CHEMISTRY
SCHEME OF WORKS
3 Years Program
1
SPN 21
CHEMISTRY 5070
SCHEME OF WORKS
YEAR 9
NO. OF
TOPIC TITLE
WEEKS
1 Introduction to Chemistry 1
2 Kinetic Particle Theory 2
3 Atomic Structure 3
4 Chemical Bonding 4
5 Chemical Formulae 2
6 Types of Common Chemical Reactions 6
7 Stoichiometry and Mole Concept 7
8 Experimental Chemistry 3
9 Acids, Bases and Neutralisation 6
10 Salts 4
Total 38
2
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.
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
3
TOPIC 2: KINETIC PARTICLE THEORY
Duration: 2 weeks
Keywords: boiling, condensation, evaporation, freezing, melting, sublimation, boiling point, melting point, freezing point, diffusion, change of state, kinetic
theory, element, mixture, compound.
Misconception: 1. Diagrammatic representation of liquid must show particles to be loosely arranged but in contact with one another.
2. Gas must be randomly arranged, must show no pattern.
3. Liquid cannot be compressed as there are small spaces between the particles.
4. Particles in solid are not moving.
5. 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. state the evidences for the movement of particles in liquids and gases.
give the explanation of melting, freezing, evaporation, condensation, boiling define diffusion and state the effects of diffusion in terms of kinetic particle
and sublimation. theory.
state that particles in a solid vibrate at their fixed positions. give examples of diffusion in everyday life.
state that particles in a liquid can move freely within the container. state qualitatively the effect of molecular mass on the rate of diffusion and
state that particles in gas move freely at a high speed . the effect of temperature on the rate of diffusion.
give the reason why solid and liquid cannot be compressed, liquid can flow Define elements, mixtures and compounds and give their diagrammatic
and gas can exert pressure. representation.
state why as the temperature is increased, the movement of the particles
becomes faster and the pressure becomes greater.
4
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
5
TOPIC 3: ATOMIC STRUCTURE
Duration: 3 weeks
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 define isotopes.
orbiting the nucleus and the protons and neutrons inside the nucleus. state radioactive isotopes, give some common examples and their uses.
define proton, neutron and electron. state the stable electron configuration (electron configuration of Group O).
state the relative charges and approximate relative masses of a proton, a describe the formation of positive ions by loss of electrons in metal atoms (Li,
neutron and an electron. Be, Na, Mg, Al, K and Ca) to achieve stable electron configuration.
draw the atomic structures of the first 20 elements in the Periodic Table. describe the formation of negative ions by gain of electron in non-metal
define proton number and nucleon number. atoms (F, Cl and O) to achieve stable electron configuration.
use the Periodic Table to obtain the proton number and nucleon number of work out the number of sub-atomic particles present in positive ions (cations)
an element. and negative ions (anions).
calculate the number of neutron of an atom or an ion using the formula;
Nucleon number = number of proton + number of neutron.
-6-
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
7
TOPIC 4: CHEMICAL BONDING
Duration: 4 weeks
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 that covalent bonds are formed between non-metallic elements such as
state the formation of ions by electron loss/gain in order to obtain the in H 2 ; Cl 2 ; O 2 ; HCl ; N 2 ; H 2 O ; CH 4 ; C 2H 4 ; CO 2 and other molecules.
electron configuration of a noble gas. state the physical properties of covalent molecules and relate the properties
state that ionic bonds are formed between metals and non-metals. to their structures and bonding.
draw dot and cross diagram to show the bonding in ionic compounds. define molecular substances and giant molecular substances.
state the bonding in sodium chloride which contains a giant lattice in which give examples of molecular substances and giant molecular substances.
the ions are held by electrostatic attraction. state the structures and bonding of molecular substances and giant
deduce the formulae of other binary ionic compounds from diagrams of their molecular substances and relate to their physical and chemical properties.
lattice structures. draw the structure of metals by showing the lattice of positive ions in a “sea
state the physical properties of ionic compounds and relate the properties to of electrons”.
their lattice structures. state the physical properties of metals.
define covalent bonding, covalent bonds, covalently bonded elements and relate the physical properties of metallic elements such as malleability to
covalent compounds. their structures and the electrical conductivity to the mobility of the electrons
state the formation of covalent bond by the sharing of a pair of electrons in in the structure.
order to gain the electron configuration of a noble gas.
draw dot and cross diagrams to show the covalent bonding in molecules.
