SPN 21
CHEMISTRY
SCHEME OF WORKS
2 Years Program
1
SPN 21
CHEMISTRY 5070
SCHEME OF WORKS
YEAR 9
TOPIC
TITLE
NO. OF
WEEKS
1
Introduction to Chemistry
1
2
Kinetic Particle Theory
2
3
Atomic Structure
2
4
Chemical Bonding
3
5
Chemical Formulae
2
6
Types of Common Chemical Reactions
4
7
Stoichiometry and Mole Concept
4
8
Experimental Chemistry
3
9
Acids, Bases and Neutralisation
4
10
Salts
3
11
Qualitative Analysis
4
12
Metals and Extraction
4
Total
2
36
TOPIC 1:
INTRODUCTION TO CHEMISTRY
Duration:
1 weeks
Learning outcomes:
Students should be able to:




define chemistry.
explain that chemists investigate (i.e. learn about) substances.
describe the scientific method used in chemistry.
reason out why study chemistry.
Topic / Sub-topic
TOPIC 1
Introduction to Chemistry
 Importance of chemistry

Introduction of the first 20 elements
No. of
Weeks
Lesson Objectives
Students should be able to:
Suggested Activities
Resources
Activity 1.1
Short briefing on chemistry related career.

Activity 1.2
Safety in the lab and hazard symbols.

Activity 1.3
Chemistry in our life.

(a) Understand chemistry and its importance.
(b) Name and recognise the symbols of the first 20
elements in the Periodic Table.
1
Activity 1.4
Use mnemonics to familiarize with names and
symbols of first row of the common transition
metals.
3
http://www.chymist
.com/Measuremen
t.pdf
http://ucdsb.on.ca/t
iss/stretton/CHEM
1/ametricx.html
http://www.physics
.nist.gov/Genint/Ti
me/time.html
TOPIC 2:
KINETIC PARTICLE THEORY
Duration:
2 weeks
Prior Knowledge:
States of Matter (Solid, liquid and gas)
Links to:
LSS – Matter, Topic 17 – Speed of Reactions
Keywords:
boiling, condensation, evaporation, freezing, melting, sublimation, boiling point, melting point, freezing point, diffusion, change of state, kinetic
theory, element, mixture, compound.
Misconception:
1.
2.
3.
4.
5.
Diagrammatic representation of liquid must show particles to be loosely arranged but in contact with one another.
Gas must be randomly arranged, must show no pattern.
Liquid cannot be compressed as there are small spaces between the particles.
Particles in solid are not moving.
Movement does not mean moving from one place to another.
Learning outcomes:
Students should be able to:







draw the arrangement of particles in solid, liquid and gas.
give the explanation of melting, freezing, evaporation, condensation, boiling
and sublimation.
state that particles in a solid vibrate at their fixed positions.
state that particles in a liquid can move freely within the container.
state that particles in gas move freely at a high speed .
give the reason why solid and liquid cannot be compressed, liquid can flow
and gas can exert pressure.
state why as the temperature is increased, the movement of the particles
becomes faster and the pressure becomes greater.





4
state the evidences for the movement of particles in liquids and gases.
define diffusion and state the effects of diffusion in terms of kinetic particle
theory.
give examples of diffusion in everyday life.
state qualitatively the effect of molecular mass on the rate of diffusion and
the effect of temperature on the rate of diffusion.
Define elements, mixtures and compounds and give their diagrammatic
representation.
Topic / Sub-topic
TOPIC 2
Kinetic Particle Theory
 States of matter
 A theory of matter
 Particulate models of matter
 Changes in states
No. of
Weeks
Lesson Objectives
(a) Describe the solid, liquid and gaseous states of matter
and explain their interconversion in terms of the kinetic
particle theory and of the energy changes involved.
Activity 2.2
Using role play to demonstrate the movement of
particles in solid, liquid and gas.
(b) Describe and explain the evidence for the movement of
particles in liquids and gases.
(d) State qualitatively the effect of molecular mass on the
rate of diffusion and explain the dependence of rate of
diffusion on temperature.

Heating / cooling curves
(e) Describe the heating / cooling curves of a substance.

Elements, mixtures, and compounds
(f)
Describe the differences
compounds and mixtures.
between
elements,
5
Resources
Activity 2.1
Demonstration: Using kinetic particles theory
model.
Students should be able to:
(c) Explain everyday effects of diffusion in terms of
particles, e.g. the spread of perfumes and cooking
aromas; tea and coffee grains in water.
Suggested Activities
2
Activity 2.3
Experiment: To determine the melting point of
naphthalene using cooling curve.
Activity 2.4
Demonstration: To determine the purity of
ethanol by determining its boiling point.
Activity 2.5
Diagrammatic representation
mixtures, and compounds.






of
elements,
http://youth.net/nsr
c/sci/sci023.html#a
nchor1265203
http://www.uky.edu
/Projects/Chemco
mics/
http://www.science
.co.il/PTelements.a
sp?s=Discovery
http://www.levity.c
om/alchemy/egypti
on_symbols.html
http://www.levity.c
om/alchemy/val_sy
mb,html
http://www.levity.c
om/alchemy/daltin
_s.html
TOPIC 3:
ATOMIC STRUCTURE
Duration:
2 weeks
Links to:
Physics – Atomic Physics, Topic 4 – Chemical bonding
Keywords:
anion, atom, atomic number, atomic structure, cation, electron, electron shell, electronic structure, electronic configuration, ion, isotopes, mass
number, neutral, neutron, nucleon number, nucleus, period, Periodic Table, proton, proton number, symbol, valence electron, valency.
Learning outcomes:
Students should be able to:







draw the atomic structure of an atom showing the shells, the electrons
orbiting the nucleus and the protons and neutrons inside the nucleus.
define proton, neutron and electron.
state the relative charges and approximate relative masses of a proton, a
neutron and an electron.
draw the atomic structures of the first 20 elements in the Periodic Table.
define proton number and nucleon number.
use the Periodic Table to obtain the proton number and nucleon number of
an element.
calculate the number of neutron of an atom or an ion using the formula;
Nucleon number = number of proton + number of neutron.






-6-
define isotopes.
state radioactive isotopes, give some common examples and their uses.
state the stable electron configuration (electron configuration of Group O).
describe the formation of positive ions by loss of electrons in metal atoms (Li,
Be, Na, Mg, Al, K and Ca) to achieve stable electron configuration.
describe the formation of negative ions by gain of electron in non-metal
atoms (F, Cl and O) to achieve stable electron configuration.
work out the number of sub-atomic particles present in positive ions (cations)
and negative ions (anions).
Topic / Sub-topic
TOPIC 3
Atomic Structure
 Introduction to Periodic Table
 Protons, neutrons and electrons
 The structure of an atom.
No. of
Weeks
Lesson Objectives
Activity 3.1
Demonstration: Using optic chart viewer to show
the structure of an atoms (if available).
Students should be able to:
(a) State the relative charges and approximate relative
masses of a proton, a neutron, and an electron.
(b) Describe with the aid of diagrams, the structure of an
atom as containing protons and neutrons (nucleons) in
the nucleus and electrons arranged in shell (energy
levels) (no knowledge of s, p, d, f classification will be
expected).
2
(e) Deduce the number of protons, neutrons, and electrons
in atoms and ions from protons and nucleon numbers.
(f)
Define the term isotopes.
(g) State that some isotopes are radioactive.

Ions



(d) Interpret and use the symbols such as 126 C .
Isotopes
Resources

(c) Define proton number and nucleon number.

Suggested Activities
(h) Describe the formation of ions by electron loss/gain in
order to obtain the electronic configuration of an inert
gas.
7


http://molaire1.club
.fr/e_histoire.html
http://www.aip.org/
history/electron/jjho
me.htm
http://web.visionlea
rning.com/custom/
chemistry/animatio
ns/CHE1.2-anatoms.shtml
http://www.chem4k
ids.com/files/atom_
isotopes.html
http://www.chem4k
ids.com/files/atom_
structure.html
http://www.chem4k
ids.com/files/eleme
nts/index.html
TOPIC 4:
CHEMICAL BONDING
Duration:
3 weeks
Prior Knowledge:
Topic 3 – Atomic Structure
Links to:
Topic 5 – Chemical Formulae
Keywords:
electron transfer, covalent bond, covalent compound, dot and cross diagrams, double bond, ionic bond, ionic compound, binary compound.
Learning outcomes:
Students should be able to:










define ionic bonding, ionic bonds and ionic compounds.
state the formation of ions by electron loss/gain in order to obtain the
electron configuration of a noble gas.
state that ionic bonds are formed between metals and non-metals.
draw dot and cross diagram to show the bonding in ionic compounds.
state the bonding in sodium chloride which contains a giant lattice in which
the ions are held by electrostatic attraction.
deduce the formulae of other binary ionic compounds from diagrams of their
lattice structures.
state the physical properties of ionic compounds and relate the properties to
their lattice structures.
define covalent bonding, covalent bonds, covalently bonded elements and
covalent compounds.
state the formation of covalent bond by the sharing of a pair of electrons in
order to gain the electron configuration of a noble gas.
draw dot and cross diagrams to show the covalent bonding in molecules.








