1
CHEMISTRYSCHEME OF WORKS
SPN 21SPN 21CHEMISTRY
SCHEME OF WORKS2 Years Program
2
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 9
TOPIC TITLENO OFWEEKS
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 36
3
TOPIC 1 INTRODUCTION TO CHEMISTRY
Duration 1 weeks
Learning outcomesStudents should be able to
define chemistry explain that chemists investigate (ie learn about) substances describe the scientific method used in chemistry reason out why study chemistry
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 1Introduction to Chemistry
Importance of chemistry
Introduction of the first 20 elements
Students should be able to
(a) Understand chemistry and its importance
(b) Name and recognise the symbols of the first 20elements in the Periodic Table
1
Activity 11Short briefing on chemistry related career
Activity 12Safety in the lab and hazard symbols
Activity 13Chemistry in our life
Activity 14Use mnemonics to familiarize with names andsymbols of first row of the common transitionmetals
httpwwwchymistcomMeasurementpdf
httpucdsboncatissstrettonCHEM1ametricxhtml
httpwwwphysicsnistgovGenintTimetimehtml
4
TOPIC 2 KINETIC PARTICLE THEORY
Duration 2 weeks
Prior Knowledge States of Matter (Solid liquid and gas)
Links to LSS ndash Matter Topic 17 ndash Speed of Reactions
Keywords boiling condensation evaporation freezing melting sublimation boiling point melting point freezing point diffusion change of state kinetictheory element mixture compound
Misconception 1 Diagrammatic representation of liquid must show particles to be loosely arranged but in contact with one another2 Gas must be randomly arranged must show no pattern3 Liquid cannot be compressed as there are small spaces between the particles4 Particles in solid are not moving5 Movement does not mean moving from one place to another
Learning outcomesStudents 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
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
5
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 2Kinetic Particle Theory
States of matter A theory of matter Particulate models of matter Changes in states
Heating cooling curves
Elements mixtures and compounds
Students should be able to
(a) Describe the solid liquid and gaseous states of matterand explain their interconversion in terms of the kineticparticle theory and of the energy changes involved
(b) Describe and explain the evidence for the movement ofparticles in liquids and gases
(c) Explain everyday effects of diffusion in terms ofparticles eg the spread of perfumes and cookingaromas tea and coffee grains in water
(d) State qualitatively the effect of molecular mass on therate of diffusion and explain the dependence of rate ofdiffusion on temperature
(e) Describe the heating cooling curves of a substance
(f) Describe the differences between elementscompounds and mixtures
2
Activity 21Demonstration Using kinetic particles theorymodel
Activity 22Using role play to demonstrate the movement ofparticles in solid liquid and gas
Activity 23Experiment To determine the melting point ofnaphthalene using cooling curve
Activity 24Demonstration To determine the purity ofethanol by determining its boiling point
Activity 25Diagrammatic representation of elementsmixtures and compounds
httpyouthnetnsrcscisci023htmlanchor1265203
httpwwwukyeduProjectsChemcomics
httpwwwsciencecoilPTelementsasps=Discovery
httpwwwlevitycomalchemyegyption_symbolshtml
httpwwwlevitycomalchemyval_symbhtml
httpwwwlevitycomalchemydaltin_shtml
- 6 -
TOPIC 3 ATOMIC STRUCTURE
Duration 2 weeks
Links to Physics ndash Atomic Physics Topic 4 ndash Chemical bonding
Keywords anion atom atomic number atomic structure cation electron electron shell electronic structure electronic configuration ion isotopes massnumber neutral neutron nucleon number nucleus period Periodic Table proton proton number symbol valence electron valency
Learning outcomesStudents should be able to
draw the atomic structure of an atom showing the shells the electronsorbiting 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
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)
7
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 3Atomic Structure
Introduction to Periodic Table Protons neutrons and electrons The structure of an atom
Isotopes
Ions
Students should be able to
(a) State the relative charges and approximate relativemasses of a proton a neutron and an electron
(b) Describe with the aid of diagrams the structure of anatom as containing protons and neutrons (nucleons) inthe nucleus and electrons arranged in shell (energylevels) (no knowledge of s p d f classification will beexpected)
(c) Define proton number and nucleon number
(d) Interpret and use the symbols such as C126
(e) Deduce the number of protons neutrons and electronsin atoms and ions from protons and nucleon numbers
(f) Define the term isotopes
(g) State that some isotopes are radioactive
(h) Describe the formation of ions by electron lossgain inorder to obtain the electronic configuration of an inertgas
2
Activity 31Demonstration Using optic chart viewer to showthe structure of an atoms (if available)
httpmolaire1clubfre_histoirehtml
httpwwwaiporghistoryelectronjjhomehtm
httpwebvisionlearningcomcustomchemistryanimationsCHE12-an-atomsshtml
httpwwwchem4kidscomfilesatom_isotopeshtml
httpwwwchem4kidscomfilesatom_structurehtml
httpwwwchem4kidscomfileselementsindexhtml
8
TOPIC 4 CHEMICAL BONDING
Duration 3 weeks
Prior Knowledge Topic 3 ndash Atomic Structure
Links to Topic 5 ndash Chemical Formulae
Keywords electron transfer covalent bond covalent compound dot and cross diagrams double bond ionic bond ionic compound binary compound
Learning outcomesStudents should be able to
define ionic bonding ionic bonds and ionic compounds state the formation of ions by electron lossgain 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
state that covalent bonds are formed between non-metallic elements such asin 242422222 COHCCHOHNHClOClH and other molecules
state the physical properties of covalent molecules and relate the propertiesto 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 ldquosea
of electronsrdquo 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 electronsin the structure
9
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 4Chemical Bonding
Ionic bonding
Covalent bonding
Students should be able to
(a) Describe the formation of ionic bonds between metalsand non-metals eg 2MgClNaCl
(b) State that ionic materials contain a giants lattice inwhich the ions are held by electrostatic attraction egNaCl (students will not be required to draw diagramof ionic lattice)
(c) Deduce the formula of the other ionic compoundsfrom diagrams of their lattice structures limited tobinary compounds
(d) Relate the physical properties (including electricalproperty) of ionic compound to their lattice structure
(e) Describe the formation of a covalent bond by thesharing of a pair of electrons in order to gain theelectronic configuration of an inert gas
(f) Describing using lsquodot and crossrsquo diagrams theformation of covalent bonds between non-metallic
elements eg24242
2222
COHCCHOH
NHClOClH
(g) Deduce the arrangement of electrons in othercovalent molecules
(h) Relate the physical properties (including electricalproperties) of covalent compounds to their structureand bonding
3
Activity 41Demonstration To show the ionic bonding byburning magnesium in air (oxygen)
Activity 42Practice on drawing diagrams of ionic and covalentcompounds
httpwebjjaycunyedu~acrpiNSC5-bondshtm
httpwwwdacneueduphysicsbmaheswaranphy1121datach09animanim0904htm
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialsionic_bondingrev5shtml
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialscovalent_bondingrev3shtml
httpithacasciencezonecomchemzonelessons03bondingmleebondingmetallicbondinghtm
httpwwwacdlabscomproductschem_dsn_labchemsketch
httpwwwsucesslinkorgcolearncl_lessonaspoffset=-1amplid=4378
10
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Metallic bonding
Structure and properties of materials
(i) Describe metals as a lattice of positive ions in a lsquosea ofelectronsrsquo
(j) Relate the malleability of metals to their structure andthe electrical conductivity of metals to the mobility ofthe electrons in the structure
(k) Compare the structure of molecular substances egmethane iodine with those of giant molecularsubstances eg poly(ethene) sand diamond graphitein order to deduce their properties
(l) Compare the bonding and structure of diamond andgraphite in order to deduce properties such aselectrical conductivity lubricating or cutting action(students will not be required to draw the structure)
(m) Deduce the physical and chemical properties ofsubstances from their structures and bonding and viceversa
