMR spectrum of a simple molecule to deduce:
(a) the different environments of the carbon atoms present
(b) the possible structures for the molecule
2 predict or explain the number of peaks in a carbon-13 NMR spectrum for a given molecule

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Subject content

37.4 Proton (1H) NMR spectroscopy

Learning outcomes
Candidates should be able to:
1 analyse and interpret a proton (1H) NMR spectrum of a simple molecule to deduce:
(a) the different environments of proton present using chemical shift values
(b) the relative numbers of each type of proton present from relative peak areas
(c) the number of equivalent protons on the carbon atom adjacent to the one to which the given proton
is attached from the splitting pattern, using the n + 1 rule (limited to singlet, doublet, triplet, quartet
and multiplet)
(d) the possible structures for the molecule
2 predict the chemical shifts and splitting patterns of the protons in a given molecule
3 describe the use of tetramethylsilane, TMS, as the standard for chemical shift measurements
4 state the need for deuterated solvents, e.g. CDCl ), when obtaining a proton NMR spectrum
5 describe the identification of O–H and N–H protons by proton exchange using D2O

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027.

4 Details of the assessment

Paper 1 Multiple Choice

Written paper, 1 hour 15 minutes, 40 marks

Forty multiple-choice questions of the four-choice type testing assessment objectives AO1 and AO2.

Questions are based on the AS Level syllabus content.

Paper 2 AS Level Structured Questions

Written paper, 1 hour 15 minutes, 60 marks

Structured questions testing assessment objectives AO1 and AO2.

Questions are based on the AS Level syllabus content.

Paper 3 Advanced Practical Skills

Practical test, 2 hours, 40 marks

This paper tests assessment objective AO3 in a practical context.

Questions are based on the experimental skills in the Practical assessment section of the syllabus for Paper 3.

Paper 4 A Level Structured Questions

Written paper, 2 hours, 100 marks

Structured questions testing assessment objectives AO1 and AO2.

Questions are based on the A Level syllabus content; knowledge of material from the AS Level syllabus content
will be required.

Paper 5 Planning, Analysis and Evaluation

Written paper, 1 hour 15 minutes, 30 marks

Structured questions testing assessment objective AO3.

Questions are based on the experimental skills of planning, analysis and evaluation in the Practical assessment
section of the syllabus for Paper 5. The context of the questions may be outside the syllabus content.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Details of the assessment

Command words
Command words and their meanings help candidates know what is expected from them in the exam. The table
below includes command words used in the assessment for this syllabus. The use of the command word will
relate to the subject context.

Command word What it means

Analyse examine in detail to show meaning, identify elements and the relationship between
them

Calculate work out from given facts, figures or information

Compare identify/comment on similarities and/or differences

Consider review and respond to given information

Contrast identify/comment on differences

Deduce conclude from available information

Define give precise meaning

Demonstrate show how or give an example

Describe state the points of a topic / give characteristics and main features

Determine establish an answer using the information available

Discuss write about issue(s) or topic(s) in depth in a structured way

Evaluate judge or calculate the quality, importance, amount, or value of something

Examine investigate closely, in detail

Explain set out purposes or reasons / make the relationships between things evident /
provide why and/or how and support with relevant evidence

Give produce an answer from a given source or recall/memory

Identify name/select/recognise

Justify support a case with evidence/argument

Predict suggest what may happen based on available information

Show (that) provide structured evidence that leads to a given result

Sketch make a simple drawing showing the key features

State express in clear terms

Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027.

5 Practical assessment

Introduction
Teachers should ensure that learners practise experimental skills throughout their course of study. As a guide,
learners should spend at least 20 per cent of their time doing practical work individually or in small groups. This
20 per cent does not include the time spent observing demonstrations of experiments.

The practical work that learners do during their course should aim to:
• provide learning opportunities so they develop the skills they need to carry out experimental and
investigative work
• reinforce their learning of the theoretical subject content of the syllabus
• instil an understanding of the relationship between experimentation and theory in scientific method
• be enjoyable, contributing to the motivation of learners.

Candidates’ experimental skills will be assessed in Paper 3 and Paper 5. In each of these papers, the questions
may be based on chemistry not included in the syllabus content, but candidates will be assessed on their
practical skills gained during the course rather than their knowledge of theory. Where appropriate, candidates
will be given any additional information that they need.

Paper 3 Advanced Practical Skills

Paper 3 is a timetabled, laboratory-based practical paper focusing on the experimental skills of:
• manipulation, measurement and observation
• presentation of data and observations
• analysis, conclusions and evaluation.

Centres should refer to the document ‘How to manage your science practical exams’ for advice on making
entries and organisation of candidates for practical exams.

Paper 3 consists of two or three questions, totalling 40 marks.

One question is an observational problem in which the candidate is asked to investigate an unknown
substance or substances in specified experiments. The substances may be elements, compounds or mixtures.
Candidates are expected to record their observations, analyse their results and draw appropriate conclusions.
For this question, Qualitative analysis notes are provided as part of the exam paper. These are reproduced on
pages 69 and 70.

The other question or questions are quantitative, involving either a titration or measurement of a quantity,
e.g. time, temperature, mass or gas volume. Candidates will be expected to draw suitable tables or graphs.
They will analyse the data, perform calculations and draw appropriate conclusions from them.

One or more of the questions may require candidates to comment on the accuracy of the procedure or identify
sources of error and make suggestions for change.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

The apparatus requirements for Paper 3 will vary from paper to paper. A complete list of apparatus and
materials required will be issued to the centre in the Confidential Instructions. The Confidential Instructions
should be followed very carefully. If there is any doubt about how the practical exam should be set up or if a
particular chemical cannot be obtained or is not permitted for use in schools, it is vital that centres contact
Cambridge International as soon as possible. A list of laboratory equipment and chemicals expected to be
available is provided on pages 65–68.

Mark allocations for Paper 3

Marks will be allocated for Paper 3 according to the table below. The expectations for each skill are listed in the
sections that follow.

Skill Breakdown of skills Minimum mark

allocation*

Manipulation, Successful collection of data and observations 12 marks

measurement and Quality of measurements or observations
observation
Decisions relating to measurements or observations

Presentation of data Recording data and observations 6 marks

and observations
Display of calculation and reasoning

Data layout

Analysis, Interpretation of data or observations 10 marks

conclusions and
evaluation Drawing conclusions

Identifying sources of error and suggesting improvements

* The remaining 12 marks will be allocated across the skills in this grid and their allocation may vary from paper
to paper

Expectations for each skill (Paper 3)

Manipulation, measurement and observation
Successful collection of data and observations
Candidates should be able to:
• set up apparatus
• follow instructions given in the form of written instructions or diagrams
• use apparatus to collect an appropriate quantity of data
• make observations, including subtle differences in colour, solubility or quantity of materials
• make measurements using pipettes, burettes, measuring cylinders, thermometers and other common
laboratory apparatus; candidates should record burette readings to the nearest 0.05 cm³ and, when using a
thermometer calibrated at 1 °C intervals, temperature readings should be recorded to the nearest 0.5 °C.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

Some candidates may be unable to set up their apparatus without help and may ask for assistance from the
Supervisor. Supervisors will be given clear instructions on what assistance may be given to candidates, but
this assistance should never go beyond the minimum necessary to enable candidates to take some readings:
under no circumstances should help be given with the presentation of data, analysis or evaluation sections. All
assistance must be reported to the Examiners by recording details of the help given on the Supervisor’s report,
and candidates who require assistance may not be awarded full credit for the successful collection of data.

Quality of measurements or observations

Candidates should be able to:
• make accurate and consistent measurements and observations, including achieving concordant titres (two
titres within 0.10 cm³ of each other) and precise colour descriptions.

Marks will be awarded for consistency and accuracy of readings. For example, candidates’ data or
observations may be compared with those supplied by the Supervisor or known to the Examiners or the
award of the mark may be based on the scatter of points on a graph. Candidates are expected to work to the
precision of the apparatus and materials provided.

Decisions relating to measurements or observations

Candidates should be able to:
• decide how many tests or observations to perform
• make measurements that span a range and have a distribution appropriate to the experiment
• identify where repeated readings or observations are appropriate
• replicate readings or observations as necessary, including where an anomaly is suspected
• identify where confirmatory tests are appropriate and the nature of such tests
• select reagents to distinguish between given ions.

Presentation of data and observations

Recording data and observations
Candidates should be able to:
• present numerical data, values or observations in a single table of results with headings and units that
conform to accepted scientific conventions, i.e. volume / cm³, volume (cm³) or volume in cm³
• record raw readings of a quantity to the same degree of precision, e.g. if one measurement of mass in a
collection of raw data is given as 0.06 g, then all the masses in that collection should be given to the nearest
0.01 g. The degree of precision recorded should be compatible with the measuring instrument used, e.g. a
measuring cylinder calibrated at 1.0 cm³ should be read to the nearest 0.5 cm³
• record observations to the same level of detail, e.g. observations of qualitative variables such as colour
should be recorded in simple language such as ‘blue’ or ‘yellow’. Where fine discrimination is required,
terms such as ‘pale’ or ‘dark’ should be used, and comparisons made such as ‘darker brown than at three
minutes’ or ‘paler green than with 0.2 mol dm.3’.

For recording of data, appropriate symbols may be used provided that their meaning is clear and unambiguous
in the given context (e.g. time, t or t /s but temperature, T or T / °C). Conventional symbols or abbreviations,
such as ΔH for enthalpy change or ppt. for precipitate, may be used without explanation.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

Display of calculation and reasoning

Candidates should be able to:
• show working in calculations and key steps in reasoning: where calculations are carried out, all the stages
in the calculation should be recorded, so that credit can be given for correctly displayed working
• use the correct number of significant figures for calculated quantities (this should be the same as or one
more than the smallest number of significant figures in the provided or experimentally determined data).
For example, if titre volume is measured to four significant figures, e.g. 23.45 cm³, then the calculated molar
concentrations from this should be given to four significant figures, e.g. 1.305 mol dm.3 or 0.9876 mol dm.3.
However, if the concentration of one of the reactants is given to three significant figures, then the calculated
concentration could be given to three or four significant figures. For example, if the concentration of alkali
in an acid–base titration is given as 0.100 mol dm.3, then the concentration of the acid may be shown as
0.1305 mol dm.3 or 0.131 mol dm.3.

Data layout
Candidates should be able to:
• present data in a single table of results
• draw an appropriate table in advance of taking readings or making observations, so that they do not have
to copy their results
• record all data in the table
• use the appropriate presentation method to produce a clear presentation of the data, e.g. graph lines and
graph points should be drawn using a sharp pencil
• plot appropriate variables on appropriate, clearly labelled x- and y-axes (the same convention for axis labels
should be used as for table headings)
• choose scales for graph axes that allow the graph to be read easily, such as 1, 2 or 5 units to a 20 mm
square; the data points should occupy at least half of the graph grid in both x- and y-directions
• plot all points using a cross * or circled dot ʘ to an appropriate accuracy
• draw straight lines or smooth curves of best fit to show the trend of a graph; a line of best fit should show
an even distribution of points on either side of the line along its entire length, anomalous points should be
identified.

Analysis, conclusions and evaluation

Interpretation of data or observations
Candidates should be able to:
• describe the patterns and trends shown by data in tables and graphs
• describe and summarise the key points of a set of observations
• calculate quantities from data, or calculate the mean from repeated values, or make other appropriate
calculations
• find an unknown value by using coordinates, a point of intersection or intercepts on a graph
• determine the gradient of a straight-line graph, using two points that are more than half of the length of the
axes apart
• extrapolate the line of a graph.

Calculations may involve mean, percentage, percentage gain or loss, rate of reaction, concentration, molar
mass and volume of gases or other appropriate calculations.

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Drawing conclusions
Candidates should be able to:
• draw conclusions from an experiment, giving an outline description of the main features of the data,
considering whether experimental data support a given hypothesis, and making further predictions
• draw conclusions from interpretations of observations, data and calculated values
• make scientific explanations of data, observations and conclusions that they have described.

Candidates may be required to prove or disprove given hypotheses, using deductions from the data,
observations or calculated values. Simple scientific explanations form a part of such conclusions and therefore
candidates will be expected to refer to knowledge and understanding gained in the theory part of the course in
order to provide explanations of their practical conclusions.

Identifying sources of error and suggesting improvements

Candidates should be able to:
• evaluate the effectiveness of control variables
• comment on errors intrinsic in measuring devices, e.g. a thermometer consistently reading 1 °C above
actual temperature, or in experiments where limitations of the method introduce errors, e.g. heat loss when
trying to assess enthalpy change
• show an understanding of the distinction between systematic errors, e.g. zero error in a balance hence the
reason for using the same balance for all weighings within an experiment, and random errors, e.g. change
in room temperature when investigating the effect of changing concentration on the rate of a reaction.
(A statement of ‘human errors’ is not acceptable; though there are occasionally errors arising in the
observer’s ability to observe, e.g. in the disappearing cross experiment, which would be a random error.)
• identify the most significant sources of error in an experiment
• state the uncertainty in a quantitative measurement and express such uncertainty in a measurement as
an actual or percentage error. For the purpose of this syllabus, the maximum uncertainty in a quantitative
measurement is half the difference between the closest calibrations, e.g. for a thermometer calibrated
at 1 °C the maximum uncertainty is ± 0.5 °C, therefore the maximum percentage error in a temperature
change of 14.0 °C = ((2 * 0.5)/14.0) * 100 = 7.14%
• suggest realistic modifications to an experimental arrangement that will improve the accuracy of the
experiment or the observations that can be made
• suggest ways in which to extend the investigation to answer a new question.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

Practical procedures
Quantitative analysis
Candidates should have experience of carrying out the following types of quantitative analysis experiments.

Titration experiments
Candidates are expected to understand how to correctly set up a burette in order to carry out titrations.
Candidates are expected to carry out a rough titration first.
Candidates are expected to carry out titrations until concordant results are obtained.
A knowledge of the following titrations will be expected:
• acid–alkali titration (this could be weak or strong acid and weak or strong alkali) and the use of indicators
listed on page 67
• potassium manganate( VII) titration with hydrogen peroxide, iron(II) ions or ethanedioic acid or its salts
• sodium thiosulfate and iodine titrations.

This list is not exhaustive, and simple titrations involving other reagents may also be set and additional
information provided where necessary.

Rates experiments
Candidates are expected to be able to follow instructions to mix reagents and record the time for an
observation to occur; an example of such an experiment is the time taken on mixing solutions of sodium
thiosulfate and an acid for the print on a piece of paper to be obscured by the precipitate produced.

Gravimetric experiments
Candidates are expected to be able to heat a solid in a crucible on a pipe-clay triangle and record any mass
change; an example of such an experiment is the determination of the water of hydration of a hydrated salt by
evaporation of the water and calculation of the change in mass.

Thermometric experiments
Candidates are expected to be able to accurately use and take readings from thermometers; an example
of such an experiment is the determination of the enthalpy change of reaction by recording of temperature
changes and subsequent calculation of enthalpy changes and use of Hess’s law.

Gas volume experiments

Candidates are expected to be able to set up apparatus for a gas collection over water method; an example
of such an experiment is the determination of the composition of a solid from the volume of carbon dioxide
produced on reaction of a carbonate with an acid.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

Qualitative analysis
Candidates should understand the appropriate methods to be used when carrying out qualitative analysis tests:
• to treat all unknown materials with caution
• to use an appropriate quantity of the material under test
• to add only the specified amount
• to work safely, e.g. to use a test-tube holder when heating a solid in a hard-glass test-tube
• to record all observations, even when this is ‘no change’ or ‘remains a colourless solution’
• to use excess alkali where a precipitate is produced on addition of NaOH(aq) or NH)(aq) to determine its
solubility
• to identify a gas whose formation is shown by effervescence.

Candidates should be familiar with carrying out qualitative analysis reactions for all elements, compounds and
ions listed in the Qualitative analysis notes, and with using these notes to make conclusions about the unknown
substance being tested. However, the substances to be investigated may contain ions not included in these
notes. In such cases, candidates will not be expected to identify the ions but only to record observations and
draw conclusions of a general nature where possible.

Candidates may also be required to carry out the following organic analysis tests and/or interpret the positive
test result to identify the functional group present:
• the production of an orange/red precipitate with Fehling’s reagent to indicate the presence of the aldehyde
functional group
• the production of a silver mirror/black precipitate with Tollens’ reagent to indicate the presence of the
aldehyde functional group
• the production of a yellow precipitate with alkaline aqueous iodine to indicate the presence of the CH)CO or
CH)CH(OH) group
• the change in colour of acidified potassium manganate( VII) from purple to colourless to indicate the
presence of a compound that can be oxidised.

Administration of Paper 3
Detailed regulations on the administration of Cambridge International practical examinations are contained in
the Cambridge Handbook.

Details of the specific requirements for apparatus and materials for a particular examination are given in the
Confidential Instructions which are sent to centres several weeks prior to the examination. Centres should
contact Cambridge International if they have not received the Confidential Instructions.

It is the responsibility of centres to provide the apparatus and chemicals required for practical examinations.
Cambridge International is not able to supply apparatus or chemicals directly, nor provide advice on local
suppliers.

Apparatus and materials

This section gives guidance to schools concerning the apparatus and materials that are expected to be
available within the centre for use during practical exams. The lists are not intended to be exhaustive. Unless
otherwise stated, for apparatus the number given is ‘per candidate’. Centres should keep these apparatus and
materials in stock and candidates should be accustomed to using them.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

Apparatus
Glassware should, where possible, conform to the quality specifications given, or supervisors should otherwise
satisfy themselves that the glassware used is of an appropriate accuracy.

1 * 10 cm³ pipette (ISO648 or grade B)

1 * 25 cm³ pipette (ISO648 or grade B)
1 * pipette filler
2 * 50 cm³ burette (ISO385 or grade B)
2 * 150 cm³ or 250 cm³ conical flask
1 * 25 cm³ measuring cylinder (ISO6706 or ISO4788 or grade B)
1 * 50 cm³ measuring cylinder (ISO6706 or ISO4788 or grade B)
1 * 250 cm³ plastic or glass measuring cylinder
2 * burette stand and clamp
1 * 250 cm³ one-mark graduated volumetric flask (ISO1042 or grade B)
2 * 100 cm³ beaker, squat form with lip
2 * 250 cm³ beaker, squat form with lip
1 * funnel (for filling burette)
1 * white tile
1 * stand and clamp
1 * tub suitable for acting as a trough (minimum capacity 1 dm³)
1 * side-arm conical flask with bung connected to approximately 50 cm of plastic/rubber delivery tube OR
additional 150 cm³ or 250 cm³ conical flask with one-hole bung connected to approximately 50 cm of
plastic/rubber delivery tube
1 * thermometer (–10 °C to +110 °C at 1 °C)
2 * plastic or cardboard cup, capacity approximately 150 cm³
1 * glass rod
1 * stop-clock to measure to an accuracy of 1 second
2 * teat/dropping pipette
1 * spatula
2 * crucible with lid (approximate capacity 15 cm³)
1 * crucible tongs
1 * pipe-clay triangle
1 * tripod
1 * gauze
1 * Bunsen burner (propane or butane burners are suitable, spirit burners are not recommended)
1 * heat-proof mat
1 * test-tube holder
2 * boiling tube, approximately 150 mm * 25 mm
2 * hard-glass test-tube
8 * test-tube, approximately 125 mm * 16 mm
1 * test-tube rack
1 x funnel (for filtering)
filter paper
balance, single-pan, direct reading, minimum accuracy 0.01 g (1 per 8–12 candidates) weighing up to 200 g
1 * wash bottle with distilled water
1 * pen for labelling glassware
red and blue litmus papers
aluminium foil
wooden splints

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

Materials
The following table gives guidance for technicians for the preparation of solutions commonly used in practical
papers. Candidates are not expected to be familiar with these preparations.

Centres are recommended to maintain stocks of all the materials detailed in this section as they are regularly
used in the practical exams.

Hazard codes will be used where relevant and in accordance with information provided by CLEAPSS.1
C corrosive MH moderate hazard
HH health hazard T toxic
F flammable O oxidising
N hazardous to the aquatic environment

The attention of centres is drawn to any local regulations relating to safety, first aid and disposal of chemicals.
‘Hazard Data Sheets’ should be available from your chemical supplier.

Label Identity Instructions

dilute 2.0 mol dm–3 HCl Dilute 170 cm³ of concentrated (35–37%; approximately
hydrochloric acid 11 mol dm–3) hydrochloric acid [C][MH] to 1 dm3.

dilute nitric acid 2.0 mol dm–3 HNO3 Dilute 128 cm³ of concentrated (70%) nitric acid [C][O] to 1 dm³.
[C]

dilute sulfuric 1.0 mol dm–3 Cautiously pour 55 cm³ of concentrated (98%) sulfuric acid [C]
acid [MH] H2SO% into 500 cm³ of distilled water with continuous stirring. Make the
solution up to 1 dm³ with distilled water.
Care: concentrated H2SO4 is very corrosive.

aqueous 2.0 mol dm–3 NH3 Dilute 112 cm³ of concentrated (35%) ammonia [C][MH][N] to
ammonia 1 dm³.
[C][MH][N]

aqueous sodium 1.0 mol dm–3 NaOH Dissolve 40.0 g of NaOH [C] in each dm³ of solution.
hydroxide Care: the process of solution is exothermic and any
[C] concentrated solution is very corrosive.

barium chloride 0.1 mol dm–3 BaCl 2 Dissolve 24.4 g of BaCl 2•2H2O [T] in each dm³ of solution
or or or
barium nitrate 0.1 mol dm–3 dissolve 26.1 g of Ba(NO))2 [HH][O] in each dm³ of solution.
Ba(NO))2

silver nitrate 0.05 mol dm–3 Dissolve 8.5 g of AgNO) [C][O][N] in each dm³ of solution.
[N] AgNO)

limewater saturated aqueous Prepare fresh limewater by leaving distilled water to stand over
[MH] Ca(OH)2 solid calcium hydroxide [C][MH] for several days, shaking
occasionally. Decant or filter the solution.

1 An advisory service providing support in practical science and technology for schools and colleges
([Link])

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

Label Identity Instructions

acidified aqueous 0.01 mol dm–3 Mix equal volumes of 0.02 mol dm–3 KMnO% and 1.0 mol dm–3
potassium KMnO% in H2SO% [MH].
manganate(VII) 0.5 mol dm–3
[MH] H2SO%

starch solution freshly prepared Mix 2 g of soluble starch with a little cold water until a smooth
aqueous starch paste is obtained.
solution (approx Add 100 cm³ boiling water and stir. Boil until a clear solution is
2% solution w/v) obtained (about 5 minutes).

methyl orange methyl orange Use commercially produced solution or dissolve 0.4 g of solid
indicator indicator (pH range indicator [T] in 200 cm³ of ethanol (IMS) [F][HH][MH] and make
[F][HH][MH] 2.9 to 4.6) up to 1 dm³ with distilled water.

bromophenol bromophenol blue Dissolve 0.4 g of the solid indicator in 200 cm³ of ethanol (IMS)
blue indicator indicator (pH range [F][HH][MH] and make up to 1 dm³ with distilled water.
[F][HH][MH] 3.0 to 4.5)

thymol blue thymol blue Dissolve 0.4 g of the solid indicator in 200 cm³ of ethanol (IMS)
indicator indicator (pH range [F][HH][MH] and make up to 1 dm³ with distilled water.
[F][HH][MH] 8.0 to 9.6)

thymolphthalein thymolphthalein Dissolve 2.0 g of the solid indicator in 1 dm³ of ethanol (IMS)
indicator indicator (pH range [F][HH][MH].
[F][HH][MH] 9.3 to 10.5)

In addition to the materials in the table above, the following materials are recommended to be used in the
centre as part of the practical course:
• hydrogen peroxide
• aqueous iodine (approximately 0.01 mol dm –3 in 0.2 mol dm –3 potassium iodide)
• iron(II) sulfate or ammonium iron(II) sulfate
• sodium nitrite
• copper(II) sulfate
• iron, magnesium and zinc metals
• potassium iodide
• potassium peroxydisulfate
• sodium thiosulfate
• solid hydrated barium chloride and magnesium sulfate
• sodium carbonate or sodium hydrogencarbonate
• magnesium ribbon
• pH indicator papers
• universal indicator (paper or solution)
• the carbonates (where they exist), sulfates, nitrates and chlorides of the cations listed in the Qualitative
analysis notes on page 69

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

• the sodium and/or potassium salts of the anions listed in the Qualitative analysis notes on page 69
• weak acids, e.g. methanoic acid, ethanoic acid, propanoic acid
• alcohols (primary, secondary, tertiary), e.g. ethanol, propan-1-ol, propan-2-ol, butan-1-ol, butan-2-ol,
methylpropan-1-ol
• aldehydes and ketones, e.g. propanal, propanone (Note: Tests for aldehydes may be performed by
substituting glucose for the aldehyde)
• carboxylic acids and esters, e.g. methanoic acid, ethanoic acid, propanoic acid, ethyl ethanoate
• ethanedioic acid or its soluble salts
• halogenoalkanes, e.g. 1-chlorobutane, 1-bromobutane, 1-iodobutane.

These materials should be kept in stock as they may be required for the practical examination. Practical
examinations may also require materials that are not listed.

Safety in the laboratory

Responsibility for safety matters rests with centres.

Supervisors must follow national and local regulations relating to safety and first aid.

Hazard data sheets relating to substances should be available from your chemical supplier.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

Qualitative analysis notes

1 Reactions of cations
cation reaction with

NaOH(aq) NH3(aq)

aluminium, white ppt. soluble in excess white ppt. insoluble in excess

3+
Al (aq)

ammonium, no ppt. –
NH4+(aq) ammonia produced on warming

barium, Ba2+(aq) faint white ppt. is observed unless no ppt.

[Ba2+(aq)] is very low

calcium, Ca2+(aq) white ppt. unless [Ca2+(aq)] is very low no ppt.

chromium(III), grey-green ppt. soluble in excess giving grey-green ppt. insoluble in excess
Cr3+(aq) dark green solution

copper(II), pale blue ppt. insoluble in excess pale blue ppt. soluble in excess giving
Cu2+(aq) dark blue solution

iron(II), Fe2+(aq) green ppt. turning brown on contact green ppt. turning brown on contact with
with air air
insoluble in excess insoluble in excess

iron(III), Fe3+(aq) red-brown ppt. insoluble in excess red-brown ppt. insoluble in excess

magnesium, white ppt. insoluble in excess white ppt. insoluble in excess

Mg2+(aq)

manganese(II), off-white ppt. rapidly turning brown off-white ppt. rapidly turning brown on
Mn2+(aq) on contact with air contact with air
insoluble in excess insoluble in excess

zinc, Zn2+(aq) white ppt. soluble in excess white ppt. soluble in excess

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

2 Reactions of anions
anion reaction

carbonate, CO)2. CO2 liberated by dilute acids

chloride, Cl – (aq) gives white ppt. with Ag+(aq) (soluble in NH)(aq))

bromide, Br – (aq) gives cream / off-white ppt. with Ag+(aq) (partially soluble in NH)(aq))

iodide, I– (aq) gives pale yellow ppt. with Ag+(aq) (insoluble in NH)(aq))

nitrate, NO)– (aq) NH3 liberated on heating with OH – (aq) and Al foil

nitrite, NO2– (aq) NH3 liberated on heating with OH – (aq) and Al foil;
decolourises acidified aqueous KMnO%

sulfate, SO%2.(aq) gives white ppt. with Ba2+(aq) (insoluble in excess dilute strong acids);
gives white ppt. with high [Ca2+(aq)]

sulfite, SO)2.(aq) gives white ppt. with Ba2+(aq) (soluble in excess dilute strong acids);
decolourises acidified aqueous KMnO%

thiosulfate, S2O)2– (aq) gives off-white / pale yellow ppt. slowly with H/

3 Tests for gases

gas test and test result

ammonia, NH) turns damp red litmus paper blue

carbon dioxide, CO2 gives a white ppt. with limewater

hydrogen, H2 ‘pops’ with a lighted splint

oxygen, O2 relights a glowing splint

4 Tests for elements

element test and test result

iodine, I2 gives blue-black colour on addition of starch solution

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

Paper 5 Planning, Analysis and Evaluation

Paper 5 is a timetabled, written paper focusing on the higher-order experimental skills of:
• planning
• analysis
• drawing conclusions
• evaluation.

This exam will not require laboratory facilities.

It should be emphasised that candidates cannot be adequately prepared for this exam without
extensive laboratory work of A Level standard during their course of study. This requires many hours
of laboratory-based work with careful supervision from teachers to ensure that experiments are planned and
carried out safely.