8
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
9
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
Metallic bonding (i) Describe metals as a lattice of positive ions in a ‘sea of Activity 4.3 http://www.rdg.ac.u
electrons’ Build crystal lattice of NaCl and MgCl 2 k/~scsharip/tube.ht
m
(j) Relate the malleability of metals to their structure and Activity 4.4 http://www.pa.msu.
the electrical conductivity of metals to the mobility of Show models of diamond and graphite. edu/cmp/csc/nanot
the electrons in the structure. ube.html
Structure and properties of materials (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.
10
TOPIC 5: CHEMICAL FORMULAE
Duration: 2 weeks
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. write the number of atoms as subscript on the right.
state the formulae of common negative ions. ignore subscript ‘1’ if the number of atom is 1.
state that the ionic compounds are made up of positive and negative ions. use bracket for polyatomic ions, e.g. CaOH2 .
use valency to write the formula of a compound. count the number of atoms of each element in a compound.
state that metallic element precedes the non-metallic element in writing the state the valency of elements from the structural formula of covalent
formula of ionic compound. 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
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
12
TOPIC 6: TYPES OF COMMON CHEMICAL REACTIONS
Duration: 6 weeks
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 write formulae of simple covalent and ionic compounds including formulae of
solubility. non-metallic elements.
write word equation for a given reaction. balance a chemical equation for a given reaction.
state the products formed from various types of chemical reactions recognize that only soluble ionic substances will be able to dissociate for
relate that thermal decomposition of carbonate leads to the production of ionic equations.
gas and an oxide. eliminate spectator ions in the chemical equation to obtain the ionic
test gas produced and observe colour change of solid in the thermal equation.
decomposition of carbonate. balance total charges of reactants and products in an ionic equation.
observe the difference in physical and chemical properties between binary
compound from its constituents.
13
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
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
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
Activity 6.6
Displacement reaction 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
Thermal decomposition 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 (d) Interpret and construct chemical equations, with state
Ionic equation symbols, including ionic equation.
15
TOPIC 7: STOICHIOMETRY AND MOLE CONCEPT
Duration: 7 weeks
Prior Knowledge: Identify Atomic Mass from Periodic Table, deduce Chemical Formula (ionic and covalent), balancing chemical equation.
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, relate titration results to calculations. Convert concentration mol dm 3 to
work out the molecular formula given the molecular mass and empirical
formula which was deduced. g dm 3 and vice versa.
calculate the number of moles given either mass, volume of gas, or deduce mass of theoretical yield in question and mass of impurity in
concentration and volume of solution. question.
use mole ratio to answer the question asked. M V
deduce the limiting reagent and hence the yield expected given the amount apply a a x , where x is the mole ratio of the reacting solutions.
M b Vb
of both reactants.
calculate number of moles given the concentration and volume of solution.
16
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
17
TOPIC 8: EXPERIMENTAL CHEMISTRY
Duration: 3 weeks
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. suggest a suitable method of separation given the information about the
state the method of separating solvent from solution by simple distillation. substances involved.
state the method of separating miscible liquids by fractional distillation. describe the separation of petroleum fractions by fractional distillation.
state the method of separating immiscible liquids by using separating funnel. describe the method of separating substances by chromatography and
calculate the R f value.
18
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
(g) Deduce from the given melting point and boiling point
the identities of substances and their purity.
19
TOPIC 9: ACIDS, BASES AND NEUTRALIZATION
Duration: 6 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.