8
state that covalent bonds are formed between non-metallic elements such as
in H 2 ; Cl 2 ; O 2 ; HCl ; N 2 ; H 2 O ; CH 4 ; C 2H 4 ; CO 2 and other molecules.
state the physical properties of covalent molecules and relate the properties
to their structures and bonding.
define molecular substances and giant molecular substances.
give examples of molecular substances and giant molecular substances.
state the structures and bonding of molecular substances and giant
molecular substances and relate to their physical and chemical properties.
draw the structure of metals by showing the lattice of positive ions in a “sea
of electrons”.
state the physical properties of metals.
relate the physical properties of metallic elements such as malleability to
their structures and the electrical conductivity to the mobility of the electrons
in the structure.
Topic / Sub-topic
TOPIC 4
Chemical Bonding
 Ionic bonding
No. of
Weeks
Lesson Objectives
Suggested Activities
Activity 4.1
Demonstration: To show the ionic bonding by
burning magnesium in air (oxygen).
Students should be able to:
(a) Describe the formation of ionic bonds between metals
and non-metals, e.g. NaCl ; MgCl 2 .
Activity 4.2
Practice on drawing diagrams of ionic and covalent
compounds.
(b) State that ionic materials contain a giants lattice in
which the ions are held by electrostatic attraction, e.g.
NaCl (students will not be required to draw diagram
of ionic lattice).
Resources



(c) Deduce the formula of the other ionic compounds
from diagrams of their lattice structures, limited to
binary compounds.
(d) Relate the physical properties (including electrical
property) of ionic compound to their lattice structure.

Covalent bonding
(e) Describe the formation of a covalent bond by the
sharing of a pair of electrons in order to gain the
electronic configuration of an inert gas.
Describing, using ‘dot and cross’ diagrams, the
formation of covalent bonds between non-metallic
H 2 ; Cl 2 ; O 2 ; HCl ; N 2 ;
elements, e.g.
H 2 O ; CH 4 ; C 2 H 4 ; CO 2
(g) Deduce the arrangement of electrons in other
covalent molecules.

3

(f)
(h) Relate the physical properties (including electrical
properties) of covalent compounds to their structure
and bonding.
9


http://web.jjay.cuny
.edu/~acrpi/NSC/5bonds.htm
http://www.dac.neu
.edu/physics/b.mah
eswaran/phy1121/
data/ch09/anim/ani
m0904.htm
http://www.bbc.co.
uk/schools/gcsebit
size/chemistry/clas
sifyingmaterials/ion
ic_bondingrev5.sht
ml
http://www.bbc.co.
uk/schools/gcsebit
size/chemistry/clas
sifyingmaterials/co
valent_bondingrev
3.shtml
http://ithacascience
zone.com/chemzo
ne/lessons/03bondi
ng/mleebonding/m
etallicbonding.htm
http://www.acdlabs
.com/products/che
m_dsn_lab/chemsk
etch/
http://www.sucessli
nk.org/colearn/cl_l
esson.asp?offset=1&lid=4378
Topic / Sub-topic


Metallic bonding
Structure and properties of materials
No. of
Weeks
Lesson Objectives
Suggested Activities
Resources
(i)
Describe metals as a lattice of positive ions in a ‘sea of
electrons’
Activity 4.3
Build crystal lattice of NaCl and MgCl 2

(j)
Relate the malleability of metals to their structure and
the electrical conductivity of metals to the mobility of
the electrons in the structure.
Activity 4.4
Show models of diamond and graphite.

(k) Compare the structure of molecular substances, e.g.
methane, iodine, with those of giant molecular
substances, e.g. poly(ethene); sand; diamond; graphite
in order to deduce their properties.
(l)
Compare the bonding and structure of diamond and
graphite in order to deduce properties such as
electrical conductivity, lubricating or cutting action
(students will not be required to draw the structure).
(m) Deduce the physical and chemical properties of
substances from their structures and bonding and vice
versa.
10
http://www.rdg.ac.u
k/~scsharip/tube.ht
m
http://www.pa.msu.
edu/cmp/csc/nanot
ube.html
TOPIC 5:
CHEMICAL FORMULAE
Duration:
2 weeks
Prior Knowledge:
Topic 3 – Atomic Structure, Topic 4 – Chemical Bonding
Links to:
Topic 6 – Types of Common Chemical Reactions, Topic 7 – Stoichiometry and Mole Concept, Topic 9 – Acids, Bases and Neutralisation,
Topic 10 – Salts
Keywords:
binary compounds, covalent compound, diatomic molecule, valency, monovalent ion, divalent ion, trivalent ion.
Learning outcomes:
Students should be able to:







state the formulae of common positive ions.
state the formulae of common negative ions.
state that the ionic compounds are made up of positive and negative ions.
use valency to write the formula of a compound.
state that metallic element precedes the non-metallic element in writing the
formula of ionic compound.
state that the total sum of charges in an ionic compound must equal to zero.
apply cross method using valency to derive the formulae of ionic compounds.





11
write the number of atoms as subscript on the right.
ignore subscript ‘1’ if the number of atom is 1.
use bracket for polyatomic ions, e.g. CaOH2 .
count the number of atoms of each element in a compound.
state the valency of elements from the structural formula of covalent
compound.
Topic / Sub-topic
TOPIC 5
Chemical Formulae
 Formula of ionic and covalent
compounds
No. of
Weeks
Lesson Objectives
Activity 5.1
To work out the formula of ionic compound using
card games.
Students should be able to:
(a) State the symbols of the elements and formulae of the
compounds mentioned in the syllabus.
(b) Deduce the formula of simple compound from the
relative numbers of atoms present and vice versa.
(c) Deduce the formula of simple ionic compounds from the
charges on the ions present and vice versa.
12
Suggested Activities
2
Resources
TOPIC 6:
TYPES OF COMMON CHEMICAL REACTIONS
Duration:
4 weeks
Prior Knowledge:
Topic 5 – Chemical Formula
Links to:
Topic 8 – Experimental Chemistry, Topic 9 – Acids, Bases and Neutralisation, Topic 10 – Salts, Topic 12 – Metals and Extraction,
Topic 13 – The Periodic Table
Keywords:
reactivity series of metals, direct combination reaction, solubility of salt, neutralization, metal, acid, carbonate, precipitation reaction,
displacement reaction, thermal decomposition, direct reaction, chemical equation, ionic equation, word equation.
Learning outcomes:
Students should be able to:






state whether a salt is soluble or insoluble by referring to the general rules of
solubility.
write word equation for a given reaction.
state the products formed from various types of chemical reactions
relate that thermal decomposition of carbonate leads to the production of
gas and an oxide.
test gas produced and observe colour change of solid in the thermal
decomposition of carbonate.
observe the difference in physical and chemical properties between binary
compound from its constituents.





13
write formulae of simple covalent and ionic compounds including formulae of
non-metallic elements.
balance a chemical equation for a given reaction.
recognize that only soluble ionic substances will be able to dissociate for
ionic equations.
eliminate spectator ions in the chemical equation to obtain the ionic
equation.
balance total charges of reactants and products in an ionic equation.
Topic / Sub-topic
TOPIC 6
Types of Common Chemical Reactions
 Introduction to Reactivity Series of
Metals.
 Solubility of salt
 Neutralization
 Metal + water
 Metal + acid
 Acid + carbonate reaction
No. of
Weeks
Lesson Objectives
Suggested Activities
Activity 6.1
Practical: To show neutralisation between dilute
hydrochloric acid and dilute sodium hydroxide (using
various indicators including phenolphthalein).
Students should be able to:
(a) Describe the general rules of solubility of common salts
include nitrates, chlorides (including silver and lead),
sulphates (including barium, calcium and lead),
carbonates, hydroxides, Group I cations and ammonium
salts.
(b) Describe and give examples of different types of
common chemical reactions.
4
Activity 6.2
Practical: To show relative reactivity of metals with
water.
Safety: A very small amount of potassium and
sodium to be used in this reaction. Safety screen or
goggles are advised.
Practical Skill: Be able to describe and observe
accurately and compare the degree of reactivity
among the different metals.
Activity 6.3
Practical: To show reaction between metals and
dilute hydrochloric acid.
Safety: Do not use potassium or sodium.
Activity 6.4
Practical: To show reaction of carbonates with
dilute hydrochloric acid.
14
Resources
Topic / Sub-topic

Precipitation reaction

Displacement reaction

Thermal decomposition
No. of
Weeks
Lesson Objectives
Suggested Activities
Activity 6.5
Practical: To show precipitation reactions.
Practical Skill: Observe precipitation from adding
two solutions.
Activity 6.6
Practical: To show displacement reactions between
metals.
Practical Skill: observe colour change of solution
and deposit formed on the surface of the original
metal.
Activity 6.7
Practical: To show displacement reaction between
halogens.
Activity 6.8
Practical: To show thermal decomposition of
carbonates.

Direct reaction
Activity 6.9
Practical: To show direct reaction by heating.


Chemical equation
Ionic equation
(d) Interpret and construct chemical equations, with state
symbols, including ionic equation.
15
Resources
TOPIC 7:
STOICHIOMETRY AND MOLE CONCEPT
Duration:
4 weeks
Prior Knowledge:
Identify Atomic Mass from Periodic Table, deduce Chemical Formula (ionic and covalent), balancing chemical equation.
Links to:
Topic 6 – Types of Common Chemical Reactions
Keywords:
relative molecular mass, (Mr), empirical formula, molecular formula, moles, mole ratio, molar mass, molar volume, molar concentration,
Avogadro’s number (though not in syllabus, important concept), limiting reagent, excess reagent, % yield, % purity.
Misconception:
In stoichiometry the ratio for reacting substances is moles to moles instead of mass to mass, molar volume of gas (24 dm 3 per mole at r.t.p) is
often used even for solution.
Learning outcomes:
Students should be able to:






calculate empirical formula, given % by mass or mass itself,
work out the molecular formula given the molecular mass and empirical
formula which was deduced.
calculate the number of moles given either mass, volume of gas, or
concentration and volume of solution.
use mole ratio to answer the question asked.
deduce the limiting reagent and hence the yield expected given the amount
of both reactants.
calculate number of moles given the concentration and volume of solution.