Paper 5 consists of two or more questions totalling 30 marks.

Candidates may be required to design an experimental investigation of a given problem. Such questions may
not be highly structured: candidates may be expected to answer using extended, structured writing illustrated
with appropriate diagrams, flow charts, tables or equations.

Candidates may be asked to express a prediction in the form of a written hypothesis linking independent and
dependent variables, or in the form of a graph showing the expected outcome.

There may be questions in which candidates are given experimental data and are required to analyse, evaluate
and draw conclusions from this.

Some questions may be set in areas of chemistry that are difficult to investigate experimentally in school
laboratories, possibly for reasons of cost or safety. No question will require knowledge of theory or equipment
that is beyond that expected of A Level practical work in the syllabus. Information that candidates are not
expected to know will be provided in the examination paper.

Mark allocations for Paper 5

Marks will be allocated for Paper 5 according to the table below. The expectations for each skill are listed in the
sections that follow.

Skill Breakdown of skills Minimum mark

allocation*

Planning Defining the problem 12 marks

Method

Analysis, conclusion and Dealing with data 12 marks

evaluation
Conclusion

Evaluation

* The remaining 6 marks will be allocated across the skills in this grid and their allocation may vary from paper
to paper.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

Expectations for each skill (Paper 5)

Candidates will be provided with information about the aims of an experiment, and some background
information relating to it.

Planning
Defining the problem
Candidates should be able to:
• identify a safe and efficient procedure that when followed would lead to a reliable result
• identify the steps necessary to carry out the procedure
• identify apparatus that is suitable for carrying out each step of the procedure
• show an understanding of the risks of a proposed experiment
• identify the independent variable in an experiment
• identify the dependent variable in an experiment
• express the aim of an experiment in terms of a prediction, and express this in words or in the form of a
predicted graph
• identify any variables that are to be controlled
• show an understanding of how and why the procedure suggested will be effective.

Method
Candidates should be able to:
• describe the method to be used when carrying out the experiment to its full conclusion, including, as
appropriate, preparation of results tables, proposed graphs to plot, key points to consider in any evaluation
of the method and results, and reference back to the prediction
• describe the arrangement of apparatus, by use of words or labelled diagrams, and the steps in the
procedure to be followed in order to collect all relevant data
• suggest the use of appropriate measuring instruments so that the data are recorded to a suitable precision
• suggest appropriate volumes and concentrations of reagents
• describe precautions that should be taken to keep risks to a minimum; these include use of a fume hood
for hazardous gases, use of a face mask for hazardous particles, avoidance of naked flames for flammable
materials and wearing chemically resistant gloves for handling irritant materials
• describe how to vary the independent variable and how the dependent variable is to be measured, and
describe how each of the other key variables might be controlled
• explain how any control experiments might be used to verify that it is the independent variable that is
affecting the dependent variable and not some other factor
• describe the outcome of steps in the procedure where these are relevant to the overall experiment
• draw up appropriately headed tables for data to be recorded and describe how the data might be used in
order to reach a conclusion
• describe standard laboratory practice when carrying out quantitative determinations, e.g. making up of
standard solutions, weighing by difference, concordancy of titrations, heating to constant mass, taking
more readings about the inflexion point of a plot of data values.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

Analysis, conclusions and evaluation

Dealing with data
Candidates should be able to:
• identify the calculations and means of presentation of data that are necessary to be able to draw
conclusions from provided data
• use calculations to enable simplification or explanation of data, including calculation of mean, percentage
and percentage gain or loss
• use tables and graphs to draw attention to the key points in quantitative data, including the variability of
data
• analyse data to draw appropriate conclusions
• plot an appropriate graph from provided or calculated data fulfilling the criteria for plotting detailed in the
Paper 3 section on page 61
• plot a graph of y against x and use the graph to find the values of m and c in an equation of the form
y = mx + c
• suggest appropriate axes from a range of data values
• calculate the percentage error of a measurement
• calculate quantities from raw data
• use the correct number of significant figures for these calculated quantities.

Conclusion
Candidates should be able to:
• draw a conclusion from an investigation, providing a detailed description of the key features of the data and
analyses, and considering whether experimental data support the conclusion reached
• make detailed scientific explanations of the data, analyses and conclusion described
• make further predictions and suggest improvements
• conclude whether errors in experimentally obtained data could be accounted for by a measurement error
or by other factors.

Evaluation
Candidates should be able to:
• identify anomalous values in provided data, suggest possible explanations for anomalous readings and
suggest appropriate means of dealing with such anomalies
• identify the extent to which provided readings have been adequately replicated and the benefit of this
• describe the adequacy of the range of data provided
• use provided information to assess the extent to which selected variables have been effectively controlled
• identify and explain the weaknesses of the experimental procedure used
• suggest and explain the effect that a change in the concentrations of reagents or the conditions used for
the experiment might have on the results obtained
• suggest the consequences that the incorrect use of apparatus might have on the results obtained
• explain that data that obey a line of best fit are reliable because there are no anomalous points
• comment on the validity of data with regards to their suitability to prove or disprove a prediction

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Practical assessment

• identify instances where additional readings being taken during the experiment would be advantageous in
order to give a more comprehensive range of values
• draw together all available information to make judgements about the reliability of the investigation and the
trustworthiness of its outcomes
• comment on the quality of data and state whether or not the data support a prediction
• use evaluations and provided information to make informed judgements on the confidence with which
conclusions may be drawn.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027.

6 Additional information

Mathematical requirements
We expect candidates to be able to use the following mathematical skills and knowledge in the assessment.
Teaching the mathematical requirements should be embedded into the AS & A Level Chemistry course.

At AS Level and A Level:

Candidates should be able to:
• perform calculations involving addition, subtraction, multiplication and division of quantities
• understand the term integer
• make approximate evaluations of numerical expressions
• correctly round numbers
• provide answers to an appropriate number of significant figures; this is the same as or one more than the
minimum number of significant figures in the values used for the calculation
• calculate a percentage
• express fractions as percentages, and vice versa
• calculate an arithmetic mean
• carry out the following unit conversions (and their reverse)
– cm³ to dm³ to m³
– Pa to kPa
– seconds to minutes
– mg to g to kg to tonne
– degrees Celsius to Kelvin
– J to kJ
• convert numbers in decimal notation to standard form notation (scientific notation) and vice versa
• use tables or calculators to evaluate logarithms (for pH calculations), squares, square roots, cubes, cube
roots and reciprocals
• change the subject of a formula (most such equations involve only the simpler operations but may include
positive and negative indices and square roots)
• substitute physical quantities into a formula using consistent units so as to calculate one quantity; check the
dimensional consistency of such calculations, e.g. the units of a rate constant k
• solve simple algebraic equations (not including quadratic equations)
• understand and use the symbols/notations <, >, 0, /, Δ
• test tabulated pairs of values for direct proportionality by a graphical method or by constancy of ratio
• select appropriate variables and scales for plotting a graph, especially to obtain a linear graph of the form
y = mx + c
• determine and interpret the gradient (slope) and intercept of a linear graph
• choose by inspection a straight line or curve that will serve as the line of best fit for a set of data presented
graphically
• use plotted points that are * or ʘ

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

• understand:
– the gradient of a tangent to a curve as a measure of rate of change
– the area below a curve where the area has physical significance, e.g. Boltzmann distribution curves
• estimate orders of magnitude
• set up simple algebraic equations as mathematical models, e.g. construct a rate equation, and identify
limitations of such models
• use the terms log x (to mean log to base 10 of x) and ln x (to mean log to base e of x)
• perform calculations using the following:
density = mass ÷ volume
concentration = amount ÷ volume
number of moles = mass ÷ molar mass.

Calculators
If calculators are to be used, it is suggested that they should have the following functions:

+, –, *, ÷, 1x, x&, xy, log x, ln x, x³, ³1x

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

Summary of key quantities, symbols and units

The list below is intended as a guide to the more important quantities which might be encountered in teaching
and used in question papers. The list is not exhaustive.

Quantity Usual symbols Usual unit

Base quantities

mass m kg, g

length l m

time t s

electric current I A

thermodynamic temperature T K

amount of substance n mol

Other quantities

Avogadro constant L mol–1

electric potential difference V V

charge Q C

Faraday constant F C mol–1

half-life T ,t 1
2
1
2 s

ionic product of water Kw mol2 dm –6

molar gas constant R J K–1 mol–1

relative atomic (isotopic) mass Ar –

relative molecular mass Mr –

(standard) electrode (reduction) potential (E ) E V

⦵

standard enthalpy change of reaction ΔH ⦵ J mol–1, kJ mol–1

temperature t °C

volume V, v m³, dm³, cm³

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

Expected conventions for representing organic structures

This section gives details of the terminology used when referring to organic structures, reactions and
mechanisms.

Structural formulas
In candidates’ answers, an acceptable response to a request for a structural formula will be to give the minimal
detail, using conventional groups, for an unambiguous structure, e.g. CH)CH2CH2OH for propan-1-ol, not
C)H-OH, and CH)CHCHCH) for but-2-ene, not C%H2.

Displayed formulas
A displayed formula should show both the relative placing of atoms and the number of bonds between them,
for example ethanoic acid.

H O

H C C

H O H

Skeletal formulas
A skeletal formula is a simplified representation of an organic structure. It is derived from the displayed formula
by removing hydrogen atoms (and their associated bonds) and carbon atoms from alkyl chains, leaving just the
carbon-carbon bonds in the carbon skeleton and the associated functional groups.
Skeletal or partial-skeletal representations may be used in question papers and are acceptable in candidates’
answers where they are unambiguous. The skeletal formula for butan-2-ol and a partial-skeletal formula for
cholesterol are shown.

H3C

CH3
OH

CH3

HO

The convention for representing the aromatic ring is preferred.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

Optical isomers
CH3 CH3
When drawing a pair of optical isomers, candidates should
indicate the three-dimensional structures according to the C C
convention shown.
HO H H OH
COOH COOH

mirror plane

Organic reaction mechanisms

When drawing an organic reaction mechanism, candidates should use charges, dipoles, lone pairs of electrons
and curly arrows to indicate the mechanism involved. An example is shown.

CH3 CH3 CH3

CH3 Cδ+ Brδ– CH3 C+ :OH– CH3 C OH

CH3 CH3 CH3

+ Br– + Br–

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

Data section
Contents: Tables of chemical data
1 Important values, constants and standards
2 Ionisation energies (1st, 2nd, 3rd and 4th) of selected elements in kJ mol–1
3 Bond energies
4 Standard electrode (reduction) potentials, E , at 298 K (25 °C)
⦵

5 Pauling electronegativity values

6 Typical proton (1H) NMR chemical shift values (δ) relative to TMS = 0
7 Typical carbon–13 (13C) NMR chemical shift values (δ) relative to TMS = 0
8 Characteristic infrared absorption frequencies for some selected bonds
9 The Periodic Table of Elements

1 Important values, constants and standards

molar gas constant R = 8.31 J K–1 mol–1

Faraday constant F = 9.65 * 104 C mol–1

Avogadro constant L = 6.022 * 1023 mol–1

electronic charge e = –1.60 * 10 –19 C

molar volume of gas Vm = 22.4 dm3 mol–1 at s.t.p. (101 kPa and 273 K)
Vm = 24.0 dm3 mol–1 at room conditions

ionic product of water Kw = 1.00 * 10 –14 mol2 dm –6 (at 298 K (25 °C))

specific heat capacity of water c = 4.18 kJ kg–1 K–1 (4.18 J g–1 K–1)

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

2 Ionisation energies (1st, 2nd, 3rd and 4th) of selected elements in kJ mol–1
proton number 1st 2nd 3rd 4th

H 1 1310

He 2 2370 5250

Li 3 519 7300 11800

Be 4 900 1760 14800 21000

B 5 799 2420 3660 25000

C 6 1090 2350 4610 6220

N 7 1400 2860 4590 7480

O 8 1310 3390 5320 7450

F 9 1680 3370 6040 8410

Ne 10 2080 3950 6150 9290

Na 11 494 4560 6940 9540

Mg 12 736 1450 7740 10500

Al 13 577 1820 2740 11600

Si 14 786 1580 3230 4360

P 15 1060 1900 2920 4960

S 16 1000 2260 3390 4540

Cl 17 1260 2300 3850 5150

Ar 18 1520 2660 3950 5770

K 19 418 3070 4600 5860

Ca 20 590 1150 4940 6480

Sc 21 632 1240 2390 7110

Ti 22 661 1310 2720 4170

V 23 648 1370 2870 4600

Cr 24 653 1590 2990 4770

Mn 25 716 1510 3250 5190

Fe 26 762 1560 2960 5400

Co 27 757 1640 3230 5100

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

proton number 1st 2nd 3rd 4th

Ni 28 736 1750 3390 5400

Cu 29 745 1960 3350 5690

Zn 30 908 1730 3828 5980

Ga 31 577 1980 2960 6190

Br 35 1140 2080 3460 4850

Rb 37 403 2632 3900 5080

Sr 38 548 1060 4120 5440

Ag 47 731 2074 3361 5000

I 53 1010 1840 3000 4030

Cs 55 376 2420 3300 4400

Ba 56 502 966 3390 4700

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

3 Bond energies
3(a) Bond energies in diatomic molecules (these are exact values)
Homonuclear Heteronuclear

bond energy / kJ mol –1 bond energy / kJ mol –1

H.H 436 H.F 562

N≡N 944 [Link] 431

O=O 496 [Link] 366

P≡P 485 H.I 299

S=S 425 C≡O 1077

F.F 158

Cl .Cl 242

[Link] 193

I.I 151

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

3(b) Bond energies in polyatomic molecules (these are average values)

Homonuclear Heteronuclear

bond energy / kJ mol –1 bond energy / kJ mol –1

C.C 350 C.H 410

C=C 610 [Link] 340

C≡C 840 [Link] 280

C C (benzene) 520 C.I 240

N.N 160 C.N 305

N=N 410 C=N 610

O.O 150 C≡N 890

[Link] 225 C.O 360

P.P 200 C=O 740

S.S 265 C=O in CO2 805

N.H 390

[Link] 310

O.H 460

[Link] 360

Si.H 320

Si.O (in SiO2(s)) 460

Si=O (in SiO2(g)) 640

P.H 320

[Link] 330

P.O 340

P=O 540

S.H 340

[Link] 250

S.O 360

S=O 500

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

4 Standard electrode (reduction) potentials, E , at 298 K (25 °C)

⦵

⦵
E in alphabetical order

⦵
electrode reaction E /V

Ag/ + e – ⇌ Ag +0.80

Al 3+ + 3e – ⇌ Al –1.66

Ba2+ + 2e – ⇌ Ba –2.90

Br2 + 2e – ⇌ 2Br – +1.07

Ca2+ + 2e – ⇌ Ca –2.87

Cl 2 + 2e – ⇌ 2Cl – +1.36

2HOCl + 2H+ + 2e – ⇌ Cl2 + 2H2O +1.64

ClO – + H2O + 2e – ⇌ Cl – + 2OH – +0.89

Co2+ + 2e – ⇌ Co –0.28

Co3+ + e – ⇌ Co2+ +1.82

[Co(NH3)6]2+ + 2e – ⇌ Co + 6NH3 –0.43

Cr2+ + 2e – ⇌ Cr –0.91

Cr3+ + 3e – ⇌ Cr –0.74

Cr3+ + e – ⇌ Cr2+ –0.41

Cr2O72– + 14H+ + 6e – ⇌ 2Cr3+ + 7H2O +1.33

Cu+ + e – ⇌ Cu +0.52

Cu2+ + 2e – ⇌ Cu +0.34

Cu2+ + e – ⇌ Cu+ +0.15

[Cu(NH3)4]2+ + 2e – ⇌ Cu + 4NH3 –0.05

F2 + 2e – ⇌ 2F– +2.87

Fe2+ + 2e – ⇌ Fe –0.44

Fe3+ + 3e – ⇌ Fe –0.04

Fe3+ + e – ⇌ Fe2+ +0.77

[Fe(CN)6]3– + e – ⇌ [Fe(CN)6]4– +0.36

Fe(OH)3 + e – ⇌ Fe(OH)2 + OH – –0.56

2H/ + 2e – ⇌ H2 0.00

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

⦵
electrode reaction E /V

2H2O + 2e – ⇌ H2 + 2OH – –0.83

I2 + 2e – ⇌ 2I – +0.54

K/ + e – ⇌ K –2.92

Li/ + e – ⇌ Li –3.04

Mg2+ + 2e – ⇌ Mg –2.38

Mn2+ + 2e – ⇌ Mn –1.18

Mn3+ + e – ⇌ Mn2+ +1.49

MnO2 + 4H+ + 2e – ⇌ Mn2+ + 2H2O +1.23

MnO4– + e – ⇌ MnO%2– +0.56

MnO4– + 4H+ + 3e – ⇌ MnO2 + 2H2O +1.67

MnO4– + 8H+ + 5e – ⇌ Mn2+ + 4H2O +1.52

NO3 – + 2H+ + e – ⇌ NO2 + H2O +0.81

NO3 – + 3H+ + 2e – ⇌ HNO2 + H2O +0.94

NO3 – + 10H+ + 8e – ⇌ NH4+ + 3H2O +0.87

Na+ + e – ⇌ Na –2.71

Ni2+ + 2e – ⇌ Ni –0.25

[Ni(NH3)6]2+ + 2e – ⇌ Ni + 6NH3 –0.51

H2O2 + 2H+ + 2e – ⇌ 2H2O +1.77

HO2– + H2O + 2e – ⇌ 3OH – +0.88

O2 + 4H+ + 4e – ⇌ 2H2O +1.23

O2 + 2H2O + 4e – ⇌ 4OH – +0.40

O2 + 2H+ + 2e – ⇌ H2O2 +0.68

O2 + H2O + 2e – ⇌ HO2– + OH – –0.08

Pb2+ + 2e – ⇌ Pb –0.13

Pb4+ + 2e – ⇌ Pb2+ +1.69

PbO2 + 4H+ + 2e – ⇌ Pb2+ + 2H2O +1.47

SO42– + 4H+ + 2e – ⇌ SO2 + 2H2O +0.17

S2O82–+ 2e – ⇌ 2SO42– +2.01

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

⦵
electrode reaction E /V

S%O62–+ 2e – ⇌ 2S2O32– +0.09

Sn2+ + 2e – ⇌ Sn –0.14

Sn4+ + 2e – ⇌ Sn2+ +0.15

V2+ + 2e – ⇌ V –1.20

V3+ + e – ⇌ V2+ –0.26

VO2+ + 2H+ + e – ⇌ V3+ + H2O +0.34

VO2+ + 2H+ + e – ⇌ VO2+ + H2O +1.00

VO3 – + 4H+ + e – ⇌ VO2+ + 2H2O +1.00

Zn2+ + 2e – ⇌ Zn –0.76

All ionic states refer to aqueous ions but other state symbols have been omitted.

5 Pauling electronegativity values

H
2.1

Li Be B C N O F
1.0 1.6 2.0 2.5 3.0 3.5 4.0

Na Mg Al Si P S Cl
0.9 1.3 1.5 1.9 2.2 2.6 3.0

K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br
0.8 1.0 1.4 1.5 1.6 1.7 1.5 1.8 1.9 1.9 1.9 1.6 1.8 2.0 2.2 2.6 2.6

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

6 Typical proton (1H) NMR chemical shift values (δ) relative to TMS = 0
environment of proton example chemical
shift range
δ / ppm

alkane –CH), –CH2–, >CH– 0.9–1.7

alkyl next to C=O CH)–C=O, –CH2–C=O, >CH–C=O 2.2–3.0

alkyl next to aromatic ring CH)–Ar, –CH2–Ar, >CH–Ar 2.3–3.0

alkyl next to electronegative atom CH)–O, –CH2–O, –CH2–Cl 3.2–4.0

attached to alkene =CHR 4.5–6.0

attached to aromatic ring H–Ar 6.0–9.0

aldehyde HCOR 9.3–10.5

alcohol ROH 0.5–6.0

phenol Ar–OH 4.5–7.0

carboxylic acid RCOOH 9.0–13.0

alkyl amine R–NH– 1.0–5.0

aryl amine Ar–NH2 3.0–6.0

amide RCONHR 5.0–12.0

Note: δ values for O–H and N–H protons can vary depending on solvent and concentration.
Ar is used to represent an aromatic ring.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

7 Typical carbon-13 (13C) NMR chemical shift values (δ) relative to TMS = 0
hybridisation environment of carbon example chemical
of the carbon atom shift range
atom % / ppm

sp³ alkyl CH)–, CH2–, –CH<, >C< 0–50

sp³ next to alkene/arene –C–C=C, –C–Ar 25–50

sp³ next to carbonyl/carboxyl C–COR, C–O2R 30–65

sp³ next to halogen C–X 30–60

sp³ next to oxygen C–O 50–70

C C
sp& alkene or arene >C=C<, C C 110–160
C C

sp& carboxyl [Link], [Link] 160–185

sp& carbonyl [Link], [Link].R 190–220

sp nitrile R.C≡N 100–125

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information

8 Characteristic infrared absorption frequencies for some selected bonds

bond functional groups containing characteristic infrared absorption
the bond range (in wavenumbers) / cm –1

C.O hydroxy, ester 1040–1300

C=C aromatic compound, alkene 1500–1680

C=O amide 1640–1690

carbonyl, carboxyl 1670–1740
ester 1710–1750

C≡N nitrile 2200–2250

C.H alkane 2850–2950

N.H amine, amide 3300–3500

O.H carboxyl 2500–3000

hydroxy 3200–3600

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 The Periodic Table of Elements
Group
1 2 13 14 15 16 17 18

Back to contents page

1 2

H He
hydrogen helium
Key 1.0 4.0
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
6.9 9.0 relative atomic mass 10.8 12.0 14.0 16.0 19.0 20.2
11 12 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
23.0 24.3 3 4 5 6 7 8 9 10 11 12 27.0 28.1 31.0 32.1 35.5 39.9
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
9 The Periodic Table of Elements

39.1 40.1 45.0 47.9 50.9 52.0 54.9 55.8 58.9 58.7 63.5 65.4 69.7 72.6 74.9 79.0 79.9 83.8
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
rubidium strontium yttrium zirconium niobium molybdenum technetium ruthenium rhodium palladium silver cadmium indium tin antimony tellurium iodine xenon
85.5 87.6 88.9 91.2 92.9 95.9 – 101.1 102.9 106.4 107.9 112.4 114.8 118.7 121.8 127.6 126.9 131.3
55 56 57–71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
lanthanoids
Cs Ba Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
caesium barium hafnium tantalum tungsten rhenium osmium iridium platinum gold mercury thallium lead bismuth polonium astatine radon
132.9 137.3 178.5 180.9 183.8 186.2 190.2 192.2 195.1 197.0 200.6 204.4 207.2 209.0 – – –
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
138.9 140.1 140.9 144.4 – 150.4 152.0 157.3 158.9 162.5 164.9 167.3 168.9 173.1 175.0
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
– 232.0 231.0 238.0 – – – – – – – – – – –

[Link]/alevel
91
Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. Additional information
 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027.

7 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at [Link]/eoguide

Before you start

Previous study
We recommend that learners starting this course should have completed a course in Chemistry or
Co-ordinated Science equivalent to Cambridge IGCSE™ or Cambridge O Level.

Guided learning hours

We design Cambridge International AS & A Level syllabuses to require about 180 guided learning hours for
each Cambridge International AS Level and about 360 guided learning hours for a Cambridge International A
Level. The number of hours a learner needs to achieve the qualification may vary according to each school and
the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to an administrative zone. Each zone has a specific timetable.

You can view the timetable for your administrative zone at [Link]/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. However, it is expected that private candidates learn in an
environment where practical work is an integral part of the course. Candidates will not be able to perform well
in this assessment or progress successfully to further study without this necessary and important aspect of
science education. For more information, please refer to the Cambridge Guide to Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• syllabuses with the same title at the same level.

Group awards: Cambridge AICE

Cambridge AICE (Advanced International Certificate of Education) is a group award for Cambridge International
AS & A Level. It allows schools to offer a broad and balanced curriculum by recognising the achievements of
learners who pass exams in a range of different subjects.

Learn more about Cambridge AICE at [Link]/aice

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. What else you need to know

Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to one administrative zone determined by their
location. Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment
options. An entry option code is used to identify the components the candidate will take relevant to the
administrative zone and the available assessment options.

Support for exams officers

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

Retakes and carrying forward marks

Candidates can retake Cambridge International AS Level and Cambridge International A Level as many times
as they want to. Information on retake entries is at [Link]/retakes

Candidates can carry forward the result of their Cambridge International AS Level assessment from one series
to complete the Cambridge International A Level in a following series, subject to the rules and time limits
described in the Cambridge Handbook.

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
assessment materials to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics; these protected characteristics include special educational needs
and disability, religion and belief, and characteristics related to gender and identity. In addition, the language
and layout used are designed to make our materials as accessible as possible. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. What else you need to know

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
[Link]/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
[Link]/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D or E indicate the standard a candidate achieved at Cambridge International A Level. A* is the
highest and E is the lowest grade.

Grades a, b, c, d or e indicate the standard a candidate achieved at Cambridge International AS Level. ‘a’ is the
highest and ‘e’ is the lowest grade.

‘Ungraded’ means that the candidate’s performance did not meet the standard required for the lowest grade
(E or e). ‘Ungraded’ is reported on the statement of results but not on the certificate. In specific circumstances
your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. What else you need to know

If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
• the components taken for the Cambridge International A Level by the candidate in that series included all
the components making up a Cambridge International AS Level
• the candidate’s performance on the AS Level components was sufficient to merit the award of a Cambridge
International AS Level grade.

On the statement of results and certificates, Cambridge International AS & A Levels are shown as General
Certificates of Education, GCE Advanced Subsidiary Level (GCE AS Level) and GCE Advanced Level
(GCE A Level).

School feedback: ‘Cambridge International A Levels are the ‘gold standard’ qualification. They
are based on rigorous, academic syllabuses that are accessible to students from a wide range
of abilities yet have the capacity to stretch our most able.’
Feedback from: Director of Studies, Auckland Grammar School, New Zealand

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. What else you need to know

How students, teachers and higher education can use the grades
Cambridge International A Level
Assessment at Cambridge International A Level has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus, to the levels described in the grade descriptions.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

Cambridge International AS Level

Assessment at Cambridge International AS Level has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.
The outcomes help decide whether students part way through a Cambridge International A Level course
are making enough progress to continue.
The outcomes guide teaching and learning in the next stages of the Cambridge International A Level
course.

Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.

Grade descriptions for Cambridge International A Level Chemistry will be published after the first assessment of
the A Level in 2022.

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 Cambridge International AS & A Level Chemistry 9701 syllabus for 2025, 2026 and 2027. What else you need to know

Changes to this syllabus for 2025, 2026 and 2027

The syllabus has been updated. This is version 1, published September 2022.

You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.

Changes to syllabus • Update to reagents in 15.1(c) and 16.2(b).

content

Any textbooks endorsed to support the syllabus for examination from 2022 are still suitable for
use with this syllabus.

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

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
info@[Link] with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.

Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554 email : info@[Link] [Link]

© Cambridge University Press & Assessment September 2022

 Syllabus
Cambridge International
AS & A Level
Biology 9700
Use this syllabus for exams in 2025, 2026 and 2027.
Exams are available in the June and November series.
Also available for examination in March 2025, 2026 and 2027 for India.

Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of Cambridge University Press & Assessment, which is a department
of the University of Cambridge.

Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by
subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong
platform for students to progress from one stage to the next, and are well supported by teaching and learning
resources.

We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching
practice – and take account of the different national contexts in which they are taught.

We consult with teachers to help us design each syllabus around the needs of their learners. Consulting with
leading universities has helped us make sure our syllabuses encourage students to master the key concepts in
the subject and develop the skills necessary for success in higher education.

Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes for
students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at [Link]/ISO9001

© Cambridge University Press & Assessment September 2022

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge International? ........................................................................ 2

1 Why choose this syllabus? ........................................................................................ 4

2 Syllabus overview ....................................................................................................... 8

Aims 8
Content overview 9
Assessment overview 10
Assessment objectives 12

3 Subject content .........................................................................................................14

AS Level subject content 15
A Level subject content 32

4 Details of the assessment ....................................................................................... 49

Paper 1 Multiple Choice 49
Paper 2 AS Level Structured Questions 49
Paper 3 Advanced Practical Skills 49
Paper 4 A Level Structured Questions 49
Paper 5 Planning, Analysis and Evaluation 49
Command words 50

5 Practical assessment ................................................................................................51

Introduction 51
Paper 3 Advanced Practical Skills 51
Paper 5 59

6 Additional information .............................................................................................. 63

Mathematical requirements 63
Mathematical formulae (A Level only) 65
Notes on the use of statistics in Biology (A Level only) 67

7 What else you need to know ................................................................................... 68

Before you start 68
Making entries 69
Accessibility and equality 69
After the exam 70
How students, teachers and higher education can use the grades 71
Grade descriptions 71
Changes to this syllabus for 2025, 2026 and 2027 72

Important: Changes to this syllabus

For information about changes to this syllabus for 2025, 2026 and 2027, go to page 72.
The latest syllabus is version 1, published September 2022. There are no significant changes which affect
teaching.
 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027

1 Why choose this syllabus?

Key benefits
The best motivation for a student is a real passion for the
subject they’re learning. By offering students a variety of
Cambridge International AS & A Levels, you can give them the
greatest chance of finding the path of education they most
want to follow. With over 50 subjects to choose from, students
can select the ones they love and that they’re best at, which
helps motivate them throughout their studies. Cambridge
learner
Following a Cambridge International AS & A Level programme
helps students develop abilities which universities value highly,
including:
• a deep understanding of their subjects
• higher order thinking skills – analysis, critical thinking,
problem solving
• presenting ordered and coherent arguments
• independent learning and research.

Cambridge International AS & A Level Biology develops a set of transferable skills including handling data,
practical problem-solving, and applying the scientific method. Learners develop relevant attitudes, such as
concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness. They acquire the
essential scientific skills required for progression to further studies or employment.

Our approach in Cambridge International AS & A Level Biology encourages learners to be:

confident, secure in their knowledge, keen to explore further and able to communicate effectively through the
language of science

responsible, developing efficient and safe scientific practices and working collaboratively with others

reflective, able to evaluate evidence to draw informed and appropriate conclusions and recognising that the
applications of science have the potential to affect the individual, the community and the environment

innovative, applying problem-solving skills to novel situations and engaging with new tools and techniques,
including information technology, to develop successful approaches

engaged, developing an enquiring mind, keen to apply scientific skills in everyday life.

School feedback: ‘Cambridge students develop a deep understanding of subjects and

independent thinking skills.’
Feedback from: Principal, Rockledge High School, USA

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

Key concepts
Key concepts are essential ideas that help students develop a deep understanding of their subject and make
links between different aspects. Key concepts may open up new ways of thinking about, understanding or
interpreting the important things to be learned.

Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain:
• a greater depth as well as breadth of subject knowledge
• confidence, especially in applying knowledge and skills in new situations
• the vocabulary to discuss their subject conceptually and show how different aspects link together
• a level of mastery of their subject to help them enter higher education.

The key concepts identified below, carefully introduced and developed, will help to underpin the course you will
teach. You may identify additional key concepts which will also enrich teaching and learning.

The key concepts for Cambridge International AS & A Level Biology are:
• Cells as the units of life
A cell is the basic unit of life and all organisms are composed of one or more cells. There are two
fundamental types of cell: prokaryotic and eukaryotic. Understanding how cells work provides an insight
into the fundamental processes of all living organisms.
• Biochemical processes
Cells are dynamic structures within which the chemistry of life takes place. Biochemistry and molecular
biology help to explain how and why cells function as they do.
• DNA, the molecule of heredity
Cells contain the molecule of heredity, DNA. DNA is essential for the continuity and evolution of life by
allowing genetic information to be stored accurately, to be copied to daughter cells, to be passed from one
generation to the next and for the controlled production of proteins. Rare errors in the accurate copying of
DNA known as mutations result in genetic variation and are essential for evolution.
• Natural selection
Natural selection acts on genetic variation and is the major mechanism in evolution, including speciation.
Natural selection results in the accumulation of beneficial genetic mutations within populations and explains
how populations can adapt to meet the demands of changing environments.
• Organisms in their environment
All organisms interact with their biotic and abiotic environment. Studying these interactions allows biologists
to understand better the effect of human activities on ecosystems, to develop more effective strategies to
conserve biodiversity and to predict more accurately the future implications for humans of changes in the
natural world.
• Observation and experiment
The different fields of biology are intertwined and cannot be studied in isolation. Observation, enquiry,
experimentation and fieldwork are fundamental to biology, allowing relevant evidence to be collected and
considered as a basis on which to build new models and theories. Such models and theories are further
tested by experimentation and observation in a cyclical process of feedback and refinement, allowing the
development of robust and evidence-based conceptual understandings.

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of
our programmes and qualifications around the world. Every year thousands of students with Cambridge
International AS & A Levels gain places at leading universities worldwide. Our programmes and qualifications
are valued by top universities around the world including those in the UK, US (including Ivy League universities),
Europe, Australia, Canada and New Zealand.

UK NARIC*, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found
it to be comparable to the standard of AS & A Level in the UK. This means students can be confident that their
Cambridge International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A
Levels by leading universities worldwide.

Cambridge International AS Level Biology makes up the first half of the Cambridge International A Level course
in biology and provides a foundation for the study of biology at Cambridge International A Level. Depending on
local university entrance requirements, students may be able to use it to progress directly to university courses
in biology or some other subjects. It is also suitable as part of a course of general education.

Cambridge International A Level Biology provides a foundation for the study of biology or related courses in
higher education. Equally it is suitable as part of a course of general education.

For more information about the relationship between the Cambridge International AS Level and Cambridge
International A Level see the ‘Assessment overview’ section of the Syllabus overview.

We recommend learners check the Cambridge recognition database and university websites to find the most
up-to-date entry requirements for courses they wish to study.

* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.

Learn more at [Link]/recognition

School feedback: ‘The depth of knowledge displayed by the best A Level students makes
them prime targets for America’s Ivy League universities.’
Feedback from: Yale University, USA

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development so
that you can give your students the best possible preparation for Cambridge International AS & A Level. To find
out which resources are available for each syllabus go to [Link]/support

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at [Link]/support

Support for Cambridge International AS & A Level

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Schemes of work • Endorsed resources responses Service
• Specimen papers • Online forums • Past papers and • Principal examiner
• Syllabuses • Support for mark schemes reports for teachers
• Teacher guides coursework and • Specimen paper
speaking tests answers

Sign up for email notifications about changes to syllabuses, including new and revised products and services at
[Link]/syllabusupdates

Professional development
We support teachers through:
• Introductory Training – face-to-face or online
• Extension Training – face-to-face or online
• Enrichment Professional Development – face-to-face or online
Find out more at [Link]/events

• Cambridge Professional Development Qualifications

Find out more at [Link]/profdev

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: [Link]/eoguide

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• acquire knowledge and understanding and develop practical skills, including efficient, accurate and safe
scientific practices
• learn to apply the scientific method, while developing an awareness of the limitations of scientific theories
and models
• develop skills in data analysis, evaluation and drawing conclusions, cultivating attitudes relevant to science
such as objectivity, integrity, enquiry, initiative and inventiveness
• develop effective scientific communication skills, using appropriate terminology and scientific conventions
• understand their responsibility to others/society and to care for the environment
• enjoy science and develop an informed interest in the subject that may lead to further study.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse any
political view. We endeavour to treat all aspects of the exam process neutrally.

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Syllabus overview

Content overview
Candidates for Cambridge International AS Level Biology study the following topics:
1 Cell structure
2 Biological molecules
3 Enzymes
4 Cell membranes and transport
5 The mitotic cell cycle
6 Nucleic acids and protein synthesis
7 Transport in plants
8 Transport in mammals
9 Gas exchange
10 Infectious diseases
11 Immunity

AS Level candidates also study practical skills.

Candidates for Cambridge International A Level Biology study the AS topics and the following topics:
12 Energy and respiration
13 Photosynthesis
14 Homeostasis
15 Control and coordination
16 Inheritance
17 Selection and evolution
18 Classification, biodiversity and conservation
19 Genetic technology

A Level candidates also study practical skills.

School feedback: ‘Cambridge International AS & A Levels prepare students well for university
because they’ve learnt to go into a subject in considerable depth. There’s that ability to really
understand the depth and richness and the detail of a subject. It’s a wonderful preparation for
what they are going to face at university.’
Feedback from: US Higher Education Advisory Council

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Syllabus overview

Assessment overview
Paper 1 Paper 4

Multiple Choice 1 hour 15 minutes A Level Structured Questions 2 hours

40 marks 100 marks
40 Multiple-choice questions Structured questions
Questions are based on the AS Level syllabus Questions are based on the A Level syllabus
content. content; knowledge of material from the AS Level
Externally assessed syllabus content will be required.
31% of the AS Level Externally assessed
15.5% of the A Level 38.5% of the A Level

Paper 2 Paper 5

AS Level Structured Questions Planning, Analysis and Evaluation

1 hour 15 minutes 1 hour 15 minutes
60 marks 30 marks
Structured questions Questions are based on the practical skills of
Questions are based on the AS Level syllabus planning, analysis and evaluation.
content. The context of the questions may be outside the
Externally assessed syllabus content.
46% of the AS Level Externally assessed
23% of the A Level 11.5% of the A Level

Paper 3

Advanced Practical Skills 2 hours

40 marks
Practical work and structured questions
Questions are based on the practical skills in the
Practical assessment section of the syllabus.
The context of the questions may be outside the
syllabus content.
Externally assessed
23% of the AS Level
11.5% of the A Level

Information on availability is in the Before you start section.

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Syllabus overview

There are three routes for Cambridge International AS & A Level Biology:
Route Paper 1 Paper 2 Paper 3 Paper 4 Paper 5

1 AS Level only
(Candidates take all AS components yes yes yes
in the same exam series)

2 A Level (staged over two years)

Year 1 AS Level* yes yes yes

Year 2 Complete the A Level yes yes

3 A Level
(Candidates take all components in yes yes yes yes yes
the same exam series)

* Candidates carry forward their AS Level result subject to the rules and time limits described in the Cambridge
Handbook. See Making entries for more information on carry forward of results.

Candidates following an AS Level route will be eligible for grades a–e. Candidates following an A Level route are
eligible for grades A*–E.

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Knowledge and understanding

Candidates should be able to demonstrate knowledge and understanding of:
• scientific phenomena, facts, laws, definitions, concepts and theories
• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific quantities and their determination
• scientific and technological applications with their social, economic and environmental implications.

AO2 Handling, applying and evaluating information

Candidates should be able to handle, apply and evaluate information, in words or using other forms of
presentation (e.g. symbols, graphical or numerical) to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and draw conclusions
• give reasoned explanations for phenomena, patterns and relationships
• make predictions and construct arguments to support hypotheses
• apply knowledge, including principles, to new situations
• evaluate information and hypotheses
• demonstrate an awareness of the limitations of biological theories and models
• solve problems.

AO3 Experimental skills and investigations

Candidates should be able to:
• plan experiments and investigations
• collect, record and present observations, measurements and estimates
• analyse and interpret experimental data to reach conclusions
• evaluate methods and quality of experimental data and suggest possible improvements to experiments.

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of each qualification

Assessment objective Weighting in AS Level Weighting in A Level

% %

AO1 Knowledge and understanding 40 40

AO2 Handling, applying and evaluating information 40 40

AO3 Experimental skills and investigations 20 20

Total 100 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2 Paper 3 Paper 4 Paper 5

AO1 Knowledge and understanding 50 50 0 50 0

AO2 Handling, applying and evaluating information 50 50 0 50 0

AO3 Experimental skills and investigations 0 0 100 0 100

Total 100 100 100 100 100

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027

3 Subject content

Candidates for Cambridge International AS Level should study topics 1–11.

Candidates for Cambridge International A Level should study all topics.

The content of the AS Level learning outcomes are assumed knowledge for the A Level components.

Teachers should refer to the social, environmental, economic and technological aspects of biology wherever
possible throughout the syllabus. Some examples are included in the syllabus and teachers should encourage
learners to apply the principles of these examples to other situations introduced in the course.

Teachers should illustrate concepts and content with examples taken from a wide range of organisms.

Everything we know about biology has been learned through practical investigation. Learners also find practical
work motivating and interesting, and it can help them to understand abstract theoretical concepts. Cambridge
International expects that practical activities will underpin the teaching of the whole syllabus.

The syllabus content for practical skills is in the Practical assessment section.

Teachers should ensure that candidates are prepared for the assessment of theory learning outcomes and
practical skills.

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting suitable subject contexts, resources and examples to
support your learners’ study. These should be appropriate for the learners’ age, cultural background and
learning context as well as complying with your school policies and local legal requirements.

Support for teaching practical skills for these qualifications can be found on the School Support Hub
[Link]/support

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

AS Level subject content

1 Cell structure

All organisms are composed of cells. Knowledge of the structure and function of cells underpins much of
biology. The fundamental differences between eukaryotic and prokaryotic cells are explored and provide
useful biological background for the topic on Infectious diseases (Topic 10). Viruses are introduced as non-
cellular structures, which gives candidates the opportunity to consider whether cells are the basic unit of life.
The use of light microscopes is a fundamental skill that is developed in this topic and applied throughout
several other topics of the syllabus.

1.1 The microscope in cell Learning outcomes

studies Candidates should be able to:
1 make temporary preparations of cellular material suitable for
viewing with a light microscope
2 draw cells from microscope slides and photomicrographs
3 calculate magnifications of images and actual sizes of
specimens from drawings, photomicrographs and electron
micrographs (scanning and transmission)
4 use an eyepiece graticule and stage micrometer scale to
make measurements and use the appropriate units, millimetre
(mm), micrometre (µm) and nanometre (nm)
5 define resolution and magnification and explain the
differences between these terms, with reference to light
microscopy and electron microscopy

1.2 Cells as the basic units of Learning outcomes

living organisms Candidates should be able to:
1 recognise organelles and other cell structures found in
eukaryotic cells and outline their structures and functions,
limited to:
• cell surface membrane
• nucleus, nuclear envelope and nucleolus
• rough endoplasmic reticulum
• smooth endoplasmic reticulum
• Golgi body (Golgi apparatus or Golgi complex)
• mitochondria (including the presence of small circular DNA)
• ribosomes (80S in the cytoplasm and 70S in chloroplasts
and mitochondria)
• lysosomes
• centrioles and microtubules
• cilia
• microvilli
• chloroplasts (including the presence of small circular DNA)
• cell wall
• plasmodesmata
• large permanent vacuole and tonoplast of plant cells
continued

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

1.2 Cells as the basic units of Learning outcomes

living organisms (continued) Candidates should be able to:
2 describe and interpret photomicrographs, electron
micrographs and drawings of typical plant and animal cells
3 compare the structure of typical plant and animal cells
4 state that cells use ATP from respiration for energy-requiring
processes
5 outline key structural features of a prokaryotic cell as found in
a typical bacterium, including:
• unicellular
• generally 1–5 µm diameter
• peptidoglycan cell walls
• circular DNA
• 70S ribosomes
• absence of organelles surrounded by double membranes
6 compare the structure of a prokaryotic cell as found in a
typical bacterium with the structures of typical eukaryotic
cells in plants and animals
7 state that all viruses are non-cellular structures with a nucleic
acid core (either DNA or RNA) and a capsid made of protein,
and that some viruses have an outer envelope made of
phospholipids

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

2 Biological molecules

This topic introduces carbohydrates, lipids and proteins: organic molecules that are important in cells. Nucleic
acids, another class of biological molecule, are covered in Topic 6. All of these molecules are based on the
versatile element carbon. This topic explains how carbohydrates, lipids and proteins, which have a great
diversity of function in organisms, are assembled from smaller organic molecules such as glucose, amino
acids, glycerol and fatty acids.

The emphasis in this topic is on the relationship between molecular structures and their functions. Some
of these ideas are continued in other topics, for example, the functions of haemoglobin in gas transport in
Transport in mammals (Topic 8), phospholipids in membranes in Cell membranes and transport (Topic 4) and
antibodies in Immunity (Topic 11).

Life as we know it would not be possible without water. Understanding the properties of this extraordinary
molecule is an essential part of any study of biological molecules. Some of the roles of water are in this topic,
others are in Topics 4, 7, 8, 12, 13 and 14.

2.1 Testing for biological Learning outcomes

molecules Candidates should be able to:
1 describe and carry out the Benedict’s test for reducing
sugars, the iodine test for starch, the emulsion test for lipids
and the biuret test for proteins
2 describe and carry out a semi-quantitative Benedict’s test
on a reducing sugar solution by standardising the test and
using the results (time to first colour change or comparison to
colour standards) to estimate the concentration
3 describe and carry out a test to identify the presence of
non-reducing sugars, using acid hydrolysis and Benedict’s
solution

2.2 Carbohydrates and lipids Learning outcomes

Candidates should be able to:
1 describe and draw the ring forms of α-glucose and β-glucose
2 define the terms monomer, polymer, macromolecule,
monosaccharide, disaccharide and polysaccharide
3 state the role of covalent bonds in joining smaller molecules
together to form polymers
4 state that glucose, fructose and maltose are reducing sugars
and that sucrose is a non-reducing sugar
5 describe the formation of a glycosidic bond by condensation,
with reference to disaccharides, including sucrose, and
polysaccharides
continued

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

2.2 Carbohydrates and lipids Learning outcomes

continued Candidates should be able to:
6 describe the breakage of a glycosidic bond in
polysaccharides and disaccharides by hydrolysis, with
reference to the non-reducing sugar test
7 describe the molecular structure of the polysaccharides
starch (amylose and amylopectin) and glycogen and relate
their structures to their functions in living organisms
8 describe the molecular structure of the polysaccharide
cellulose and outline how the arrangement of cellulose
molecules contributes to the function of plant cell walls
9 state that triglycerides are non-polar hydrophobic molecules
and describe the molecular structure of triglycerides with
reference to fatty acids (saturated and unsaturated), glycerol
and the formation of ester bonds
10 relate the molecular structure of triglycerides to their functions
in living organisms
11 describe the molecular structure of phospholipids with
reference to their hydrophilic (polar) phosphate heads and
hydrophobic (non-polar) fatty acid tails

2.3 Proteins Learning outcomes

Candidates should be able to:
1 describe and draw the general structure of an amino acid and
the formation and breakage of a peptide bond
2 explain the meaning of the terms primary structure,
secondary structure, tertiary structure and quaternary
structure of proteins
3 describe the types of interaction that hold protein molecules
in shape:
• hydrophobic interactions
• hydrogen bonding
• ionic bonding
• covalent bonding, including disulfide bonds
4 state that globular proteins are generally soluble and have
physiological roles and fibrous proteins are generally insoluble
and have structural roles
5 describe the structure of a molecule of haemoglobin as an
example of a globular protein, including the formation of its
quaternary structure from two alpha (α) chains (α–globin), two
beta (β) chains (β–globin) and a haem group
6 relate the structure of haemoglobin to its function, including
the importance of iron in the haem group
7 describe the structure of a molecule of collagen as an
example of a fibrous protein, and the arrangement of collagen
molecules to form collagen fibres
8 relate the structures of collagen molecules and collagen fibres
to their function

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

2.4 Water Learning outcomes

Candidates should be able to:
1 explain how hydrogen bonding occurs between water
molecules and relate the properties of water to its roles in
living organisms, limited to solvent action, high specific heat
capacity and latent heat of vaporisation

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

3 Enzymes

Enzymes are essential for life to exist. The mode of action of enzymes and the factors that affect their activity
are explored in this topic. Prior knowledge for this topic is an understanding that an enzyme is a biological
catalyst that increases the rate of a reaction and remains unchanged when the reaction is complete.

There are many opportunities in this topic for candidates to gain experience of carrying out practical
investigations and analysing, interpreting and evaluating their results.

3.1 Mode of action of enzymes Learning outcomes

Candidates should be able to:
1 state that enzymes are globular proteins that catalyse
reactions inside cells (intracellular enzymes) or are secreted to
catalyse reactions outside cells (extracellular enzymes)
2 explain the mode of action of enzymes in terms of an active
site, enzyme–substrate complex, lowering of activation energy
and enzyme specificity, including the lock-and-key hypothesis
and the induced-fit hypothesis
3 investigate the progress of enzyme-catalysed reactions by
measuring rates of formation of products using catalase and
rates of disappearance of substrate using amylase
4 outline the use of a colorimeter for measuring the progress of
enzyme-catalysed reactions that involve colour changes

3.2 Factors that affect enzyme Learning outcomes

action Candidates should be able to:
1 investigate and explain the effects of the following factors on
the rate of enzyme-catalysed reactions:
• temperature
• pH (using buffer solutions)
• enzyme concentration
• substrate concentration
• inhibitor concentration
2 explain that the maximum rate of reaction (Vmax) is used to
derive the Michaelis–Menten constant (Km), which is used to
compare the affinity of different enzymes for their substrates
3 explain the effects of reversible inhibitors, both competitive
and non-competitive, on enzyme activity
4 investigate the difference in activity between an enzyme
immobilised in alginate and the same enzyme free in solution,
and state the advantages of using immobilised enzymes

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

4 Cell membranes and transport

The fluid mosaic model, introduced in 1972, describes the way in which biological molecules are arranged to
form cell membranes. The model continues to be modified as understanding improves of the ways in which
substances cross membranes, how cells interact and how cells respond to signals. The model also provides
the basis for our understanding of passive and active movement of molecules and ions between cells and
their surroundings, cell-to-cell interactions and long-distance cell signalling.

Investigating the effects of different factors on diffusion, osmosis and membrane permeability involves an
understanding of the properties of phospholipids and proteins covered in Biological molecules (Topic 2).

4.1 Fluid mosaic membranes Learning outcomes

Candidates should be able to:
1 describe the fluid mosaic model of membrane structure with
reference to the hydrophobic and hydrophilic interactions that
account for the formation of the phospholipid bilayer and the
arrangement of proteins
2 describe the arrangement of cholesterol, glycolipids and
glycoproteins in cell surface membranes
3 describe the roles of phospholipids, cholesterol, glycolipids,
proteins and glycoproteins in cell surface membranes, with
reference to stability, fluidity, permeability, transport (carrier
proteins and channel proteins), cell signalling (cell surface
receptors) and cell recognition (cell surface antigens – see
11.1.2)
4 outline the main stages in the process of cell signalling leading
to specific responses:
• secretion of specific chemicals (ligands) from cells
• transport of ligands to target cells
• binding of ligands to cell surface receptors on target cells

4.2 Movement into and out of Learning outcomes

cells Candidates should be able to:
1 describe and explain the processes of simple diffusion,
facilitated diffusion, osmosis, active transport, endocytosis
and exocytosis
2 investigate simple diffusion and osmosis using plant tissue
and non-living materials, including dialysis (Visking) tubing and
agar
3 illustrate the principle that surface area to volume ratios
decrease with increasing size by calculating surface
areas and volumes of simple 3-D shapes (as shown in the
Mathematical requirements)
4 investigate the effect of changing surface area to volume ratio
on diffusion using agar blocks of different sizes
continued

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

4.2 Movement into and out of Learning outcomes

cells continued Candidates should be able to:
5 investigate the effects of immersing plant tissues in solutions
of different water potentials, using the results to estimate the
water potential of the tissues
6 explain the movement of water between cells and solutions in
terms of water potential and explain the different effects of the
movement of water on plant cells and animal cells (knowledge
of solute potential and pressure potential is not expected)

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

5 The mitotic cell cycle

When body cells reach a certain size they divide into two cells. Nuclear division occurs first, followed by
division of the cytoplasm. The mitotic cell cycle of eukaryotes involves DNA replication followed by nuclear
division. This ensures the genetic uniformity of all daughter cells.

5.1 Replication and division of Learning outcomes

nuclei and cells Candidates should be able to:
1 describe the structure of a chromosome, limited to:
• DNA
• histone proteins
• sister chromatids
• centromere
• telomeres
2 explain the importance of mitosis in the production of
genetically identical daughter cells during:
• growth of multicellular organisms
• replacement of damaged or dead cells
• repair of tissues by cell replacement
• asexual reproduction
3 outline the mitotic cell cycle, including:
• interphase (growth in G1 and G2 phases and DNA
replication in S phase)
• mitosis
• cytokinesis
4 outline the role of telomeres in preventing the loss of genes
from the ends of chromosomes during DNA replication
5 outline the role of stem cells in cell replacement and tissue
repair by mitosis
6 explain how uncontrolled cell division can result in the
formation of a tumour

5.2 Chromosome behaviour in Learning outcomes

mitosis Candidates should be able to:
1 describe the behaviour of chromosomes in plant and
animal cells during the mitotic cell cycle and the associated
behaviour of the nuclear envelope, the cell surface membrane
and the spindle (names of the main stages of mitosis are
expected: prophase, metaphase, anaphase and telophase)
2 interpret photomicrographs, diagrams and microscope slides
of cells in different stages of the mitotic cell cycle and identify
the main stages of mitosis

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

6 Nucleic acids and protein synthesis

Nucleic acids have roles in the storage and retrieval of genetic information and in the use of this information
to synthesise polypeptides. DNA is the molecule of heredity and is an extremely stable molecule that cells
replicate with great accuracy. The genetic code explains how the sequence of nucleotides in DNA and
messenger RNA (mRNA) determines the sequence of amino acids that make up a polypeptide. In eukaryotes
this involves the processes of transcription in the nucleus to produce mRNA, followed by translation in the
cytoplasm to produce polypeptides.

6.1 Structure of nucleic acids Learning outcomes

and replication of DNA Candidates should be able to:
1 describe the structure of nucleotides, including the
phosphorylated nucleotide ATP (structural formulae are not
expected)
2 state that the bases adenine and guanine are purines
with a double ring structure, and that the bases cytosine,
thymine and uracil are pyrimidines with a single ring structure
(structural formulae for bases are not expected)
3 describe the structure of a DNA molecule as a double helix,
including:
• the importance of complementary base pairing between
the 5′ to 3′ strand and the 3′ to 5′ strand (antiparallel
strands)
• differences in hydrogen bonding between C–G and A–T
base pairs
• linking of nucleotides by phosphodiester bonds
4 describe the semi-conservative replication of DNA during the
S phase of the cell cycle, including:
• the roles of DNA polymerase and DNA ligase (knowledge
of other enzymes in DNA replication in cells and different
types of DNA polymerase is not expected)
• the differences between leading strand and lagging strand
replication as a consequence of DNA polymerase adding
nucleotides only in a 5′ to 3′ direction
5 describe the structure of an RNA molecule, using the example
of messenger RNA (mRNA)

6.2 Protein synthesis Learning outcomes

Candidates should be able to:
1 state that a polypeptide is coded for by a gene and that a
gene is a sequence of nucleotides that forms part of a DNA
molecule
2 describe the principle of the universal genetic code in which
different triplets of DNA bases either code for specific amino
acids or correspond to start and stop codons
continued

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

6.2 Protein synthesis continued Learning outcomes

Candidates should be able to:
3 describe how the information in DNA is used during
transcription and translation to construct polypeptides,
including the roles of:
• RNA polymerase
• messenger RNA (mRNA)
• codons
• transfer RNA (tRNA)
• anticodons
• ribosomes
4 state that the strand of a DNA molecule that is used in
transcription is called the transcribed or template strand and
that the other strand is called the non-transcribed strand
5 explain that, in eukaryotes, the RNA molecule formed
following transcription (primary transcript) is modified by the
removal of non-coding sequences (introns) and the joining
together of coding sequences (exons) to form mRNA
6 state that a gene mutation is a change in the sequence of
base pairs in a DNA molecule that may result in an altered
polypeptide
7 explain that a gene mutation is a result of substitution or
deletion or insertion of nucleotides in DNA and outline how
each of these types of mutation may affect the polypeptide
produced

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

7 Transport in plants

Flowering plants do not have compact bodies like those of many animals. Leaves and extensive root systems
spread out to obtain the light energy, carbon dioxide, mineral ions and water that plants gain from their
environment to make organic molecules, such as sugars and amino acids. Transport systems in plants move
substances from where they are absorbed or produced to where they are stored or used.