Learning outcomes:
Students should be able to:
define acid. construct and write ionic equation for neutralisation reaction.
state the formula of common ion present in all acid. explain why soil becomes acidic.
give some examples of acids. describe how to treat acidic soil.
state the physical properties of acid; its taste, pH values, effects on litmus give some uses of acid.
paper and universal indicator paper. state the physical properties of alkali; its taste, pH values, effect on litmus
define base and alkali and give examples. paper and universal indicator paper.
describe the reaction of acids and metals. describe the reaction of alkali with ammonium salts.
describe the reaction of acids and bases. give some uses of alkali.
describe the reaction of acids and carbonates. classify oxides as acidic, basic, amphoteric and neutral.
state the difference between a strong and a weak acid.
20
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
21
TOPIC 10: SALTS
Duration: 4 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
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
Precipitation (b) Suggest a method of preparing a given salt from 4 Activity 10.3
suitable starting materials, given appropriate Experiment: To investigate solubility of salts in
information. water.
Activity 10.4
Experiment: To determine the solubility of salts
in g cm 3 .
23
SPN 21
CHEMISTRY 5070
SCHEME OF WORKS
YEAR 10
NO. OF
TOPIC TITLE
WEEKS
11 Qualitative Analysis 5
12 Metals and Extraction 6
13 The Periodic Table 4
14 Energy from Chemicals 4
15 Electrolysis 6
16 Speed of Reaction 6
17 Reversible Reactions 4
Total 35
24
TOPIC 11: QUALITATIVE ANALYSIS
Duration: 5 weeks
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:
25
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
Identification of gases (c) Describe test to identify the following gases: ammonia
(using damp red litmus paper); carbon dioxide (using
5
limewater); chlorine (using damp litmus paper); hydrogen
(using burning splint); oxygen (using a glowing splint) and
sulphur dioxide (using acidified potassium dichromate (VI)).
26
TOPIC 12: METALS AND EXTRACTION
Duration: 6 weeks
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. give examples of common metals that can be recycled.
define alloys. outline the reactions taking place in the blast furnace for the extraction of
give examples of alloys. iron from haematite.
draw diagrams to show the representation of pure metals and alloys. state the raw materials needed for the extraction of iron in the blast furnace.
state the differences between physical properties of metals and alloys. sketch the diagram of the blast furnace and label the raw materials input into
write the equations for the reactions of metals with water and metals with the furnace and the products collected.
dilute acids. state the uses of the pig iron obtained from the extraction and give the uses
write equations for the reduction reactions of the metal oxides by carbon or of the different types of steel made from the iron.
hydrogen. relate the uses of the high carbon steel, low carbon steel and mild steel to
arrange metals in order of their reactivity, most reactive to least reactive. their physical properties.
relate reactivity series to the tendency of a metal to form its positive ion. define rusting.
compare the reactivity of metals by displacement reaction. state the conditions needed for corrosion(rusting) to occur.
write equations for the action of heat on the carbonates of the metals in the give ways to prevent rusting from taking place (painting, greasing, plastic
reactivity series. coating, galvanizing and sacrificial protection)
relate thermal stability to the reactivity series. define sacrificial protection.
name the methods by which metals are obtained from their ores and relate relate how sacrificial protection work to the positions of metals in the
these to their positions in the reactivity series. reactivity series.
define recycling. state the reason why underwater pipes have a piece of magnesium attached
list out the social, economic and environmental advantages and to them.
disadvantages of recycling metals. outline the extraction of aluminium (refer to electrolysis).
27
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
Displacement reaction (f) Describe the reactivity series as related to the tendency of a
metal to form its positive ion, illustrated by its reaction
Thermal decomposition (h) Describe the action of heat on the carbonates of the listed
metals and relate thermal stability to the reactivity series.
28
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
Extraction of metals (i) Describe the ease of obtaining metals from their ores by Activity 12.4
relating the elements to their positions in the reactivity Experiment: To determine conditions for rusting.
series.
Activity 12.5
Recycling of metals (j) Describe metal ores as a finite resource and hence the need Experiment: To show sacrificial protection of metal.
to recycle metals.
Activity 12.6
(k) Discuss the social, economic and environmental Experiment: To reduce lead(II) oxide by carbon.
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.