16
relate titration results to calculations. Convert concentration mol dm 3 to
g dm 3 and vice versa.
deduce mass of theoretical yield in question and mass of impurity in
question.
M V
apply a a  x , where x is the mole ratio of the reacting solutions.
M b Vb
Topic / Sub-topic
TOPIC 7
Stoichiometry and Mole Concepts
 Relative atomic mass
 Relative molecular (or formula)
mass
 Avogadro’s number **
(** although not in syllabus but it is
an important chemistry concept)
No. of
Weeks
Lesson Objectives
Students should be able to:
(a) Deduce the formula of simple compound from the
relative numbers of atoms present and vice versa.
(b) Define relative atomic mass, Ar .
(c) Define relative molecular mass, M r , and calculate
relative molecular mass (relative formula mass) as the
sum of relative atomic masses.
(d) Calculate the percentage mass of an element in a
compound when given appropriate information.





Molar mass
Molar volume
Molar concentration
Empirical formula
Limiting reactants
(e) Calculate empirical and molecular formulae from
relevant data.
(f)
Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 dm 3 at room
temperature and pressure); calculating involving the
idea of limiting reactants may be set (questions on the
gas laws and the calculation of gaseous volumes at
different temperatures and pressures will not be set).
(g) Apply the concept of solution concentration (in

Percentage yield and percentage
purity
mol/dm 3 or g/dm 3 ) to process the results of
volumetric experiments and to solve simple problems
(appropriate guidance will be provided where unfamiliar
reactions are involved)
(h) Calculate % yield and % purity.
17
4
Suggested Activities
Resources
Activity 7.1
Practical:
To prepare standard solution of
copper(II) sulphate.

Activity 7.2
Experiment: To determine the percentage purity of
sodium carbonate in a mixture of sodium carbonate
and ammonium carbonate.

http://www.carlton.
paschools.pa.sk.ca
/chemical/Molemas
s/default.htm
http://www.carlton.
paschools.pa.sk.ca
/chemical/Molemas
s/moles6.htm
TOPIC 8:
EXPERIMENTAL CHEMISTRY
Duration:
3 weeks
Prior Knowledge:
Topic 6 – Types of Common Chemical Reactions
Links to:
Topic 9 – Acids, Bases and Neutralisation, Topic 10 - Salt
Keywords:
solute, solvent, solution, filtration, filtrate, residue, crystallisation, simple distillation, fractional distillation, chromatography, chromatogram,
decantation.
Misconception:
1. The common misconception is that all salts are soluble in water. This could be due to mistaking the word salt to mean table salt, which is soluble.
2. Air is not necessarily in the gaseous form all the time. It can be liquefied and fractionally distilled.
Safety:
Take care while separating ethanol by fractional distillation. It catches fire easily.
Learning outcomes:
Students should be able to:




state the method of separating soluble and insoluble substances by filtration.
state the method of separating solvent from solution by simple distillation.
state the method of separating miscible liquids by fractional distillation.
state the method of separating immiscible liquids by using separating funnel.



18
suggest a suitable method of separation given the information about the
substances involved.
describe the separation of petroleum fractions by fractional distillation.
describe the method of separating substances by chromatography and
calculate the R f value.
Topic / Sub-topic
TOPIC 8
Experimental Chemistry
 Separation techniques
No. of
Weeks
Lesson Objectives
Activity 8.1
Practical: To obtain copper(II) sulphate crystals
from a mixture of copper(II) sulphate and sand.
Students should be able to:
(a) Name appropriate apparatus for the measurement of
time, temperature, mass and volume, including burettes,
pipettes, measuring cylinders and gas syringes.
Activity 8.2
Demonstration on decanting and using separating
funnel.
(b) Suggest suitable apparatus, given relevant information,
for a variety of simple experiments, including collection
of gases and measurement of rates of reaction.

Tests of purity
Activity 8.3
Demonstration on simple distillation (using salt
solution).
(c) Describe methods of purification by the use of a suitable
solvent, filtration and crystallisation, distillation and
fractional distillation, with particular references to the
fractional distillation of crude oil, liquid air and fermented
liquor.
(d) Suggest suitable methods of purification, given
information about the substances involved.
(e) Describe paper chromatography and interpret
chromatograms including comparison with ‘known’
samples and the use of R f values.
(f)
Explain the need to use locating agents in the
chromatography of colourless compounds.
(g) Deduce from the given melting point and boiling point
the identities of substances and their purity.
(h) Explain that the measurement of purity in substances
used in everyday life, e.g. foodstuffs and drugs, is
important.
19
Suggested Activities
Activity 8.4
Demonstration on fractional distillation (using
ethanol and water).
3
Activity 8.5
Experiment: To separate various dyes in food
colouring and measure the R f values.
Resources
TOPIC 9:
ACIDS, BASES AND NEUTRALIZATION
Duration:
4 weeks
Links to:
LSS – Acid and Alkali, Topic 5 – Chemical Formulae, Topic 6 – Types of Common Chemical Reaction
Keywords:
strong acid, weak acid, complete dissociation, partial dissociation, hydrogen ions, hydroxide ions, neutralization, acidity, alkalinity, neutral oxide,
acidic oxide, basic oxides, amphoteric oxides, acidic soil, lime
Misconception:
Not necessary the reaction between an acid and an alkali will end up neutral. The amounts of the reacting substances need to be considered.
Safety:
1
2
3
4
Wash hand thoroughly when in contact with alkalis or acids.
Do not fill the pipette by sucking with the mouth, use pipette filler.
Be careful not to suck the solution into the pipette filler, this will spoil the filler.
Use goggles during heating.
Learning outcomes:
Students should be able to:









define acid.
state the formula of common ion present in all acid.
give some examples of acids.
state the physical properties of acid; its taste, pH values, effects on litmus
paper and universal indicator paper.
define base and alkali and give examples.
describe the reaction of acids and metals.
describe the reaction of acids and bases.
describe the reaction of acids and carbonates.
state the difference between a strong and a weak acid.








20
construct and write ionic equation for neutralisation reaction.
explain why soil becomes acidic.
describe how to treat acidic soil.
give some uses of acid.
state the physical properties of alkali; its taste, pH values, effect on litmus
paper and universal indicator paper.
describe the reaction of alkali with ammonium salts.
give some uses of alkali.
classify oxides as acidic, basic, amphoteric and neutral.
Topic / Sub-topic
TOPIC 9
Acids, Bases, and Neutralization
 The characteristics properties of
acids and bases
 Acid – base titration
No. of
Weeks
Lesson Objectives
Activity 9.1
Practical: To neutralise hydrochloric acid by
titrating with sodium hydroxide solution.
Students should be able to:
(a) Describe the meaning of the terms acid and alkali in
term of the ions they contain or produce in aqueous
solution and their effect on universal indicator paper.
Activity 9.2
Practical: To titrate sodium carbonate and
hydrochloric acid and to find percentage purity of
sodium carbonate
(b) Describe how to test hydrogen ion concentration and
hence relative acidity using universal indicator paper
and the pH scale.
Activity 9.3
Experiment: To show reaction between sodium
hydroxide and ammonium chloride.
(c) Describe the characteristics properties of acids as in
reactions with metals, bases and carbonates.
(d) Describe qualitatively the difference between strong
and weak acids in term of the extent ionisation.
(e) Describe neutralisation as a reaction between
hydrogen ions and hydroxide ions to produce water.
H   OH - 
 H 2 O
(f)
Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calcium
hydroxide.
(g) Describe the characteristics properties of bases in
reaction with acid and with ammonium salts.

Types of oxides
(h) Classify oxides as acidic, basic and amphoteric,
based on metallic/non-metallic character.
21
Suggested Activities
4
Resources

http://www.levity.co
m/alchemy/symaci
ds.html/
TOPIC 10:
SALTS
Duration:
3 weeks
Links to:
Topic 8 – Experimental Chemistry, Topic 5 – Chemical Formulae, Topic 6 – Types of Chemical, Topic 9 – Acids, Bases and Neutralisation
Keywords:
soluble salt, insoluble salts, crystals, saturated solution, precipitates, solubility, dissolving, filtration, evaporation, crystallisation, filtrate, residue
Misconception:
The common misconception is that all salts are soluble in water. This could be due to mistaking the word salt to mean table salt, which is soluble.
Learning outcomes:
Students should be able to:





describe how to prepare copper(II) sulphate crystals by reacting an acid with insoluble base / carbonate.
describe how to prepare insoluble salt of silver chloride by precipitation.
describe how to prepare soluble salt of sodium chloride by reaction of alkali and acid (titration)
use the table of solubility of salts.
write a balanced chemical equation for preparation of a named salt.
22
Topic / Sub-topic
TOPIC 10
Salts
 Preparation and purification of salts