7.1 Structure of transport tissues Learning outcomes

Candidates should be able to:
1 draw plan diagrams of transverse sections of stems, roots
and leaves of herbaceous dicotyledonous plants from
microscope slides and photomicrographs
2 describe the distribution of xylem and phloem in transverse
sections of stems, roots and leaves of herbaceous
dicotyledonous plants
3 draw and label xylem vessel elements, phloem sieve tube
elements and companion cells from microscope slides,
photomicrographs and electron micrographs
4 relate the structure of xylem vessel elements, phloem sieve
tube elements and companion cells to their functions

7.2 Transport mechanisms Learning outcomes

Candidates should be able to:
1 state that some mineral ions and organic compounds can be
transported within plants dissolved in water
2 describe the transport of water from the soil to the xylem
through the:
• apoplast pathway, including reference to lignin and
cellulose
• symplast pathway, including reference to the endodermis,
Casparian strip and suberin
3 explain that transpiration involves the evaporation of water
from the internal surfaces of leaves followed by diffusion of
water vapour to the atmosphere
4 explain how hydrogen bonding of water molecules is involved
with movement of water in the xylem by cohesion-tension in
transpiration pull and by adhesion to cellulose in cell walls
5 make annotated drawings of transverse sections of leaves
from xerophytic plants to explain how they are adapted to
reduce water loss by transpiration
6 state that assimilates dissolved in water, such as sucrose and
amino acids, move from sources to sinks in phloem sieve
tubes
7 explain how companion cells transfer assimilates to
phloem sieve tubes, with reference to proton pumps and
cotransporter proteins
8 explain mass flow in phloem sieve tubes down a hydrostatic
pressure gradient from source to sink

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

8 Transport in mammals

As animals become larger, more complex and more active, transport systems become essential to supply
nutrients to, and remove waste from, individual cells. Mammals are far more active than plants and require
much greater supplies of oxygen. This is transported by haemoglobin inside red blood cells.

8.1 The circulatory system Learning outcomes

Candidates should be able to:
1 state that the mammalian circulatory system is a closed
double circulation consisting of a heart, blood and blood
vessels including arteries, arterioles, capillaries, venules and
veins
2 describe the functions of the main blood vessels of the
pulmonary and systemic circulations, limited to pulmonary
artery, pulmonary vein, aorta and vena cava
3 recognise arteries, veins and capillaries from microscope
slides, photomicrographs and electron micrographs and
make plan diagrams showing the structure of arteries and
veins in transverse section (TS) and longitudinal section (LS)
4 explain how the structure of muscular arteries, elastic arteries,
veins and capillaries are each related to their functions
5 recognise and draw red blood cells, monocytes, neutrophils
and lymphocytes from microscope slides, photomicrographs
and electron micrographs
6 state that water is the main component of blood and tissue
fluid and relate the properties of water to its role in transport
in mammals, limited to solvent action and high specific heat
capacity
7 state the functions of tissue fluid and describe the formation
of tissue fluid in a capillary network

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

8.2 Transport of oxygen and Learning outcomes

carbon dioxide Candidates should be able to:
1 describe the role of red blood cells in transporting oxygen and
carbon dioxide with reference to the roles of:
• haemoglobin
• carbonic anhydrase
• the formation of haemoglobinic acid
• the formation of carbaminohaemoglobin
2 describe the chloride shift and explain the importance of the
chloride shift
3 describe the role of plasma in the transport of carbon dioxide
4 describe and explain the oxygen dissociation curve of adult
haemoglobin
5 explain the importance of the oxygen dissociation curve
at partial pressures of oxygen in the lungs and in respiring
tissues
6 describe the Bohr shift and explain the importance of the
Bohr shift

8.3 The heart Learning outcomes

Candidates should be able to:
1 describe the external and internal structure of the mammalian
heart
2 explain the differences in the thickness of the walls of the:
• atria and ventricles
• left ventricle and right ventricle
3 describe the cardiac cycle, with reference to the relationship
between blood pressure changes during systole and diastole
and the opening and closing of valves
4 explain the roles of the sinoatrial node, the atrioventricular
node and the Purkyne tissue in the cardiac cycle (knowledge
of nervous and hormonal control is not expected)

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

9 Gas exchange

The gas exchange system is responsible for the uptake of oxygen into the blood and the excretion of carbon
dioxide. An understanding of this system shows how cells, tissues and organs function together to exchange
these gases between the blood and the environment.

9.1 The gas exchange system Learning outcomes

Candidates should be able to:
1 describe the structure of the human gas exchange system,
limited to:
• lungs
• trachea
• bronchi
• bronchioles
• alveoli
• capillary network
2 describe the distribution in the gas exchange system
of cartilage, ciliated epithelium, goblet cells, squamous
epithelium of alveoli, smooth muscle and capillaries
3 recognise cartilage, ciliated epithelium, goblet cells,
squamous epithelium of alveoli, smooth muscle and
capillaries in microscope slides, photomicrographs and
electron micrographs
4 recognise trachea, bronchi, bronchioles and alveoli in
microscope slides, photomicrographs and electron
micrographs and make plan diagrams of transverse sections
of the walls of the trachea and bronchus
5 describe the functions of ciliated epithelial cells, goblet cells
and mucous glands in maintaining the health of the gas
exchange system
6 describe the functions in the gas exchange system of
cartilage, smooth muscle, elastic fibres and squamous
epithelium
7 describe gas exchange between air in the alveoli and blood in
the capillaries

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

10 Infectious diseases

The infectious diseases studied in this topic are caused by pathogens that are transmitted from one human
host to another. Some, like Plasmodium that causes malaria, are transmitted by vectors, but there are many
other methods of transmission, such as through water and food or during sexual activity. An understanding
of the biology of the pathogen and its mode of transmission is essential if the disease is to be controlled and
ultimately prevented.

10.1 Infectious diseases Learning outcomes

Candidates should be able to:
1 state that infectious diseases are caused by pathogens and
are transmissible
2 state the name and type of pathogen that causes each of the
following diseases:
• cholera – caused by the bacterium Vibrio cholerae
• malaria – caused by the protoctists Plasmodium
falciparum, Plasmodium malariae, Plasmodium ovale and
Plasmodium vivax
• tuberculosis (TB) – caused by the bacteria Mycobacterium
tuberculosis and Mycobacterium bovis
• HIV/AIDS – caused by the human immunodeficiency virus
(HIV)
3 explain how cholera, malaria, TB and HIV are transmitted
4 discuss the biological, social and economic factors that need
to be considered in the prevention and control of cholera,
malaria, TB and HIV (details of the life cycle of the malarial
parasite are not expected)

10.2 Antibiotics Learning outcomes

Candidates should be able to:
1 outline how penicillin acts on bacteria and why antibiotics do
not affect viruses
2 discuss the consequences of antibiotic resistance and the
steps that can be taken to reduce its impact

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

11 Immunity

An understanding of the immune system shows how cells and molecules function together to protect the
body against infectious diseases and how, after an initial infection, the body is protected from subsequent
infections by the same pathogen. Phagocytosis is an immediate non-specific part of the immune system,
while the actions of lymphocytes provide effective defence against specific pathogens.

11.1 The immune system Learning outcomes

Candidates should be able to:
1 describe the mode of action of phagocytes (macrophages
and neutrophils)
2 explain what is meant by an antigen (see 4.1.3) and state the
difference between self antigens and non-self antigens
3 describe the sequence of events that occurs during a primary
immune response with reference to the roles of:
• macrophages
• B-lymphocytes, including plasma cells
• T-lymphocytes, limited to T-helper cells and T-killer cells
4 explain the role of memory cells in the secondary immune
response and in long-term immunity

11.2 Antibodies and vaccination Learning outcomes

Candidates should be able to:
1 relate the molecular structure of antibodies to their functions
2 outline the hybridoma method for the production of
monoclonal antibodies
3 outline the principles of using monoclonal antibodies in the
diagnosis of disease and in the treatment of disease
4 describe the differences between active immunity and
passive immunity and between natural immunity and artificial
immunity
5 explain that vaccines contain antigens that stimulate immune
responses to provide long-term immunity
6 explain how vaccination programmes can help to control the
spread of infectious diseases

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

A Level subject content

12 Energy and respiration

Energy is a fundamental concept in biology. All living organisms require a source of cellular energy to drive
their various activities. All organisms respire by using enzyme-catalysed reactions to release energy from
energy-rich molecules such as glucose and fatty acids and transfer that energy to ATP. ATP is the universal
energy currency of cells. In eukaryotes, aerobic respiration occurs in mitochondria.

The practical activities in this topic give opportunities for candidates to plan investigations, analyse and
interpret data and evaluate experimental procedures and the quality of the data collected.

12.1 Energy Learning outcomes

Candidates should be able to:
1 outline the need for energy in living organisms, as illustrated
by active transport, movement and anabolic reactions, such
as those occurring in DNA replication and protein synthesis
2 describe the features of ATP that make it suitable as the
universal energy currency
3 state that ATP is synthesised by:
• transfer of phosphate in substrate-linked reactions
• chemiosmosis in membranes of mitochondria and
chloroplasts
4 explain the relative energy values of carbohydrates, lipids and
proteins as respiratory substrates
5 state that the respiratory quotient (RQ) is the ratio of the
number of molecules of carbon dioxide produced to the
number of molecules of oxygen taken in, as a result of
respiration
6 calculate RQ values of different respiratory substrates from
equations for respiration
7 describe and carry out investigations, using simple
respirometers, to determine the RQ of germinating seeds or
small invertebrates (e.g. blowfly larvae)

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12.2 Respiration Learning outcomes

Candidates should be able to:
1 State where each of the four stages in aerobic respiration
occurs in eukaryotic cells:
• glycolysis in the cytoplasm
• link reaction in the mitochondrial matrix
• Krebs cycle in the mitochondrial matrix
• oxidative phosphorylation on the inner membrane of
mitochondria
2 outline glycolysis as phosphorylation of glucose and the
subsequent splitting of fructose 1,6-bisphosphate (6C) into
two triose phosphate molecules (3C), which are then further
oxidised to pyruvate (3C), with the production of ATP and
reduced NAD
3 explain that, when oxygen is available, pyruvate enters
mitochondria to take part in the link reaction
4 describe the link reaction, including the role of coenzyme A in
the transfer of acetyl (2C) groups
5 outline the Krebs cycle, explaining that oxaloacetate (4C) acts
as an acceptor of the 2C fragment from acetyl coenzyme A to
form citrate (6C), which is converted back to oxaloacetate in a
series of small steps
6 explain that reactions in the Krebs cycle involve
decarboxylation and dehydrogenation and the reduction of
the coenzymes NAD and FAD
7 describe the role of NAD and FAD in transferring hydrogen to
carriers in the inner mitochondrial membrane
8 explain that during oxidative phosphorylation:
• hydrogen atoms split into protons and energetic electrons
• energetic electrons release energy as they pass through
the electron transport chain (details of carriers are not
expected)
• the released energy is used to transfer protons across the
inner mitochondrial membrane
• protons return to the mitochondrial matrix by facilitated
diffusion through ATP synthase, providing energy for ATP
synthesis (details of ATP synthase are not expected)
• oxygen acts as the final electron acceptor to form water
9 describe the relationship between the structure and function
of mitochondria using diagrams and electron micrographs
10 outline respiration in anaerobic conditions in mammals (lactate
fermentation) and in yeast cells (ethanol fermentation)
continued

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

12.2 Respiration continued Learning outcomes

Candidates should be able to:
11 explain why the energy yield from respiration in aerobic
conditions is much greater than the energy yield from
respiration in anaerobic conditions (a detailed account of the
total yield of ATP from the aerobic respiration of glucose is not
expected)
12 explain how rice is adapted to grow with its roots submerged
in water, limited to the development of aerenchyma in roots,
ethanol fermentation in roots and faster growth of stems
13 describe and carry out investigations using redox indicators,
including DCPIP and methylene blue, to determine the effects
of temperature and substrate concentration on the rate of
respiration of yeast
14 describe and carry out investigations using simple
respirometers to determine the effect of temperature on the
rate of respiration

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

13 Photosynthesis

Photosynthesis is the energy transfer process that is the basis of nearly all life on Earth. It provides energy
directly or indirectly to all the organisms in most food chains. In eukaryotes, the process occurs within
chloroplasts. Candidates should apply their knowledge of plant cells from Cell structure (Topic 1) and leaf
structure from Transport in plants (Topic 7) while studying photosynthesis. Various environmental factors
influence the rate at which photosynthesis occurs.

The practical activities in this topic give opportunities for candidates to plan investigations, analyse and
interpret data and evaluate experimental procedures and the quality of the data that they collect.

13.1 Photosynthesis as an Learning outcomes

energy transfer process Candidates should be able to:
1 describe the relationship between the structure of
chloroplasts, as shown in diagrams and electron
micrographs, and their function
2 explain that energy transferred as ATP and reduced NADP
from the light-dependent stage is used during the light-
independent stage (Calvin cycle) of photosynthesis to produce
complex organic molecules
3 state that within a chloroplast, the thylakoids (thylakoid
membranes and thylakoid spaces), which occur in stacks
called grana, are the site of the light-dependent stage and the
stroma is the site of the light-independent stage
4 describe the role of chloroplast pigments (chlorophyll a,
chlorophyll b, carotene and xanthophyll) in light absorption in
thylakoids
5 interpret absorption spectra of chloroplast pigments and
action spectra for photosynthesis
6 describe and use chromatography to separate and identify
chloroplast pigments (reference should be made to Rf values
in identification of chloroplast pigments)
7 state that cyclic photophosphorylation and non-cyclic
photophosphorylation occur during the light-dependent stage
of photosynthesis
8 explain that in cyclic photophosphorylation:
• only photosystem I (PSI) is involved
• photoactivation of chlorophyll occurs
• ATP is synthesised
9 explain that in non-cyclic photophosphorylation:
• photosystem I (PSI) and photosystem II (PSII) are both
involved
• photoactivation of chlorophyll occurs
• the oxygen-evolving complex catalyses the photolysis of
water
• ATP and reduced NADP are synthesised
continued

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

13.1 Photosynthesis as an Learning outcomes

energy transfer process Candidates should be able to:
continued
10 explain that during photophosphorylation:
• energetic electrons release energy as they pass through
the electron transport chain (details of carriers are not
expected)
• the released energy is used to transfer protons across the
thylakoid membrane
• protons return to the stroma from the thylakoid space
by facilitated diffusion through ATP synthase, providing
energy for ATP synthesis (details of ATP synthase are not
expected)
11 outline the three main stages of the Calvin cycle:
• rubisco catalyses the fixation of carbon dioxide
by combination with a molecule of
ribulose bisphosphate (RuBP), a 5C compound, to yield
two molecules of glycerate 3-phosphate (GP), a 3C
compound
• GP is reduced to triose phosphate (TP) in reactions
involving reduced NADP and ATP
• RuBP is regenerated from TP in reactions that use ATP
12 state that Calvin cycle intermediates are used to produce
other molecules, limited to GP to produce some amino acids
and TP to produce carbohydrates, lipids and amino acids

13.2 Investigation of limiting Learning outcomes

factors Candidates should be able to:
1 state that light intensity, carbon dioxide concentration and
temperature are examples of limiting factors of photosynthesis
2 explain the effects of changes in light intensity, carbon dioxide
concentration and temperature on the rate of photosynthesis
3 describe and carry out investigations using redox indicators,
including DCPIP and methylene blue, and a suspension of
chloroplasts to determine the effects of light intensity and light
wavelength on the rate of photosynthesis
4 describe and carry out investigations using whole plants,
including aquatic plants, to determine the effects of light
intensity, carbon dioxide concentration and temperature on
the rate of photosynthesis

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

14 Homeostasis

Cells function most efficiently if they are kept in near optimum conditions. Cells in multicellular animals are
surrounded by tissue fluid. The composition of tissue fluid is kept constant by exchanges with the blood as
discussed in the topic on Transport in mammals (Topic 8). In mammals, core temperature, blood glucose
concentration and blood water potential are maintained within narrow limits to ensure the efficient operation
of cells. Prior knowledge for this topic includes an understanding that waste products are excreted from the
body and an outline of the structure and function of the nervous and endocrine systems. In plants, guard
cells respond to fluctuations in environmental conditions and open and close stomata as appropriate for
photosynthesis and conserving water.

14.1 Homeostasis in mammals Learning outcomes

Candidates should be able to:
1 explain what is meant by homeostasis and the importance of
homeostasis in mammals
2 explain the principles of homeostasis in terms of internal and
external stimuli, receptors, coordination systems (nervous
system and endocrine system), effectors (muscles and glands)
and negative feedback
3 state that urea is produced in the liver from the deamination of
excess amino acids
4 describe the structure of the human kidney, limited to:
• fibrous capsule
• cortex
• medulla
• renal pelvis
• ureter
• branches of the renal artery and renal vein
5 Identify, in diagrams, photomicrographs and electron
micrographs, the parts of a nephron and its associated blood
vessels and structures, limited to:
• glomerulus
• Bowman’s capsule
• proximal convoluted tubule
• loop of Henle
• distal convoluted tubule
• collecting duct
6 describe and explain the formation of urine in the nephron,
limited to:
• the formation of glomerular filtrate by ultrafiltration in the
Bowman’s capsule
• selective reabsorption in the proximal convoluted tubule
7 relate the detailed structure of the Bowman’s capsule and
proximal convoluted tubule to their functions in the formation
of urine
8 describe the roles of the hypothalamus, posterior pituitary
gland, antidiuretic hormone (ADH), aquaporins and collecting
ducts in osmoregulation
continued

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

14.1 Homeostasis in mammals Learning outcomes

continued Candidates should be able to:
9 describe the principles of cell signalling using the example
of the control of blood glucose concentration by glucagon,
limited to:
• binding of hormone to cell surface receptor causing
conformational change
• activation of G-protein leading to stimulation of adenylyl
cyclase
• formation of the second messenger, cyclic AMP (cAMP)
• activation of protein kinase A by cAMP leading to initiation
of an enzyme cascade
• amplification of the signal through the enzyme cascade
as a result of activation of more and more enzymes by
phosphorylation
• cellular response in which the final enzyme in the pathway
is activated, catalysing the breakdown of glycogen
10 explain how negative feedback control mechanisms regulate
blood glucose concentration, with reference to the effects
of insulin on muscle cells and liver cells and the effect of
glucagon on liver cells
11 explain the principles of operation of test strips and
biosensors for measuring the concentration of glucose in
blood and urine, with reference to glucose oxidase and
peroxidase enzymes

14.2 Homeostasis in plants Learning outcomes

Candidates should be able to:
1 explain that stomata respond to changes in environmental
conditions by opening and closing and that regulation of
stomatal aperture balances the need for carbon dioxide
uptake by diffusion with the need to minimise water loss by
transpiration
2 explain that stomata have daily rhythms of opening and
closing
3 describe the structure and function of guard cells and explain
the mechanism by which they open and close stomata
4 describe the role of abscisic acid in the closure of stomata
during times of water stress, including the role of calcium ions
as a second messenger

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

15 Control and coordination

All the activities of multicellular organisms require coordinating, some very rapidly and some more slowly. The
nervous system and the endocrine system provide coordination in mammals. Coordination systems also exist
in plants.

15.1 Control and coordination in Learning outcomes

mammals Candidates should be able to:
1 describe the features of the endocrine system with reference
to the hormones ADH, glucagon and insulin (see 14.1.8, 14.1.9
and 14.1.10)
2 compare the features of the nervous system and the
endocrine system
3 describe the structure and function of a sensory neurone
and a motor neurone and state that intermediate neurones
connect sensory neurones and motor neurones
4 outline the role of sensory receptor cells in detecting stimuli
and stimulating the transmission of impulses in sensory
neurones
5 describe the sequence of events that results in an action
potential in a sensory neurone, using a chemoreceptor cell in
a human taste bud as an example
6 describe and explain changes to the membrane potential of
neurones, including:
• how the resting potential is maintained
• the events that occur during an action potential
• how the resting potential is restored during the refractory
period
7 describe and explain the rapid transmission of an impulse in a
myelinated neurone with reference to saltatory conduction
8 explain the importance of the refractory period in determining
the frequency of impulses
9 describe the structure of a cholinergic synapse and explain
how it functions, including the role of calcium ions
10 describe the roles of neuromuscular junctions, the T-tubule
system and sarcoplasmic reticulum in stimulating contraction
in striated muscle
11 describe the ultrastructure of striated muscle with reference
to sarcomere structure using electron micrographs and
diagrams
12 explain the sliding filament model of muscular contraction
including the roles of troponin, tropomyosin, calcium ions and
ATP

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

15.2 Control and coordination in Learning outcomes

plants Candidates should be able to:
1 describe the rapid response of the Venus fly trap to
stimulation of hairs on the lobes of modified leaves and
explain how the closure of the trap is achieved
2 explain the role of auxin in elongation growth by stimulating
proton pumping to acidify cell walls
3 describe the role of gibberellin in the germination of barley
(see 16.3.4)

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

16 Inheritance

Genetic information is transmitted from generation to generation to maintain the continuity of life. In sexual
reproduction, meiosis introduces genetic variation so that offspring resemble their parents but are not
identical to them. Genetic crosses reveal how some features are inherited. The phenotype of organisms is
determined partly by the genes that they have inherited and partly by the effect of the environment. Genes
determine how organisms develop; gene control in bacteria gives us a glimpse of this process in action.

16.1 Passage of information Learning outcomes

from parents to offspring Candidates should be able to:
1 explain the meanings of the terms haploid (n) and diploid (2n)
2 explain what is meant by homologous pairs of chromosomes
3 explain the need for a reduction division during meiosis in the
production of gametes
4 describe the behaviour of chromosomes in plant and animal
cells during meiosis and the associated behaviour of the
nuclear envelope, the cell surface membrane and the
spindle (names of the main stages of meiosis, but not the
sub-divisions of prophase I, are expected: prophase I,
metaphase I, anaphase I, telophase I, prophase II,
metaphase II, anaphase II and telophase II)
5 interpret photomicrographs and diagrams of cells in different
stages of meiosis and identify the main stages of meiosis
6 explain that crossing over and random orientation
(independent assortment) of pairs of homologous
chromosomes and sister chromatids during meiosis produces
genetically different gametes
7 explain that the random fusion of gametes at fertilisation
produces genetically different individuals

16.2 The roles of genes in Learning outcomes

determining the phenotype Candidates should be able to:
1 explain the terms gene, locus, allele, dominant, recessive,
codominant, linkage, test cross, F1, F2, phenotype, genotype,
homozygous and heterozygous
2 interpret and construct genetic diagrams, including Punnett
squares, to explain and predict the results of monohybrid
crosses and dihybrid crosses that involve dominance,
codominance, multiple alleles and sex linkage
3 interpret and construct genetic diagrams, including Punnett
squares, to explain and predict the results of dihybrid crosses
that involve autosomal linkage and epistasis (knowledge
of the expected ratios for different types of epistasis is not
expected)
4 interpret and construct genetic diagrams, including Punnett
squares, to explain and predict the results of test crosses
5 use the chi-squared test to test the significance of differences
between observed and expected results (the formula for
the chi-squared test will be provided, as shown in the
Mathematical requirements)
continued

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

16.2 The roles of genes in Learning outcomes

determining the phenotype Candidates should be able to:
continued
6 explain the relationship between genes, proteins and
phenotype with respect to the:
• TYR gene, tyrosinase and albinism
• HBB gene, haemoglobin and sickle cell anaemia
• F8 gene, factor VIII and haemophilia
• HTT gene, huntingtin and Huntington’s disease
7 explain the role of gibberellin in stem elongation including
the role of the dominant allele, Le, that codes for a functional
enzyme in the gibberellin synthesis pathway, and the
recessive allele, le, that codes for a non-functional enzyme

16.3 Gene control Learning outcomes

Candidates should be able to:
1 describe the differences between structural genes and
regulatory genes and the differences between repressible
enzymes and inducible enzymes
2 explain genetic control of protein production in a prokaryote
using the lac operon (knowledge of the role of cAMP is not
expected)
3 state that transcription factors are proteins that bind to
DNA and are involved in the control of gene expression
in eukaryotes by decreasing or increasing the rate of
transcription
4 explain how gibberellin activates genes by causing the
breakdown of DELLA protein repressors, which normally
inhibit factors that promote transcription

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

17 Selection and evolution

In 1858, Charles Darwin and Alfred Russel Wallace proposed a theory of natural selection to account for the
evolution of species. A year later, Darwin published On the Origin of Species, providing evidence for the way
in which aspects of the environment act as agents of selection and determine which phenotypic forms survive
and which do not. The individuals best adapted to the prevailing conditions are most likely to succeed in the
‘struggle for existence’.

17.1 Variation Learning outcomes

Candidates should be able to:
1 explain, with examples, that phenotypic variation is due to
genetic factors or environmental factors or a combination of
genetic and environmental factors
2 explain what is meant by discontinuous variation and
continuous variation
3 explain the genetic basis of discontinuous variation and
continuous variation
4 use the t-test to compare the means of two different samples
(the formula for the t-test will be provided, as shown in the
Mathematical requirements)

17.2 Natural and artificial Learning outcomes

selection Candidates should be able to:
1 explain that natural selection occurs because populations
have the capacity to produce many offspring that compete for
resources; in the ‘struggle for existence’, individuals that are
best adapted are most likely to survive to reproduce and pass
on their alleles to the next generation
2 explain how environmental factors can act as stabilising,
disruptive and directional forces of natural selection
3 explain how selection, the founder effect and genetic drift,
including the bottleneck effect, may affect allele frequencies in
populations
4 outline how bacteria become resistant to antibiotics as an
example of natural selection
5 use the Hardy–Weinberg principle to calculate allele and
genotype frequencies in populations and state the conditions
when this principle can be applied (the two equations for the
Hardy–Weinberg principle will be provided, as shown in the
Mathematical requirements)
6 describe the principles of selective breeding (artificial
selection)
7 outline the following examples of selective breeding:
• the introduction of disease resistance to varieties of wheat
and rice
• inbreeding and hybridisation to produce vigorous, uniform
varieties of maize
• improving the milk yield of dairy cattle

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17.3 Evolution Learning outcomes

Candidates should be able to:
1 outline the theory of evolution as a process leading to the
formation of new species from pre-existing species over
time, as a result of changes to gene pools from generation to
generation
2 discuss how DNA sequence data can show evolutionary
relationships between species
3 explain how speciation may occur as a result of genetic
isolation by:
• geographical separation (allopatric speciation)
• ecological and behavioural separation (sympatric
speciation)

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

18 Classification, biodiversity and conservation

Classification systems attempt to order all the organisms that exist on Earth according to their characteristics
and evolutionary relationships with one another. There are opportunities in this topic for candidates to observe
different species in their locality and assess species distribution and abundance. Fieldwork is an important
part of a biological education because it provides opportunities to appreciate and analyse biodiversity, and to
study the interactions between organisms and their environment. The biodiversity of the Earth is threatened
by human activities and climate change. Conserving biodiversity is a difficult task; individuals, local groups,
national and international organisations can all make significant contributions. Candidates should appreciate
the threats to biodiversity and consider some of the steps taken in conservation, both locally and globally.

18.1 Classification Learning outcomes

Candidates should be able to:
1 discuss the meaning of the term species, limited to the
biological species concept, morphological species concept
and ecological species concept
2 describe the classification of organisms into three domains:
Archaea, Bacteria and Eukarya
3 state that Archaea and Bacteria are prokaryotes and that
there are differences between them, limited to differences
in membrane lipids, ribosomal RNA and composition of cell
walls
4 describe the classification of organisms in the Eukarya
domain into the taxonomic hierarchy of kingdom, phylum,
class, order, family, genus and species
5 outline the characteristic features of the kingdoms Protoctista,
Fungi, Plantae and Animalia
6 outline how viruses are classified, limited to the type of nucleic
acid (RNA or DNA) and whether this is single stranded or
double stranded

18.2 Biodiversity Learning outcomes

Candidates should be able to:
1 define the terms ecosystem and niche
2 explain that biodiversity can be assessed at different levels,
including:
• the number and range of different ecosystems and
habitats
• the number of species and their relative abundance
• the genetic variation within each species
3 explain the importance of random sampling in determining the
biodiversity of an area
4 describe and use suitable methods to assess the distribution
and abundance of organisms in an area, limited to frame
quadrats, line transects, belt transects and mark-release-
recapture using the Lincoln index (the formula for the Lincoln
index will be provided, as shown in the Mathematical
requirements)
continued

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

18.2 Biodiversity continued Learning outcomes

Candidates should be able to:
5 use Spearman’s rank correlation and Pearson’s linear
correlation to analyse the relationships between two variables,
including how biotic and abiotic factors affect the distribution
and abundance of species (the formulae for these correlations
will be provided, as shown in the Mathematical requirements)
6 use Simpson’s index of diversity (D) to calculate the
biodiversity of an area, and state the significance of different
values of D (the formula for Simpson’s index of diversity will be
provided, as shown in the Mathematical requirements)

18.3 Conservation Learning outcomes

Candidates should be able to:
1 explain why populations and species can become extinct as a
result of:
• climate change
• competition
• hunting by humans
• degradation and loss of habitats
2 outline reasons for the need to maintain biodiversity
3 outline the roles of zoos, botanic gardens, conserved areas
(including national parks and marine parks), ‘frozen zoos’ and
seed banks, in the conservation of endangered species
4 describe methods of assisted reproduction used in the
conservation of endangered mammals, limited to IVF, embryo
transfer and surrogacy
5 explain reasons for controlling invasive alien species
6 outline the role in conservation of the International Union
for Conservation of Nature (IUCN) and the Convention on
International Trade in Endangered Species of Wild Fauna and
Flora (CITES)

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

19 Genetic technology

The discovery in the early 1950s of the structure of DNA by Watson and Crick, supported by the work of
Franklin, Wilkins and Chargaff, and discoveries since, have led to many applications of genetic technology in
areas of medicine, agriculture and forensic science. This topic relies heavily on prior knowledge of DNA and
RNA structure and protein synthesis from the topic on Nucleic acids and protein synthesis (Topic 6).

