Cambridge Assessment International Education

Cambridge International Advanced Subsidiary and Advanced Level

CHEMISTRY 9701/33
Paper 3 Advanced Practical Skills 1 March 2019
MARK SCHEME
Maximum Mark: 40

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the March 2019 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 7 printed pages.

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9701/33 Cambridge International AS/A Level – Mark Scheme March 2019
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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

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Question Answer Marks

1(a) I Clear layout for 4 data items with unambiguous headings and units covering all entries 1
(2 weighings, 1 mass, 1 gas volume)

II Recording of volume of CO2 (collected) AND both weighings AND mass of FA 1 correctly calculated 1

1(b)(i) All answers to parts (ii) to (v) are given to 2−4 sf 1

1(b)(ii) V(a) 1
Correctly calculates:
24.0 × 1000
AND
(ii) = (i)

1(b)(iii) Correctly uses: (iii) = (ii) × 123.5 1

1(b)(iv) Correctly uses: candidate’s mass FA 1 – (iii) 1

1(b)(v) Correctly uses: moles Cu(OH)2 = (iv) / 97.5 1

Correctly uses: ratio (ii) : n(Cu(OH)2) = 1 : .................... 1

Allow correctly rounded to nearest integer.

1(c) Ticks 2nd box (y would increase): 1

lower T => smaller volume (of CO2) => smaller mass / moles / amount of CuCO3
OR
lower T => more CO2 dissolves (=> less collected) => smaller mass / moles / amount CuCO3

Ticks 3rd box (y unchanged):

lower T => molar gas volume will be smaller (compensates for smaller volume)

1(d) some CO2 dissolves (in water) so: 1

hot water in tub / saturate water with CO2 initially / collect gas (directly) in gas syringe / use oil / non-polar solvent (in place of
water)

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Question Answer Marks

2(a) I Tabulates / clearly lays out all data 1

II Appropriate headings and units for all items listed in the table 1
• mass (empty) crucible (+ lid)
• mass crucible (+ lid) + FA 3 / contents before heating
• mass crucible (+ lid) + contents after heating / residue
• mass FA 3
• mass of residue
• mass loss
Units: / g, (g), in grams.
Use of lid must be consistent.

III All recorded weighings to the same number of dp and all subtractions listed are correct (minimum 1) 1

Examiner checks subtractions then calculates and records the difference between the supervisor’s and candidate’s mass
ratio: mass FA 3 ÷ mass loss (all to 2 dp)

IV Award IV if δ ⩽ ±0.80 1

V Award V if δ ⩽ ±0.60 1

VI Award VI if δ ⩽ ±0.40 1

(Supervisor > 10.00, tolerances are 1.20, 0.90, 0.60; Supervisor > 20.00, tolerances are 2.00, 1.50, 1.00)

2(b)(i) Correctly calculates: mass CuCO3 from mass of FA 3 in (a) 1

60.0 × mass FA 3
=
100
AND
Correctly uses moles CuCO3 = answer/123.5

2(b)(ii) mass residue 1

Correctly calculates: from mass of residue in (a)
79.5

2(b)(iii) Correctly uses: (iii) = (ii) – (i) 1

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Question Answer Marks

2(b)(iv) Correctly uses: mass CO2 = n(CuCO3) × 44 1

2(b)(v) Correctly uses: mass H2O = (iii) × 18 1

2(b)(vi) mass loss in (a) – [(iv) + (v)] / comparison of values 1

AND
appropriate comment on presence / absence of water

2(c)(i) prevents absorption of water (vapour) from atmosphere 1

2(c)(ii) heat to constant mass / heat for longer to ensure all CO2 and H2O driven off 1
OR
increase the mass (of FA 3) (to reduce % error)

2(c)(iii) add (named) acid AND fizz / effervescence / bubbling / gas gives white ppt with limewater (means student correct) OR no fizz 1
indicates all CuCO3 decomposed
OR
reheat residue AND pass any gas through limewater which turns milky (means student correct) OR limewater does not turn
milky indicates all CuCO3 decomposed

Question Answer Marks

FA 4 is Cu2O(s); FA 5 is H2SO4(aq); FA 6 is Cu powder

3(a)(i) FA 4 + FA 5 observations may be in either order 1

blue solution formed / colourless to blue / solution turns blue / blue filtrate

pink / brown / red-brown AND residue / solid 1

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Question Answer Marks

3(a)(ii) 5
test observations marks

+ NH3 ((pale) blue ppt) forming deep / dark blue solution in excess 1

+ KI, then turns brown / yellow-brown 1

+ Na2S2O3 white ppt 1

+ HNO3, then + AgNO3 no (visible) reaction / no change / no ppt / remains a blue solution 1

+ HCl / HNO3, then white ppt 1

+ BaCl2 / Ba(NO3)2

3(a)(iii) FA 6 + nitric acid: (pale) blue solution 1

then + NaOH: (pale) blue ppt 1

3(b)(i) metal ion: Cu2+ / copper(II) AND anion: SO42– / sulfate 1

3(b)(ii) Ba2+(aq) + SO42–(aq) → BaSO4(s) 1

OR Cu2+(aq) + 2OH–(aq) → Cu(OH)2(s)
OR 2Cu2+(aq) + 4I–(aq) → 2CuI(s) + I2(aq) / (s)

3(b)(iii) redox (from some reaction in (a)(iii)) 1

OR oxidation of metal / Cu
OR reduction of nitrate

3(c) Na2CO3 (or other named carbonate) / Mg / Al / Zn / Fe / sodium thiosulfate 1

+ CO32−: effervescence / gas turns limewater milky / chalky / cloudy white / white ppt 1

+ appropriate metal: effervescence / gas pops with lighted splint
+ thio: white / off-white / pale yellow ppt

Student is correct / FA 5 is an acid from correct observation 1

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