Activity 43Build crystal lattice of NaCl and 2MgCl
Activity 44Show models of diamond and graphite
httpwwwrdgacuk~scshariptubehtm
httpwwwpamsueducmpcscnanotubehtml
11
TOPIC 5 CHEMICAL FORMULAE
Duration 2 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Bonding
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 ndash Salts
Keywords binary compounds covalent compound diatomic molecule valency monovalent ion divalent ion trivalent ion
Learning outcomesStudents 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
write the number of atoms as subscript on the right ignore subscript lsquo1rsquo if the number of atom is 1 use bracket for polyatomic ions eg 2OHCa
count the number of atoms of each element in a compound state the valency of elements from the structural formula of covalent
compound
12
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 5Chemical Formulae
Formula of ionic and covalentcompounds
Students should be able to
(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus
(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa
2
Activity 51To work out the formula of ionic compound usingcard games
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
2
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 9
TOPIC TITLENO OFWEEKS
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 36
3
TOPIC 1 INTRODUCTION TO CHEMISTRY
Duration 1 weeks
Learning outcomesStudents should be able to
define chemistry explain that chemists investigate (ie learn about) substances describe the scientific method used in chemistry reason out why study chemistry
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 1Introduction to Chemistry
Importance of chemistry
Introduction of the first 20 elements
Students should be able to
(a) Understand chemistry and its importance
(b) Name and recognise the symbols of the first 20elements in the Periodic Table
1
Activity 11Short briefing on chemistry related career
Activity 12Safety in the lab and hazard symbols
Activity 13Chemistry in our life
Activity 14Use mnemonics to familiarize with names andsymbols of first row of the common transitionmetals
httpwwwchymistcomMeasurementpdf
httpucdsboncatissstrettonCHEM1ametricxhtml
httpwwwphysicsnistgovGenintTimetimehtml
4
TOPIC 2 KINETIC PARTICLE THEORY
Duration 2 weeks
Prior Knowledge States of Matter (Solid liquid and gas)
Links to LSS ndash Matter Topic 17 ndash Speed of Reactions
Keywords boiling condensation evaporation freezing melting sublimation boiling point melting point freezing point diffusion change of state kinetictheory element mixture compound
Misconception 1 Diagrammatic representation of liquid must show particles to be loosely arranged but in contact with one another2 Gas must be randomly arranged must show no pattern3 Liquid cannot be compressed as there are small spaces between the particles4 Particles in solid are not moving5 Movement does not mean moving from one place to another
Learning outcomesStudents 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
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
5
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 2Kinetic Particle Theory
States of matter A theory of matter Particulate models of matter Changes in states
Heating cooling curves
Elements mixtures and compounds
Students should be able to
(a) Describe the solid liquid and gaseous states of matterand explain their interconversion in terms of the kineticparticle theory and of the energy changes involved
(b) Describe and explain the evidence for the movement ofparticles in liquids and gases
(c) Explain everyday effects of diffusion in terms ofparticles eg the spread of perfumes and cookingaromas tea and coffee grains in water
(d) State qualitatively the effect of molecular mass on therate of diffusion and explain the dependence of rate ofdiffusion on temperature
(e) Describe the heating cooling curves of a substance
(f) Describe the differences between elementscompounds and mixtures
2
Activity 21Demonstration Using kinetic particles theorymodel
Activity 22Using role play to demonstrate the movement ofparticles in solid liquid and gas
Activity 23Experiment To determine the melting point ofnaphthalene using cooling curve
Activity 24Demonstration To determine the purity ofethanol by determining its boiling point
Activity 25Diagrammatic representation of elementsmixtures and compounds
httpyouthnetnsrcscisci023htmlanchor1265203
httpwwwukyeduProjectsChemcomics
httpwwwsciencecoilPTelementsasps=Discovery
httpwwwlevitycomalchemyegyption_symbolshtml
httpwwwlevitycomalchemyval_symbhtml
httpwwwlevitycomalchemydaltin_shtml
- 6 -
TOPIC 3 ATOMIC STRUCTURE
Duration 2 weeks
Links to Physics ndash Atomic Physics Topic 4 ndash Chemical bonding
Keywords anion atom atomic number atomic structure cation electron electron shell electronic structure electronic configuration ion isotopes massnumber neutral neutron nucleon number nucleus period Periodic Table proton proton number symbol valence electron valency
Learning outcomesStudents should be able to
draw the atomic structure of an atom showing the shells the electronsorbiting 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
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)
7
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 3Atomic Structure
Introduction to Periodic Table Protons neutrons and electrons The structure of an atom
Isotopes
Ions
Students should be able to
(a) State the relative charges and approximate relativemasses of a proton a neutron and an electron
(b) Describe with the aid of diagrams the structure of anatom as containing protons and neutrons (nucleons) inthe nucleus and electrons arranged in shell (energylevels) (no knowledge of s p d f classification will beexpected)
(c) Define proton number and nucleon number
(d) Interpret and use the symbols such as C126
(e) Deduce the number of protons neutrons and electronsin atoms and ions from protons and nucleon numbers
(f) Define the term isotopes
(g) State that some isotopes are radioactive
(h) Describe the formation of ions by electron lossgain inorder to obtain the electronic configuration of an inertgas
2
Activity 31Demonstration Using optic chart viewer to showthe structure of an atoms (if available)
httpmolaire1clubfre_histoirehtml
httpwwwaiporghistoryelectronjjhomehtm
httpwebvisionlearningcomcustomchemistryanimationsCHE12-an-atomsshtml
httpwwwchem4kidscomfilesatom_isotopeshtml
httpwwwchem4kidscomfilesatom_structurehtml
httpwwwchem4kidscomfileselementsindexhtml
8
TOPIC 4 CHEMICAL BONDING
Duration 3 weeks
Prior Knowledge Topic 3 ndash Atomic Structure
Links to Topic 5 ndash Chemical Formulae
Keywords electron transfer covalent bond covalent compound dot and cross diagrams double bond ionic bond ionic compound binary compound
Learning outcomesStudents should be able to
define ionic bonding ionic bonds and ionic compounds state the formation of ions by electron lossgain 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
state that covalent bonds are formed between non-metallic elements such asin 242422222 COHCCHOHNHClOClH and other molecules
state the physical properties of covalent molecules and relate the propertiesto 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 ldquosea
of electronsrdquo 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 electronsin the structure
9
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 4Chemical Bonding
Ionic bonding
Covalent bonding
Students should be able to
(a) Describe the formation of ionic bonds between metalsand non-metals eg 2MgClNaCl
(b) State that ionic materials contain a giants lattice inwhich the ions are held by electrostatic attraction egNaCl (students will not be required to draw diagramof ionic lattice)
(c) Deduce the formula of the other ionic compoundsfrom diagrams of their lattice structures limited tobinary compounds
(d) Relate the physical properties (including electricalproperty) of ionic compound to their lattice structure
(e) Describe the formation of a covalent bond by thesharing of a pair of electrons in order to gain theelectronic configuration of an inert gas
(f) Describing using lsquodot and crossrsquo diagrams theformation of covalent bonds between non-metallic
elements eg24242
2222
COHCCHOH
NHClOClH
(g) Deduce the arrangement of electrons in othercovalent molecules
(h) Relate the physical properties (including electricalproperties) of covalent compounds to their structureand bonding
3
Activity 41Demonstration To show the ionic bonding byburning magnesium in air (oxygen)
Activity 42Practice on drawing diagrams of ionic and covalentcompounds
httpwebjjaycunyedu~acrpiNSC5-bondshtm
httpwwwdacneueduphysicsbmaheswaranphy1121datach09animanim0904htm
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialsionic_bondingrev5shtml