Candidates will benefit from carrying out practical work using electrophoresis, either with DNA or specially
prepared dyes used to represent DNA.

19.1 Principles of genetic Learning outcomes

technology Candidates should be able to:
1 define the term recombinant DNA
2 explain that genetic engineering is the deliberate manipulation
of genetic material to modify specific characteristics of an
organism and that this may involve transferring a gene into an
organism so that the gene is expressed
3 explain that genes to be transferred into an organism may be:
• extracted from the DNA of a donor organism
• synthesised from the mRNA of a donor organism
• synthesised chemically from nucleotides
4 explain the roles of restriction endonucleases, DNA ligase,
plasmids, DNA polymerase and reverse transcriptase in the
transfer of a gene into an organism
5 explain why a promoter may have to be transferred into an
organism as well as the desired gene
6 explain how gene expression may be confirmed by the use of
marker genes coding for fluorescent products
7 explain that gene editing is a form of genetic engineering
involving the insertion, deletion or replacement of DNA at
specific sites in the genome
8 describe and explain the steps involved in the polymerase
chain reaction (PCR) to clone and amplify DNA, including the
role of Taq polymerase
9 describe and explain how gel electrophoresis is used to
separate DNA fragments of different lengths
10 outline how microarrays are used in the analysis of genomes
and in detecting mRNA in studies of gene expression
11 outline the benefits of using databases that provide
information about nucleotide sequences of genes and
genomes, and amino acid sequences of proteins and protein
structures

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Subject content

19.2 Genetic technology applied Learning outcomes

to medicine Candidates should be able to:
1 explain the advantages of using recombinant human proteins
to treat disease, using the examples insulin, factor VIII and
adenosine deaminase
2 outline the advantages of genetic screening, using the
examples of breast cancer (BRCA1 and BRCA2), Huntington’s
disease and cystic fibrosis
3 outline how genetic diseases can be treated with
gene therapy, using the examples severe combined
immunodeficiency (SCID) and inherited eye diseases
4 discuss the social and ethical considerations of using genetic
screening and gene therapy in medicine

19.3 Genetically modified Learning outcomes

organisms in agriculture Candidates should be able to:
1 explain that genetic engineering may help to solve the global
demand for food by improving the quality and productivity of
farmed animals and crop plants, using the examples of
GM salmon, herbicide resistance in soybean and insect
resistance in cotton
2 discuss the ethical and social implications of using genetically
modified organisms (GMOs) in food production

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027

4 Details of the assessment

Paper 1 Multiple Choice

Written paper, 1 hour 15 minutes, 40 marks

Forty multiple-choice questions of the four-choice type, testing assessment objectives AO1 and AO2.

Questions are based on the AS Level syllabus content.

Paper 2 AS Level Structured Questions

Written paper, 1 hour 15 minutes, 60 marks

Structured questions testing assessment objectives AO1 and AO2.

Questions are based on the AS Level syllabus content.

Paper 3 Advanced Practical Skills

Practical test, 2 hours, 40 marks

This paper tests assessment objective AO3 in a practical context.

Questions are based on the practical skills (including the use of a light microscope) in the Practical assessment
section of the syllabus for Paper 3. The context of the questions may be outside the syllabus content.

Paper 4 A Level Structured Questions

Written paper, 2 hours, 100 marks

Structured questions testing assessment objectives AO1 and AO2.

Questions are based on the A Level syllabus content; knowledge of material from the AS Level syllabus content
will be required.

Paper 5 Planning, Analysis and Evaluation

Written paper, 1 hour 15 minutes, 30 marks

Structured questions testing assessment objective AO3.

Questions are based on the practical skills of planning, analysis and evaluation in the Practical assessment
section of the syllabus for Paper 5. The context of the questions may be outside the syllabus content.

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Details of the assessment

Command words
Command words and their meanings help candidates know what is expected from them in the exam. The table
below includes command words used in the assessment for this syllabus. The use of the command word will
relate to the subject context.

Command word What it means

Assess make an informed judgement

Calculate work out from given facts, figures or information

Comment give an informed opinion

Compare identify/comment on similarities and/or differences

Contrast identify/comment on differences

Define give precise meaning

Describe state the points of a topic / give characteristics and main features

Determine establish an answer using the information available

Discuss write about issue(s) or topic(s) in depth in a structured way

Explain set out purposes or reasons / make the relationships between things evident /
provide why and/or how and support with relevant evidence

Give produce an answer from a given source or recall/memory

Identify name/select/recognise

Outline set out main points

Predict suggest what may happen based on available information

Sketch make a simple drawing showing the key features

State express in clear terms

Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals / put forward considerations

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027

5 Practical assessment

Introduction
Teachers should ensure that learners practise practical skills throughout their course of study. As a guide,
learners should spend at least 20 per cent of their time doing practical work individually or in small groups. This
20 per cent does not include the time spent observing demonstrations of experiments and simulations.

The practical work that learners do during their course should aim to:
• provide learning opportunities so that they develop the skills they need to carry out experimental and
investigative work
• reinforce their learning of the theoretical subject content of the syllabus
• instil an understanding of the relationship between experimentation and theory in scientific method
• be enjoyable, contributing to the motivation of learners.

Candidates’ practical skills will be assessed in Paper 3 and Paper 5. In each of these papers, the questions
may be based on biology not included in the syllabus content, but candidates will be mainly assessed on their
practical skills rather than their knowledge of theory. Where appropriate, candidates will be given any additional
information that they need.

Paper 3 Advanced Practical Skills

Paper 3 is a timetabled, laboratory-based practical paper focusing on the practical skills of:
• manipulation, measurement and observation
• presentation of data and observations
• analysis, conclusions and evaluation.

Centres should refer to the document ‘How to manage your sciences practical exams’ for advice on making
entries and organisation of candidates for practical exams.

Paper 3 consists of two or three questions, totalling 40 marks. The paper:

• requires candidates to carry out an investigation or investigations. They may be asked to:
– make decisions on techniques
– collect quantitative or qualitative data
– present the data or observations as tables, charts, graphs and other appropriate means
– analyse the data appropriately, including calculations
– draw conclusions
– suggest improvements to the procedure or modifications for extending the investigation
• requires candidates to carry out activities using a light microscope. They may be asked to:
– prepare slides
– make observations of specimens
– present their observations appropriately
– analyse data appropriately, including calculations
– make deductions and conclusions from the observations

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• requires each centre to provide microscopes for half of the candidates at a time (see Apparatus and
materials section for microscope specifications), so half the candidates should start on the investigation
while the others start with access to the light microscope
• includes questions set in different areas of AS Level Biology, and may include material from unfamiliar
contexts.

Candidates will be expected to show evidence of skills in the handling of familiar and unfamiliar biological
material. Where unfamiliar materials or techniques are required, full instructions will be given.

No dissection of materials of animal origin will be required in Paper 3. However, the use of dissection, interactive
videos or similar will continue to be a useful aid to teaching, e.g. when the heart is being studied.

The apparatus requirements for Paper 3 will vary from paper to paper. A complete list of apparatus and
materials required will be issued to centres in the confidential instructions. The confidential instructions should
be followed very carefully. If there are any queries regarding the confidential instructions, centres should contact
Cambridge International as soon as possible.

Mark allocations for Paper 3

Marks will be allocated on Paper 3 according to the table below. The expectations for each skill are listed in the
sections that follow.

Skill Breakdown of skills Total marks

Decisions relating to measurements and

Manipulation, measurement and observations 15–17
observation
Collection of data and observations
Recording data and observations
Presentation of data and
Display of calculation and reasoning 11–13
observations
Layout of data and observations
Interpreting data and observations
Analysis, conclusions and Drawing conclusions
11–13
evaluation
Identifying sources of error and suggesting
improvements

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Expectations for each skill (Paper 3)

Manipulation, measurement and observation
Decisions relating to measurements and observations
Within an investigation, candidates should be able to:
• identify the independent variable and dependent variable
• decide a suitable range of values to use for the independent variable at which measurements of the
dependent variable are recorded
• decide the number of different values of the independent variable (a minimum of five) and the intervals
between them
• decide how to change the value of the independent variable
• decide how the dependent variable should be measured
• decide the number of replicates at each value
• decide on appropriate controls for the experiment or investigation
• decide which variables need to be standardised and how to standardise them. (Variables expected to have
a minimal effect, such as variation between test-tubes of the same type, do not need to be standardised.)

When using the light microscope and photomicrographs, candidates should be able to:
• set up a light microscope to view and observe specimens
• follow instructions to find and draw particular tissues in plant and animal specimens and label the drawings
appropriately
• follow instructions to find and draw particular cells and structures within the cells
• make a temporary slide of stained cells or tissues
• calculate actual sizes of tissues or cells from measurements of photomicrographs, using magnifications,
scale bars or representations of eyepiece graticules and stage micrometers
• estimate the number of cells or cell organelles in a given area using a sampling method, such as grids or
fields of view.

Collection of data and observations

Within an investigation, candidates should be able to:
• follow instructions to collect results
• consider the hazards of the procedure, including the use of any solutions and reagents, and assess the risk
as low, medium or high
• take readings to obtain accurate data (quantitative results) or observations (qualitative results).

When using the light microscope and photomicrographs, candidates should be able to:
• draw plan diagrams to show the distribution of tissues in a specimen, with no cells drawn and the correct
proportions of layers of tissues
• draw the observable features of cells in a specimen showing:
– the correct shapes
– the thicknesses of cell walls where applicable (drawn with two lines or drawn with three lines where two
cells touch)
– the relative sizes and proportions
– observable cell contents only

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• measure tissue layers or cells from photomicrographs using a ruler or given scale, including representations
of eyepiece graticules
• make accurate observations from specimens including counting numbers of cells or cell organelles
• record similarities and differences between two specimens using only their observable features.

Presentation of data and observations

Recording data and observations
Within an investigation, candidates should be able to:
• record raw results (unprocessed) and calculated results (processed) in an appropriate table with:
– descriptive headings, including any required units (no units in body of table)
– heading for the independent variable to the left of (or above, if the table is in rows) the dependent
variable
• record quantitative data to the number of decimal places that is appropriate for the measuring instrument
used
• record qualitative observations using clear descriptions
• record calculated values (processed results) in an appropriate table.

When using the light microscope and photomicrographs, candidates should be able to:
• record the fine details of the specimen, including drawing the detailed shapes of layers or outlines of
specimens in plan diagrams and drawing the shape and position of observable cell organelles in cells.

Display of calculation and reasoning

Within an investigation and when using the light microscope and photomicrographs, candidates should be able
to:
• display calculations clearly, showing all the steps and reasoning
• use the correct number of significant figures for calculated quantities. This should be the same as, or one
more than, the smallest number of significant figures in the data used in the calculation.

Layout of data and observations

Within an investigation, candidates should be able to:
• display data as a graph (continuous data), bar chart (discontinuous or categoric) or histogram (frequency
data)
• draw a graph, bar chart or histogram clearly and accurately with:
– the independent variable on the x-axis and the dependent variable on the y-axis
– axes labelled to match the relevant table headings, including units where appropriate
– a scale where both axes should use most or all of the grid available and allow the graph to be read
easily to within half a square
– all graph points plotted accurately using a sharp pencil, as a small cross or a small dot in a circle, with
the intersection of the cross or centre of the dot exactly on the required point
– the plotted points of a graph connected with a clear, sharp and unbroken line, either as a line of best fit,
a smooth curve or with ruled straight lines joining the points
– no extrapolation of graph lines unless this can be assumed from the data
– all bars on a bar chart or histogram plotted accurately, with clear, unbroken lines that are drawn with a
sharp pencil and ruler.

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When using the light microscope and photomicrographs, candidates should be able to:
• make drawings, using a sharp pencil to give finely drawn lines that are clear and unbroken
• make drawings that use most of the available space and show all the features observed in the specimen,
with no shading
• organise comparative observations, showing differences and similarities between specimens.

Analysis, conclusions and evaluation

Interpreting data and observations
Within an investigation, candidates should be able to:
• calculate an answer with the correct number of significant figures using quantitative results or data provided
• use a graph to find unknown values
• estimate the concentrations of unknown solutions from qualitative results
• identify the contents of unknown solutions using biological molecule tests
• identify anomalous results and suggest how to deal with anomalies
• describe patterns and trends using the data provided in tables and graphs
• evaluate the confidence with which conclusions might be made.

When using the light microscope and photomicrographs, candidates should be able to:
• calculate an answer with the correct number of significant figures using quantitative results or data provided
• compare observable features of specimens of biological material including similarities and differences
between specimens on a microscope slide and specimens in photomicrographs.

Drawing conclusions
From results, observations or information provided, candidates should be able to:
• summarise the main conclusions
• state and explain whether a hypothesis is supported
• make predictions from the patterns and trends in data
• suggest explanations for observations, results, patterns, trends and conclusions.

Identifying sources of error and suggesting improvements

Within an investigation and when using the light microscope and photomicrographs, candidates should be able
to:
• identify systematic or random errors in an investigation, understanding that systematic errors may not affect
the trend in results whereas a random error may affect the trend
• identify the main sources of error in a particular investigation
• suggest improvements to a procedure that will increase the accuracy of the observations or measurements,
including:
– using a more effective method to standardise relevant variables
– using a more accurate method of measuring the dependent variable
– using smaller intervals for the values of the independent variable
– collecting replicate measurements so that a mean can be calculated
• suggest how to extend the investigation to answer a new question, for example by investigating a different
independent variable or applying the method to a new context
• describe clearly, in words or diagrams, improvements to the procedure or modifications to extend the
investigation.

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Details of the assessment

Administration of Paper 3
Detailed regulations on the administration of Cambridge International practical examinations are contained in
the Cambridge Handbook.

Details of specific requirements for apparatus and materials for a particular examination are given in the
confidential instructions, which are sent to centres several weeks before the examination. Any materials to be
supplied by Cambridge International (such as prepared microscope slides or enzymes) are clearly identified
in the confidential instructions and are sent to centres several weeks before the examination. Centres should
contact Cambridge International if they have not received the confidential instructions or the materials to be
supplied by Cambridge International.

It is the responsibility of centres to provide the apparatus and chemicals for practical examinations. Cambridge
International is not able to supply apparatus and chemicals directly, nor provide advice on local suppliers.

Apparatus and materials

This section lists the apparatus and materials that are expected to be available within centres for use during the
practical exams. Candidates should be accustomed to using these. The lists are not intended to be exhaustive
and confidential instructions may state other apparatus and materials that will be required within specific
assessments.

This section also includes some guidance notes on safety.

List of apparatus
• microscopes, with lamp or inbuilt illumination, fitted with:
– an eyepiece lens, %10 magnification
– a low-power objective lens, %10 magnification
– a high-power objective lens, %40 magnification
any lenses which are not %10 or %40 should be removed or replaced
• microscope slides and glass coverslips
• test-tubes, small, capacity 20–30 cm3 including some that are heat resistant
• test-tubes, large (boiling tubes), capacity 40–50 cm3 including some that are heat resistant
• test-tube holders
• test-tube racks
• bungs to fit small test-tubes and large test-tubes
• bungs with delivery tube to fit small test-tubes and large test-tubes
• specimen tubes with lids
• Bunsen burners
• tripods and gauzes
• heat-proof mats (bench mats)
• measuring cylinders
• syringes (various sizes, e.g. 1 cm3, 2 cm3 or 3 cm3, 5 cm3, 10 cm3)
• clear plastic tubing to fit syringe nozzles
• small teat pipettes or droppers (plastic or glass)
• beakers (various sizes, e.g. 100 cm3, 250 cm3 , 400 cm3)
• thermometers, –10 °C to +110 °C

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• filter funnels and filter paper

• Petri dishes, plastic or glass, 9 cm diameter
• white tiles or other suitable surfaces on which to cut
• spotting tiles (dimple tiles) with at least 12 wells
• clamp (retort) stands and bosses
• dialysis (Visking) tubing, 14 mm width with a pore diameter of approximately 2.5 nm
• capillary tubing
• soda-glass tubing
• paper towels
• glass (stirring) rods
• spatulas
• black paper or black card
• white paper or white card
• water-resistant marker pens (for labelling glassware)
• blunt forceps
• scissors
• mounted needles
• cutting implement, such as single-edged razor blade / knife / scalpel
• rulers in mm (ideally clear plastic)
• mortars and pestles
• suitable eye protection
• cork borers
• stop-clock or timer showing seconds

Materials
In the list of materials the following hazard codes are used, in accordance with information provided by
CLEAPSS1: 1
C corrosive MH moderate hazard
HH health hazard T acutely toxic
F flammable O oxidising
N hazardous to the aquatic environment

1
An advisory service providing support in practical science and technology for schools and colleges
([Link])

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Details of the assessment

List of materials
• [N] – iodine in potassium iodide solution (suitable for starch test)
• [MH] [N] – Benedict’s solution (suitable for qualitative reducing sugar test)
• [C] [MH] – biuret reagent or potassium hydroxide and copper sulfate solution (suitable for biuret test for
proteins)
• [F] [MH] [HH] – ethanol or IDA (suitable for emulsion test for lipids)
• sucrose, Analar (AR)
• glucose
• starch
• albumen
• [C] [MH] potassium hydroxide
• [C] sodium hydroxide
• sodium chloride
• dilute hydrochloric acid
• hydrogencarbonate indicator
• sodium hydrogencarbonate
• [MH] limewater
• [MH] hydrogen peroxide
• distilled or deionised water
• universal indicator paper with chart
• universal indicator solution with chart
• red and blue litmus paper
• [F] [MH] [HH] thymolphthalein indicator
• [F] [MH] [HH] bromothymol blue
• [HH] methylene blue
• petroleum jelly
• DCPIP (2,6-dichlorophenol-indophenol)
• ascorbic acid (vitamin C)
• [HH] enzymes: amylase, bacterial protease
• materials for preparing immobilised enzymes: calcium chloride, sodium alginate
• plant sources of catalase, e.g. sweet potatoes, mung beans, potatoes
• yeast, dried
• [MH] [N] copper sulfate, hydrated
• [O] [MH] [HH] [N] potassium manganate( VII), also known as potassium permanganate
• technical agar

Safety in the laboratory

Responsibility for safety matters rests with centres.

Supervisors must follow national and local regulations relating to safety and first aid.

Hazard Data Sheets relating to substances should be available from your chemical supplier.

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Details of the assessment

Paper 5
Paper 5 is a timetabled, written paper focusing on the following higher-order practical skills of:
• planning
• analysis
• conclusions
• evaluation.

This exam will not require laboratory facilities.

To prepare candidates for this exam, it should be emphasised that candidates will need extensive experience
of laboratory work of A Level standard. This requires many hours of laboratory-based work, with careful
supervision from teachers to ensure that experiments are planned and carried out safely.

Paper 5 may include questions assessing both the AS and A Level syllabus and may include unfamiliar
contexts. Where questions include theory or equipment which would be unfamiliar to candidates, information
will be provided in the question.

Paper 5 consists of two or more questions totalling 30 marks.

Candidates are required to:

• use extended structured writing
• use appropriate diagrams and tables to illustrate answers
• design an experimental method for a given problem, for which they may be asked to use given information
or a specific piece of apparatus
• express a prediction linking independent and dependent variables, either as a written hypothesis or as a
graph showing the expected result
• analyse and evaluate given experimental data, presented as tables, graphs or written statements, and draw
appropriate conclusions
• identify appropriate mathematical or statistical methods to process experimental data.

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Details of the assessment

Mark allocations for Paper 5

Marks will be allocated on Paper 5 according to the table below. The expectations for each skill are listed in the
sections that follow.

Skill Breakdown of skills Total marks

Defining the problem

Planning 14–16
Methods
Dealing with data
Analysis, conclusions and
Conclusions 14–16
evaluation
Evaluation

Expectations for each skill (Paper 5)

Planning
Candidates will develop a procedure to test a hypothesis or prediction based on an experimental context and
appropriate background information.

Defining the problem

Using the context provided, candidates should be able to:
• state a relevant prediction, either in words or in the form of a sketch graph showing the expected result,
and link this to an underlying hypothesis
• identify the independent and dependent variables
• identify which key variables must be standardised in order to test a hypothesis. (Variables expected to have
a minimal effect, such as variation between test-tubes of the same type, do not need to be standardised.)

Methods
Using the context provided, candidates should be able to:
• describe how to vary the independent variable
• describe how to measure the values of the independent and dependent variables accurately and to an
appropriate precision
• describe how to standardise each of the other key variables
• describe, where appropriate, suitable volumes and concentrations of reagents. Concentrations may be
specified in % (w/v), or mol dm –3
• describe how different concentrations would be prepared by serial dilution or proportional dilution
• describe appropriate control experiments
• describe, in a logical sequence, the steps involved in the procedure, including how to use the apparatus to
collect results
• describe how the quality of results can be assessed by considering:
– the occurrence of anomalous results
– the spread of results including the use of standard deviation, standard error and/or 95% confidence
intervals (95% CI).

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• describe how to assess the validity of the results by considering both the accuracy of the measurements
and the repeatability of the results
• prepare a simple risk assessment of their plans, taking into account the severity of any hazards and the
probability that a problem could occur
• describe the precautions that would need to be taken to minimise risks where possible.

Analysis, conclusions and evaluation

Analysis, conclusions and evaluation tests the ability of candidates to process given data in a variety of ways.

Dealing with data

Knowledge of the Mathematical requirements in section 6 of the syllabus is expected.

From provided data, candidates should be able to:

• use tables and graphs to show the key points in quantitative data
• sketch or draw suitable graphs, displaying the independent variable on the x-axis and the dependent
variable on the y-axis including, where required, confidence limit error bars
• decide which calculations are necessary in order to draw conclusions
• carry out appropriate calculations to simplify or explain data, including means, percentages and rates of
change
• carry out calculations in order to compare data, including percentage gain or loss
• use values of standard deviation or standard error, or graphs with standard error bars, to determine
whether differences in mean values are likely to be statistically significant
• choose and carry out statistical tests (limited to those described in the Mathematical requirements section
of the syllabus) appropriate to the type of data collected and justify use of these tests
• state a null hypothesis for a statistical test
• recognise the different types of variable and the different types of data presented, as shown in the table
below.

Type of variable Type of data

Qualitative
categoric nominal, i.e. values or observations belonging to it can be sorted according to
category, e.g. colour of flowers
ordered ordinal, where values can be placed in an order or rank and the interval between
them may not be equal, e.g. the order in which test-tubes containing starch and
iodine become colourless after adding amylase
Quantitative continuous, which can have any value within a specific range, e.g. body mass,
leaf length

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Conclusions
Candidates should be able to:
• summarise the main conclusions from the results
• identify key points of the raw data and processed data, including graphs and statistical test results
• discuss the extent to which a given hypothesis is supported by experimental data and the strengths and
weaknesses of the evidence
• give detailed scientific explanations of the conclusions
• make further predictions and hypotheses based on the conclusions.

Evaluation
Candidates should be able to:
• identify anomalous values in a table or graph of data and suggest how to deal with anomalies
• suggest possible explanations for anomalous readings
• assess whether the results have been replicated sufficiently
• assess whether the range of values of the independent variable and the intervals between the values were
appropriate
• assess whether the method of measuring is appropriate for the dependent variable
• assess the extent to which selected variables have been effectively controlled
• make informed judgements about:
– the validity of the investigation
– the extent to which the data can be used to test the hypothesis
– how much confidence can be put in the conclusions
• suggest how an investigation could be improved to increase confidence in the results.

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6 Additional information

Mathematical requirements
Candidates are expected to use the following mathematical skills and knowledge in the assessment. Teaching
the mathematical requirements should be included in the AS & A Level Biology course.

At AS Level and A Level

Candidates should be able to:
• understand and use the prefixes: giga (G), mega (M), kilo (k), milli (m), micro (µ) and nano (n)
• select and use the most appropriate units for recording data and the results of calculations
• recognise and use numbers in decimal and standard form
• understand and use the symbols: < (less than), > (greater than), ⩽ (less than or equal to), ⩾ (greater than or
equal to), / (solidus followed by unit in table headings and labels for graph axes), ∝ (is directly proportional
to) and Ʃ (sum of)
• make estimations of the results of calculations
• use a calculator for addition, subtraction, multiplication and division, and to calculate squares (x2),
1
square roots ( x ), reciprocals ( x ), logs (lg) and means ( xr )
• take account of significant figures in calculations so that significant figures are neither lost unnecessarily nor
carried beyond what is justified. (The correct number of significant figures for calculated quantities is the
same as, or one more than, the smallest number of significant figures in the data used in the calculation.)
• record data from experiments to an appropriate and consistent precision
• calculate magnifications and actual sizes
• calculate areas of triangles, rectangles and circles
• calculate perimeters of rectangles and circumferences of circles
• calculate surface areas and volumes of cuboids and cylinders
• calculate the mean, median, mode and range of a set of values
• recognise and use ratios
• calculate percentages and percentage changes
• express errors in experimental work as percentage errors
• translate information between graphical, numerical, and algebraic forms
• construct and interpret diagrammatic representations of data, including line graphs, pie charts, bar charts
and histograms
• understand when data should be presented in the form of a bar chart, histogram or line graph
• plot data on graph paper with the variables correctly orientated on the axes and with each axis scaled
appropriately
• recognise when it is appropriate to join the points on a graph with straight ruled lines and when it is
appropriate to use a line (straight or curved) of best fit
• calculate the rate of change from the gradient of a straight line on a graph
• calculate the rate of change from the gradient of a tangent to a curved line on a graph.

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At A Level only
Candidates should be able to:
• relate genetic ratios to probabilities
• understand the principles of sampling as applied to biological situations and data
• understand the importance of chance and probability when interpreting data
• use the Hardy–Weinberg equations to calculate allele and genotype frequencies in populations (formulae
will be provided – see Mathematical formulae)
• use the Lincoln index to calculate an estimate of population size using mark-release-recapture data (formula
will be provided – see Mathematical formulae)
• calculate Simpson’s index of diversity (D) (formula will be provided – see Mathematical formulae)
• understand the difference between a normal distribution and a distribution that is non-normal
• understand the use of descriptive statistics to simplify data, including the mean, median, mode, range,
standard deviation, standard error and 95% confidence intervals (mean, median, mode and range are also
expected at AS Level)
• calculate sample standard deviation, standard error and 95% confidence intervals (formulae will be
provided – see Mathematical formulae)
• use standard deviations, standard errors or 95% confidence intervals to plot error bars on graphs
• understand the difference between correlation and causation and that a correlation does not necessarily
imply a causative relationship
• calculate the results of chi-squared tests and t-tests (formulae will be provided – see Mathematical
formulae)
• calculate the number of degrees of freedom for chi-squared tests and t-tests (formulae will not be provided
– see Mathematical formulae)
• use the results of chi-squared tests and t-tests, together with the relevant probability tables of critical
values, to assess the significance of differences (tables of critical values will be provided)
• use Pearson’s linear correlation and Spearman’s rank correlation to test for correlation (formulae will be
provided – see Mathematical formulae)
• understand when it is appropriate to use the different statistical tests (chi-squared test, t-test, Pearson’s
linear correlation and Spearman’s rank correlation) and the conditions in which each is valid.

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Mathematical formulae (A Level only)

Candidates are not expected to remember the formulae and symbols for the mathematical formulae in the
table below. When needed, candidates will be provided with this information.