Precipitation
No. of
Weeks
Lesson Objectives
Activity 10.1
Practical: To prepare copper(II) sulphate crystal by
reacting sulphuric acid with copper(II) oxide or
copper(II) carbonate.
Students should be able to:
(a) Describe the technique used in the preparation,
separation and purification of salts (method of
preparation should include precipitation and titration
together with reactions of acid with metals, insoluble
bases and insoluble carbonates).
(b) Suggest a method of preparing a given salt from
suitable starting materials, given appropriate
information.
Suggested Activities
Activity 10.2
Practical: To prepare insoluble salt.
3
Activity 10.3
Experiment:
water.
To investigate solubility of salts in
Activity 10.4
Experiment: To determine the solubility of salts
in g cm 3 .
23
Resources
TOPIC 11:
QUALITATIVE ANALYSIS
Duration:
4 weeks
Prior Knowledge:
Topic 5 – Chemical Formula, Topic 10 – Salts
Links to:
Topic 6 – Types of Common Chemical Reactions
Keywords:
cations, anions, gases, precipitate, soluble, insoluble, in excess, coloured / colourless solution, effervescence, no visible change, gelatinous,
powdery
Misconception:
Clear is always misconceived as colourless. In fact any coloured solution is clear as long as it allows light to pass through.
Learning outcomes:
Students should be able to:







read and follow the procedures and instructions closely.
carry out tests to identify the presence of cations using aqueous sodium hydroxide and aqueous ammonia.
describe what is observed when aqueous sodium hydroxide and aqueous ammonia are added to the cations.
carry out test to identify the presence of anions (carbonate, chloride, iodide, sulphate and nitrate).
name each precipitate formed by the reaction of anions with the respective reagents.
describe what is observed during the test, together with the equations for the reactions.
describe the test for the common gases and water vapour.
24
Topic / Sub-topic
TOPIC 11
Qualitative Analysis
 Identification of ions
No. of
Weeks
Lesson Objectives
Students should be able to:
Activity 11.1
Practical: To identify the following cations:
(a) Describe the use of aqueous sodium hydroxide and
aqueous ammonia to identify the following aqueous cations:
aluminium, ammonium, calcium, copper(II), iron(II), iron(III)
and zinc (formula of complex ions are not required).
Al 3  , NH 4 , Ca 2  , Cu 2  , Fe 2  , Fe 3  , and Zn 2 
Activity 11.2
Practical: To identify the following anions:
CO 32  , Cl  , I  , NO 3 , and SO 42 
(b) Describe test to identify the following anions: carbonates (by
addition of dilute acid and subsequent use of limewater);
chloride (by reaction of aqueous solution with nitric acid and
aqueous silver nitrate); iodide (by reaction of aqueous
solution with nitric acid and aqueous lead(II) nitrate); nitrate
(by reduction with aluminium and aqueous sodium
hydroxide to ammonia and subsequent use of litmus paper)
and sulphate (by reaction of an aqueous solution with nitric
acid and aqueous barium nitrate).

Identification of gases
Suggested Activities
(c) Describe test to identify the following gases: ammonia
(using damp red litmus paper); carbon dioxide (using
limewater); chlorine (using damp litmus paper); hydrogen
(using burning splint); oxygen (using a glowing splint) and
sulphur dioxide (using acidified potassium dichromate (VI)).
(d) Describe a chemical test for water.
25
Activity 11.3
Practical: To test for gases: ammonia, carbon
dioxide, chlorine, hydrogen, oxygen and sulphur
dioxide.
4
Resources
TOPIC 12:
METALS AND EXTRACTION
Duration:
4 weeks
Prior Knowledge:
Topic 6 – Types of Common Chemical Reactions
Links to:
Topic 13 – The Periodic Table
Keywords:
alloys, reactivity series, thermal stability, displacement reaction, metal ores, sacrificial protection, recycling, galvanizing, corrode preferentially.
Learning outcomes:
Students should be able to:















list out the general physical properties of metals in term of their structure.
define alloys.
give examples of alloys.
draw diagrams to show the representation of pure metals and alloys.
state the differences between physical properties of metals and alloys.
write the equations for the reactions of metals with water and metals with
dilute acids.
write equations for the reduction reactions of the metal oxides by carbon or
hydrogen.
arrange metals in order of their reactivity, most reactive to least reactive.
relate reactivity series to the tendency of a metal to form its positive ion.
compare the reactivity of metals by displacement reaction.
write equations for the action of heat on the carbonates of the metals in the
reactivity series.
relate thermal stability to the reactivity series.
name the methods by which metals are obtained from their ores and relate
these to their positions in the reactivity series.
define recycling.
list out the social, economic and environmental advantages and
disadvantages of recycling metals.













26
give examples of common metals that can be recycled.
outline the reactions taking place in the blast furnace for the extraction of
iron from haematite.
state the raw materials needed for the extraction of iron in the blast furnace.
sketch the diagram of the blast furnace and label the raw materials input into
the furnace and the products collected.
state the uses of the pig iron obtained from the extraction and give the uses
of the different types of steel made from the iron.
relate the uses of the high carbon steel, low carbon steel and mild steel to
their physical properties.
define rusting.
state the conditions needed for corrosion(rusting) to occur.
give ways to prevent rusting from taking place (painting, greasing, plastic
coating, galvanizing and sacrificial protection)
define sacrificial protection.
relate how sacrificial protection work to the positions of metals in the
reactivity series.
state the reason why underwater pipes have a piece of magnesium attached
to them.
outline the extraction of aluminium (refer to electrolysis).
Topic / Sub-topic
TOPIC 12
Metals and Extraction
 Properties of metals
 Alloys and uses
No. of
Weeks
Lesson Objectives
Students should be able to:
(a) Describe the general physical properties of metals (as solids
having high melting point and boiling points; good conductor
of heat and electricity) in term of their structure.
(d) Explain why alloys have different physical properties to their
constituent elements.
Metal + water
Metal + acid
(ii)

Displacement reaction
(f)
The reduction, if any, of their oxides by carbon and/or
by hydrogen.
Describe the reactivity series as related to the tendency of a
metal to form its positive ion, illustrated by its reaction
(i)
The aqueous ions of the other listed metals
(ii)
The oxides of the other listed metals
(g) Deduce the other of reactivity from a given set of
experimental results.

Thermal decomposition
(h) Describe the action of heat on the carbonates of the listed
metals and relate thermal stability to the reactivity series.
27
Activity 12.1
Experiment: To compare the reactivity of metals by
displacement reaction.
 http://en.wikipedi
a.org/wiki/Thermit
e
 http://jchemied.ch
em.wisc.edu/JCE
Soft/CCA/sample
s/cca7thermite.ht
ml
 http://davidavery.
co.uk/thermite/
 http://www.bbc.co
.uk/history/british/
victorians/launch
_ani_blast_furnac
e.shtml
 http://www.howst
urffworks.com.iro
n.htm
Activity 12.3
Experiment:
carbonates.
(c) Identify representation of metals and alloys from diagrams
of structures.


Resources
Activity 12.2
Demonstration: To show Thermit reaction (reduction
of metal oxide).
(b) Describe alloys as a mixture of a metal with another
element, e.g. brass; stainless steel.
(e) Place in order of reactivity calcium, copper, (hydrogen), iron,
lead, magnesium, potassium, silver, sodium and zinc by
reference to
(i) The reactions, if any, of the metals with water, steam
and dilute hydrochloric acid.
Suggested Activities
4
To show action of heat on the
Topic / Sub-topic
No. of
Weeks
Lesson Objectives

Extraction of metals
(i)
Describe the ease of obtaining metals from their ores by
relating the elements to their positions in the reactivity
series.

Recycling of metals
(j)
Describe metal ores as a finite resource and hence the need
to recycle metals.
(k) Discuss the social, economic and environmental
advantages and disadvantages of recycling metals, e.g.
aluminium and copper.

Iron
(l)
Describe and explain the essential reactions in the reaction
of iron using haematite, limestone and coke in the blast
furnace.
(m) Describe steels as alloys which are a mixture of iron with
carbon or other metals and how controlled use of these
additive changes the properties of the iron, e.g. high carbon
steels are strong but brittle whereas low carbon steels are
softer and more easily shaped.
(n) State the uses of mild steel (e.g. car bodies; machinery) and
stainless steel (e.g. chemical plant; cutlery; surgical
instruments)
(o) Describe the essential condition for the corrosion (rusting) of
iron as the presence of oxygen and water; prevention of
rusting can be achieved by placing a barrier around the
metal (e.g. painting; greasing; plastic coating; galvanising)
(p) Describe the sacrificial protection of iron by a more reactive
metal in terms of the reactivity series where the more
reactive metal corrode preferentially (e.g underwater pipes
have a piece of magnesium attached to them).

Aluminium
(refer to electrolysis)
28
Suggested Activities
Activity 12.4
Experiment: To determine conditions for rusting.
Activity 12.5
Experiment: To show sacrificial protection of metal.
Activity 12.6
Experiment: To reduce lead(II) oxide by carbon.
Resources
SPN 21
CHEMISTRY 5070
SCHEME OF WORKS
YEAR 10
TOPIC
TITLE
NO. OF
WEEKS
13
The Periodic Table
2
14
Energy from Chemicals
3
15
Electrolysis
4
16
Speed of Reaction
4
17
Reversible Reactions
3
18
Redox
4
19
Atmosphere and Environment
2
20
Organic Chemistry
6
Total
29
28
TOPIC 13:
THE PERIODIC TABLE
Duration:
2 weeks
Links to:
Topic 3 – Atomic Structure
Keywords:
period, group, group property, periodic trend, Metallic/non-metallic character, alkali metal, transition metal, halogen, monatomic, diatomic,
variable valency.
Learning outcomes:
Students should be able to:






describe how the elements are arranged in the Periodic Table.
describe how the position of an element in the Periodic Table is related to
the proton number and electronic structure.
identify the metals and non-metals from the Periodic Table.
describe the relationship between group number to the number of valence
electrons in an element.
describe the relationship between period number to the number of shell in an
element.
describe the change from metal to non-metal across the Periods from left to
right.







30
describe the relationship between group number to the ionic charge for an
element (especially for metals in Group I, II and III; non-metals in Group VII,
VI).
describe the main physical properties of alkali metals, halogens and noble
gases.
describe the trend in physical properties down the groups for alkali metals
and halogens.
describe the trend in chemical properties of Group I and Group VII.
describe the main properties of the transition metals.
describe the unreactivity of the noble gases.
state the main uses of the noble gases.
Topic / Sub-topic
TOPIC 13
The Periodic Table
 Periodic trends
No. of
Weeks
Lesson Objectives
Students should be able to:
(a) Describe the Periodic Table as an arrangement of the
elements in the order of increasing proton (atomic) number.
(b) Describe how the position of an element in the Periodic
Table is related to proton number and electronic structure.
(c) Describe the relationship between Group number and the
ionic charge of an element.
(d) Explain the similarities between the elements in the same
Group of the Periodic Table in terms of their electronic
structure.
(e) Describe the change from metallic to non-metallic character
from left to right across a period in the Periodic Table.
(f)
Describe the relationship between Group number, number
of valency electrons and metallic/non-metallic character.
(g) Predict the properties of elements in Group I, VII and the
transition elements using the Periodic Table.