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialscovalent_bondingrev3shtml
httpithacasciencezonecomchemzonelessons03bondingmleebondingmetallicbondinghtm
httpwwwacdlabscomproductschem_dsn_labchemsketch
httpwwwsucesslinkorgcolearncl_lessonaspoffset=-1amplid=4378
10
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Metallic bonding
Structure and properties of materials
(i) Describe metals as a lattice of positive ions in a lsquosea ofelectronsrsquo
(j) Relate the malleability of metals to their structure andthe electrical conductivity of metals to the mobility ofthe electrons in the structure
(k) Compare the structure of molecular substances egmethane iodine with those of giant molecularsubstances eg poly(ethene) sand diamond graphitein order to deduce their properties
(l) Compare the bonding and structure of diamond andgraphite in order to deduce properties such aselectrical conductivity lubricating or cutting action(students will not be required to draw the structure)
(m) Deduce the physical and chemical properties ofsubstances from their structures and bonding and viceversa
Activity 43Build crystal lattice of NaCl and 2MgCl
Activity 44Show models of diamond and graphite
httpwwwrdgacuk~scshariptubehtm
httpwwwpamsueducmpcscnanotubehtml
11
TOPIC 5 CHEMICAL FORMULAE
Duration 2 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Bonding
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 ndash Salts
Keywords binary compounds covalent compound diatomic molecule valency monovalent ion divalent ion trivalent ion
Learning outcomesStudents 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
write the number of atoms as subscript on the right ignore subscript lsquo1rsquo if the number of atom is 1 use bracket for polyatomic ions eg 2OHCa
count the number of atoms of each element in a compound state the valency of elements from the structural formula of covalent
compound
12
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 5Chemical Formulae
Formula of ionic and covalentcompounds
Students should be able to
(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus
(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa
2
Activity 51To work out the formula of ionic compound usingcard games
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
3
TOPIC 1 INTRODUCTION TO CHEMISTRY
Duration 1 weeks
Learning outcomesStudents should be able to
define chemistry explain that chemists investigate (ie learn about) substances describe the scientific method used in chemistry reason out why study chemistry
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 1Introduction to Chemistry
Importance of chemistry
Introduction of the first 20 elements
Students should be able to
(a) Understand chemistry and its importance
(b) Name and recognise the symbols of the first 20elements in the Periodic Table
1
Activity 11Short briefing on chemistry related career
Activity 12Safety in the lab and hazard symbols
Activity 13Chemistry in our life
Activity 14Use mnemonics to familiarize with names andsymbols of first row of the common transitionmetals
httpwwwchymistcomMeasurementpdf
httpucdsboncatissstrettonCHEM1ametricxhtml
httpwwwphysicsnistgovGenintTimetimehtml
4
TOPIC 2 KINETIC PARTICLE THEORY
Duration 2 weeks
Prior Knowledge States of Matter (Solid liquid and gas)
Links to LSS ndash Matter Topic 17 ndash Speed of Reactions
Keywords boiling condensation evaporation freezing melting sublimation boiling point melting point freezing point diffusion change of state kinetictheory element mixture compound
Misconception 1 Diagrammatic representation of liquid must show particles to be loosely arranged but in contact with one another2 Gas must be randomly arranged must show no pattern3 Liquid cannot be compressed as there are small spaces between the particles4 Particles in solid are not moving5 Movement does not mean moving from one place to another
Learning outcomesStudents 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
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
5
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 2Kinetic Particle Theory
States of matter A theory of matter Particulate models of matter Changes in states
Heating cooling curves
Elements mixtures and compounds
Students should be able to
(a) Describe the solid liquid and gaseous states of matterand explain their interconversion in terms of the kineticparticle theory and of the energy changes involved
(b) Describe and explain the evidence for the movement ofparticles in liquids and gases
(c) Explain everyday effects of diffusion in terms ofparticles eg the spread of perfumes and cookingaromas tea and coffee grains in water
(d) State qualitatively the effect of molecular mass on therate of diffusion and explain the dependence of rate ofdiffusion on temperature
(e) Describe the heating cooling curves of a substance
(f) Describe the differences between elementscompounds and mixtures
2
Activity 21Demonstration Using kinetic particles theorymodel
Activity 22Using role play to demonstrate the movement ofparticles in solid liquid and gas
Activity 23Experiment To determine the melting point ofnaphthalene using cooling curve
Activity 24Demonstration To determine the purity ofethanol by determining its boiling point
Activity 25Diagrammatic representation of elementsmixtures and compounds
httpyouthnetnsrcscisci023htmlanchor1265203
httpwwwukyeduProjectsChemcomics
httpwwwsciencecoilPTelementsasps=Discovery
httpwwwlevitycomalchemyegyption_symbolshtml
httpwwwlevitycomalchemyval_symbhtml
httpwwwlevitycomalchemydaltin_shtml
- 6 -
TOPIC 3 ATOMIC STRUCTURE
Duration 2 weeks
Links to Physics ndash Atomic Physics Topic 4 ndash Chemical bonding
Keywords anion atom atomic number atomic structure cation electron electron shell electronic structure electronic configuration ion isotopes massnumber neutral neutron nucleon number nucleus period Periodic Table proton proton number symbol valence electron valency
Learning outcomesStudents should be able to
draw the atomic structure of an atom showing the shells the electronsorbiting 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
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)
7
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 3Atomic Structure
Introduction to Periodic Table Protons neutrons and electrons The structure of an atom
Isotopes
Ions
Students should be able to
(a) State the relative charges and approximate relativemasses of a proton a neutron and an electron
(b) Describe with the aid of diagrams the structure of anatom as containing protons and neutrons (nucleons) inthe nucleus and electrons arranged in shell (energylevels) (no knowledge of s p d f classification will beexpected)
(c) Define proton number and nucleon number
(d) Interpret and use the symbols such as C126
(e) Deduce the number of protons neutrons and electronsin atoms and ions from protons and nucleon numbers
(f) Define the term isotopes
(g) State that some isotopes are radioactive
(h) Describe the formation of ions by electron lossgain inorder to obtain the electronic configuration of an inertgas
2
Activity 31Demonstration Using optic chart viewer to showthe structure of an atoms (if available)
httpmolaire1clubfre_histoirehtml
httpwwwaiporghistoryelectronjjhomehtm
httpwebvisionlearningcomcustomchemistryanimationsCHE12-an-atomsshtml
httpwwwchem4kidscomfilesatom_isotopeshtml
httpwwwchem4kidscomfilesatom_structurehtml
httpwwwchem4kidscomfileselementsindexhtml
8
TOPIC 4 CHEMICAL BONDING
Duration 3 weeks
Prior Knowledge Topic 3 ndash Atomic Structure
Links to Topic 5 ndash Chemical Formulae
Keywords electron transfer covalent bond covalent compound dot and cross diagrams double bond ionic bond ionic compound binary compound
Learning outcomesStudents should be able to
define ionic bonding ionic bonds and ionic compounds state the formation of ions by electron lossgain 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
state that covalent bonds are formed between non-metallic elements such asin 242422222 COHCCHOHNHClOClH and other molecules
state the physical properties of covalent molecules and relate the propertiesto 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 ldquosea
of electronsrdquo 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 electronsin the structure
9
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 4Chemical Bonding
Ionic bonding
Covalent bonding
Students should be able to
(a) Describe the formation of ionic bonds between metalsand non-metals eg 2MgClNaCl
(b) State that ionic materials contain a giants lattice inwhich the ions are held by electrostatic attraction egNaCl (students will not be required to draw diagramof ionic lattice)
(c) Deduce the formula of the other ionic compoundsfrom diagrams of their lattice structures limited tobinary compounds