Hardy–Weinberg equations

equation 1:
Key to symbols:
p = frequency of the dominant allele, e.g. A
p+q=1
q = frequency of the recessive allele, e.g. a
2
equation 2: p = frequency of homozygous dominant genotype, e.g. AA
2 2
p + 2pq + q = 1 2pq = frequency of heterozygous genotype, e.g. Aa
q2 = frequency of homozygous recessive genotype, e.g. aa
Lincoln index
n1 # n2 Key to symbols:
N= m2
N = estimate of population size
n1 = number of individuals captured in first sample
n2 = number of individuals (both marked and unmarked)
captured in second sample
m2 = number of marked individuals recaptured in second
sample
Simpson's index of diversity (D)

D = 1 - d/ c m n
n 2
Key to symbols:
N n = number of individuals of each type present in the
sample (types may be species and/or higher taxa such
as genera, families, etc.)
N = the total number of all individuals of all types present in
the sample
chi-squared (χ2) test
^O - Eh2 Key to symbols:
χ2 = /
E O = observed value
E = expected value
sample standard deviation (s)
/ ^x - xrh
2
s= Key to symbols:
n-1 x = observation
xr = mean
n = sample size (number of observations)
standard error (SE)
s
SE = Key to symbols:
n
s = sample standard deviation
n = sample size (number of observations)

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. Details of the assessment

95% confidence intervals (95% CI)

You can assume this approximation: Key to symbols:

95% CI = xr ± (2 % SE) xr = mean
SE = standard error
t-test
xr1 - xr2 Key to symbols:
t=
s12 s 22
f p
xr = mean
+
n1 n2 s = sample standard deviation
n = sample size (number of observations)
Pearson's linear correlation (r)
/xy - nxy rr Key to symbols:
r=
^n - 1h s x s y x, y = observations
xr , yr = means
n = sample size (number of observations)
s = sample standard deviation
Spearman's rank correlation (rs )
6 # / D2
rs = 1 - f p Key to symbols:
n3 - n D = difference in rank between each pair of measurements
n = number of pairs of items in the sample

Number of degrees of freedom for the chi-squared test and the t-test
In both the t-test and the chi-squared test, candidates are expected to know how to calculate the number of
degrees of freedom, without being provided with the formulae.

number of degrees of freedom (v) for the chi-squared test

v=c–1 Key to symbols:
c = number of classes

number of degrees of freedom (v) for the t-test

v = n1 + n2 – 2 Key to symbols:
n = sample size (number of observations)

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Notes on the use of statistics in Biology (A Level only)

Paper 4 and Paper 5 may include questions involving the use of descriptive statistics and the statistical
tests stated in the syllabus. Candidates will not be expected to carry out all the steps in calculations of
sample standard deviations, t-tests, Pearson’s linear correlation and Spearman’s rank correlation during an
examination, but they may be given partly completed calculations to finish.

Candidates are allowed to use electronic calculators in the examination, as long as they are permitted by the
Cambridge International general regulations.

The chi-squared test is used to test whether the difference between observed and expected frequencies of
nominal data is significant. The chi-squared test is commonly used in the context of evaluating the results of
breeding experiments and some forms of ecological sampling. Chi-squared tests will only be expected on one
row or one column of data.

The t-test is used to test for the significance of differences between two samples, each with continuous data,
including samples with fewer than 30 values. This test can be used if:
• continuous data have been collected
• the data are from populations that are normally distributed
• standard deviations are approximately the same.

Candidates should be able to use Pearson’s linear correlation to test for a correlation between two sets of
normally distributed data. The test can be used if:
• continuous data have been collected
• a scatter diagram indicates the possibility of a linear relationship
• the data are from a population that is normally distributed
• there are at least five paired observations, although ideally the number of paired observations should be ten
or more.

Spearman’s rank correlation is used to test for a correlation between two sets of data that are not
distributed normally. The test can be used if:
• data points within samples are independent of each other
• ordinal data have been collected or the data that have been collected can be converted to an ordinal scale
using ranking
• a scatter diagram indicates the possibility of an increasing or a decreasing relationship
• there are more than five paired observations, although ideally the number of paired observations should be
between 10 and 30
• all individuals were selected at random from a population and each individual had an equal chance of being
selected.

For both Pearson’s linear correlation and Spearman’s rank correlation, candidates should know that
correlations exist between –1 (perfect negative correlation), 0 (no correlation) and +1 (perfect positive
correlation).

These statistical methods are dealt with fully in many textbooks and websites on statistics for biology.

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027

7 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at [Link]/eoguide

Before you start

Previous study
We recommend that learners starting this course should have completed a course in Biology or Co-ordinated
Science equivalent to Cambridge IGCSE™ or Cambridge O Level.

Guided learning hours

We design Cambridge International AS & A Level syllabuses to require about 180 guided learning hours for
each Cambridge International AS Level and about 360 guided learning hours for a Cambridge International A
Level. The number of hours a learner needs to achieve the qualification may vary according to each school and
the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to an administrative zone. Each zone has a specific timetable.

You can view the timetable for your administrative zone at [Link]/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• syllabuses with the same title at the same level.

Group awards: Cambridge AICE

Cambridge AICE (Advanced International Certificate of Education) is a group award for Cambridge International
AS & A Level. It allows schools to offer a broad and balanced curriculum by recognising the achievements of
learners who pass exams in a range of different subjects.

Learn more about Cambridge AICE at [Link]/aice

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027

Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to one administrative zone determined by their
location. Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment
options. An entry option code is used to identify the components the candidate will take relevant to the
administrative zone and the available assessment options.

Support for exams officers

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

Retakes and carrying forward marks

Candidates can retake Cambridge International AS Level and Cambridge International A Level as many times
as they want to. Information on retake entries is at [Link]/retakes

Candidates can carry forward the result of their Cambridge International AS Level assessment from one series
to complete the Cambridge International A Level in a following series, subject to the rules and time limits
described in the Cambridge Handbook.

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
assessment materials to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics; these protected characteristics include special educational needs
and disability, religion and belief, and characteristics related to gender and identity. In addition, the language
and layout used are designed to make our materials as accessible as possible. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. What else you need to know

Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
[Link]/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
[Link]/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D or E indicate the standard a candidate achieved at Cambridge International A Level. A* is the
highest and E is the lowest grade.

Grades a, b, c, d or e indicate the standard a candidate achieved at Cambridge International AS Level. ‘a’ is the
highest and ‘e’ is the lowest grade.

‘Ungraded’ means that the candidate’s performance did not meet the standard required for the lowest grade
(E or e). ‘Ungraded’ is reported on the statement of results but not on the certificate. In specific circumstances
your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
• the components taken for the Cambridge International A Level by the candidate in that series included all
the components making up a Cambridge International AS Level
• the candidate’s performance on the AS Level components was sufficient to merit the award of a Cambridge
International AS Level grade.

On the statement of results and certificates, Cambridge International AS & A Levels are shown as General
Certificates of Education, GCE Advanced Subsidiary Level (GCE AS Level) and GCE Advanced Level (GCE
A Level).

School feedback: ‘Cambridge International A Levels are the ‘gold standard’ qualification. They
are based on rigorous, academic syllabuses that are accessible to students from a wide range
of abilities yet have the capacity to stretch our most able.’
Feedback from: Director of Studies, Auckland Grammar School, New Zealand

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. What else you need to know

How students, teachers and higher education can use the grades
Cambridge International A Level
Assessment at Cambridge International A Level has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus, to the levels described in the grade descriptions.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

Cambridge International AS Level

Assessment at Cambridge International AS Level has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.
The outcomes help decide whether students part way through a Cambridge International A Level course
are making enough progress to continue.
The outcomes guide teaching and learning in the next stages of the Cambridge International A Level
course.

Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.

Grade descriptions for Cambridge International A Level Biology will be published after the first assessment of
the A Level in 2022.

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 Cambridge International AS & A Level Biology 9700 syllabus for 2025, 2026 and 2027. What else you need to know

Changes to this syllabus for 2025, 2026 and 2027

The syllabus has been updated. This is version 1, published September 2022.

You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.

Changes to syllabus • An addition has been made to the List of materials for paper 3
content • An addition has been made to the command words

Significant changes to the syllabus are indicated by black vertical lines either side of the text.

Any textbooks endorsed to support the syllabus for examination from 2022 are still suitable for
use with this syllabus.

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

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
info@[Link] with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.

Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554 email : info@[Link] [Link]

© Cambridge University Press & Assessment September 2022

 Syllabus
Cambridge International
AS & A Level
Physics 9702
Use this syllabus for exams in 2025, 2026 and 2027.
Exams are available in the June and November series.
Also available for examination in March 2025, 2026 and 2027 for India.

Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of Cambridge University Press & Assessment, which is a department
of the University of Cambridge.

Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by
subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong
platform for students to progress from one stage to the next, and are well supported by teaching and learning
resources.

We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching
practice – and take account of the different national contexts in which they are taught.

We consult with teachers to help us design each syllabus around the needs of their learners. Consulting with
leading universities has helped us make sure our syllabuses encourage students to master the key concepts in
the subject and develop the skills necessary for success in higher education.

Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes for
students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at [Link]/ISO9001

© Cambridge University Press & Assessment September 2022

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge International? ........................................................................ 2

1 Why choose this syllabus? ........................................................................................ 5

2 Syllabus overview ....................................................................................................... 9

Aims 9
Content overview 10
Assessment overview 11
Assessment objectives 13

3 Subject content .........................................................................................................15

AS Level subject content 16
A Level subject content 26

4 Details of the assessment ....................................................................................... 40

Paper 1 Multiple Choice 40
Paper 2 AS Level Structured Questions 40
Paper 3 Advanced Practical Skills 40
Paper 4 A Level Structured Questions 40
Paper 5 Planning, Analysis and Evaluation 40
Command words 41

5 Practical assessment ............................................................................................... 42

Introduction 42
Paper 3 Advanced Practical Skills 42
Paper 5 Planning, Analysis and Evaluation 49

6 Additional information .............................................................................................. 53

Mathematical requirements 53
Summary of key quantities, symbols and units 55
Data and formulae 58
Circuit symbols 61
7 What else you need to know ................................................................................... 63
Before you start 63
Making entries 64
Accessibility and equality 64
After the exam 65
How students, teachers and higher education can use the grades 66
Grade descriptions 66
Changes to this syllabus for 2025, 2026 and 2027 67

Important: Changes to this syllabus

For information about changes to this syllabus for 2025, 2026 and 2027, go to page 67.
The latest syllabus is version 1, published September 2022. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2022 are still suitable for use with this
syllabus.
 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027.

1 Why choose this syllabus?

Key benefits
The best motivation for a student is a real passion for the
subject they’re learning. By offering students a variety of
Cambridge International AS & A Levels, you can give them the
greatest chance of finding the path of education they most
want to follow. With over 50 subjects to choose from, students
can select the ones they love and that they’re best at, which
helps motivate them throughout their studies. Cambridge
learner
Following a Cambridge International AS & A Level programme
helps students develop abilities which universities value highly,
including:
• a deep understanding of their subjects
• higher order thinking skills – analysis, critical thinking,
problem solving
• presenting ordered and coherent arguments
• independent learning and research.

Cambridge International AS & A Level Physics develops a set of transferable skills including handling data,
practical problem-solving, and applying the scientific method. Learners develop relevant attitudes, such as
concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness. They acquire the
essential scientific skills required for progression to further studies or employment.

Our approach in Cambridge International AS & A Level Physics encourages learners to be:

confident, secure in their knowledge, keen to explore further and able to communicate effectively through the
language of science

responsible, developing efficient and safe scientific practices and working collaboratively with others

reflective, able to evaluate evidence to draw informed and appropriate conclusions and recognising that the
applications of science have the potential to affect the individual, the community and the environment

innovative, applying problem-solving skills to novel situations and engaging with new tools and techniques,
including information technology, to develop successful approaches

engaged, developing an enquiring mind, keen to apply scientific skills in everyday life.

School feedback: ‘Cambridge students develop a deep understanding of subjects and

independent thinking skills.’
Feedback from: Principal, Rockledge High School, USA

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

Key concepts
Key concepts are essential ideas that help students develop a deep understanding of their subject and make
links between different aspects. Key concepts may open up new ways of thinking about, understanding or
interpreting the important things to be learned.

Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain:
• a greater depth as well as breadth of subject knowledge
• confidence, especially in applying knowledge and skills in new situations
• the vocabulary to discuss their subject conceptually and show how different aspects link together
• a level of mastery of their subject to help them enter higher education.

The key concepts identified below, carefully introduced and developed, will help to underpin the course you will
teach. You may identify additional key concepts which will also enrich teaching and learning.

The key concepts for Cambridge International AS & A Level Physics are:
• Models of physical systems
Physics is the science that seeks to understand the behaviour of the Universe. The development of models
of physical systems is central to physics. Models simplify, explain and predict how physical systems
behave.
• Testing predictions against evidence
Physical models are usually based on prior observations, and their predictions are tested to check that
they are consistent with the behaviour of the real world. This testing requires evidence, often obtained from
experiments.
• Mathematics as a language, and problem-solving tool
Mathematics is integral to physics, as it is the language that is used to express physical principles and
models. It is also a tool to analyse theoretical models, solve quantitative problems and produce predictions.
• Matter, energy and waves
Everything in the Universe comprises matter and/or energy. Waves are a key mechanism for the transfer of
energy and are essential to many modern applications of physics.
• Forces and fields
The way that matter and energy interact is through forces and fields. The behaviour of the Universe is
governed by fundamental forces with different magnitudes that interact over different distances. Physics
involves study of these interactions across distances ranging from the very small (quantum and particle
physics) to the very large (astronomy and cosmology).

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of
our programmes and qualifications around the world. Every year thousands of students with Cambridge
International AS & A Levels gain places at leading universities worldwide. Our programmes and qualifications
are valued by top universities around the world including those in the UK, US (including Ivy League universities),
Europe, Australia, Canada and New Zealand.

UK NARIC*, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found
it to be comparable to the standard of AS & A Level in the UK. This means students can be confident that their
Cambridge International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A
Levels by leading universities worldwide.

Cambridge International AS Level Physics makes up the first half of the Cambridge International A Level course
in physics and provides a foundation for the study of physics at Cambridge International A Level. Depending on
local university entrance requirements, students may be able to use it to progress directly to university courses
in physics or some other subjects. It is also suitable as part of a course of general education.

Cambridge International A Level Physics provides a foundation for the study of physics or related courses in
higher education. Equally it is suitable as part of a course of general education.

For more information about the relationship between the Cambridge International AS Level and Cambridge
International A Level see the ‘Assessment overview’ section of the Syllabus overview.

We recommend learners check the Cambridge recognition database and university websites to find the most
up-to-date entry requirements for courses they wish to study.

* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.

Learn more at [Link]/recognition

School feedback: ‘The depth of knowledge displayed by the best A Level students makes
them prime targets for America’s Ivy League universities.’
Feedback from: Yale University, USA

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Why choose this syllabus?

Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development so
that you can give your students the best possible preparation for Cambridge International AS & A Level. To find
out which resources are available for each syllabus go to [Link]/support

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at [Link]/support

Support for Cambridge International AS & A Level

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Schemes of work • Endorsed resources responses Service
• Specimen papers • Online forums • Past papers and • Principal examiner
• Syllabuses • Support for mark schemes reports for teachers
• Teacher guides coursework and • Specimen paper
speaking tests answers

Sign up for email notifications about changes to syllabuses, including new and revised products and services at
[Link]/syllabusupdates

Professional development
We support teachers through:
• Introductory Training – face-to-face or online
• Extension Training – face-to-face or online
• Enrichment Professional Development – face-to-face or online
Find out more at [Link]/events

• Cambridge Professional Development Qualifications

Find out more at [Link]/profdev

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: [Link]/eoguide

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027.

2 Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• acquire knowledge and understanding and develop practical skills, including efficient, accurate and safe
scientific practices
• learn to apply the scientific method, while developing an awareness of the limitations of scientific theories
and models
• develop skills in data analysis, evaluation and drawing conclusions, cultivating attitudes relevant to science
such as objectivity, integrity, enquiry, initiative and inventiveness
• develop effective scientific communication skills, using appropriate terminology and scientific conventions
• understand their responsibility to others/society and to care for the environment
• enjoy science and develop an informed interest in the subject that may lead to further study.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse any
political view. We endeavour to treat all aspects of the exam process neutrally.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Syllabus overview

Content overview
Candidates for Cambridge International AS Level Physics study the following topics:
1 Physical quantities and units
2 Kinematics
3 Dynamics
4 Forces, density and pressure
5 Work, energy and power
6 Deformation of solids
7 Waves
8 Superposition
9 Electricity
10 D.C. circuits
11 Particle physics

AS Level candidates also study practical skills.

Candidates for Cambridge International A Level Physics study the AS Level topics and the
following topics:
12 Motion in a circle
13 Gravitational fields
14 Temperature
15 Ideal gases
16 Thermodynamics
17 Oscillations
18 Electric fields
19 Capacitance
20 Magnetic fields
21 Alternating currents
22 Quantum physics
23 Nuclear physics
24 Medical physics
25 Astronomy and cosmology

A Level candidates also study practical skills.

School feedback: ‘Cambridge International AS & A Levels prepare students well for university
because they’ve learnt to go into a subject in considerable depth. There’s that ability to really
understand the depth and richness and the detail of a subject. It’s a wonderful preparation for
what they are going to face at university.’
Feedback from: US Higher Education Advisory Council

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Syllabus overview

Assessment overview
Paper 1 Paper 4

Multiple Choice 1 hour 15 minutes A Level Structured Questions 2 hours

40 marks 100 marks
40 multiple-choice questions Structured questions
Questions are based on the AS Level syllabus Questions are based on the A Level syllabus
content. content; knowledge of material from the AS Level
Externally assessed syllabus content will be required.
31% of the AS Level Externally assessed
15.5% of the A Level 38.5% of the A Level

Paper 2 Paper 5

AS Level Structured Questions Planning, Analysis and Evaluation

1 hour 15 minutes 1 hour 15 minutes
60 marks 30 marks
Structured questions Candidates answer two compulsory questions.
Questions are based on the AS Level syllabus Questions are based on the experimental skills in
content. the Practical assessment section of the syllabus.
Externally assessed The context of the questions may be outside the
syllabus content.
46% of the AS Level
Externally assessed
23% of the A Level
11.5% of the A Level

Paper 3

Advanced Practical Skills 2 hours

40 marks
Practical work and structured questions
Questions are based on the experimental skills in
the Practical assessment section of the syllabus.
The context of the questions may be outside the
syllabus content.
Externally assessed
23% of the AS Level
11.5% of the A Level

Information on availability is in the Before you start section.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Syllabus overview

There are three routes for Cambridge International AS & A Level Physics:
Route Paper 1 Paper 2 Paper 3 Paper 4 Paper 5

1 AS Level only
(Candidates take all AS yes yes yes
components in the same exam
series)

2 A Level (staged over two years)

Year 1 AS Level* yes yes yes

Year 2 Complete the A Level yes yes

3 A Level
(Candidates take all components in yes yes yes yes yes
the same exam series)

* Candidates carry forward their AS Level result subject to the rules and time limits described in the Cambridge
Handbook. See Making entries for more information on carry forward of results.

Candidates following an AS Level route are eligible for grades a–e. Candidates following an A Level route are
eligible for grades A*–E.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Knowledge and understanding

Candidates should be able to demonstrate knowledge and understanding of:
• scientific phenomena, facts, laws, definitions, concepts and theories
• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific quantities and their determination
• scientific and technological applications with their social, economic and environmental implications.

AO2 Handling, applying and evaluating information

Candidates should be able to handle, apply and evaluate information in words or using other forms of
presentation (e.g. symbols, graphical or numerical) to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and draw conclusions
• give reasoned explanations for phenomena, patterns and relationships
• make predictions and construct arguments to support hypotheses
• make sense of new situations
• evaluate hypotheses
• demonstrate an awareness of the limitations of physical theories and models
• solve problems.

AO3 Experimental skills and investigations

Candidates should be able to:
• plan experiments and investigations
• collect, record and present observations, measurements and estimates
• analyse and interpret experimental data to reach conclusions
• evaluate methods and quality of experimental data, and suggest improvements to experiments.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of each qualification

Assessment objective Weighting in AS Level % Weighting in A Level %

AO1 Knowledge and understanding 40 40

AO2 Handling, applying and evaluating information 40 40

AO3 Experimental skills and investigations 20 20

Total 100 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2 Paper 3 Paper 4 Paper 5

AO1 Knowledge and understanding 50 50 0 50 0

AO2 Handling, applying and evaluating information 50 50 0 50 0

AO3 Experimental skills and investigations 0 0 100 0 100

Total 100 100 100 100 100

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting subject contexts, resources and examples to support your
learners’ study. These should be appropriate for the learners’ age, cultural background and learning context as
well as complying with your school policies and local legal requirements.

Candidates for Cambridge International AS Level should study topics 1–11.

Candidates for Cambridge International A Level should study all topics.

The content of the AS Level learning outcomes is assumed knowledge for the A Level components.

Teachers should refer to the social, environmental, economic and technological aspects of physics wherever
possible throughout the syllabus. Some examples are included in the syllabus and teachers should encourage
learners to apply the principles of these examples to other situations introduced in the course.

The syllabus content for practical skills is in the Practical assessment section.

Teachers should ensure that candidates are prepared for the assessment of both theory learning outcomes
and practical skills.

Support for teaching practical skills for these qualifications can be found on the School Support Hub
[Link]/support

Data and formulae

Data and formulae will appear as page 2 in Papers 1 and 2 and pages 2 and 3 in Paper 4. The data and
formulae are shown in section 6.

Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the
line. Candidates are expected to follow this convention in their answers.

Units
In practical work, candidates will be expected to use SI units or, where appropriate, units approved by the BIPM
for use with the SI (e.g. minute). A list of SI units and units approved for use with the SI may be found in the SI
brochure at [Link]. The use of imperial/customary units such as the inch and degree Fahrenheit is
not acceptable and should be discouraged. In all examinations, where data is supplied for use in questions,
candidates will be expected to use units that are consistent with the units supplied, and should not attempt
conversion to other systems of units unless this is a requirement of the question.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

AS Level subject content

1 Physical quantities and units

1.1 Physical quantities

Candidates should be able to:

1 understand that all physical quantities consist of a numerical magnitude and a unit

2 make reasonable estimates of physical quantities included within the syllabus

1.2 SI units

Candidates should be able to:

1 recall the following SI base quantities and their units: mass (kg), length (m), time (s), current (A),
temperature (K)

2 express derived units as products or quotients of the SI base units and use the derived units for
quantities listed in this syllabus as appropriate

3 use SI base units to check the homogeneity of physical equations

4 recall and use the following prefixes and their symbols to indicate decimal submultiples or multiples of
both base and derived units: pico (p), nano (n), micro (μ), milli (m), centi (c), deci (d), kilo (k), mega (M),
giga (G), tera (T)

1.3 Errors and uncertainties

Candidates should be able to:

1 understand and explain the effects of systematic errors (including zero errors) and random errors in
measurements

2 understand the distinction between precision and accuracy

3 assess the uncertainty in a derived quantity by simple addition of absolute or percentage uncertainties

1.4 Scalars and vectors

Candidates should be able to:

1 understand the difference between scalar and vector quantities and give examples of scalar and vector
quantities included in the syllabus

2 add and subtract coplanar vectors

3 represent a vector as two perpendicular components

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

2 Kinematics

2.1 Equations of motion

Candidates should be able to:

1 define and use distance, displacement, speed, velocity and acceleration

2 use graphical methods to represent distance, displacement, speed, velocity and acceleration

3 determine displacement from the area under a velocity–time graph

4 determine velocity using the gradient of a displacement–time graph

5 determine acceleration using the gradient of a velocity–time graph

6 derive, from the definitions of velocity and acceleration, equations that represent uniformly accelerated
motion in a straight line

7 solve problems using equations that represent uniformly accelerated motion in a straight line, including
the motion of bodies falling in a uniform gravitational field without air resistance

8 describe an experiment to determine the acceleration of free fall using a falling object

9 describe and explain motion due to a uniform velocity in one direction and a uniform acceleration in a
perpendicular direction

3 Dynamics
An understanding of forces from Cambridge IGCSE/O Level Physics or equivalent is assumed.

3.1 Momentum and Newton’s laws of motion

Candidates should be able to:

1 understand that mass is the property of an object that resists change in motion

2 recall F = ma and solve problems using it, understanding that acceleration and resultant force are
always in the same direction

3 define and use linear momentum as the product of mass and velocity

4 define and use force as rate of change of momentum

5 state and apply each of Newton’s laws of motion

6 describe and use the concept of weight as the effect of a gravitational field on a mass and recall that
the weight of an object is equal to the product of its mass and the acceleration of free fall

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

3.2 Non-uniform motion

Candidates should be able to:

1 show a qualitative understanding of frictional forces and viscous/drag forces including air resistance
(no treatment of the coefficients of friction and viscosity is required, and a simple model of drag force
increasing as speed increases is sufficient)

2 describe and explain qualitatively the motion of objects in a uniform gravitational field with air resistance

3 understand that objects moving against a resistive force may reach a terminal (constant) velocity

3.3 Linear momentum and its conservation

Candidates should be able to:

1 state the principle of conservation of momentum

2 apply the principle of conservation of momentum to solve simple problems, including elastic and
inelastic interactions between objects in both one and two dimensions (knowledge of the concept of
coefficient of restitution is not required)

3 recall that, for an elastic collision, total kinetic energy is conserved and the relative speed of approach is
equal to the relative speed of separation

4 understand that, while momentum of a system is always conserved in interactions between objects,
some change in kinetic energy may take place

4 Forces, density and pressure

4.1 Turning effects of forces

Candidates should be able to:

1 understand that the weight of an object may be taken as acting at a single point known as its centre of
gravity

2 define and apply the moment of a force

3 understand that a couple is a pair of forces that acts to produce rotation only

4 define and apply the torque of a couple

4.2 Equilibrium of forces

Candidates should be able to:

1 state and apply the principle of moments

2 understand that, when there is no resultant force and no resultant torque, a system is in equilibrium

3 use a vector triangle to represent coplanar forces in equilibrium

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

4.3 Density and pressure

Candidates should be able to:

1 define and use density

2 define and use pressure

3 derive, from the definitions of pressure and density, the equation for hydrostatic pressure ∆p = ρg∆ h

4 use the equation ∆p = ρg∆ h

5 understand that the upthrust acting on an object in a fluid is due to a difference in hydrostatic pressure

6 calculate the upthrust acting on an object in a fluid using the equation F = ρgV (Archimedes’ principle)

5 Work, energy and power

An understanding of the forms of energy and energy transfers from Cambridge IGCSE/O Level Physics
or equivalent is assumed.

