How A Level Chemistry (9701) is really marked
A Level Chemistry 9701 spans multiple-choice papers (11–14), structured theory papers (21–24, 41–44), practical papers (31–38) and further theory papers (51–54). Across the whole syllabus, 2,678 questions are points-marked against 235 marked by calculation — so the dominant skill is producing the specific chemical fact, equation, mechanism step or observation the mark scheme wants, with calculation as a substantial but secondary component concentrated in the structured papers.
The practical papers (31–38) are where technique is examined directly: recording readings to the correct precision, using volumetric apparatus correctly, and drawing conclusions that are consistent with the data actually collected rather than with what 'should' have happened. These papers are still points-marked overall, but the points are for procedural accuracy — did you use the right glassware, did you use the given constant rather than a rounded one, did your calculated sign match your own results.
The structured papers (41–44 and 51–54) carry the bulk of the marks and mix organic mechanisms, inorganic equations, spectroscopy interpretation and multi-step calculations. Because this is a chemistry syllabus, precision in notation matters as much as chemical understanding: correct formulae, correct state symbols, correct charges on ions, and displayed structures drawn to convention are all separately creditable points, not decoration around the 'real' answer.
Where candidates actually lose marks
- Getting the M+1 mass spectrometry formula right but choosing the option with the correct extra atom (bromine) rather than checking the number of carbon atoms it implies matches the answer. (try the question)
- In a titration-type practical, subtracting the initial mass from the final mass of flask and contents incorrectly, rather than working out the actual mass change asked for. (try the question)
- Losing marks on equations for missing or incorrect state symbols, incorrect balancing, or including species (like hydrogen or MnO2) that are not actually reactants or products in that reaction. (try the question)
- Working out a value in one part of a calculation but then not carrying it forward into the next part that depends on it. (try the question)
- Not recognising that a substance added as a catalyst does not change in mass over the course of the reaction, and building a calculation route on the assumption that it does. (try the question)
- Writing amino acid or peptide species using an unrealistic form (e.g. H2NCH(CH3)COO-) that is present at very low concentration in aqueous solution, instead of the dominant zwitterion or protonated/deprotonated form. (try the question)
- Drawing a displayed carboxylic acid group as 'COOH' rather than showing the correct skeletal arrangement of C=O and O-H bonds. (try the question)
- Squaring a concentration term in a rate equation when the order of reaction with respect to that species does not justify it. (try the question)
- Drawing a rate-of-reaction tangent to a curve but omitting the tangent line itself, which is required for the calculation to be credited. (try the question)
- Not appreciating the difference between significant figures and decimal places when rounding a calculated value, leading to an incorrectly rounded final answer. (try the question)
Command words in AS & A Level Chemistry
| Command word | Times in our bank | What it demands |
|---|---|---|
| Calculate | 526 | Carry out the numerical working needed and give a final answer with the correct units and appropriate precision — method marks are available for correct working shown. |
| Identify | 488 | Name or select the specific substance, ion, functional group or feature the question is asking about, using correct chemical notation. |
| Deduce | 447 | Use the data or reasoning given in the question to work out an answer that is not stated outright — this demands linking evidence to conclusion, not recall alone. |
| State | 366 | Give a fact, equation or value directly, without further justification. |
| Explain | 265 | Give the chemical reasoning behind an observation, using correct terminology for the mechanism or principle involved. |
| Suggest | 201 | Apply chemical principles to a context not directly covered in the syllabus; more than one answer may be accepted if it is chemically sound. |
| Draw | 196 | Produce a correctly displayed or skeletal structure, mechanism arrow, or graph, following the conventions for that type of diagram. |
| Describe | 145 | Give an account of a trend, procedure or observation in the order it occurs, without needing to explain the underlying cause. |
How to revise with past papers
Because this syllabus is points-marked overall but the points are unforgiving on notation, past-paper practice should include a deliberate check of your chemical formulae, state symbols and displayed structures against the mark scheme every time — not just whether the 'idea' was right. Small notational slips (missing state symbols, wrong charge, COOH instead of a correctly displayed acid group) recur often and are worth eliminating specifically.
For the calculation-heavy structured papers, practise carrying values forward correctly between linked parts of a question, and get into the habit of checking units are consistent (Pa, m3, K) before substituting into an equation. On the practical papers, rehearse recording to the stated precision and using the constants given in the question rather than remembered or rounded values.
This is general advice but especially relevant here: work through mechanism questions slowly enough to check every arrow starts from a lone pair or bond and ends where it should, rather than rushing a familiar-looking mechanism from memory. Timed practice under exam conditions is the best way to build the discipline of checking this before moving on.
Practise real 9701 questions with AI marking →FAQs
Is 9701 Chemistry mostly recall, or mostly calculation?
Mostly points-marked recall and application: 2,678 questions are points-marked against 235 marked by calculation across the whole syllabus, though calculation is concentrated in the structured and practical papers.
How precise does chemical notation need to be?
Very precise. Marks are regularly lost for missing state symbols, wrong ionic charges, or structures drawn in a non-standard way (e.g. COOH instead of a correctly displayed carboxylic acid group).
What do the practical papers (31–38) actually test?
Procedural accuracy: correct use of volumetric apparatus, recording to the right precision, and drawing conclusions consistent with your own results rather than an idealised outcome.
What's the difference between 'Suggest' and 'Explain' here?
Explain asks for the established chemical reasoning behind something already known; Suggest asks you to apply chemical principles to a new context where more than one sound answer may be accepted.