(d) Relate the physical properties (including electricalproperty) of ionic compound to their lattice structure
(e) Describe the formation of a covalent bond by thesharing of a pair of electrons in order to gain theelectronic configuration of an inert gas
(f) Describing using lsquodot and crossrsquo diagrams theformation of covalent bonds between non-metallic
elements eg24242
2222
COHCCHOH
NHClOClH
(g) Deduce the arrangement of electrons in othercovalent molecules
(h) Relate the physical properties (including electricalproperties) of covalent compounds to their structureand bonding
3
Activity 41Demonstration To show the ionic bonding byburning magnesium in air (oxygen)
Activity 42Practice on drawing diagrams of ionic and covalentcompounds
httpwebjjaycunyedu~acrpiNSC5-bondshtm
httpwwwdacneueduphysicsbmaheswaranphy1121datach09animanim0904htm
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialsionic_bondingrev5shtml
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialscovalent_bondingrev3shtml
httpithacasciencezonecomchemzonelessons03bondingmleebondingmetallicbondinghtm
httpwwwacdlabscomproductschem_dsn_labchemsketch
httpwwwsucesslinkorgcolearncl_lessonaspoffset=-1amplid=4378
10
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Metallic bonding
Structure and properties of materials
(i) Describe metals as a lattice of positive ions in a lsquosea ofelectronsrsquo
(j) Relate the malleability of metals to their structure andthe electrical conductivity of metals to the mobility ofthe electrons in the structure
(k) Compare the structure of molecular substances egmethane iodine with those of giant molecularsubstances eg poly(ethene) sand diamond graphitein order to deduce their properties
(l) Compare the bonding and structure of diamond andgraphite in order to deduce properties such aselectrical conductivity lubricating or cutting action(students will not be required to draw the structure)
(m) Deduce the physical and chemical properties ofsubstances from their structures and bonding and viceversa
Activity 43Build crystal lattice of NaCl and 2MgCl
Activity 44Show models of diamond and graphite
httpwwwrdgacuk~scshariptubehtm
httpwwwpamsueducmpcscnanotubehtml
11
TOPIC 5 CHEMICAL FORMULAE
Duration 2 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Bonding
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 ndash Salts
Keywords binary compounds covalent compound diatomic molecule valency monovalent ion divalent ion trivalent ion
Learning outcomesStudents 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
write the number of atoms as subscript on the right ignore subscript lsquo1rsquo if the number of atom is 1 use bracket for polyatomic ions eg 2OHCa
count the number of atoms of each element in a compound state the valency of elements from the structural formula of covalent
compound
12
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 5Chemical Formulae
Formula of ionic and covalentcompounds
Students should be able to
(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus
(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa
2
Activity 51To work out the formula of ionic compound usingcard games
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
4
TOPIC 2 KINETIC PARTICLE THEORY
Duration 2 weeks
Prior Knowledge States of Matter (Solid liquid and gas)
Links to LSS ndash Matter Topic 17 ndash Speed of Reactions
Keywords boiling condensation evaporation freezing melting sublimation boiling point melting point freezing point diffusion change of state kinetictheory element mixture compound
Misconception 1 Diagrammatic representation of liquid must show particles to be loosely arranged but in contact with one another2 Gas must be randomly arranged must show no pattern3 Liquid cannot be compressed as there are small spaces between the particles4 Particles in solid are not moving5 Movement does not mean moving from one place to another
Learning outcomesStudents 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
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
5
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 2Kinetic Particle Theory
States of matter A theory of matter Particulate models of matter Changes in states
Heating cooling curves
Elements mixtures and compounds
Students should be able to
(a) Describe the solid liquid and gaseous states of matterand explain their interconversion in terms of the kineticparticle theory and of the energy changes involved
(b) Describe and explain the evidence for the movement ofparticles in liquids and gases
(c) Explain everyday effects of diffusion in terms ofparticles eg the spread of perfumes and cookingaromas tea and coffee grains in water
(d) State qualitatively the effect of molecular mass on therate of diffusion and explain the dependence of rate ofdiffusion on temperature
(e) Describe the heating cooling curves of a substance
(f) Describe the differences between elementscompounds and mixtures
2
Activity 21Demonstration Using kinetic particles theorymodel
Activity 22Using role play to demonstrate the movement ofparticles in solid liquid and gas
Activity 23Experiment To determine the melting point ofnaphthalene using cooling curve
Activity 24Demonstration To determine the purity ofethanol by determining its boiling point
Activity 25Diagrammatic representation of elementsmixtures and compounds
httpyouthnetnsrcscisci023htmlanchor1265203
httpwwwukyeduProjectsChemcomics
httpwwwsciencecoilPTelementsasps=Discovery
httpwwwlevitycomalchemyegyption_symbolshtml
httpwwwlevitycomalchemyval_symbhtml
httpwwwlevitycomalchemydaltin_shtml
- 6 -
TOPIC 3 ATOMIC STRUCTURE
Duration 2 weeks
Links to Physics ndash Atomic Physics Topic 4 ndash Chemical bonding
Keywords anion atom atomic number atomic structure cation electron electron shell electronic structure electronic configuration ion isotopes massnumber neutral neutron nucleon number nucleus period Periodic Table proton proton number symbol valence electron valency
Learning outcomesStudents should be able to
draw the atomic structure of an atom showing the shells the electronsorbiting 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
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)
7
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 3Atomic Structure
Introduction to Periodic Table Protons neutrons and electrons The structure of an atom
Isotopes
Ions
Students should be able to
(a) State the relative charges and approximate relativemasses of a proton a neutron and an electron
(b) Describe with the aid of diagrams the structure of anatom as containing protons and neutrons (nucleons) inthe nucleus and electrons arranged in shell (energylevels) (no knowledge of s p d f classification will beexpected)
(c) Define proton number and nucleon number
(d) Interpret and use the symbols such as C126
(e) Deduce the number of protons neutrons and electronsin atoms and ions from protons and nucleon numbers
(f) Define the term isotopes
(g) State that some isotopes are radioactive
(h) Describe the formation of ions by electron lossgain inorder to obtain the electronic configuration of an inertgas
2
Activity 31Demonstration Using optic chart viewer to showthe structure of an atoms (if available)
httpmolaire1clubfre_histoirehtml
httpwwwaiporghistoryelectronjjhomehtm
httpwebvisionlearningcomcustomchemistryanimationsCHE12-an-atomsshtml
httpwwwchem4kidscomfilesatom_isotopeshtml
httpwwwchem4kidscomfilesatom_structurehtml
httpwwwchem4kidscomfileselementsindexhtml
8
TOPIC 4 CHEMICAL BONDING
Duration 3 weeks
Prior Knowledge Topic 3 ndash Atomic Structure
Links to Topic 5 ndash Chemical Formulae
Keywords electron transfer covalent bond covalent compound dot and cross diagrams double bond ionic bond ionic compound binary compound
Learning outcomesStudents should be able to
define ionic bonding ionic bonds and ionic compounds state the formation of ions by electron lossgain 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
state that covalent bonds are formed between non-metallic elements such asin 242422222 COHCCHOHNHClOClH and other molecules
state the physical properties of covalent molecules and relate the propertiesto 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 ldquosea
of electronsrdquo 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 electronsin the structure
9
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 4Chemical Bonding
Ionic bonding
Covalent bonding
Students should be able to
(a) Describe the formation of ionic bonds between metalsand non-metals eg 2MgClNaCl
(b) State that ionic materials contain a giants lattice inwhich the ions are held by electrostatic attraction egNaCl (students will not be required to draw diagramof ionic lattice)
(c) Deduce the formula of the other ionic compoundsfrom diagrams of their lattice structures limited tobinary compounds