5.1 Energy conservation

Candidates should be able to:

1 understand the concept of work, and recall and use work done = force × displacement in the direction
of the force

2 recall and apply the principle of conservation of energy

3 recall and understand that the efficiency of a system is the ratio of useful energy output from the system
to the total energy input

4 use the concept of efficiency to solve problems

5 define power as work done per unit time

6 solve problems using P = W / t

7 derive P = Fv and use it to solve problems

5.2 Gravitational potential energy and kinetic energy

Candidates should be able to:

1 derive, using W = Fs, the formula ∆EP = mg∆ h for gravitational potential energy changes in a uniform
gravitational field

2 recall and use the formula ∆EP = mg∆ h for gravitational potential energy changes in a uniform
gravitational field

1
3 derive, using the equations of motion, the formula for kinetic energy EK = 2 mv2

1
4 recall and use EK = 2 mv2

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

6 Deformation of solids

6.1 Stress and strain

Candidates should be able to:

1 understand that deformation is caused by tensile or compressive forces (forces and deformations will
be assumed to be in one dimension only)

2 understand and use the terms load, extension, compression and limit of proportionality

3 recall and use Hooke’s law

4 recall and use the formula for the spring constant k = F / x

5 define and use the terms stress, strain and the Young modulus

6 describe an experiment to determine the Young modulus of a metal in the form of a wire

6.2 Elastic and plastic behaviour

Candidates should be able to:

1 understand and use the terms elastic deformation, plastic deformation and elastic limit

2 understand that the area under the force–extension graph represents the work done

3 determine the elastic potential energy of a material deformed within its limit of proportionality from the
area under the force–extension graph

1 1
4 recall and use EP = 2 Fx = 2 kx2 for a material deformed within its limit of proportionality

7 Waves
An understanding of colour from Cambridge IGCSE/O Level Physics or equivalent is assumed.

7.1 Progressive waves

Candidates should be able to:

1 describe what is meant by wave motion as illustrated by vibration in ropes, springs and ripple tanks

2 understand and use the terms displacement, amplitude, phase difference, period, frequency,
wavelength and speed

3 understand the use of the time-base and y-gain of a cathode-ray oscilloscope (CRO) to determine
frequency and amplitude

4 derive, using the definitions of speed, frequency and wavelength, the wave equation v = f λ

5 recall and use v = f λ

6 understand that energy is transferred by a progressive wave

7 recall and use intensity = power/area and intensity ∝ (amplitude)2 for a progressive wave

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

7.2 Transverse and longitudinal waves

Candidates should be able to:

1 compare transverse and longitudinal waves

2 analyse and interpret graphical representations of transverse and longitudinal waves

7.3 Doppler effect for sound waves

Candidates should be able to:

1 understand that when a source of sound waves moves relative to a stationary observer, the observed
frequency is different from the source frequency (understanding of the Doppler effect for a stationary
source and a moving observer is not required)

2 use the expression fο = f sv / (v ± vs) for the observed frequency when a source of sound waves moves
relative to a stationary observer

7.4 Electromagnetic spectrum

Candidates should be able to:

1 state that all electromagnetic waves are transverse waves that travel with the same speed c in free
space

2 recall the approximate range of wavelengths in free space of the principal regions of the
electromagnetic spectrum from radio waves to γ-rays

3 recall that wavelengths in the range 400–700 nm in free space are visible to the human eye

7.5 Polarisation

Candidates should be able to:

1 understand that polarisation is a phenomenon associated with transverse waves

2 recall and use Malus’s law (I = I0 cos2θ ) to calculate the intensity of a plane-polarised electromagnetic
wave after transmission through a polarising filter or a series of polarising filters (calculation of the effect
of a polarising filter on the intensity of an unpolarised wave is not required)

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

8 Superposition

8.1 Stationary waves

Candidates should be able to:

1 explain and use the principle of superposition

2 show an understanding of experiments that demonstrate stationary waves using microwaves, stretched
strings and air columns (it will be assumed that end corrections are negligible; knowledge of the
concept of end corrections is not required)

3 explain the formation of a stationary wave using a graphical method, and identify nodes and antinodes

4 understand how wavelength may be determined from the positions of nodes or antinodes of a
stationary wave

8.2 Diffraction

Candidates should be able to:

1 explain the meaning of the term diffraction

2 show an understanding of experiments that demonstrate diffraction including the qualitative effect of the
gap width relative to the wavelength of the wave; for example diffraction of water waves in a ripple tank

8.3 Interference

Candidates should be able to:

1 understand the terms interference and coherence

2 show an understanding of experiments that demonstrate two-source interference using water waves in
a ripple tank, sound, light and microwaves

3 understand the conditions required if two-source interference fringes are to be observed

4 recall and use λ = ax / D for double-slit interference using light

8.4 The diffraction grating

Candidates should be able to:

1 recall and use d sin θ = nλ

2 describe the use of a diffraction grating to determine the wavelength of light (the structure and use of
the spectrometer are not included)

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

9 Electricity

9.1 Electric current

Candidates should be able to:

1 understand that an electric current is a flow of charge carriers

2 understand that the charge on charge carriers is quantised

3 recall and use Q = It

4 use, for a current-carrying conductor, the expression I = Anvq, where n is the number density of charge
carriers

9.2 Potential difference and power

Candidates should be able to:

1 define the potential difference across a component as the energy transferred per unit charge

2 recall and use V = W / Q

3 recall and use P = VI, P = I 2R and P = V 2 / R

9.3 Resistance and resistivity

Candidates should be able to:

1 define resistance

2 recall and use V = IR

3 sketch the I–V characteristics of a metallic conductor at constant temperature, a semiconductor diode
and a filament lamp

4 explain that the resistance of a filament lamp increases as current increases because its temperature
increases

5 state Ohm’s law

6 recall and use R = ρL / A

7 understand that the resistance of a light-dependent resistor (LDR) decreases as the light intensity
increases

8 understand that the resistance of a thermistor decreases as the temperature increases (it will be
assumed that thermistors have a negative temperature coefficient)

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

10 D.C. circuits

10.1 Practical circuits

Candidates should be able to:

1 recall and use the circuit symbols shown in section 6 of this syllabus

2 draw and interpret circuit diagrams containing the circuit symbols shown in section 6 of this syllabus

3 define and use the electromotive force (e.m.f.) of a source as energy transferred per unit charge in
driving charge around a complete circuit

4 distinguish between e.m.f. and potential difference (p.d.) in terms of energy considerations

5 understand the effects of the internal resistance of a source of e.m.f. on the terminal potential difference

10.2 Kirchhoff’s laws

Candidates should be able to:

1 recall Kirchhoff’s first law and understand that it is a consequence of conservation of charge

2 recall Kirchhoff’s second law and understand that it is a consequence of conservation of energy

3 derive, using Kirchhoff’s laws, a formula for the combined resistance of two or more resistors in series

4 use the formula for the combined resistance of two or more resistors in series

5 derive, using Kirchhoff’s laws, a formula for the combined resistance of two or more resistors in parallel

6 use the formula for the combined resistance of two or more resistors in parallel

7 use Kirchhoff’s laws to solve simple circuit problems

10.3 Potential dividers

Candidates should be able to:

1 understand the principle of a potential divider circuit

2 recall and use the principle of the potentiometer as a means of comparing potential differences

3 understand the use of a galvanometer in null methods

4 explain the use of thermistors and light-dependent resistors in potential dividers to provide a potential
difference that is dependent on temperature and light intensity

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

11 Particle physics

11.1 Atoms, nuclei and radiation

Candidates should be able to:

1 infer from the results of the α-particle scattering experiment the existence and small size of the nucleus

2 describe a simple model for the nuclear atom to include protons, neutrons and orbital electrons

3 distinguish between nucleon number and proton number

4 understand that isotopes are forms of the same element with different numbers of neutrons in their
nuclei

5 understand and use the notation AZ X for the representation of nuclides

6 understand that nucleon number and charge are conserved in nuclear processes

7 describe the composition, mass and charge of α-, β- and γ-radiations (both β – (electrons) and β+
(positrons) are included)

8 understand that an antiparticle has the same mass but opposite charge to the corresponding particle,
and that a positron is the antiparticle of an electron

9 state that (electron) antineutrinos are produced during β – decay and (electron) neutrinos are produced
during β+ decay

10 understand that α-particles have discrete energies but that β-particles have a continuous range of
energies because (anti)neutrinos are emitted in β-decay

238
11 represent α- and β-decay by a radioactive decay equation of the form 92
U " 234
90
Th + 24 α

12 use the unified atomic mass unit (u) as a unit of mass

11.2 Fundamental particles

Candidates should be able to:

1 understand that a quark is a fundamental particle and that there are six flavours (types) of quark: up,
down, strange, charm, top and bottom

2 recall and use the charge of each flavour of quark and understand that its respective antiquark has the
opposite charge (no knowledge of any other properties of quarks is required)

3 recall that protons and neutrons are not fundamental particles and describe protons and neutrons in
terms of their quark composition

4 understand that a hadron may be either a baryon (consisting of three quarks) or a meson (consisting of
one quark and one antiquark)

5 describe the changes to quark composition that take place during β – and β+ decay

6 recall that electrons and neutrinos are fundamental particles called leptons

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

A Level subject content

12 Motion in a circle

12.1 Kinematics of uniform circular motion

Candidates should be able to:

1 define the radian and express angular displacement in radians

2 understand and use the concept of angular speed

3 recall and use ω = 2π / T and v = rω

12.2 Centripetal acceleration

Candidates should be able to:

1 understand that a force of constant magnitude that is always perpendicular to the direction of motion
causes centripetal acceleration

2 understand that centripetal acceleration causes circular motion with a constant angular speed

3 recall and use a = rω2 and a = v2 / r

4 recall and use F = mrω2 and F = mv2 / r

13 Gravitational fields

13.1 Gravitational field

Candidates should be able to:

1 understand that a gravitational field is an example of a field of force and define gravitational field as
force per unit mass

2 represent a gravitational field by means of field lines

13.2 Gravitational force between point masses

Candidates should be able to:

1 understand that, for a point outside a uniform sphere, the mass of the sphere may be considered to be
a point mass at its centre

2 recall and use Newton’s law of gravitation F = Gm1m2 / r2 for the force between two point masses

3 analyse circular orbits in gravitational fields by relating the gravitational force to the centripetal
acceleration it causes

4 understand that a satellite in a geostationary orbit remains at the same point above the Earth’s surface,
with an orbital period of 24 hours, orbiting from west to east, directly above the Equator

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

13.3 Gravitational field of a point mass

Candidates should be able to:

1 derive, from Newton’s law of gravitation and the definition of gravitational field, the equation
g = GM / r 2 for the gravitational field strength due to a point mass

2 recall and use g = GM / r 2

3 understand why g is approximately constant for small changes in height near the Earth’s surface

13.4 Gravitational potential

Candidates should be able to:

1 define gravitational potential at a point as the work done per unit mass in bringing a small test mass
from infinity to the point

2 use ϕ = –GM / r for the gravitational potential in the field due to a point mass

3 understand how the concept of gravitational potential leads to the gravitational potential energy of two
point masses and use EP = –GMm / r

14 Temperature

14.1 Thermal equilibrium

Candidates should be able to:

1 understand that (thermal) energy is transferred from a region of higher temperature to a region of lower
temperature

2 understand that regions of equal temperature are in thermal equilibrium

14.2 Temperature scales

Candidates should be able to:

1 understand that a physical property that varies with temperature may be used for the measurement of
temperature and state examples of such properties, including the density of a liquid, volume of a gas at
constant pressure, resistance of a metal, e.m.f. of a thermocouple

2 understand that the scale of thermodynamic temperature does not depend on the property of any
particular substance

3 convert temperatures between kelvin and degrees Celsius and recall that T / K = θ / °C + 273.15

4 understand that the lowest possible temperature is zero kelvin on the thermodynamic temperature
scale and that this is known as absolute zero

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

14.3 Specific heat capacity and specific latent heat

Candidates should be able to:

1 define and use specific heat capacity

2 define and use specific latent heat and distinguish between specific latent heat of fusion and specific
latent heat of vaporisation

15 Ideal gases

15.1 The mole

Candidates should be able to:

1 understand that amount of substance is an SI base quantity with the base unit mol

2 use molar quantities where one mole of any substance is the amount containing a number of particles
of that substance equal to the Avogadro constant NA

15.2 Equation of state

Candidates should be able to:

1 understand that a gas obeying pV ∝ T, where T is the thermodynamic temperature, is known as an

ideal gas

2 recall and use the equation of state for an ideal gas expressed as pV = nRT, where n = amount of
substance (number of moles) and as pV = NkT, where N = number of molecules

3 recall that the Boltzmann constant k is given by k = R / NA

15.3 Kinetic theory of gases

Candidates should be able to:

1 state the basic assumptions of the kinetic theory of gases

2 explain how molecular movement causes the pressure exerted by a gas and derive and use the
1
relationship pV = 3 Nm<c2>, where <c2> is the mean-square speed (a simple model considering
1
one-dimensional collisions and then extending to three dimensions using 3 <c2> = <cx2> is sufficient)

3 understand that the root-mean-square speed cr.m.s. is given by <c 2 >

1
4 compare pV = 3 Nm<c2> with pV = NkT to deduce that the average translational kinetic energy of a
3
molecule is 2 kT, and recall and use this expression

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

16 Thermodynamics
An understanding of energy from Cambridge IGCSE/O Level Physics or equivalent is assumed.

16.1 Internal energy

Candidates should be able to:

1 understand that internal energy is determined by the state of the system and that it can be expressed
as the sum of a random distribution of kinetic and potential energies associated with the molecules of a
system

2 relate a rise in temperature of an object to an increase in its internal energy

16.2 The first law of thermodynamics

Candidates should be able to:

1 recall and use W = p∆V for the work done when the volume of a gas changes at constant pressure and
understand the difference between the work done by the gas and the work done on the gas

2 recall and use the first law of thermodynamics ∆U = q + W expressed in terms of the increase in
internal energy, the heating of the system (energy transferred to the system by heating) and the work
done on the system

17 Oscillations

17.1 Simple harmonic oscillations

Candidates should be able to:

1 understand and use the terms displacement, amplitude, period, frequency, angular frequency and
phase difference in the context of oscillations, and express the period in terms of both frequency and
angular frequency

2 understand that simple harmonic motion occurs when acceleration is proportional to displacement
from a fixed point and in the opposite direction

3 use a = – ω2 x and recall and use, as a solution to this equation, x = x0 sin ωt

4 use the equations v = v0 cos ωt and v = ± ω (x02 − x 2)

5 analyse and interpret graphical representations of the variations of displacement, velocity and
acceleration for simple harmonic motion

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

17.2 Energy in simple harmonic motion

Candidates should be able to:

1 describe the interchange between kinetic and potential energy during simple harmonic motion

1
2 recall and use E = 2 mω2 x02 for the total energy of a system undergoing simple harmonic motion

17.3 Damped and forced oscillations, resonance

Candidates should be able to:

1 understand that a resistive force acting on an oscillating system causes damping

2 understand and use the terms light, critical and heavy damping and sketch displacement–time graphs
illustrating these types of damping

3 understand that resonance involves a maximum amplitude of oscillations and that this occurs when an
oscillating system is forced to oscillate at its natural frequency

18 Electric fields

18.1 Electric fields and field lines

Candidates should be able to:

1 understand that an electric field is an example of a field of force and define electric field as force per
unit positive charge

2 recall and use F = qE for the force on a charge in an electric field

3 represent an electric field by means of field lines

18.2 Uniform electric fields

Candidates should be able to:

1 recall and use E = ∆V / ∆d to calculate the field strength of the uniform field between charged parallel
plates

2 describe the effect of a uniform electric field on the motion of charged particles

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

18.3 Electric force between point charges

Candidates should be able to:

1 understand that, for a point outside a spherical conductor, the charge on the sphere may be
considered to be a point charge at its centre

2 recall and use Coulomb’s law F = Q1Q2 / (4πε 0 r 2) for the force between two point charges in free space

18.4 Electric field of a point charge

Candidates should be able to:

1 recall and use E = Q / (4πε 0 r 2) for the electric field strength due to a point charge in free space

18.5 Electric potential

Candidates should be able to:

1 define electric potential at a point as the work done per unit positive charge in bringing a small test
charge from infinity to the point

2 recall and use the fact that the electric field at a point is equal to the negative of potential gradient at
that point

3 use V = Q / (4πε 0 r) for the electric potential in the field due to a point charge

4 understand how the concept of electric potential leads to the electric potential energy of two point
charges and use EP = Qq / (4πε 0 r)

19 Capacitance

19.1 Capacitors and capacitance

Candidates should be able to:

1 define capacitance, as applied to both isolated spherical conductors and to parallel plate capacitors

2 recall and use C = Q / V

3 derive, using C = Q / V, formulae for the combined capacitance of capacitors in series and in parallel

4 use the capacitance formulae for capacitors in series and in parallel

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

19.2 Energy stored in a capacitor

Candidates should be able to:

1 determine the electric potential energy stored in a capacitor from the area under the potential–charge
graph

1 1
2 recall and use W = 2 QV = 2 CV2

19.3 Discharging a capacitor

Candidates should be able to:

1 analyse graphs of the variation with time of potential difference, charge and current for a capacitor
discharging through a resistor

2 recall and use τ = RC for the time constant for a capacitor discharging through a resistor

3 use equations of the form x = x0 e –(t / RC) where x could represent current, charge or potential difference
for a capacitor discharging through a resistor

20 Magnetic fields

20.1 Concept of a magnetic field

Candidates should be able to:

1 understand that a magnetic field is an example of a field of force produced either by moving charges or
by permanent magnets

2 represent a magnetic field by field lines

20.2 Force on a current-carrying conductor

Candidates should be able to:

1 understand that a force might act on a current-carrying conductor placed in a magnetic field

2 recall and use the equation F = BIL sin θ, with directions as interpreted by Fleming’s left-hand rule

3 define magnetic flux density as the force acting per unit current per unit length on a wire placed at right-
angles to the magnetic field

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

20.3 Force on a moving charge

Candidates should be able to:

1 determine the direction of the force on a charge moving in a magnetic field

2 recall and use F = BQv sin θ

3 understand the origin of the Hall voltage and derive and use the expression VH = BI / (ntq),
where t = thickness

4 understand the use of a Hall probe to measure magnetic flux density

5 describe the motion of a charged particle moving in a uniform magnetic field perpendicular to the
direction of motion of the particle

6 explain how electric and magnetic fields can be used in velocity selection

20.4 Magnetic fields due to currents

Candidates should be able to:

1 sketch magnetic field patterns due to the currents in a long straight wire, a flat circular coil and a long
solenoid

2 understand that the magnetic field due to the current in a solenoid is increased by a ferrous core

3 explain the origin of the forces between current-carrying conductors and determine the direction of the
forces

20.5 Electromagnetic induction

Candidates should be able to:

1 define magnetic flux as the product of the magnetic flux density and the cross-sectional area
perpendicular to the direction of the magnetic flux density

2 recall and use Φ = BA

3 understand and use the concept of magnetic flux linkage

4 understand and explain experiments that demonstrate:

• that a changing magnetic flux can induce an e.m.f. in a circuit
• that the induced e.m.f. is in such a direction as to oppose the change producing it
• the factors affecting the magnitude of the induced e.m.f.

5 recall and use Faraday’s and Lenz’s laws of electromagnetic induction

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

21 Alternating currents
An understanding of the practical and economic advantages of transmission of power by electricity
from Cambridge IGCSE / O Level Physics or equivalent is assumed.

21.1 Characteristics of alternating currents

Candidates should be able to:

1 understand and use the terms period, frequency and peak value as applied to an alternating current or
voltage

2 use equations of the form x = x0 sin ωt representing a sinusoidally alternating current or voltage

3 recall and use the fact that the mean power in a resistive load is half the maximum power for a
sinusoidal alternating current

4 distinguish between root-mean-square (r.m.s.) and peak values and recall and use I r.m.s. = I0 / 2 and
Vr.m.s. = V0 / 2 for a sinusoidal alternating current

21.2 Rectification and smoothing

Candidates should be able to:

1 distinguish graphically between half-wave and full-wave rectification

2 explain the use of a single diode for the half-wave rectification of an alternating current

3 explain the use of four diodes (bridge rectifier) for the full-wave rectification of an alternating current

4 analyse the effect of a single capacitor in smoothing, including the effect of the values of capacitance
and the load resistance

22 Quantum physics

22.1 Energy and momentum of a photon

Candidates should be able to:

1 understand that electromagnetic radiation has a particulate nature

2 understand that a photon is a quantum of electromagnetic energy

3 recall and use E = hf

4 use the electronvolt (eV) as a unit of energy

5 understand that a photon has momentum and that the momentum is given by p = E / c

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

22.2 Photoelectric effect

Candidates should be able to:

1 understand that photoelectrons may be emitted from a metal surface when it is illuminated by
electromagnetic radiation

2 understand and use the terms threshold frequency and threshold wavelength

3 explain photoelectric emission in terms of photon energy and work function energy

1
4 recall and use hf = Φ + 2 mvmax2

5 explain why the maximum kinetic energy of photoelectrons is independent of intensity, whereas the
photoelectric current is proportional to intensity

22.3 Wave-particle duality

Candidates should be able to:

1 understand that the photoelectric effect provides evidence for a particulate nature of electromagnetic
radiation while phenomena such as interference and diffraction provide evidence for a wave nature

2 describe and interpret qualitatively the evidence provided by electron diffraction for the wave nature of
particles

3 understand the de Broglie wavelength as the wavelength associated with a moving particle

4 recall and use λ = h / p

22.4 Energy levels in atoms and line spectra

Candidates should be able to:

1 understand that there are discrete electron energy levels in isolated atoms (e.g. atomic hydrogen)

2 understand the appearance and formation of emission and absorption line spectra

3 recall and use hf = E1 – E2

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

23 Nuclear physics

23.1 Mass defect and nuclear binding energy

Candidates should be able to:

1 understand the equivalence between energy and mass as represented by E = mc2 and recall and use
this equation

2 represent simple nuclear reactions by nuclear equations of the form 147 N + 24 He " 178 O + 11 H

3 define and use the terms mass defect and binding energy

4 sketch the variation of binding energy per nucleon with nucleon number

5 explain what is meant by nuclear fusion and nuclear fission

6 explain the relevance of binding energy per nucleon to nuclear reactions, including nuclear fusion and
nuclear fission

7 calculate the energy released in nuclear reactions using E = c2∆ m

23.2 Radioactive decay

Candidates should be able to:

1 understand that fluctuations in count rate provide evidence for the random nature of radioactive decay

2 understand that radioactive decay is both spontaneous and random

3 define activity and decay constant, and recall and use A = λN

4 define half-life

5 use λ = 0.693 / t 1
2

6 understand the exponential nature of radioactive decay, and sketch and use the relationship x = x0e –λt,
where x could represent activity, number of undecayed nuclei or received count rate

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

24 Medical physics

24.1 Production and use of ultrasound

Candidates should be able to:

1 understand that a piezo-electric crystal changes shape when a p.d. is applied across it and that the
crystal generates an e.m.f. when its shape changes

2 understand how ultrasound waves are generated and detected by a piezoelectric transducer

3 understand how the reflection of pulses of ultrasound at boundaries between tissues can be used to
obtain diagnostic information about internal structures

4 define the specific acoustic impedance of a medium as Z = ρc, where c is the speed of sound in the
medium

5 use IR / I0 = (Z1 – Z2)2 / (Z1 + Z2)2 for the intensity reflection coefficient of a boundary between two media

6 recall and use I = I0e –μ x for the attenuation of ultrasound in matter

24.2 Production and use of X-rays

Candidates should be able to:

1 explain that X-rays are produced by electron bombardment of a metal target and calculate the minimum
wavelength of X-rays produced from the accelerating p.d.

2 understand the use of X-rays in imaging internal body structures, including an understanding of the
term contrast in X-ray imaging

3 recall and use I = I0e –μ x for the attenuation of X-rays in matter

4 understand that computed tomography (CT) scanning produces a 3D image of an internal structure
by first combining multiple X-ray images taken in the same section from different angles to obtain a 2D
image of the section, then repeating this process along an axis and combining 2D images of multiple
sections

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

24.3 PET scanning

Candidates should be able to:

1 understand that a tracer is a substance containing radioactive nuclei that can be introduced into the
body and is then absorbed by the tissue being studied

2 recall that a tracer that decays by β+ decay is used in positron emission tomography (PET scanning)

3 understand that annihilation occurs when a particle interacts with its antiparticle and that mass–energy
and momentum are conserved in the process

4 explain that, in PET scanning, positrons emitted by the decay of the tracer annihilate when they interact
with electrons in the tissue, producing a pair of gamma-ray photons travelling in opposite directions

5 calculate the energy of the gamma-ray photons emitted during the annihilation of an electron-positron
pair

6 understand that the gamma-ray photons from an annihilation event travel outside the body and can
be detected, and an image of the tracer concentration in the tissue can be created by processing the
arrival times of the gamma-ray photons

25 Astronomy and cosmology

25.1 Standard candles

Candidates should be able to:

1 understand the term luminosity as the total power of radiation emitted by a star

2 recall and use the inverse square law for radiant flux intensity F in terms of the luminosity L of the source
F = L / (4πd 2)

3 understand that an object of known luminosity is called a standard candle

4 understand the use of standard candles to determine distances to galaxies

25.2 Stellar radii

Candidates should be able to:

1 recall and use Wien’s displacement law λmax ∝ 1 / T to estimate the peak surface temperature of a star

2 use the Stefan–Boltzmann law L = 4πσr 2 T 4

3 use Wien’s displacement law and the Stefan–Boltzmann law to estimate the radius of a star

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Subject content

25.3 Hubble’s law and the Big Bang theory

Candidates should be able to:

1 understand that the lines in the emission and absorption spectra from distant objects show an increase
in wavelength from their known values

2 use ∆λ / λ . ∆f / f . v / c for the redshift of electromagnetic radiation from a source moving relative to an
observer

3 explain why redshift leads to the idea that the Universe is expanding

4 recall and use Hubble’s law v . H0 d and explain how this leads to the Big Bang theory
(candidates will only be required to use SI units)

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027.

4 Details of the assessment

Paper 1 Multiple Choice

Written paper, 1 hour 15 minutes, 40 marks

Forty multiple-choice items of the four-choice type testing assessment objectives AO1 and AO2. Questions are
based on the AS Level syllabus content.

Paper 2 AS Level Structured Questions

Written paper, 1 hour 15 minutes, 60 marks

Structured questions testing assessment objectives AO1 and AO2. Questions are based on the AS Level
syllabus content.

Paper 3 Advanced Practical Skills

Practical test, 2 hours, 40 marks

This paper tests assessment objective AO3 in a practical context.

Two questions assess the AS Level practical skills in the Practical assessment section of the syllabus. The
content of the questions may be outside the syllabus content.

Paper 4 A Level Structured Questions

Written paper, 2 hours, 100 marks

Structured questions testing assessment objectives AO1 and AO2.

Questions are based on the A Level syllabus; knowledge of material from the AS Level syllabus content will be
required.

Paper 5 Planning, Analysis and Evaluation

Written paper, 1 hour 15 minutes, 30 marks

Two questions testing assessment objective AO3.

Questions are based on the A Level practical skills of planning, analysis and evaluation but may require
knowledge of practical skills from the AS Level syllabus. The content of the questions may be outside of the
syllabus content.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Details of the assessment

Command words
Command words and their meanings help candidates know what is expected from them in the exam. The table
below includes command words used in the assessment for this syllabus. The use of the command word will
relate to the subject context.

Command word What it means

Calculate work out from given facts, figures or information

Comment give an informed opinion

Compare identify/comment on similarities and/or differences

Define give precise meaning

Describe state the points of a topic / give characteristics and main features

Determine establish an answer using the information available

Explain set out purposes or reasons / make the relationships between things evident / provide
why and/or how and support with relevant evidence

Give produce an answer from a given source or recall/memory

Identify name/select/recognise

Justify support a case with evidence/argument

Predict suggest what may happen based on available information

Show (that) provide structured evidence that leads to a given result

Sketch make a simple freehand drawing showing the key features

State express in clear terms

Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027.

5 Practical assessment

Introduction
Teachers should ensure that learners practise experimental skills throughout their course of study. As a guide,
learners should spend at least 20 per cent of their time doing practical work individually or in small groups. This
20 per cent does not include the time spent observing demonstrations of experiments.

The practical work that learners do during their course should aim to:
• provide learning opportunities so they develop the skills they need to carry out experimental and
investigative work
• reinforce their learning of the theoretical subject content of the syllabus
• instil an understanding of the relationship between experimentation and theory in scientific method
• be enjoyable, contributing to the motivation of learners.

Candidates’ experimental skills will be assessed in Paper 3 and Paper 5. In each of these papers, the questions
may be based on physics not included in the syllabus content, but candidates will be assessed on their
practical skills rather than their knowledge of theory. Where appropriate, candidates will be given any additional
information that they need.

Paper 3 Advanced Practical Skills

Paper 3 is a timetabled, laboratory-based practical paper focusing on the experimental skills of:
• manipulation, measurement and observation
• presentation of data and observations
• analysis, conclusions and evaluation.

Centres should refer to the document ‘How to manage your sciences practical exams’ for advice on making
entries and organisation of candidates for practical exams.

Paper 3 consists of two questions, each of 1 hour and each of 20 marks.

Question 1 will be an experiment requiring candidates to collect data, to plot a graph and to draw conclusions.

Question 2 will be an experiment requiring candidates to collect data and to draw conclusions, but may or
may not include the plotting of a graph. In the second question, the experimental method to be followed will be
inaccurate, and candidates will be required to evaluate the method and suggest improvements.

The two questions will be set in different areas of physics. No prior knowledge of the theory will be required.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Practical assessment

Mark allocations for Paper 3

Marks will be allocated for Paper 3 according to the table below. The expectations for each skill are listed in the
sections that follow.

Question 1

Skill Breakdown of skills Minimum mark

allocation*
Successful collection of data
Manipulation, measurement and
7 marks
observation Quality of data
Table of results
Presentation of data and
Recording of data, observations and calculations 6 marks
observations
Graph
Interpretation of graph
Analysis, conclusions and
4 marks
evaluation Drawing conclusions

* The remaining 3 marks will be allocated across the skills in this grid and their allocation may vary from paper
to paper.

Question 2

Skill Breakdown of skills Minimum mark

allocation*

Manipulation, measurement and Successful collection of data

5 marks
observation Quality of data

Presentation of data and Recording of data, observations and calculations

2 marks
observations
Drawing conclusions

Estimating uncertainties
Analysis, conclusions and
10 marks
evaluation Identifying limitations

Suggesting improvements

* The remaining 3 marks will be allocated across the skills in this grid and their allocation may vary from paper
to paper.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Practical assessment

Expectations for each skill (Paper 3)

Manipulation, measurement and observation
Successful collection of data
Candidates should be able to:
• set up apparatus correctly without assistance from the supervisor
• follow instructions given in the form of written instructions and diagrams (including circuit diagrams)
• use their apparatus to collect an appropriate quantity of data
• repeat readings where appropriate
• make measurements using common laboratory apparatus, such as millimetre scales, protractors, top-pan
balances, newton meters, analogue or digital electrical meters, measuring cylinders, calipers*, micrometer
screw gauges and thermometers
• use a stop-watch to measure intervals of time, including the period of an oscillating system by timing an
appropriate number of consecutive oscillations
• use both analogue scales and digital displays.