(n) State the uses of mild steel (e.g. car bodies; machinery) and
stainless steel (e.g. chemical plant; cutlery; surgical
instruments)
29
TOPIC 13: THE PERIODIC TABLE
Duration: 2 weeks
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 the relationship between group number to the ionic charge for an
describe how the position of an element in the Periodic Table is related to element (especially for metals in Group I, II and III; non-metals in Group VII,
the proton number and electronic structure. VI).
identify the metals and non-metals from the Periodic Table. describe the main physical properties of alkali metals, halogens and noble
describe the relationship between group number to the number of valence gases.
electrons in an element. describe the trend in physical properties down the groups for alkali metals
describe the relationship between period number to the number of shell in an and halogens.
element. describe the trend in chemical properties of Group I and Group VII.
describe the change from metal to non-metal across the Periods from left to describe the main properties of the transition metals.
right. describe the unreactivity of the noble gases.
state the main uses of the noble gases.
30
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
31
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
Group O – Noble gases (j) Describe the elements in Group 0 (the noble gases) as a Activity 13.3 http://www.chemical
collection of monatomic elements that are chemically Demonstration: To show coloured solution of elements.com/grou
unreactive and hence important in providing an inert transition metals. ps/halogens.html
atmosphere, e.g. argon and neon in light bulb, helium in http://www.warpoetr
balloons; argon in the manufacture of steel. y.co.uk/owen1.html
http://barney.gonza
(k) Describe the lack of reactivity of the noble gases in term of ga.edu/~bpiermat/p
their electronic structure. oem/DulceetDecoru
mEst.html
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
TOPIC 14: ENERGY FROM CHEMICALS
Duration: 4 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:
33
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
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
TOPIC 15: ELECTROLYSIS
Duration: 6 weeks
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. state that some ions in aqueous solution are not easily discharged even
draw and label diagram of an electrolytic cell. though they are present in high concentration.
give examples of some electrolytes and states the ions for each. example:
state the movement and direction of anions, cations and electrons in Anions: F - , SO 2- , NO -3 , and CO 2-
electrolytic cell. 4 3
describe the observations and write electrode reactions that occur at the Cations: K , Na , Ca 2 , Mg 2 , and Al 3
anode and cathode during electrolysis. describe the extraction of reactive metals by electrolytic process, example
describe the change (if any) in the electrolyte during electrolysis. extraction of aluminium.
state that aqueous electrolytes are the mixture of an ionic solid dissolved in explain the production of chemical during electrolysis such as chlorine and
water. sodium chloride from concentrated sodium chloride solution.
state that the selective discharged of ions is based on the following factors: describe electroplating of metals such as copper using aqueous copper(II)
Position of ions in the electrochemical series. suphate.
Concentration of ions state the importance of electroplating of metal.
Nature of electrode
predict the ions to be discharged and the products formed in electrolysis of
given electrolytes.
35
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
36
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphate Activity 15.4
with copper electrodes as means of purifying copper. Demonstration on electrolysis of copper(II)
sulphate using carbon electrodes.
(i) Describe the electroplating of metals, e.g. copper
plating, and recall one use of electroplating. Activity 15.5
Demonstration on electrolysis of copper(II)
(j) Describe the electrolysis of purified aluminium oxide sulphate using copper electrodes.
dissolved in molten cryolite as the method of extraction
of aluminium (starting materials and essential Activity 15.6
conditions, including identity of electrodes should be Demonstration on electroplating of spatula with
given together with equation for the electrode reactions copper.
but no technical details or diagrams are required).
(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
TOPIC 16: SPEED OF REACTION
Duration: 6 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 describe with the aid of diagrams how to measure the speed of reaction
increase in speeds of reactions. between:
relate the height of the Activation Energy to the speed of reaction. (a) hydrochloric acid and sodium thiosulphate based on the speed of
state that transition elements and their compounds act as catalyst in a range formation of sulphur.
of industrial processes and that the enzymes are biological catalyst. (b) calcium carbonate and hydrochloric acid based on the rate of formation
give examples of catalysts and their related industrial uses. of carbon dioxide
relate the speed of reaction to changes in temperature, concentration, interpret data obtained from experiments concerned with speed of reaction.
particle size and pressure. interpret the speed from the data and the graph profile. Relate the gradient
suggest suitable method for investigating the effect of a given variable on the to the speed of the reaction. When the gradient becomes zero means that
speed of a reaction. the reaction has completed.