(d) Relate the physical properties (including electricalproperty) of ionic compound to their lattice structure
(e) Describe the formation of a covalent bond by thesharing of a pair of electrons in order to gain theelectronic configuration of an inert gas
(f) Describing using lsquodot and crossrsquo diagrams theformation of covalent bonds between non-metallic
elements eg24242
2222
COHCCHOH
NHClOClH
(g) Deduce the arrangement of electrons in othercovalent molecules
(h) Relate the physical properties (including electricalproperties) of covalent compounds to their structureand bonding
3
Activity 41Demonstration To show the ionic bonding byburning magnesium in air (oxygen)
Activity 42Practice on drawing diagrams of ionic and covalentcompounds
httpwebjjaycunyedu~acrpiNSC5-bondshtm
httpwwwdacneueduphysicsbmaheswaranphy1121datach09animanim0904htm
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialsionic_bondingrev5shtml
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialscovalent_bondingrev3shtml
httpithacasciencezonecomchemzonelessons03bondingmleebondingmetallicbondinghtm
httpwwwacdlabscomproductschem_dsn_labchemsketch
httpwwwsucesslinkorgcolearncl_lessonaspoffset=-1amplid=4378
10
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Metallic bonding
Structure and properties of materials
(i) Describe metals as a lattice of positive ions in a lsquosea ofelectronsrsquo
(j) Relate the malleability of metals to their structure andthe electrical conductivity of metals to the mobility ofthe electrons in the structure
(k) Compare the structure of molecular substances egmethane iodine with those of giant molecularsubstances eg poly(ethene) sand diamond graphitein order to deduce their properties
(l) Compare the bonding and structure of diamond andgraphite in order to deduce properties such aselectrical conductivity lubricating or cutting action(students will not be required to draw the structure)
(m) Deduce the physical and chemical properties ofsubstances from their structures and bonding and viceversa
Activity 43Build crystal lattice of NaCl and 2MgCl
Activity 44Show models of diamond and graphite
httpwwwrdgacuk~scshariptubehtm
httpwwwpamsueducmpcscnanotubehtml
11
TOPIC 5 CHEMICAL FORMULAE
Duration 2 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Bonding
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 ndash Salts
Keywords binary compounds covalent compound diatomic molecule valency monovalent ion divalent ion trivalent ion
Learning outcomesStudents 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
write the number of atoms as subscript on the right ignore subscript lsquo1rsquo if the number of atom is 1 use bracket for polyatomic ions eg 2OHCa
count the number of atoms of each element in a compound state the valency of elements from the structural formula of covalent
compound
12
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 5Chemical Formulae
Formula of ionic and covalentcompounds
Students should be able to
(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus
(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa
2
Activity 51To work out the formula of ionic compound usingcard games
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
5
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 2Kinetic Particle Theory
States of matter A theory of matter Particulate models of matter Changes in states
Heating cooling curves
Elements mixtures and compounds
Students should be able to
(a) Describe the solid liquid and gaseous states of matterand explain their interconversion in terms of the kineticparticle theory and of the energy changes involved
(b) Describe and explain the evidence for the movement ofparticles in liquids and gases
(c) Explain everyday effects of diffusion in terms ofparticles eg the spread of perfumes and cookingaromas tea and coffee grains in water
(d) State qualitatively the effect of molecular mass on therate of diffusion and explain the dependence of rate ofdiffusion on temperature
(e) Describe the heating cooling curves of a substance
(f) Describe the differences between elementscompounds and mixtures
2
Activity 21Demonstration Using kinetic particles theorymodel
Activity 22Using role play to demonstrate the movement ofparticles in solid liquid and gas
Activity 23Experiment To determine the melting point ofnaphthalene using cooling curve
Activity 24Demonstration To determine the purity ofethanol by determining its boiling point
Activity 25Diagrammatic representation of elementsmixtures and compounds
httpyouthnetnsrcscisci023htmlanchor1265203
httpwwwukyeduProjectsChemcomics
httpwwwsciencecoilPTelementsasps=Discovery
httpwwwlevitycomalchemyegyption_symbolshtml
httpwwwlevitycomalchemyval_symbhtml
httpwwwlevitycomalchemydaltin_shtml
- 6 -
TOPIC 3 ATOMIC STRUCTURE
Duration 2 weeks
Links to Physics ndash Atomic Physics Topic 4 ndash Chemical bonding
Keywords anion atom atomic number atomic structure cation electron electron shell electronic structure electronic configuration ion isotopes massnumber neutral neutron nucleon number nucleus period Periodic Table proton proton number symbol valence electron valency
Learning outcomesStudents should be able to
draw the atomic structure of an atom showing the shells the electronsorbiting 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
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)
7
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 3Atomic Structure
Introduction to Periodic Table Protons neutrons and electrons The structure of an atom
Isotopes
Ions
Students should be able to
(a) State the relative charges and approximate relativemasses of a proton a neutron and an electron
(b) Describe with the aid of diagrams the structure of anatom as containing protons and neutrons (nucleons) inthe nucleus and electrons arranged in shell (energylevels) (no knowledge of s p d f classification will beexpected)
(c) Define proton number and nucleon number
(d) Interpret and use the symbols such as C126
(e) Deduce the number of protons neutrons and electronsin atoms and ions from protons and nucleon numbers
(f) Define the term isotopes
(g) State that some isotopes are radioactive
(h) Describe the formation of ions by electron lossgain inorder to obtain the electronic configuration of an inertgas
2
Activity 31Demonstration Using optic chart viewer to showthe structure of an atoms (if available)
httpmolaire1clubfre_histoirehtml
httpwwwaiporghistoryelectronjjhomehtm
httpwebvisionlearningcomcustomchemistryanimationsCHE12-an-atomsshtml
httpwwwchem4kidscomfilesatom_isotopeshtml
httpwwwchem4kidscomfilesatom_structurehtml
httpwwwchem4kidscomfileselementsindexhtml
8
TOPIC 4 CHEMICAL BONDING
Duration 3 weeks
Prior Knowledge Topic 3 ndash Atomic Structure
Links to Topic 5 ndash Chemical Formulae
Keywords electron transfer covalent bond covalent compound dot and cross diagrams double bond ionic bond ionic compound binary compound
Learning outcomesStudents should be able to
define ionic bonding ionic bonds and ionic compounds state the formation of ions by electron lossgain 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
state that covalent bonds are formed between non-metallic elements such asin 242422222 COHCCHOHNHClOClH and other molecules
state the physical properties of covalent molecules and relate the propertiesto 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 ldquosea
of electronsrdquo 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 electronsin the structure
9
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 4Chemical Bonding
Ionic bonding
Covalent bonding
Students should be able to
(a) Describe the formation of ionic bonds between metalsand non-metals eg 2MgClNaCl
(b) State that ionic materials contain a giants lattice inwhich the ions are held by electrostatic attraction egNaCl (students will not be required to draw diagramof ionic lattice)
(c) Deduce the formula of the other ionic compoundsfrom diagrams of their lattice structures limited tobinary compounds
(d) Relate the physical properties (including electricalproperty) of ionic compound to their lattice structure
(e) Describe the formation of a covalent bond by thesharing of a pair of electrons in order to gain theelectronic configuration of an inert gas
(f) Describing using lsquodot and crossrsquo diagrams theformation of covalent bonds between non-metallic
elements eg24242
2222
COHCCHOH
NHClOClH
(g) Deduce the arrangement of electrons in othercovalent molecules
(h) Relate the physical properties (including electricalproperties) of covalent compounds to their structureand bonding
3
Activity 41Demonstration To show the ionic bonding byburning magnesium in air (oxygen)
Activity 42Practice on drawing diagrams of ionic and covalentcompounds
httpwebjjaycunyedu~acrpiNSC5-bondshtm