Group I
(h) Describe lithium, sodium and potassium in Group I (the
alkali metals) as a collection of relatively soft, low density
metal showing a trend in melting point and in their reaction
with water.

Group VII
(i)
Describe chlorine, bromine and iodine in Group VII (the
halogens) as a collection of diatomic non-metal showing a
trend in colour, state and their displacement reaction with
solution of other halide ions.
31
2
Suggested Activities
Resources
Activity 13.1
Experiment: To show the reactivity of group I metals
with water.
 http://www.chemi
stry.co.nz/mandel
eev.htm
 http://www.period
ictable.com/page
s/AAE_History.ht
ml
 http://www.upei.c
a/~physics/p221/
pro00/periodicTbl
e/page2.html
 http://chemlab.pc.
maricopa.edu/per
iodic/foldedtable.
html
 http://webelement
s.com
 www.chemicalele
ments.com
 http://pearl1.lanl.
gov/periodic
 http://www.wou.e
du/las/physci/ch4
12/alttable.htm
 http://upei.ca/~ph
ysics/p221/pro00/
periodicTble/pag
e4.html
 http://chemicalele
ments.com/group
s/alkali.html
Topic / Sub-topic

Group O – Noble gases
No. of
Weeks
Lesson Objectives
(j)
Describe the elements in Group 0 (the noble gases) as a
collection of monatomic elements that are chemically
unreactive and hence important in providing an inert
atmosphere, e.g. argon and neon in light bulb, helium in
balloons; argon in the manufacture of steel.
(k) Describe the lack of reactivity of the noble gases in term of
their electronic structure.

Transition elements
(l)
Describe the central block of elements (transition metals)
are metal having high melting points, high density, variable
oxidation state and forming coloured compounds.
(m) State the use of these elements and /or their compounds as
catalyst, e.g. iron in the Haber process; vanadium(V) oxide
in the Contact process; nickel in the hydrogenation of
alkenes, and how catalyst are used in industry to lower
energy demands and hence are economically
advantageous and help to conserve energy sources.
32
Suggested Activities
Resources
Activity 13.3
Demonstration: To show coloured solution of
transition metals.
 http://www.chemical
elements.com/grou
ps/halogens.html
 http://www.warpoetr
y.co.uk/owen1.html
 http://barney.gonza
ga.edu/~bpiermat/p
oem/DulceetDecoru
mEst.html
TOPIC 14:
ENERGY FROM CHEMICALS
Duration:
3 weeks
Prior Knowledge:
Topic 4 – Chemical Bonding, Topic 5 – Chemical Formulae, Topic 7 – Stoichiometry and Mole Concepts
Links to:
Topic 15 – Electrolysis, Topic 20 – Organic Chemistry, Biology – Plant Nutrition
Keywords:
exothermic, endothermic, energy profile diagram, enthalpy changes, activation energy, bond breaking, bond making, fuel, Photosynthesis,
heat of combustion, heat of neutralisation, heat of solution.
Learning outcomes:
Students should be able to:






OR
describe the meaning of the terms exothermic and endothermic.
draw the energy profile diagram for exothermic reaction.
draw the energy profile diagram for endothermic reaction.
state what is meant by  H in a reaction
use the formulae below (also by referring to the energy profile diagrams) to
determine whether a reaction is exothermic or endothermic:
ΔH  Ein - E out , where
E in is energy taken in (absorbed) in the reaction which is endothermic.
E out is energy given out (released) in the reaction which is exothermic.
determine that the reaction is endothermic if E in is bigger than E out ,
(  H positive), and exothermic if E in is smaller than E out , (  H negative).
ΔH  E f - E i , where
E f is the final energy level (products)
E i is the initial energy level (reactants)








33
determine that the reaction is endothermic if E f bigger than E i , and
exothermic is E f is smaller than E i .
state that bond breaking is endothermic because heat energy is absorbed.
state that bond forming/making is exothermic because heat energy is
released.
explain in term of change in heat energy of bond breaking and bond
forming/making exothermic or endothermic reactions.
calculate heat of reaction for a given reaction with bond energies.
state that combustion is an example of exothermic reaction.
state that hydrogen is needed to generate electricity in a fuel cell, together
with oxygen.
discuss the production of electrical energy from simple cell, with respect to
reactivity series.
Topic / Sub-topic
TOPIC 14
Energy From Chemicals
 Exothermic reaction
 Endothermic reaction
 Energy profile diagram
 Bond energy
 Enthalpy change
No. of
Weeks
Lesson Objectives
Activity 14.1
Practical: To find ΔH using 0.1M HCl and 0.1M
NaOH solutions.
Students should be able to:
(a) Describe the meaning of enthalpy change in term of
exothermic ( H negative) and endothermic ( H positive)
reactions.
Activity 14.2
Demonstration: To investigate heat of solution of
salts.
(b) Represent energy changes by energy profile diagrams,
including reaction enthalpy changes and activation energies.
Activity 14.3
Experiment: To set up Daniel cell.
(c) Describe bond breaking as an endothermic process and bon
making as an exothermic process.
(d) Explain overall enthalpy changes in term of the energy
changes associated with the breaking and making covalent
bonds.
(e) Describe combustion of fuels as exothermic, e.g. wood; coal;
oil; natural gas; hydrogen.
(f)
Describe hydrogen, derived from water or hydrocarbons, as a
potential fuel for use in future, reacting with oxygen to
generate electricity directly in a fuel cell (details of the
construction and operation of a fuel cell are not required) and
discuss the advantages and disadvantages of this.
(g) Name natural gas, mainly methane, and petroleum as a
sources of energy.
(h) Describe photosynthesis as the reaction between carbon
dioxide and water in the presence of chlorophyll, using
sunlight (energy) to produce glucose and explain how this
can provide a renewable energy source.

Simple cell
(i)
Describe the production of electrical energy from simple cell
(i.e. two electrodes in an electrolyte) linked to the reactivity
series.
34
Suggested Activities
3
Resources
TOPIC 15:
ELECTROLYSIS
Duration:
4 weeks
Prior Knowledge:
Topic 4 – Chemical bonding, ionic equations
Links to:
Topic 5 – Chemical formulae, Topic 18 - Redox
Keywords:
electrode, anode, cathode, discharged, electrochemical series, electrolytic cell, anion, anode, cation, electrochemical series, electrolytic
cell, dry cell, electrolytes, electroplating, electrode reaction, inert electrode, non-electrolyte, reactive electrode, refine, selective discharged, molten,
aqueous, concentrated.
Misconception:
There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell).
Learning outcomes:
Students should be able to:









define electrolysis, electrodes and electrolytes.
draw and label diagram of an electrolytic cell.
give examples of some electrolytes and states the ions for each.
state the movement and direction of anions, cations and electrons in
electrolytic cell.
describe the observations and write electrode reactions that occur at the
anode and cathode during electrolysis.
describe the change (if any) in the electrolyte during electrolysis.
state that aqueous electrolytes are the mixture of an ionic solid dissolved in
water.
state that the selective discharged of ions is based on the following factors:
 Position of ions in the electrochemical series.
 Concentration of ions
 Nature of electrode
predict the ions to be discharged and the products formed in electrolysis of
given electrolytes.

state that some ions in aqueous solution are not easily discharged even
though they are present in high concentration.
example:
 Anions: F - , SO 2, NO -3 , and CO 24
3




35
 Cations: K  , Na  , Ca 2 , Mg 2 , and Al 3
describe the extraction of reactive metals by electrolytic process, example
extraction of aluminium.
explain the production of chemical during electrolysis such as chlorine and
sodium chloride from concentrated sodium chloride solution.
describe electroplating of metals such as copper using aqueous copper(II)
suphate.
state the importance of electroplating of metal.
Topic / Sub-topic
TOPIC 15
Electrolysis
 Introduction to electrolysis
No. of
Weeks
Lesson Objectives
Students should be able to:
(a) Describe electrolysis as the conduction of electricity by
an ionic compound (an electrolyte, when molten or
dissolved in water, leading to the decomposition of the
electrolyte.
Electrolysis of molten electrolytes
(c) Describe the mobility of ions present and the electrode
products, the electrolysis of molten lead bromide, using
inert electrodes.
4
Electrolysis of aqueous electrolytes
(e) Apply idea of selective discharge (linked to the reactivity
series for cations) to deduce the electrolysis of
concentrated aqueous sodium chloride, aqueous
copper(II) sulphate and dilute sulphuric acid using inert
electrodes.
(f)
Predict the likely products of the electrolysis of an
aqueous electrolyte, given relevant information.
(g) Construct ionic equations for the reactions occurring at
the electrodes during the electrolysis of the substances
mentioned in the syllabus.
36
Activity 15.1
Demonstration on electrolysis of molten lead(II)
bromide.
 http://www.corrosion
doctors.org/Electro
winning/Copper.htm
 http://www.chs.edu.
sg/~limth/lessons/2
002/Electrolysis/rea
ctive_electrodes.ht
m
 http://www.extremet
ech.com/article2/0,1
697,1155265,00.as
p
 http://www.ce.org/Pr
ess/CEA_Pubs/942.
asp
 http://.www.energize
r.com/learning/histor
yofbatteries.asp
 http://www.buchman
n.ca/chap1page3.asp
 http://www.corrosion
doctors.org/Biogrpa
hies/VoltaBio.htm
 http://www.howstuff
works.com/battery2.
htm
Activity 15.3
Demonstration on electrolysis of concentrated
sodium chloride solution.
(d) Predict the likely product of the electrolysis of a molten
binary compound.

Resources
Activity 15.2
Demonstration on electrolysis of dilute sodium
chloride solution.
(b) Describe electrolysis as evidence for the existence of
ions which are held in a lattice when solid but which are
free to move when molten or in solution.