38
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
39
TOPIC 17: REVERSIBLE REACTIONS
Duration: 4 weeks
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. predict what will happen to the speed of reaction and shift of equilibrium
state some reversible reactions in the lab, for example heating hydrated when any of the variables (temperature, concentration and pressure) are
copper (II) sulphate, converting potassium chromate (VI) to potassium changed.
dichromate (VI) and vice versa by the addition of acid and alkali. state the reversible reactions involved in Contact process
apply Le Chatelier’s Principle to predict the equilibrium shift when variables state the uses of sulphur dioxide and sulphuric acid.
are changed. state the functions of the essential N, P, K elements for plants.
state what is meant by dynamic equilibrium. calculate % content of N, P, K in fertilizers.
Relate the equilibrium shift to changes in temperature, concentration and describe the effects of eutrophication to the eco-system.
pressure. relate how adding ammonium fertilizers and liming can lead to unwanted
state the conditions for Haber process. loss of ammonia.
40
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
Haber process (e) Describe the use of nitrogen, from air, and hydrogen,
from cracking oil, in the manufacture of ammonia.
41
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
Contact process (k) Describe the manufacture of sulphuric acid from the raw Activity 17.2
material sulphur, air and water in the Contact process. Experiment: To prepare fertiliser using nitric acid
(the manufacture of fertilizer from ammonia).
(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)
42
SPN 21
CHEMISTRY 5070
SCHEME OF WORKS
YEAR 11
NO. OF
TOPIC TITLE
WEEKS
18 Redox 6
19 Atmosphere and Environment 3
20 Organic Chemistry 8
Total 17
43
TOPIC 18: REDOX
Duration: 6 weeks
Links to: Topic 6 – Types of Common Chemical Reaction, Topic 12 – Metals and Extraction, Topic 16 – Electrolysis
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 identify changes in oxidation number/state of elements involved in redox
electrons. reaction.
calculate the oxidation number/state of elements in binary and polyatomic state the colour changes of oxidising and reducing agents in redox reactions.
compounds. identify oxidising and reducing agents from symbol equation of a redox
reaction.
44
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
45
TOPIC 19: ATMOSPHERE AND ENVIRONMENT
Duration: 3 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.
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 importance of ozone layer in the atmosphere.
explain the effects of gaseous pollutants on health and environment. state some greenhouse gases and how they cause global warming.
describe the formation of acid rain. explain the effect of effluents on aquatic life.
describe the formation of carbon monoxide gas from incomplete combustion describe the use of chemical fertilisers in farming as an environmental
of fuels. hazard.
explain the need for catalytic converters in cars to reduce air pollution.
46
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
47
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
48
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
Water (k) State that water from natural sources contains a variety Activity 19.2
of dissolved substances. Demonstration: To show test for water using blue
cobalt chloride paper and anhydrous copper(II)
(i) Naturally occurring (mineral salts; oxygen; sulphate.
organic matter).
Activity 19.3
(ii) Pollutant (metal compounds; sewage; nitrate Demonstration on water treatment using alum
from fertilisers; phosphates from fertilisers and (pond water)
detergents; harmful microbes)
Activity 19.4
(l) Discuss the environmental effect of the dissolved Enrichment – visit to water treatment plant.
substances named in (a)
49
TOPIC 20a: ORGANIC CHEMISTRY – PETROLEUM (HYDROCARBON)
Duration: 1 week
Prior Knowledge: Topic 2 – Kinetic Particle Theory, Topic 8 – Experimental Chemistry, Topic 5 – Chemical Formulae
Keywords: Petroleum, natural gas, hydrocarbon, petroleum fractions: petrol, naphtha, paraffin, diesel, lubricating oil, bitumen, complete and incomplete
combustion
Learning outcomes:
Students should be able to:
name sources of fuels other than petroleum. describe the changes in physical properties (melting point, boiling point,
define petroleum. viscosity and flammability) of the fractions from top to bottom of the
describe the fractional distillation of petroleum. fractionating column.
explain how fractionating columns separate the petroleum fractions. name the products for the complete combustion of hydrocarbon fuels.
name six petroleum fractions. name the products for the incomplete combustion of hydrocarbon fuels.
state the uses for each fraction in the petroleum.