httpwwwdacneueduphysicsbmaheswaranphy1121datach09animanim0904htm
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialsionic_bondingrev5shtml
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialscovalent_bondingrev3shtml
httpithacasciencezonecomchemzonelessons03bondingmleebondingmetallicbondinghtm
httpwwwacdlabscomproductschem_dsn_labchemsketch
httpwwwsucesslinkorgcolearncl_lessonaspoffset=-1amplid=4378
10
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Metallic bonding
Structure and properties of materials
(i) Describe metals as a lattice of positive ions in a lsquosea ofelectronsrsquo
(j) Relate the malleability of metals to their structure andthe electrical conductivity of metals to the mobility ofthe electrons in the structure
(k) Compare the structure of molecular substances egmethane iodine with those of giant molecularsubstances eg poly(ethene) sand diamond graphitein order to deduce their properties
(l) Compare the bonding and structure of diamond andgraphite in order to deduce properties such aselectrical conductivity lubricating or cutting action(students will not be required to draw the structure)
(m) Deduce the physical and chemical properties ofsubstances from their structures and bonding and viceversa
Activity 43Build crystal lattice of NaCl and 2MgCl
Activity 44Show models of diamond and graphite
httpwwwrdgacuk~scshariptubehtm
httpwwwpamsueducmpcscnanotubehtml
11
TOPIC 5 CHEMICAL FORMULAE
Duration 2 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Bonding
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 ndash Salts
Keywords binary compounds covalent compound diatomic molecule valency monovalent ion divalent ion trivalent ion
Learning outcomesStudents 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
write the number of atoms as subscript on the right ignore subscript lsquo1rsquo if the number of atom is 1 use bracket for polyatomic ions eg 2OHCa
count the number of atoms of each element in a compound state the valency of elements from the structural formula of covalent
compound
12
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 5Chemical Formulae
Formula of ionic and covalentcompounds
Students should be able to
(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus
(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa
2
Activity 51To work out the formula of ionic compound usingcard games
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
- 6 -
TOPIC 3 ATOMIC STRUCTURE
Duration 2 weeks
Links to Physics ndash Atomic Physics Topic 4 ndash Chemical bonding
Keywords anion atom atomic number atomic structure cation electron electron shell electronic structure electronic configuration ion isotopes massnumber neutral neutron nucleon number nucleus period Periodic Table proton proton number symbol valence electron valency
Learning outcomesStudents should be able to
draw the atomic structure of an atom showing the shells the electronsorbiting 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
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)
7
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 3Atomic Structure
Introduction to Periodic Table Protons neutrons and electrons The structure of an atom
Isotopes
Ions
Students should be able to
(a) State the relative charges and approximate relativemasses of a proton a neutron and an electron
(b) Describe with the aid of diagrams the structure of anatom as containing protons and neutrons (nucleons) inthe nucleus and electrons arranged in shell (energylevels) (no knowledge of s p d f classification will beexpected)
(c) Define proton number and nucleon number
(d) Interpret and use the symbols such as C126
(e) Deduce the number of protons neutrons and electronsin atoms and ions from protons and nucleon numbers
(f) Define the term isotopes
(g) State that some isotopes are radioactive
(h) Describe the formation of ions by electron lossgain inorder to obtain the electronic configuration of an inertgas
2
Activity 31Demonstration Using optic chart viewer to showthe structure of an atoms (if available)
httpmolaire1clubfre_histoirehtml
httpwwwaiporghistoryelectronjjhomehtm
httpwebvisionlearningcomcustomchemistryanimationsCHE12-an-atomsshtml
httpwwwchem4kidscomfilesatom_isotopeshtml
httpwwwchem4kidscomfilesatom_structurehtml
httpwwwchem4kidscomfileselementsindexhtml
8
TOPIC 4 CHEMICAL BONDING
Duration 3 weeks
Prior Knowledge Topic 3 ndash Atomic Structure
Links to Topic 5 ndash Chemical Formulae
Keywords electron transfer covalent bond covalent compound dot and cross diagrams double bond ionic bond ionic compound binary compound
Learning outcomesStudents should be able to
define ionic bonding ionic bonds and ionic compounds state the formation of ions by electron lossgain 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
state that covalent bonds are formed between non-metallic elements such asin 242422222 COHCCHOHNHClOClH and other molecules
state the physical properties of covalent molecules and relate the propertiesto 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 ldquosea
of electronsrdquo 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 electronsin the structure
9
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 4Chemical Bonding
Ionic bonding
Covalent bonding
Students should be able to
(a) Describe the formation of ionic bonds between metalsand non-metals eg 2MgClNaCl
(b) State that ionic materials contain a giants lattice inwhich the ions are held by electrostatic attraction egNaCl (students will not be required to draw diagramof ionic lattice)
(c) Deduce the formula of the other ionic compoundsfrom diagrams of their lattice structures limited tobinary compounds
(d) Relate the physical properties (including electricalproperty) of ionic compound to their lattice structure
(e) Describe the formation of a covalent bond by thesharing of a pair of electrons in order to gain theelectronic configuration of an inert gas
(f) Describing using lsquodot and crossrsquo diagrams theformation of covalent bonds between non-metallic
elements eg24242
2222
COHCCHOH
NHClOClH
(g) Deduce the arrangement of electrons in othercovalent molecules
(h) Relate the physical properties (including electricalproperties) of covalent compounds to their structureand bonding
3
Activity 41Demonstration To show the ionic bonding byburning magnesium in air (oxygen)
Activity 42Practice on drawing diagrams of ionic and covalentcompounds
httpwebjjaycunyedu~acrpiNSC5-bondshtm
httpwwwdacneueduphysicsbmaheswaranphy1121datach09animanim0904htm
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialsionic_bondingrev5shtml
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialscovalent_bondingrev3shtml
httpithacasciencezonecomchemzonelessons03bondingmleebondingmetallicbondinghtm
httpwwwacdlabscomproductschem_dsn_labchemsketch
httpwwwsucesslinkorgcolearncl_lessonaspoffset=-1amplid=4378
10
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Metallic bonding
Structure and properties of materials
(i) Describe metals as a lattice of positive ions in a lsquosea ofelectronsrsquo
(j) Relate the malleability of metals to their structure andthe electrical conductivity of metals to the mobility ofthe electrons in the structure
(k) Compare the structure of molecular substances egmethane iodine with those of giant molecularsubstances eg poly(ethene) sand diamond graphitein order to deduce their properties
(l) Compare the bonding and structure of diamond andgraphite in order to deduce properties such aselectrical conductivity lubricating or cutting action(students will not be required to draw the structure)
(m) Deduce the physical and chemical properties ofsubstances from their structures and bonding and viceversa
Activity 43Build crystal lattice of NaCl and 2MgCl
Activity 44Show models of diamond and graphite
httpwwwrdgacuk~scshariptubehtm
httpwwwpamsueducmpcscnanotubehtml
11
TOPIC 5 CHEMICAL FORMULAE
Duration 2 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Bonding
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 ndash Salts
Keywords binary compounds covalent compound diatomic molecule valency monovalent ion divalent ion trivalent ion
Learning outcomesStudents 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
write the number of atoms as subscript on the right ignore subscript lsquo1rsquo if the number of atom is 1 use bracket for polyatomic ions eg 2OHCa
count the number of atoms of each element in a compound state the valency of elements from the structural formula of covalent
compound
12
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 5Chemical Formulae
Formula of ionic and covalentcompounds
Students should be able to
(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus
(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa
2