Suggested Activities
Topic / Sub-topic

Electrolysis in industry
No. of
Weeks
Lesson Objectives
(h) Describe the electrolysis of aqueous copper(II) sulphate
with copper electrodes as means of purifying copper.
(i)
(j)
Describe the electroplating of metals, e.g. copper
plating, and recall one use of electroplating.
Describe the electrolysis of purified aluminium oxide
dissolved in molten cryolite as the method of extraction
of aluminium (starting materials and essential
conditions, including identity of electrodes should be
given together with equation for the electrode reactions
but no technical details or diagrams are required).
(k) Explain the apparent lack of reactivity of aluminium.
(l)
State the uses of aluminium and relate the uses to the
properties of this metal and its alloys, e.g. the
manufacture of aircraft; food containers; electrical
cables.
37
Suggested Activities
Resources
Activity 15.4
Demonstration on electrolysis
sulphate using carbon electrodes.
of
copper(II)
Activity 15.5
Demonstration on electrolysis
sulphate using copper electrodes.
of
copper(II)
Activity 15.6
Demonstration on electroplating of spatula with
copper.
TOPIC 16:
SPEED OF REACTION
Duration:
4 weeks
Prior Knowledge:
Relate gradient from graph (volume against time) to speed, interpret graphs given (from physics and maths)
Links to:
Topic 2 – Kinetic Particle Theory, Topic 6 – Types of Common Chemical Reactions, Topic 7 – Stoichiometry and Mole Concept,
Topic 14 – Energy from Chemicals
Keywords:
speed of reaction, gradient, catalyst, temperature, particle size, concentration, pressure, activation energy, measurable speed,
non-measurable speed.
Misconception:
Substances having bigger particle size are misconceived as having larger total surface area. Volumes of solutions are misconceived to be a
factor of rate of reaction.
Learning outcomes:
Students should be able to:






explain how pathways with lower activation energies account for the
increase in speeds of reactions.
relate the height of the Activation Energy to the speed of reaction.
state that transition elements and their compounds act as catalyst in a range
of industrial processes and that the enzymes are biological catalyst.
give examples of catalysts and their related industrial uses.
relate the speed of reaction to changes in temperature, concentration,
particle size and pressure.
suggest suitable method for investigating the effect of a given variable on the
speed of a reaction.



38
describe with the aid of diagrams how to measure the speed of reaction
between:
(a) hydrochloric acid and sodium thiosulphate based on the speed of
formation of sulphur.
(b) calcium carbonate and hydrochloric acid based on the rate of formation
of carbon dioxide
interpret data obtained from experiments concerned with speed of reaction.
interpret the speed from the data and the graph profile. Relate the gradient
to the speed of the reaction. When the gradient becomes zero means that
the reaction has completed.
Topic / Sub-topic
TOPIC 16
Speed of Reactions
No. of
Weeks
Lesson Objectives
Students should be able to:
(a) Describe the effect of concentration, pressure, particle
size and temperature on the speeds of reactions and
explain the effect in term of collisions between reacting
particles.
(d) State that transition elements and their compounds act
as catalyst in a range of industrial processes and that
enzymes are biological catalyst.
(e) Suggest suitable method for investigating the effect of a
given variable on the speed of a reaction.
(f)
Interpret data obtained from experiments concerned
with speed of reaction
39
Resources
Activity 16.1
Experiment: To show the effect of concentration
on the speed of reaction.
 http://www.chem4ki
ds.com/files/react_r
ates.html
 http://www.scijournal.org/index.ph
p?template_type=re
port&id=46&htm=re
ports/vol1no1/v1n1k
44.htm&link=reports
/home.php
 http://youth.net/nsrc
/sci/sci035.html#anc
hor1124013
Activity 16.2
Experiment: To show the effect of temperature on
the speed of reaction.
(b) Define the term catalyst and describe the effect of
catalyst (including enzymes) on the speeds of reactions.
(c) Explain how pathways with lower activation energies
account for the increase in speeds of reactions.
Suggested Activities
4
Activity 16.3
Experiment: To show the effect of particle size
using calcium carbonate (lump and powder) with
hydrochloric acid.
Activity 16.4
Experiment: To show the decomposition of
hydrogen peroxide using manganese(IV) oxide.
TOPIC 17:
REVERSIBLE REACTIONS
Duration:
3 weeks
Prior Knowledge:
Topic 16 – Speed of Reaction, Topic 14 – Energy from Chemicals.
Links to:
Topic 6 – Types of Common Chemical Reactions, Topic 7 – Stoichiometry and Mole Concept, Topic 9 – Acids, Bases and Neutralisation,
Topic 10 - Salt
Keywords:
Le Chatelier’s principle, dynamic equilibrium, backward reaction, forward reaction, (variables affecting shift in reaction- pressure, concentration,
temperature), speed of reaction, Haber process, Contact process.
Misconception:
Increase in temperature is misconceived to shift the equilibrium forward irrespective of whether it is exothermic or endothermic; Increase in pressure
for gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the products.
Equilibrium in reversible reaction must be seen as dynamic not static.
Learning outcomes:
Students should be able to:






state that interconversion of state of water is a reversible process.
state some reversible reactions in the lab, for example heating hydrated
copper (II) sulphate, converting potassium chromate (VI) to potassium
dichromate (VI) and vice versa by the addition of acid and alkali.
apply Le Chatelier’s Principle to predict the equilibrium shift when variables
are changed.
state what is meant by dynamic equilibrium.
Relate the equilibrium shift to changes in temperature, concentration and
pressure.
state the conditions for Haber process.







40
predict what will happen to the speed of reaction and shift of equilibrium
when any of the variables (temperature, concentration and pressure) are
changed.
state the reversible reactions involved in Contact process
state the uses of sulphur dioxide and sulphuric acid.
state the functions of the essential N, P, K elements for plants.
calculate % content of N, P, K in fertilizers.
describe the effects of eutrophication to the eco-system.
relate how adding ammonium fertilizers and liming can lead to unwanted
loss of ammonia.
Topic / Sub-topic
TOPIC 17
Reversible Reaction
 Le Chatelier’s principle
No. of
Weeks
Lesson Objectives
Activity 17.1
Practical: To show reversible reactions.
Students should be able to:
(a) State that some chemical reactions are reversible.
(b)
Understand Le Chatelier’s principle.
(c) Describe the idea that some chemical reactions can be
reversed by changing the reaction conditions.
(d) Describe the idea that some reversible reactions can
reach dynamic equilibrium and predict the effect of
changing the conditions.

Haber process
(e) Describe the use of nitrogen, from air, and hydrogen,
from cracking oil, in the manufacture of ammonia.
(f)
Suggested Activities
Describe the essential conditions for the manufacture of
ammonia by the Haber process.
(g) Describe the use of nitrogenous fertilisers in promoting
plant growth and crop yield.
(h)
Compare nitrogen content of salts used for fertilisers by
calculating percentage masses.
(i)
Describe eutrophication and water pollution problems
caused by nitrates leaching from farm land and explain
why the high solubility of nitrates increases these
problems.
(j)
Describe the displacement of ammonia from its salts
and explain why adding calcium hydroxide to soil can
cause the loss of nitrogen from added nitrogenous
fertiliser.
41
3
Resources
Topic / Sub-topic

Contact process
No. of
Weeks
Lesson Objectives
(k) Describe the manufacture of sulphuric acid from the raw
material sulphur, air and water in the Contact process.
(l)
State the use of sulphur dioxide as a bleach, in the
manufacture of wood pulp for paper and as a food
preservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture of
detergents and fertilisers; and as a battery acid.
42
Suggested Activities
Activity 17.2
Experiment: To prepare fertiliser using nitric acid
(the manufacture of fertilizer from ammonia).
Resources
TOPIC 18:
REDOX
Duration:
4 weeks
Prior Knowledge:
Topic 3 – Atomic Structure, Topic 4 – Chemical Formulae
Links to:
Topic 6 – Types of Common Chemical Reaction, Topic 12 – Metals and Extraction, Topic 16 – Electrolysis
Keywords:
Oxidation, reduction, oxidising agent, reducing agent, oxidation number/state.
Misconception:
1. Oxidation or reduction is NOT a reaction that is all by itself. For example, the burning of magnesium in the air is not oxidation as what most
people say it. It is redox.
2. A substance can be an oxidising agent in one reaction can be a reducing agent in another. For example, hydrogen peroxide, a common oxidising
agent, is not necessarily an oxidising agent all the time.
Learning outcomes:
Students should be able to:


interpret half equations as oxidation or reduction by the loss/gain of
electrons.
calculate the oxidation number/state of elements in binary and polyatomic
compounds.



43
identify changes in oxidation number/state of elements involved in redox
reaction.
state the colour changes of oxidising and reducing agents in redox reactions.
identify oxidising and reducing agents from symbol equation of a redox
reaction.
Topic / Sub-topic
TOPIC 18
Redox
No. of
Weeks
Lesson Objectives
Students should be able to:
(a) Define oxidation and reduction (redox) in terms of
oxygen/hydrogen gain/loss.
(b) Define redox in term of electron transfer and changes in
oxidation states.
(c) Identify redox reactions in terms of oxygen/hydrogen,
and/or electron, gain/loss, and/or changes in oxidation
state.
(d) Describe the use of aqueous potassium iodide, and
acidified potassium manganate(VII) and acidified
potassium dichromate(VI) in testing for oxidising and
reducing agents from the resulting colour changes.
44
4
Suggested Activities
Resources
Activity 18.1
Demonstration: To show the colour changes in
oxidising
agents
–
acidified
potassium
manganate(VII) and acidified potassium dichromate.
 http://www.chemistr
y.co.nz/redox_oxi_a
a.htm
 http://www.chemistr
y.co.nz/redox_test.h
tm
Activity 18.2
Demonstration: To show the colour change of
iodide ion in redox reaction.
TOPIC 19:
ATMOSPHERE AND ENVIRONMENT
Duration:
2 weeks
Prior Knowledge:
Gases in the air and composition, pollutant gases, complete and incomplete combustion, bacterial decay of vegetable matter, industrial wastes,
the formation of acid rain, depletion of ozone layer.
Links to:
Biology – Effects of man on the ecosystem.
Keywords:
Gaseous pollutants, effluent, complete and incomplete combustion, catalytic converter, ozone layer, greenhouse effect, eutrophication,
chlorofluorocarbon.
Misconception:
1. Carbon dioxide, a waste product of respiration, is not a pollutant as some people may have thought so.
2. Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun.
Learning outcomes:
Students should be able to:





name some common gaseous pollutants in the air and their sources.
explain the effects of gaseous pollutants on health and environment.
describe the formation of acid rain.
describe the formation of carbon monoxide gas from incomplete combustion
of fuels.
explain the need for catalytic converters in cars to reduce air pollution.