50
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
(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.
51
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
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. draw the structural formulae of the unbranched alkanes up to 6 carbon
describe the alkanes as the homologous series of saturated hydrocarbons atoms.
with the general formula C n H 2n2 . draw the structural formulae of the branched alkanes up to 6 carbon atoms.
deduce the molecular formula of the alkanes up to 6 carbon atoms and define saturated hydrocarbon.
name them. describe the chemical properties of alkanes.
define isomerism and identify isomers.
52
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
53
TOPIC 20c: ORGANIC CHEMISTRY – ALKENES
Duration: 2 week
Prior Knowledge: Topic 4 – Chemical Bonding, Topic 5 – Chemical Formulae, Topic 6 – Types of Common Chemical Reactions
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 state the polymerization of alkenes or alkene derivatives, including equation
with the general formula C n H 2n . and condition.
state the functional group of alkenes. describe the manufacture of alkenes and hydrogen by cracking of big
deduce the molecular formula of the alkenes up to 6 carbon atoms and alkanes.
name them. state the importance of cracking process.
draw the structural formulae of the unbranched alkenes up to 6 carbon describe the use of aqueous bromine to distinguish saturated hydrocarbons
atoms. from unsaturated hydrocarbons.
draw the structural formulae of the branched alkenes up to 6 carbon atoms. describe the difference between saturated and unsaturated compounds from
define unsaturated hydrocarbon. their molecular structures.
State the combustion of alkenes, including equation and conditions (if any). state the meaning of polyunsaturated when applied to food products, e.g.
state the addition of alkenes with hydrogen, steam, and halogen, including vegetable oil.
equation and conditions (if any). describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil.
54
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
55
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 describe the preparation of ethanol by catalysed addition of steam to ethene
group. and by fermentation of glucose.
describe alcohol as the homologous series with the general formula describe the chemical reactions of alcohol such as combustion, dehydration
C n H 2n1OH and oxidation.
give the name of the first six members of the alcohols. state some uses of ethanol.
draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms.
56
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
57
TOPIC 20e: ORGANIC CHEMISTRY – ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration: 1 week
Links to: Topic 20a – Petroleum (hydrocarbon), Topic 20b - Alkanes, Topic 20c - Alkenes, Topic 20d – Alcohols
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 state the reactions between carboxylic acid with some metals.
group. state the physical properties of carboxylic acid.
give the name of the first six members of the carboxylic acids. describe the formation of ethanoic acid by the oxidation of ethanol.
draw the structural formulae of the unbranched carboxylic acids up to 6 state the esterification between ethanoic acid and ethanol including equation
carbon atoms. and condition (if any).
state with reasons why carboxylic acid is a weak acid. state commercial uses of ester.
state the reactions between carboxylic acid with carbonates.
state the reactions between carboxylic acid with bases.
58
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
59
TOPIC 20f: ORGANIC CHEMISTRY – MACROMOLECULES (POLYMERS)
Duration: 2 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:
describe the term macromolecule. state some uses of nylon and Terylene.
describe the formation of addition polymers such as poly(ethene), identify the types of polymer from the block representation.
poly(chloroethene), poly(styrene) and poly(tetrafluoroethene). describe the pollution problems caused by plastics which are non-
draw the structures of the above polymers. biodegradable.
deduce the structure of monomers from given addition polymers. describe starch, protein and fat as natural polymers and identify the
state the uses of the above polymers. monomers of each.
define condensation polymerisation as exemplified by Terylene and nylon. state the linkages in proteins, fat and starch.
show the joining of two different monomers in the formation of nylon and describe the similarities and differences between the structure of nylon and
Terylene. protein and between Terylene and fats.
given the structure of nylon and Terylene identify the monomers. describe the hydrolysis of proteins to amino acids and starch to simple
name the linkages found in nylon and Terylene. sugars.
60
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
61