Activity 51To work out the formula of ionic compound usingcard games
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
7
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 3Atomic Structure
Introduction to Periodic Table Protons neutrons and electrons The structure of an atom
Isotopes
Ions
Students should be able to
(a) State the relative charges and approximate relativemasses of a proton a neutron and an electron
(b) Describe with the aid of diagrams the structure of anatom as containing protons and neutrons (nucleons) inthe nucleus and electrons arranged in shell (energylevels) (no knowledge of s p d f classification will beexpected)
(c) Define proton number and nucleon number
(d) Interpret and use the symbols such as C126
(e) Deduce the number of protons neutrons and electronsin atoms and ions from protons and nucleon numbers
(f) Define the term isotopes
(g) State that some isotopes are radioactive
(h) Describe the formation of ions by electron lossgain inorder to obtain the electronic configuration of an inertgas
2
Activity 31Demonstration Using optic chart viewer to showthe structure of an atoms (if available)
httpmolaire1clubfre_histoirehtml
httpwwwaiporghistoryelectronjjhomehtm
httpwebvisionlearningcomcustomchemistryanimationsCHE12-an-atomsshtml
httpwwwchem4kidscomfilesatom_isotopeshtml
httpwwwchem4kidscomfilesatom_structurehtml
httpwwwchem4kidscomfileselementsindexhtml
8
TOPIC 4 CHEMICAL BONDING
Duration 3 weeks
Prior Knowledge Topic 3 ndash Atomic Structure
Links to Topic 5 ndash Chemical Formulae
Keywords electron transfer covalent bond covalent compound dot and cross diagrams double bond ionic bond ionic compound binary compound
Learning outcomesStudents should be able to
define ionic bonding ionic bonds and ionic compounds state the formation of ions by electron lossgain 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
state that covalent bonds are formed between non-metallic elements such asin 242422222 COHCCHOHNHClOClH and other molecules
state the physical properties of covalent molecules and relate the propertiesto 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 ldquosea
of electronsrdquo 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 electronsin the structure
9
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 4Chemical Bonding
Ionic bonding
Covalent bonding
Students should be able to
(a) Describe the formation of ionic bonds between metalsand non-metals eg 2MgClNaCl
(b) State that ionic materials contain a giants lattice inwhich the ions are held by electrostatic attraction egNaCl (students will not be required to draw diagramof ionic lattice)
(c) Deduce the formula of the other ionic compoundsfrom diagrams of their lattice structures limited tobinary compounds
(d) Relate the physical properties (including electricalproperty) of ionic compound to their lattice structure
(e) Describe the formation of a covalent bond by thesharing of a pair of electrons in order to gain theelectronic configuration of an inert gas
(f) Describing using lsquodot and crossrsquo diagrams theformation of covalent bonds between non-metallic
elements eg24242
2222
COHCCHOH
NHClOClH
(g) Deduce the arrangement of electrons in othercovalent molecules
(h) Relate the physical properties (including electricalproperties) of covalent compounds to their structureand bonding
3
Activity 41Demonstration To show the ionic bonding byburning magnesium in air (oxygen)
Activity 42Practice on drawing diagrams of ionic and covalentcompounds
httpwebjjaycunyedu~acrpiNSC5-bondshtm
httpwwwdacneueduphysicsbmaheswaranphy1121datach09animanim0904htm
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialsionic_bondingrev5shtml
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialscovalent_bondingrev3shtml
httpithacasciencezonecomchemzonelessons03bondingmleebondingmetallicbondinghtm
httpwwwacdlabscomproductschem_dsn_labchemsketch
httpwwwsucesslinkorgcolearncl_lessonaspoffset=-1amplid=4378
10
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Metallic bonding
Structure and properties of materials
(i) Describe metals as a lattice of positive ions in a lsquosea ofelectronsrsquo
(j) Relate the malleability of metals to their structure andthe electrical conductivity of metals to the mobility ofthe electrons in the structure
(k) Compare the structure of molecular substances egmethane iodine with those of giant molecularsubstances eg poly(ethene) sand diamond graphitein order to deduce their properties
(l) Compare the bonding and structure of diamond andgraphite in order to deduce properties such aselectrical conductivity lubricating or cutting action(students will not be required to draw the structure)
(m) Deduce the physical and chemical properties ofsubstances from their structures and bonding and viceversa
Activity 43Build crystal lattice of NaCl and 2MgCl
Activity 44Show models of diamond and graphite
httpwwwrdgacuk~scshariptubehtm
httpwwwpamsueducmpcscnanotubehtml
11
TOPIC 5 CHEMICAL FORMULAE
Duration 2 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Bonding
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 ndash Salts
Keywords binary compounds covalent compound diatomic molecule valency monovalent ion divalent ion trivalent ion
Learning outcomesStudents 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
write the number of atoms as subscript on the right ignore subscript lsquo1rsquo if the number of atom is 1 use bracket for polyatomic ions eg 2OHCa
count the number of atoms of each element in a compound state the valency of elements from the structural formula of covalent
compound
12
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 5Chemical Formulae
Formula of ionic and covalentcompounds
Students should be able to
(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus
(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa
2
Activity 51To work out the formula of ionic compound usingcard games
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
8
TOPIC 4 CHEMICAL BONDING
Duration 3 weeks
Prior Knowledge Topic 3 ndash Atomic Structure
Links to Topic 5 ndash Chemical Formulae
Keywords electron transfer covalent bond covalent compound dot and cross diagrams double bond ionic bond ionic compound binary compound
Learning outcomesStudents should be able to
define ionic bonding ionic bonds and ionic compounds state the formation of ions by electron lossgain 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
state that covalent bonds are formed between non-metallic elements such asin 242422222 COHCCHOHNHClOClH and other molecules
state the physical properties of covalent molecules and relate the propertiesto 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 ldquosea
of electronsrdquo 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 electronsin the structure
9
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 4Chemical Bonding
Ionic bonding
Covalent bonding
Students should be able to
(a) Describe the formation of ionic bonds between metalsand non-metals eg 2MgClNaCl
(b) State that ionic materials contain a giants lattice inwhich the ions are held by electrostatic attraction egNaCl (students will not be required to draw diagramof ionic lattice)
(c) Deduce the formula of the other ionic compoundsfrom diagrams of their lattice structures limited tobinary compounds
(d) Relate the physical properties (including electricalproperty) of ionic compound to their lattice structure
(e) Describe the formation of a covalent bond by thesharing of a pair of electrons in order to gain theelectronic configuration of an inert gas
(f) Describing using lsquodot and crossrsquo diagrams theformation of covalent bonds between non-metallic
elements eg24242
2222
COHCCHOH
NHClOClH
(g) Deduce the arrangement of electrons in othercovalent molecules
(h) Relate the physical properties (including electricalproperties) of covalent compounds to their structureand bonding
3
Activity 41Demonstration To show the ionic bonding byburning magnesium in air (oxygen)
Activity 42Practice on drawing diagrams of ionic and covalentcompounds
httpwebjjaycunyedu~acrpiNSC5-bondshtm
httpwwwdacneueduphysicsbmaheswaranphy1121datach09animanim0904htm
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialsionic_bondingrev5shtml
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialscovalent_bondingrev3shtml
httpithacasciencezonecomchemzonelessons03bondingmleebondingmetallicbondinghtm
httpwwwacdlabscomproductschem_dsn_labchemsketch
httpwwwsucesslinkorgcolearncl_lessonaspoffset=-1amplid=4378
10
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Metallic bonding
Structure and properties of materials
(i) Describe metals as a lattice of positive ions in a lsquosea ofelectronsrsquo
(j) Relate the malleability of metals to their structure andthe electrical conductivity of metals to the mobility ofthe electrons in the structure