45
explain the importance of ozone layer in the atmosphere.
state some greenhouse gases and how they cause global warming.
explain the effect of effluents on aquatic life.
describe the use of chemical fertilisers in farming as an environmental
hazard.
Topic / Sub-topic
TOPIC 19
Atmosphere and Environment
 Air
No. of
Weeks
Lesson Objectives
Suggested Activities
Activity 19.1
Students’ research and presentation.
Students should be able to:
(a) Describe the volume composition of gases present in
dry air as 79% nitrogen, 20% oxygen and the remainder
being noble gases (with argon as the main constituent)
and carbon dioxide.
(b) Describe the separation of oxygen, nitrogen and the
noble gases from liquid air by fractional distillation.
(c) State the use of oxygen (e.g. making steel; oxygen tents
in hospitals; together with acetylene, in welding).
(d) Name common atmospheric pollutants (e.g. carbon
monoxide; methane’ nitrogen oxides ( NO and NO 2 );
ozone; sulphur dioxide; unburned hydrocarbons).
(e) State the source of these pollutants as:
2
(i)
Carbon monoxide from the incomplete
combustion of carbon-containing substances.
(ii)
Methane from bacterial decay of vegetable
matter.
(iii)
Nitrogen oxides from lightning activity and
internal combustion engines.
(iv)
Ozone from photochemical reactions responsible
for the formation of photochemical smog.
(v)
Sulphur dioxide from volcanoes and combustion
of fossil fuels.
(vi)
Unburned
hydrocarbons
combustion engines.
from
internal
46
Resources
 http://www.scijounal.org/index.php
?template_type=rep
ort&id=28&htm=repr
ts/vol3no1/v3n1k43.
html&link=reports/h
ome.php
 http://youth.net/nsrc
/sci/sc047.html#anc
hor1415078
 http://www.nea.gov.
sg/psi/
 http://epa.gov/acodr
ain/index.html
 http://www.geocities
.com/whatsacidrain/
 http://www.angelfire.
com/ks/boredwalk/
 http://www.sciences
horts.com/articles/a
cid%20Rain.htm
 http://www.madison.
k12.wi.us/stugeon/a
cfacts.htm
 http://www.epa.gov/
globalwarming
 http://youth.net/nsrc
/sci/sci023.html#anc
hor1264372
 http://youth.net/nsrc
/sci/sci023.html#anc
hor1266081
Topic / Sub-topic
No. of
Weeks
Lesson Objectives
(f)
Describe the reaction used in possible solutions to the
problems arising from some of the pollutants named in
(d).
(i)
The redox reactions in catalytic converters to
remove combustion pollutants.
(ii)
The use of calcium carbonate to reduce the
effect of ‘acid rain’ and flu gas desulphurisation.
(g) Discuss some of the effects of these pollutants on
health and on the environment.
(i)
The poisonous nature of carbon monoxide.
(ii)
The role of nitrogen dioxide and sulphur dioxide
in the formation of ‘acid rain’ and its effect on
respiration and building.
(h) Discuss the importance of the ozone layer and the
problem involved with the depletion of ozone by reaction
with
chlorine
containing
compounds,
chlorofluorocarbons (CFCs).
(i)
(j)
Describe the carbon cycle in simple terms, to include:
(i)
The processes of combustion, respiration and
photosynthesis.
(ii)
How carbon cycle regulate the amount of carbon
dioxide in the atmosphere.
State that carbon dioxide and methane are greenhouse
gases and may contribute to global warming, give the
sources of these gases and discuss the possible
consequences of an increase in global warming.
47
Suggested Activities
Resources
Topic / Sub-topic

Water
No. of
Weeks
Lesson Objectives
(k) State that water from natural sources contains a variety
of dissolved substances.
(l)
(i)
Naturally occurring (mineral salts; oxygen;
organic matter).
(ii)
Pollutant (metal compounds; sewage; nitrate
from fertilisers; phosphates from fertilisers and
detergents; harmful microbes)
Discuss the environmental effect of the dissolved
substances named in (a)
(i)
Beneficial, e.g. oxygen and mineral salts for
aquatic life.
(ii)
Pollutant, e.g. hazard to health; eutrophication.
(m) Outline the purification of water supply in term of:
(i)
Filtration to remove solids.
(ii)
Use of carbon to remove taste and odours.
(iii)
Chlorination to disinfect the water.
(n) State that seawater can be converted into drinkable
water by desalination.
48
Suggested Activities
Activity 19.2
Demonstration: To show test for water using blue
cobalt chloride paper and anhydrous copper(II)
sulphate.
Activity 19.3
Demonstration on water treatment using alum
(pond water)
Activity 19.4
Enrichment – visit to water treatment plant.
Resources
TOPIC 20a:
ORGANIC CHEMISTRY – PETROLEUM (HYDROCARBON)
Duration:
1 week
Prior Knowledge:
Topic 2 – Kinetic Particle Theory, Topic 8 – Experimental Chemistry, Topic 5 – Chemical Formulae
Links to:
Topic 4 – Chemical Bonding
Keywords:
Petroleum, natural gas, hydrocarbon, petroleum fractions: petrol, naphtha, paraffin, diesel, lubricating oil, bitumen, complete and incomplete
combustion
Misconception:
There is a tendency to misconceive petroleum as petrol.
Learning outcomes:
Students should be able to:






name sources of fuels other than petroleum.
define petroleum.
describe the fractional distillation of petroleum.
explain how fractionating columns separate the petroleum fractions.
name six petroleum fractions.
state the uses for each fraction in the petroleum.



49
describe the changes in physical properties (melting point, boiling point,
viscosity and flammability) of the fractions from top to bottom of the
fractionating column.
name the products for the complete combustion of hydrocarbon fuels.
name the products for the incomplete combustion of hydrocarbon fuels.
Topic / Sub-topic
TOPIC 20
Organic Chemistry
 Introduction
 Hydrocarbon
 Petroleum
No. of
Weeks
Lesson Objectives
Students should be able to:
(a) Describe petroleum as a mixture of hydrocarbons and
its separation into useful fraction by fractional
distillation.
(b) Name the following fractions and state their uses:
(i)
Petrol (gasoline) as fuel in cars
(ii)
Naphtha as feedstock for chemical industry
(iii)
Paraffin (kerosene) as a fuel for heating and
cooking and for aircraft engines.
(iv)
Diesel as a fuel for diesel engines
(v)
Lubricating oils as lubricants and as a source of
polishes and waxes.
(vi)
Bitumen for making road surfaces.
(c) State that the naphtha fraction from crude oil is the main
source of hydrocarbons used as feedstock for the
production of a wide range of organic compounds.
(d) Describe the issues relating to the competing uses of oil
as an energy source and as chemical feedstock.
50
1
Suggested Activities
Resources
TOPIC 20b:
ORGANIC CHEMISTRY – ALKANES
Duration:
1 week
Prior Knowledge:
Topic 4 – Chemical Bonding, Topic 5 – Chemical Formulae, Topic 6 – Types of Common Chemical Reactions
Links to:
Topic 20a – Petroleum (hydrocarbon)
Keywords:
homologous series, general formula, unbranched alkanes, branched alkanes, molecular formula, structural formula, saturated, viscosity,
flammability, isomerism, combustion, substitution.
Learning outcomes:
Students should be able to:



define homologous series.
describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C n H 2n2 .
deduce the molecular formula of the alkanes up to 6 carbon atoms and
name them.





51
draw the structural formulae of the unbranched alkanes up to 6 carbon
atoms.
draw the structural formulae of the branched alkanes up to 6 carbon atoms.
define saturated hydrocarbon.
describe the chemical properties of alkanes.
define isomerism and identify isomers.
Topic / Sub-topic

Alkanes
No. of
Weeks
Lesson Objectives
Students should be able to:
(a) Describe a homologous series as a group of compound
with a general formula, similar chemical properties and
showing a gradation in physical properties as a result of
increase in the size and mass of the molecules, e.g.
melting and boiling points, viscosity; flammability.
(b) Describe the alkanes as an homologous series of
saturated hydrocarbons with the general formula
C n H2 n  2 .
(c) Draw the structures of branched and unbranched
alkanes, C1 to C4 and name the unbranched alkanes,
methane to butane.
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified by
methane) as generally unreactive except in terms
burning and substitution by chlorine.
52
Suggested Activities
Resources
Activity 20.1
Demonstration: To show incomplete combustion of
hydrocarbon.
 http://www.energyq
uest.ca.gov/story/ch
apter08.html
 http://www.kcpc.usy
d.edu.au/discovery/
9.2.1/index.html
 http://www.pafko.co
m/history//h_petro.h
tml
 http://www.pafko.co
m/history//h_refine.
html
 http://www.howstuff
works.com/newsitem10.htm
 http://inventors.abo
ut.com/library/weekl
y/aa090299.htm
Activity 20.2
Constructing molecules of organic compounds using
models.
1
TOPIC 20c:
ORGANIC CHEMISTRY – ALKENES
Duration:
1 week
Prior Knowledge:
Topic 4 – Chemical Bonding, Topic 5 – Chemical Formulae, Topic 6 – Types of Common Chemical Reactions
Links to:
Topic 20a – Petroleum (hydrocarbon), Topic 20b - Alkanes
Keywords:
unsaturated, functional group, addition, hydrogenation, hydration, halogenation, cracking, polymerization, polymer, monomer, polyunsaturated.
Learning outcomes:
Students should be able to:








describe alkenes as the homologous series of unsaturated hydrocarbons
with the general formula C n H 2n .
state the functional group of alkenes.
deduce the molecular formula of the alkenes up to 6 carbon atoms and
name them.
draw the structural formulae of the unbranched alkenes up to 6 carbon
atoms.
draw the structural formulae of the branched alkenes up to 6 carbon atoms.
define unsaturated hydrocarbon.
State the combustion of alkenes, including equation and conditions (if any).
state the addition of alkenes with hydrogen, steam, and halogen, including
equation and conditions (if any).