* Where calipers are required in the examination, centres may provide either vernier or digital calipers.
Candidates should be familiar with the type of calipers provided.

Some candidates will be unable to set up their apparatus without help and may ask for assistance from the
supervisor. Supervisors will be given clear instructions on what assistance may be given to candidates, but
this assistance should never go beyond the minimum necessary to enable candidates to take some readings:
under no circumstances should help be given with the presentation of data, analysis or evaluation sections. All
assistance must be reported to the examiners by recording details of the help given on the supervisor’s report,
and candidates who require assistance will not be awarded full credit for the successful collection of data.

Quality of data
Candidates should be able to:
• make and record accurate measurements
• make measurements that span the largest possible range of values within the limits either of the equipment
provided or of the instructions given.

Marks will be awarded for measured data in which the values obtained are reasonable. In some cases, the
award of the mark will be based on the scatter of points on a graph; in other cases, the candidate’s data may
be compared with information supplied by the supervisor or known to the examiners. The examiners will only
consider the extent to which the candidate has affected the quality of the data: allowances will be made where
the quality of data is limited by the experimental method required or by the apparatus used.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Practical assessment

Presentation of data and observations

Table of results
Candidates should be able to:
• present numerical data and values in a single table of results
• record all data in the table
• draw up the table in advance of taking readings so that they do not have to copy up their results
• include in the table of results columns for raw data and for values calculated from them
• use column headings that include both the quantity and the unit and that conform to accepted scientific
conventions.

As an example of accepted scientific convention in column headings, if the quantity being measured is current
in milliamperes, then ‘I / mA’ would be the usual way to write the column heading, but ‘I in mA’ or ‘I (mA)’ or
‘current / mA’ would be allowed. Headings such as ‘I mA’ or just ‘mA’ are not acceptable. The quantity or the
unit or both may be written in words rather than symbols. Conventional symbols or abbreviations (such as p.d.)
may be used without explanation.

Recording of data, observations and calculations

Candidates should be able to:
• record raw readings of a quantity to the same degree of precision
• calculate other quantities from their raw data
• show their working in calculations, and the key steps in their reasoning
• use and justify the correct number of significant figures in calculated quantities.

For example, if one measurement of length in a column of raw data is given to the nearest millimetre, then all
the lengths in that column should be given to the nearest millimetre. The degree of precision used should be
compatible with the measuring instrument used: it would be inappropriate to record a distance measured on a
millimetre scale as either ‘2 cm’ or ‘2.00 cm’.

When a value is calculated from measured quantities (except by addition or subtraction), the appropriate
number of significant figures for the calculated value usually depends on the measured quantity with the least
number of significant figures. If this quantity has n significant figures, then n or n+1 significant figures are
appropriate for the calculated value.

For example, if values of a potential difference and of a current are measured to 2 and 4 significant figures
respectively, then the corresponding resistance should be given to 2 or 3 significant figures, but not 1 or 4. The
number of significant figures may, if necessary, vary down a column of values for a calculated quantity.

Graph: Layout
Candidates should be able to:
• clearly label graph axes with both the quantity and the unit, following accepted scientific conventions
• choose scales for graph axes such that the data points occupy at least half of the graph grid in both x- and
y-directions
• use a false origin where appropriate
• choose scales for the graph axes that allow the graph to be read easily, such as 1, 2 or 5 units to a 2 cm
square
• place regularly-spaced numerical labels along the whole of each axis at least every 2 cm.

The accepted scientific conventions for labelling the axes of a graph are the same as for the column headings
in a table of results.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Practical assessment

Graph: Plotting of points

Candidates should be able to:
• plot all their data points on their graph grid to an accuracy of better than 1 mm.

Points should be finely drawn with a sharp pencil, but must still be visible. A fine cross or an encircled dot is
suitable; plotted points should have a diameter of less than 1 mm.

Graph: Trend line

Candidates should be able to:
• draw straight lines of best fit or curves to show the trend of a graph
• draw tangents to curved trend lines.

The trend line should show an even distribution of points on either side of the line along its whole length. Lines
should be finely drawn, continuous, and with a thickness of less than 1 mm, and should not contain kinks. If
necessary, candidates may identify one point as anomalous and ignore this point when drawing the line. The
anomalous point must be identified, e.g. circled or labelled.

Analysis, conclusions and evaluation

Interpretation of graph
Candidates should be able to:
• relate straight-line graphs to equations of the form y = mx + c, and derive expressions that equate to the
gradient and/or the y-intercept of their graphs
• read the coordinates of points on the trend line of a graph
• determine the gradient of a straight-line graph or of a tangent to a curve
• determine the y-intercept of a straight-line graph or of a tangent to a curve, including where these are on
graphs with a false origin.

When a gradient is to be determined, the points on the line chosen for the calculation should be separated by
more than half of the length of the line drawn.

In cases where the y-intercept cannot be read directly from the y-axis, it is expected that the coordinates of a
point on the line and the gradient will be substituted into y = mx + c to determine the y-intercept.

Estimating uncertainties
Candidates should be able to:
• estimate the absolute uncertainty in measurements
• express the uncertainty in a measurement as an absolute or percentage uncertainty, and translate between
these forms
• express the absolute uncertainty in a repeated measurement as half the range of the repeated readings,
where this is appropriate.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Practical assessment

Drawing conclusions
Candidates should be able to:
• draw conclusions from an experiment, including determining the values of constants
• explain whether experimental data supports a given hypothesis
• make predictions.

To determine whether a relationship containing a constant is supported by experimental data, candidates

should:
• calculate the percentage difference between values of the constant
• compare this percentage difference with a given percentage uncertainty
• give a conclusion based on this comparison.

Identifying limitations
Candidates should be able to:
• identify and describe the limitations in an experimental procedure
• identify the most significant sources of uncertainty in an experiment.

For uncertainties in measured quantities, candidates should state the quantity being measured and a reason for
the uncertainty.

Suggesting improvements
Candidates should be able to:
• suggest modifications to an experimental arrangement that will improve the accuracy of the experiment or
to extend the investigation to answer a new question
• describe these modifications clearly in words or diagrams.

Candidates’ suggestions should be realistic, so that in principle they are achievable in practice in a school
laboratory. The suggestions may include the use of other apparatus or different procedures, but not a different
experiment. The suggested modifications may relate to sources of uncertainty identified by the candidate.
Improvements that could have been made with the apparatus provided while following the instructions in the
question will not normally gain credit.

Administration of Paper 3
Detailed regulations on the administration of Cambridge International practical examinations are contained in
the Cambridge Handbook.

Details of the specific requirements for apparatus and materials for a particular examination are given in the
confidential instructions which are sent to centres several weeks prior to the examination. Centres should
contact Cambridge International if they believe the confidential instructions have not been received.

It is the responsibility of centres to provide the apparatus for practical examinations. Cambridge is not able to
supply apparatus directly or provide advice on local suppliers of apparatus.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Practical assessment

Apparatus and materials

Below is a list of the items that are regularly used in Paper 3. The list is not exhaustive: other items are usually
required, to allow for variety in the questions set.

cells: 1.5 V
connecting leads and crocodile clips
digital ammeter, minimum ranges 0–1 A reading to 0.01 A or better, 0–200 mA reading to 0.1 mA or better,
0–20 mA reading to 0.01 mA or better (digital multimeters are suitable)
digital voltmeter, minimum ranges 0–2 V reading to 0.001 V or better, 0–20 V reading to 0.01 V or better (digital
multimeters are suitable)
lamp and holder: 6 V 60 mA; 2.5 V 0.3 A
power supply: variable up to 12 V d.c. (low resistance)
rheostat (with a maximum resistance of at least 8 Ω, capable of carrying a current of at least 4 A)
switch
wire: constantan 26, 28, 30, 32, 34, 36, 38 swg or similar metric sizes

long stem thermometer: –10 °C to 110 °C reading to 1 °C

means to heat water safely to boiling (e.g. an electric kettle)
plastic or polystyrene cup 200 cm3
stirrer

adhesive putty (e.g. Blu-tack)

adhesive tape (e.g. Sellotape)
balance reading to 0.1 g (this item may often be shared between sets of apparatus)
bar magnet
bare copper wire: 18, 20, 26 swg or similar metric sizes
beaker: 100 cm3, 200 cm3 or 250 cm3
card
expendable steel spring (spring constant approx. 25 N m–1; unstretched length approx. 2 cm)
G-clamp
Magnadur ceramic magnets
mass hanger
micrometer screw gauge (this item may often be shared between sets of apparatus)
modelling clay (e.g. Plasticine)
newton meter (1 N, 10 N)
pendulum bob
protractor
pulley
rule with a millimetre scale (1 m, 0.5 m, 300 mm)
scissors
slotted masses (100 g, 50 g, 20 g, 10 g)
stand, boss and clamp
stop-watch (candidates may use their wristwatches), reading to 0.1 s or better
stout pin or round nail
string/thread/twine
vernier or digital calipers (this item may often be shared between sets of apparatus)
wire cutters

Safety in the laboratory

Responsibility for safety matters rests with centres.

The attention of centres is drawn to any local regulations relating to safety and first aid.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Practical assessment

Paper 5 Planning, Analysis and Evaluation

Paper 5 will be a timetabled written paper, focusing on the higher-order experimental skills of planning, analysis
and evaluation.

This examination will not require laboratory facilities.

To prepare candidates for this exam, it should be emphasised that candidates will need extensive experience
of laboratory work of A Level standard. In particular, learners cannot be taught to plan experiments effectively
unless, on a number of occasions, they are required to:
• plan an experiment
• perform the experiment according to their plan
• evaluate what they have done.

This requires many hours of laboratory-based work and careful supervision from teachers to ensure that
experiments are performed safely.

Paper 5 will consist of two questions each of 15 marks.

Question 1 will be a planning question, in which candidates will be required to design an experimental
investigation of a given problem. The question will not be highly structured: candidates will be expected to
answer with a diagram and an extended piece of writing.

Question 2 will be an analysis, conclusions and evaluation question, in which candidates will be given an
equation and some experimental data. From these they will be required to find the value of a constant. This
question will be structured but candidates will be expected to decide for themselves what they need to do in
order to reach an answer. They will also be required to estimate the uncertainty in their answer.

Some questions on this paper may be set in areas of physics that are difficult to investigate experimentally in
school laboratories, either because of the cost of equipment or because of restrictions on the availability of
materials (e.g. radioactive materials). No question will require knowledge of theory or equipment that is beyond
the syllabus. Candidates will be given the necessary information for questions set on topics that do not form
part of the syllabus.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Practical assessment

Mark allocations for Paper 5

Marks will be allocated for Paper 5 according to the table below. The expectations for each skill are listed in the
sections that follow.

Question 1
Skill Breakdown of skills Mark
allocation
Defining the problem
Methods of data collection
Planning 15 marks
Method of analysis
Additional detail including safety considerations

Question 2

Skill Breakdown of skills Mark

allocation
Data analysis

Table of results
Analysis, conclusions and
Graph 15 marks
evaluation
Conclusion

Treatment of uncertainties

Expectations for each skill (Paper 5)

Planning
Defining the problem
Candidates should be able to:
• identify the independent variable in the experiment
• identify the dependent variable in the experiment
• identify the variables that are to be kept constant.

Methods of data collection

Candidates should be able to:
• describe the method to be used to vary the independent variable
• describe how the independent and dependent variables are to be measured
• describe how other variables are to be kept constant
• describe, with the aid of a clear labelled diagram, the arrangement of apparatus for the experiment and the
procedures to be followed.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Practical assessment

For full credit to be awarded in this section, the overall arrangement must be workable, that is, it should be
possible to collect the data required without undue difficulty if the apparatus were assembled as described.
The measuring instruments chosen should be fit for purpose, in that they should measure the correct physical
quantity to a suitable precision for the experiment.

Method of analysis
Candidates should be able to:
• describe how the data should be used in order to reach a conclusion, including details of derived quantities
to be calculated from graphs.

Additional detail including safety considerations

Marks will be available for additional relevant detail including safety precautions.

How these marks are awarded will depend on the experiment that is to be planned, but they might, for
example, include marks for describing how additional variables are to be kept constant, or for a diagram of a
circuit needed to make a particular measurement or a description of initial experiments or an explanation of
how to obtain calibration curves.

For safety considerations, candidates should be able to:

• assess the risks of their experiment
• describe precautions that should be taken to keep risks to a minimum.

Candidates should be able to:

• describe the use of an oscilloscope (or storage oscilloscope) to measure voltage, current, time and
frequency
• describe how to use light gates connected to a data logger to determine time, velocity and acceleration
• describe how other sensors can be used with a data logger, e.g. motion sensor.

Analysis, conclusions and evaluation

Data analysis
Candidates should be able to:
• rearrange expressions into the forms y = mx + c, y = axn and y = aekx
• understand how a graph of y against x is used to find the constants m and c in an equation of the form
y = mx + c
• understand how a graph of log y against log x is used to find the constants a and n in an equation of the
form y = axn
• understand how a graph of ln y against x is used to find the constants a and k in an equation of the form
y = aekx
• decide what derived quantities to calculate from raw data in order to enable an appropriate graph to be
plotted.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Practical assessment

Table of results
Candidates should be able to:
• complete a table of results following the conventions required for Paper 3
• calculate other quantities from raw data and record them in a table
• use the correct number of significant figures for calculated quantities following the conventions required for
Paper 3.

Where logarithms are required, units should be shown with the quantity whose logarithm is being taken,
e.g. ln (d / cm). The logarithm itself does not have a unit.

For logarithmic quantities, the number of decimal places should correspond to the number of significant figures.
For example, if L / cm is 76.5 (3 sf), then lg (L / cm) should be either 1.884 (3 dp) or 1.8837 (4 dp).

Graph
Candidates should be able to:
• plot a graph following the conventions required for Paper 3
• show error bars, in both directions where appropriate, for each point on the graph
• draw a straight line of best fit and a worst acceptable straight line through the points on the graph.

The worst acceptable line should be either the steepest possible line or the shallowest possible line that passes
through the error bars of all the data points. It should be distinguished from the line of best fit either by being
drawn as a broken line or by being clearly labelled.

Conclusion
Candidates should be able to:
• determine the gradient and y-intercept of a straight-line graph
• derive expressions that equate to the gradient or the y-intercept of their straight lines of best fit
• draw the required conclusions, with correct units and appropriate number of significant figures, from these
expressions.

Treatment of uncertainties
Candidates should be able to:
• convert absolute uncertainty estimates into fractional or percentage uncertainty estimates and vice versa
• show uncertainty estimates, in absolute terms, beside every value in a table of results
• calculate uncertainty estimates in derived quantities
• estimate the absolute uncertainty in the gradient of a graph by recalling that
absolute uncertainty = gradient of line of best fit – gradient of worst acceptable line
• estimate the absolute uncertainty in the y-intercept of a graph by recalling that
absolute uncertainty = y-intercept of line of best fit – y-intercept of worst acceptable line
• express a quantity as a value, an uncertainty estimate and a unit.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027.

6 Additional information

Mathematical requirements
We expect candidates to be able to use the following mathematical skills and knowledge in the assessment.
Teaching the mathematical requirements should be included in the AS & A Level Physics course.

At AS Level and A Level

Arithmetic
Candidates should be able to:
• recognise and use expressions in decimal and standard form (scientific) notation
• use a calculator for addition, subtraction, multiplication and division, and find arithmetic means, powers
(including reciprocals and nth-roots), sines, cosines, tangents (and the inverse functions)
• understand how to perform calculations so that significant figures are neither lost unnecessarily nor carried
beyond what is justified
• use approximations to check the magnitude of calculated results.

Algebra
Candidates should be able to:
• change the subject of an equation (most relevant equations involve only the simpler operations but may
include positive and negative indices and nth-roots)
• solve simple algebraic equations
• solve a system of two linear simultaneous equations

-b ! b 2 - 4ac
• recall and use the formula x = to solve quadratic equations
2a

• substitute physical quantities into physical equations using consistent units and check the dimensional
consistency of such equations
• set up simple algebraic equations as mathematical models of physical situations, and identify inadequacies
of such models
• use percentages to express changes or uncertainties
n
• understand and use the symbols <, >, ⩽, ⩾, ≪, ≫, . , ±, /, ∝, 〈x〉 (= xr ) , / , ∆ x, , .

Geometry and trigonometry

Candidates should be able to:
• recall and use formulae for the area and perimeter/circumference of rectangles, circles, right-angled and
isosceles triangles
• recall and use formulae for the volume and surface area of cuboids, cylinders and spheres
• recall and use Pythagoras’ theorem in 2 and 3 dimensions
• use the similarity of triangles and the angle sum of a triangle
• understand and use the definitions of sin, cos and tan as applied to a right-angled triangle, and recall and
use the relationship sin θ / cos θ = tan θ
• recall and use the trigonometric relationships for triangles a/sin A = b/sin B = c/sin C and
a2 = b2 + c2 – 2bc cos A.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Additional information

Vectors
Candidates should be able to:
• find the resultant of two coplanar vectors, recognising situations where vector addition is appropriate
• obtain expressions for components of a vector in perpendicular directions, recognising situations where
vector resolution is appropriate.

Graphs
Candidates should be able to:
• select appropriate variables and scales for graph plotting
• determine the gradient, intercept and intersection of linear graphs
• choose, by inspection, a straight line which will serve as the line of best fit through a set of data points
presented graphically
• draw a curved trend line through a set of data points presented graphically, when the arrangement of these
data points is clearly indicative of a non-linear relationship
1 1
• sketch and recognise the forms of plots of common simple expressions like x , x2, 2 , sin x, cos x
x
• draw a tangent to a curve, and understand and use the gradient of the tangent as a means to obtain the
gradient of the curve at a point
• understand and use the area below a curve where the area has physical significance.

Additional requirements for A Level only

Geometry and trigonometry
Candidates should be able to:
• recall and use sin2 θ + cos2 θ = 1
• recall and use sin θ % tan θ % θ and cos θ % 1 for small θ
• understand the relationship between degrees and radians, convert from one to the other and use the
appropriate system in context.

Exponentials and logarithms

Candidates should be able to:
• calculate exponentials and logarithms (lg and ln)
a n kx
• recognise and use the logarithms of expressions like ab, ,x ,e
b
• sketch and recognise the form of a plot of e –x
• use logarithmic plots to test exponential and power law variations

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Additional information

Summary of key quantities, symbols and units

The list below is intended as a guide to the more important quantities which might be encountered in teaching
and used in question papers.

This list is for use in both AS Level and full A Level qualifications.

Quantity Usual symbols Usual unit

Base quantities
mass m kg
length l m
time t s
electric current I A
thermodynamic temperature T K
amount of substance n mol
Other quantities
acceleration a m s–2
acceleration of free fall g m s–2
activity of radioactive source A Bq
amplitude x0 m
angle θ °, rad
angular displacement θ °, rad
angular frequency ω rad s–1
angular speed ω rad s–1
angular velocity ω rad s–1
area A m2
atomic mass ma kg, u
attenuation/absorption coefficient μ m –1
Avogadro constant NA mol–1
Boltzmann constant k J K–1
capacitance C F
Celsius temperature θ °C
decay constant λ s–1
density ρ kg m –3
displacement s, x m
distance d m
efficiency η
electric charge q, Q C
electric field strength E N C –1, V m –1
electric potential V V
electric potential difference V V
electromotive force E V
electron mass me kg, u
elementary charge e C

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Additional information

Quantity Usual symbols Usual unit

energy E, U, W J
force F N
frequency f Hz
gravitational constant G N m2 kg–2
gravitational field strength g N kg–1
gravitational potential ϕ J kg–1
half-life t1
2
s
Hall voltage VH V
heating q, Q J
Hubble constant H0 s–1
intensity I W m –2
internal energy change ∆U J
kinetic energy EK J
luminosity L W
magnetic flux Φ Wb
magnetic flux density B T
mean-square speed <c2> m2 s–2
molar gas constant R J mol–1 K–1
moment of force T Nm
momentum p Ns
neutron mass mn kg, u
neutron number N
nucleon number A
number N, n, m
number density (number per unit volume) n m –3
period T s
permittivity of free space ε0 F m –1
phase difference ϕ °, rad
Planck constant h Js
potential energy EP J
power P W
pressure p Pa
proton mass mp kg, u
proton number Z
radiant flux intensity F W m –2
resistance R Ω
resistivity ρ Ωm

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Additional information

Quantity Usual symbols Usual unit

specific acoustic impedance Z kg m –2 s–1
specific heat capacity c J kg–1 K–1
specific latent heat L J kg–1
speed u, v, w, c m s–1
speed of electromagnetic waves c m s–1
spring constant k N m –1
Stefan–Boltzmann constant σ W m –2 K–4
strain ε
stress σ Pa
time constant τ s
torque T Nm
velocity u, v, w, c m s–1
volume V, v m3
wavelength λ m
weight W N
work w, W J
work function energy Φ J
Young modulus E Pa

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Additional information

Data and formulae

9702 Physics AS Level data sheet for Papers 1 and 2
The following data and formulae will appear on page 2 in Papers 1, 2 and 4.

Data

acceleration of free fall g = 9.81 m s–2

speed of light in free space c = 3.00 × 108 m s–1

elementary charge e = 1.60 × 10–19 C

unified atomic mass unit 1 u = 1.66 × 10–27 kg

rest mass of proton mp = 1.67 × 10–27 kg

rest mass of electron me = 9.11 × 10–31 kg

Avogadro constant NA = 6.02 × 1023 mol–1

molar gas constant R = 8.31 J K–1 mol–1

Boltzmann constant k = 1.38 × 10–23 J K–1

gravitational constant G = 6.67 × 10–11 N m2 kg–2

permittivity of free space ε0 = 8.85 × 10–12 F m–1

1
( = 8.99 × 109 m F–1)
4rf0

Planck constant h = 6.63 × 10–34 J s

Stefan–Boltzmann constant σ = 5.67 × 10–8 W m–2 K–4

Formulae

uniformly accelerated motion s = ut + 12 at 2

v 2 = u 2 + 2as

hydrostatic pressure p = ρg∆h

upthrust F = ρgV

fs v
Doppler effect for sound waves fo = v ! v
s

electric current I = Anvq

resistors
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 –34
Planck constantCambridge International AS & A Level
h Physics × 10syllabus
= 6.63 9702 J s for 2025, 2026 and 2027. Additional information

Stefan–Boltzmann constant σ = 5.67 × 10–8 W m–2 K–4

Formulae

uniformly accelerated motion s = ut + 12 at 2

v 2 = u 2 + 2as

hydrostatic pressure p = ρg∆h

upthrust F = ρgV

fs v
Doppler effect for sound waves fo = v ! v
s

electric current I = Anvq

resistors in series R = R1 + R2 + ...

1 1 1
resistors in parallel = + + ...
R R1 R2

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Additional information

9702 Physics A Level data sheet for Paper 4

The following formulae will appear on page 3 in Paper 4.

GM
gravitational potential ϕ =– r

GMm
gravitational potential energy EP = – r

1 Nm
pressure of an ideal gas p = 3 V c2

simple harmonic motion a = – ω 2x

velocity of particle in s.h.m. v = v0 cos ωt

v = ω (x02 x 2)

Q
electric potential V =
4rf0 r

Qq
electrical potential energy EP =
4rf0 r

1 1 1
capacitors in series = + + ...
C C1 C2

capacitors in parallel C = C1 + C2 + ...

t
discharge of a capacitor x = x0 e-RC

BI
Hall voltage VH =
ntq

alternating current/voltage x = x0 sin ωt

radioactive decay x = x0e–mt

0.693
decay constant m =
t1
2

IR (Z1 Z2) 2
intensity reflection coefficient =
I0 (Z1 + Z2) 2

Stefan–Boltzmann law L = 4 σr 2T 4

Dm Df v
Doppler redshift c
m f

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Additional information

Circuit symbols
The following table gives a guide to the circuit symbols that may be used in examination papers.

cell switch

battery of cells or earth

power supply electric bell

a.c. power supply buzzer

junction of conductors microphone

lamp loudspeaker

fixed resistor motor M

variable resistor generator G

thermistor ammeter A

light-dependent resistor voltmeter V

heater galvanometer

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. Additional information

potentiometer oscilloscope

diode capacitor

light-emitting diode

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027.

7 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at [Link]/eoguide

Before you start

Previous study
We recommend that learners starting this course should have completed a course in Physics or Co-ordinated
Science equivalent to Cambridge IGCSE™ or Cambridge O Level.

Guided learning hours

We design Cambridge International AS & A Level syllabuses to require about 180 guided learning hours for
each Cambridge International AS Level and about 360 guided learning hours for a Cambridge International A
Level. The number of hours a learner needs to achieve the qualification may vary according to each school and
the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to an administrative zone. Each zone has a specific timetable.

You can view the timetable for your administrative zone at [Link]/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. However, it is expected that private candidates learn in an
environment where practical work is an integral part of the course. Candidates will not be able to perform well
in this assessment or progress successfully to further study without this necessary and important aspect of
science education. For more information, please refer to the Cambridge Guide to Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• syllabuses with the same title at the same level.

Group awards: Cambridge AICE

Cambridge AICE (Advanced International Certificate of Education) is a group award for Cambridge International
AS & A Level. It allows schools to offer a broad and balanced curriculum by recognising the achievements of
learners who pass exams in a range of different subjects.

Learn more about Cambridge AICE at [Link]/aice

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. What else you need to know

Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to one administrative zone determined by their
location. Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment
options. An entry option code is used to identify the components the candidate will take relevant to the
administrative zone and the available assessment options.

Support for exams officers

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

Retakes and carrying forward marks

Candidates can retake Cambridge International AS Level and Cambridge International A Level as many times
as they want to. Information on retake entries is at [Link]/retakes

Candidates can carry forward the result of their Cambridge International AS Level assessment from one series
to complete the Cambridge International A Level in a following series, subject to the rules and time limits
described in the Cambridge Handbook.

Language
This syllabus and the related assessment materials are available in English only.

Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
assessment materials to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics; these protected characteristics include special educational needs
and disability, religion and belief, and characteristics related to gender and identity. In addition, the language
and layout used are designed to make our materials as accessible as possible. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. What else you need to know

Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
[Link]/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
[Link]/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.

After the exam

Grading and reporting
Grades A*, A, B, C, D or E indicate the standard a candidate achieved at Cambridge International A Level. A* is the
highest and E is the lowest grade.

Grades a, b, c, d or e indicate the standard a candidate achieved at Cambridge International AS Level. ‘a’ is the
highest and ‘e’ is the lowest grade.

‘Ungraded’ means that the candidate’s performance did not meet the standard required for the lowest grade
(E or e). ‘Ungraded’ is reported on the statement of results but not on the certificate. In specific circumstances
your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
• the components taken for the Cambridge International A Level by the candidate in that series included all
the components making up a Cambridge International AS Level
• the candidate’s performance on the AS Level components was sufficient to merit the award of a Cambridge
International AS Level grade.

On the statement of results and certificates, Cambridge International AS & A Levels are shown as General
Certificates of Education, GCE Advanced Subsidiary Level (GCE AS Level) and GCE Advanced Level (GCE
A Level).

School feedback: ‘Cambridge International A Levels are the ‘gold standard’ qualification. They
are based on rigorous, academic syllabuses that are accessible to students from a wide range
of abilities yet have the capacity to stretch our most able.’
Feedback from: Director of Studies, Auckland Grammar School, New Zealand

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. What else you need to know

How students, teachers and higher education can use the grades
Cambridge International A Level
Assessment at Cambridge International A Level has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus, to the levels described in the grade descriptions.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

Cambridge International AS Level

Assessment at Cambridge International AS Level has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.
The outcomes help decide whether students part way through a Cambridge International A Level course
are making enough progress to continue.
The outcomes guide teaching and learning in the next stages of the Cambridge International A Level
course.

Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.

Grade descriptions for Cambridge International A Level Physics will be published after the first assessment of
the A Level in 2022.

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 Cambridge International AS & A Level Physics 9702 syllabus for 2025, 2026 and 2027. What else you need to know

Changes to this syllabus for 2025, 2026 and 2027

The syllabus has been updated. This is version 1, published September 2022.

You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.

Changes to syllabus • The wording in learning outcomes 3.3.3, 7.5.2, 15.3.4 and 25.3.1 has
content been updated.

Significant changes to the syllabus are indicated by black vertical lines either side of the text.

Any textbooks endorsed to support the syllabus for examination from 2022 are still suitable for
use with this syllabus.

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

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
info@[Link] with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.

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