53
state the polymerization of alkenes or alkene derivatives, including equation
and condition.
describe the manufacture of alkenes and hydrogen by cracking of big
alkanes.
state the importance of cracking process
describe the use of aqueous bromine to distinguish saturated hydrocarbons
from unsaturated hydrocarbons.
describe the difference between saturated and unsaturated compounds from
their molecular structures.
state the meaning of polyunsaturated when applied to food products, e.g.
vegetable oil.
describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil.
Topic / Sub-topic

Alkenes
No. of
Weeks
Lesson Objectives
Activity 20.3
Demonstration: To test for alkenes with bromine.
Students should be able to:
(a) Describe the alkenes as a homologous series of
unsaturated hydrocarbons with the general formula
C n H2 n .
(b) Draw the structure of branched and unbranched
alkenes, C2 to C4 and name the unbranched alkenes,
ethene to butene.
(c) Describe the manufacture of alkenes and hydrogen by
cracking hydrocarbons and recognise that cracking is
essential to match the demand for fractions containing
smaller molecules from the refinery process.
(d) Describe the properties of alkenes in terms of
combustion, polymerisation and their addition reactions
with bromine, steam and hydrogen.
(e) Describe the difference between saturated and
unsaturated hydrocarbons from their molecular formula
and by using aqueous bromine.
(f)
Suggested Activities
Describe the meaning of polyunsaturated when applied
to food product.
(g) Describe the manufacture of margarine by the addition
of hydrogen to unsaturated vegetable oils to form a solid
product.
54
1
Resources
 http://www.automoti
vetechnology.com/proj
ects/p2000/index,ht
ml#p20001
 http://energy.saving.
nu/biomass/carsbiof
uel.shtml
 http://www.nesea.or
g/greecarclub/factsh
eets_ethanol.pdf
 http://nobelprize.org
/educational_games
/chemistry/conductiv
e_polymers/index.ht
ml
TOPIC 20d:
ORGANIC CHEMISTRY – ALCOHOLS
Duration:
1 week
Prior Knowledge:
Topic 4 – Chemical Bonding, Topic 5 – Chemical Formulae, Topic 6 – Types of Common Chemical Reactions, Topic 18 - Redox
Links to:
Topic 20a – Petroleum (hydrocarbon), Topic 20b – Alkanes, Topic 20c – Alkenes
Keywords:
oxidation, fermentation, functional group, fluidity, flammability, hydroxyl group, hydration, combustion, dehydration
Misconception:
Students misconceived that all alcohols are consumable when in fact ethanol is the only consumable alcohol.
Learning outcomes:
Students should be able to:




describe alcohol as the homologous series containing the –OH functional
group.
describe alcohol as the homologous series with the general formula
C n H 2n1OH
give the name of the first six members of the alcohols.
draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms.



55
describe the preparation of ethanol by catalysed addition of steam to ethene
and by fermentation of glucose.
describe the chemical reactions of alcohol such as combustion, dehydration
and oxidation.
state some uses of ethanol.
Topic / Sub-topic

Alcohols
No. of
Weeks
Lesson Objectives
Activity 20.4
Demonstration: To compare the flammability and
the colour of the flames produced by different
alcohols and to show the variation of physical
properties of the first four members of alcohol.
Students should be able to:
(a) Describe the alcohols as a homologous series
containing the
OH group.
(b) Draw the structures of alcohols, C1 to C4 and name the
unbranched alcohols, methanol to butanol.
(c) Describe the properties of alcohols in terms of
combustion and oxidation to carboxylic acids.
(d) Describe the formation of ethanol by the catalysed
addition of steam to ethene and by fermentation of
glucose.
(e) State some uses of ethanol, e.g. as a solvent, as a
renewable fuel; as a constituent of alcoholic beverages.
56
Suggested Activities
Activity 20.5
Demonstration: To compare fluidity of the alcohols.
1
Resources
TOPIC 20e:
ORGANIC CHEMISTRY – ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration:
1 week
Prior Knowledge:
Topic 9 – Acids, Bases and Neutralisation
Links to:
Topic 20a – Petroleum (hydrocarbon), Topic 20b - Alkanes, Topic 20c - Alkenes, Topic 20d – Alcohols
Keywords:
weak acid, oxidation, esterification, carboxyl group
Misconception:
This is one organic compound or covalent compound that ionises; therefore it is also an ionic compound.
Learning outcomes:
Students should be able to:






describe carboxylic acid as the homologous series containing  COOH
group.
give the name of the first six members of the carboxylic acids.
draw the structural formulae of the unbranched carboxylic acids up to 6
carbon atoms.
state with reasons why carboxylic acid is a weak acid.
state the reactions between carboxylic acid with carbonates.
state the reactions between carboxylic acid with bases.





57
state the reactions between carboxylic acid with some metals.
state the physical properties of carboxylic acid.
describe the formation of ethanoic acid by the oxidation of ethanol.
state the esterification between ethanoic acid and ethanol including equation
and condition (if any).
state commercial uses of ester.
Topic / Sub-topic

Carboxylic Acids
No. of
Weeks
Lesson Objectives
Activity 20.6
Demonstration: To show oxidation of ethanol to
ethanoic acid.
Students should be able to:
(a) Describe the carboxylic acids as a homologous series
containing
COOH group.
Activity 20.7
Demonstration: To show the acidic properties of
carboxylic acid.
(b) Draw the structures of carboxylic acids, C1 to C4 and
name the unbranched acids, methanoic to butanoic
acids.
(c) Describe the carboxylic acids as weak acids, reacting
with carbonates, bases and some metals.
(d) Describe the formation of ethanoic acid by oxidation of
ethanol by atmospheric oxygen or acidified potassium
dichromate(VI).
(e) Describe the reaction of ethanoic acid with ethanol to
form ester, ethyl ethanoate.
(f)
State some commercial uses of ester, e.g. perfumes;
flavouring; solvents.
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Suggested Activities
1
Resources
TOPIC 20f:
ORGANIC CHEMISTRY – MACROMOLECULES (POLYMERS)
Duration:
1 weeks
Links to:
Topic 20a – Petroleum (hydrocarbon), Topic 20b - Alkanes, Topic 20c - Alkenes, Topic 20d - Alcohols, Topic 20e – Carboxylic acids,
Biology – starch, protein, and fat.
Keywords:
monomers, repeating units, plastic, addition polymer, condensation polymer, synthetic polymer, natural polymer, amide linkage, ester linkage,
non-biodegradable, hydrolysis.
Learning outcomes:
Students should be able to:
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describe the term macromolecule.
describe the formation of addition polymers such as poly(ethene),
poly(chloroethene), poly(styrene) and poly(tetrafluoroethene).
draw the structures of the above polymers.
deduce the structure of monomers from given addition polymers.
state the uses of the above polymers.
define condensation polymerisation as exemplified by Terylene and nylon.
show the joining of two different monomers in the formation of nylon and
Terylene.
given the structure of nylon and Terylene identify the monomers.
name the linkages found in nylon and Terylene.
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state some uses of nylon and Terylene.
identify the types of polymer from the block representation.
describe the pollution problems caused by plastics which are nonbiodegradable.
describe starch, protein and fat as natural polymers and identify the
monomers of each.
state the linkages in proteins, fat and starch.
describe the similarities and differences between the structure of nylon and
protein and between Terylene and fats.
describe the hydrolysis of proteins to amino acids and starch to simple
sugars.
Topic / Sub-topic

Macromolecules - polymers
No. of
Weeks
Lesson Objectives
Students should be able to:
(a) Describe macromolecules as a large molecules built up
from small unit, different macromolecules having
different unit and/or different linkages.
(b) Describe the formation of poly(ethene) as an example of
addition polymerisation of ethene as monomer.
(c) State some uses of poly(ethene) as a typical plastic,
e.g. plastic bags, cling film.
(d) Deduce the structure of the polymer product from a
given monomer and vice versa.
(e) Describe nylon, a polyamide, and Terylene, a polyester,
as condensation polymers (refer syllabus for the partial
structures of nylon and Terylene).
1
(f)
State some typical uses of man-made fibres such as
nylon and Terylene, e.g. clothing, curtain materials;
fishing line; parachutes; sleeping bags.
(g) Describe the pollution problems caused by the disposal
of non-biodegradable plastics.
(h) Identify carbohydrates, proteins and fats as natural
macromolecules.
(i)
Describe proteins as possessing the same amide
linkages as nylon but different monomer units.
(j)
Describe fat as esters possessing the same linkages as
Terylene but with different monomer units.
(k) Describe hydrolysis of proteins to amino acids and
carbohydrates (e.g. starch) to simple sugars.
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Suggested Activities
Resources