(k) Compare the structure of molecular substances egmethane iodine with those of giant molecularsubstances eg poly(ethene) sand diamond graphitein order to deduce their properties
(l) Compare the bonding and structure of diamond andgraphite in order to deduce properties such aselectrical conductivity lubricating or cutting action(students will not be required to draw the structure)
(m) Deduce the physical and chemical properties ofsubstances from their structures and bonding and viceversa
Activity 43Build crystal lattice of NaCl and 2MgCl
Activity 44Show models of diamond and graphite
httpwwwrdgacuk~scshariptubehtm
httpwwwpamsueducmpcscnanotubehtml
11
TOPIC 5 CHEMICAL FORMULAE
Duration 2 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Bonding
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 ndash Salts
Keywords binary compounds covalent compound diatomic molecule valency monovalent ion divalent ion trivalent ion
Learning outcomesStudents 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
write the number of atoms as subscript on the right ignore subscript lsquo1rsquo if the number of atom is 1 use bracket for polyatomic ions eg 2OHCa
count the number of atoms of each element in a compound state the valency of elements from the structural formula of covalent
compound
12
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 5Chemical Formulae
Formula of ionic and covalentcompounds
Students should be able to
(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus
(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa
2
Activity 51To work out the formula of ionic compound usingcard games
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
9
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 4Chemical Bonding
Ionic bonding
Covalent bonding
Students should be able to
(a) Describe the formation of ionic bonds between metalsand non-metals eg 2MgClNaCl
(b) State that ionic materials contain a giants lattice inwhich the ions are held by electrostatic attraction egNaCl (students will not be required to draw diagramof ionic lattice)
(c) Deduce the formula of the other ionic compoundsfrom diagrams of their lattice structures limited tobinary compounds
(d) Relate the physical properties (including electricalproperty) of ionic compound to their lattice structure
(e) Describe the formation of a covalent bond by thesharing of a pair of electrons in order to gain theelectronic configuration of an inert gas
(f) Describing using lsquodot and crossrsquo diagrams theformation of covalent bonds between non-metallic
elements eg24242
2222
COHCCHOH
NHClOClH
(g) Deduce the arrangement of electrons in othercovalent molecules
(h) Relate the physical properties (including electricalproperties) of covalent compounds to their structureand bonding
3
Activity 41Demonstration To show the ionic bonding byburning magnesium in air (oxygen)
Activity 42Practice on drawing diagrams of ionic and covalentcompounds
httpwebjjaycunyedu~acrpiNSC5-bondshtm
httpwwwdacneueduphysicsbmaheswaranphy1121datach09animanim0904htm
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialsionic_bondingrev5shtml
httpwwwbbccoukschoolsgcsebitsizechemistryclassifyingmaterialscovalent_bondingrev3shtml
httpithacasciencezonecomchemzonelessons03bondingmleebondingmetallicbondinghtm
httpwwwacdlabscomproductschem_dsn_labchemsketch
httpwwwsucesslinkorgcolearncl_lessonaspoffset=-1amplid=4378
10
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Metallic bonding
Structure and properties of materials
(i) Describe metals as a lattice of positive ions in a lsquosea ofelectronsrsquo
(j) Relate the malleability of metals to their structure andthe electrical conductivity of metals to the mobility ofthe electrons in the structure
(k) Compare the structure of molecular substances egmethane iodine with those of giant molecularsubstances eg poly(ethene) sand diamond graphitein order to deduce their properties
(l) Compare the bonding and structure of diamond andgraphite in order to deduce properties such aselectrical conductivity lubricating or cutting action(students will not be required to draw the structure)
(m) Deduce the physical and chemical properties ofsubstances from their structures and bonding and viceversa
Activity 43Build crystal lattice of NaCl and 2MgCl
Activity 44Show models of diamond and graphite
httpwwwrdgacuk~scshariptubehtm
httpwwwpamsueducmpcscnanotubehtml
11
TOPIC 5 CHEMICAL FORMULAE
Duration 2 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Bonding
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 ndash Salts
Keywords binary compounds covalent compound diatomic molecule valency monovalent ion divalent ion trivalent ion
Learning outcomesStudents 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
write the number of atoms as subscript on the right ignore subscript lsquo1rsquo if the number of atom is 1 use bracket for polyatomic ions eg 2OHCa
count the number of atoms of each element in a compound state the valency of elements from the structural formula of covalent
compound
12
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 5Chemical Formulae
Formula of ionic and covalentcompounds
Students should be able to
(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus
(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa
2
Activity 51To work out the formula of ionic compound usingcard games
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
10
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Metallic bonding
Structure and properties of materials
(i) Describe metals as a lattice of positive ions in a lsquosea ofelectronsrsquo
(j) Relate the malleability of metals to their structure andthe electrical conductivity of metals to the mobility ofthe electrons in the structure
(k) Compare the structure of molecular substances egmethane iodine with those of giant molecularsubstances eg poly(ethene) sand diamond graphitein order to deduce their properties
(l) Compare the bonding and structure of diamond andgraphite in order to deduce properties such aselectrical conductivity lubricating or cutting action(students will not be required to draw the structure)
(m) Deduce the physical and chemical properties ofsubstances from their structures and bonding and viceversa
Activity 43Build crystal lattice of NaCl and 2MgCl
Activity 44Show models of diamond and graphite
httpwwwrdgacuk~scshariptubehtm
httpwwwpamsueducmpcscnanotubehtml
11
TOPIC 5 CHEMICAL FORMULAE
Duration 2 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Bonding
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 ndash Salts
Keywords binary compounds covalent compound diatomic molecule valency monovalent ion divalent ion trivalent ion
Learning outcomesStudents 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
write the number of atoms as subscript on the right ignore subscript lsquo1rsquo if the number of atom is 1 use bracket for polyatomic ions eg 2OHCa
count the number of atoms of each element in a compound state the valency of elements from the structural formula of covalent
compound
12
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 5Chemical Formulae
Formula of ionic and covalentcompounds
Students should be able to
(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus
(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa
2
Activity 51To work out the formula of ionic compound usingcard games
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
11
TOPIC 5 CHEMICAL FORMULAE
Duration 2 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Bonding
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 ndash Salts
Keywords binary compounds covalent compound diatomic molecule valency monovalent ion divalent ion trivalent ion
Learning outcomesStudents 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
write the number of atoms as subscript on the right ignore subscript lsquo1rsquo if the number of atom is 1 use bracket for polyatomic ions eg 2OHCa
count the number of atoms of each element in a compound state the valency of elements from the structural formula of covalent
compound
12
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 5Chemical Formulae
Formula of ionic and covalentcompounds
Students should be able to
(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus
(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa
2
Activity 51To work out the formula of ionic compound usingcard games
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
12
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 5Chemical Formulae
Formula of ionic and covalentcompounds
Students should be able to
(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus
(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa
2
Activity 51To work out the formula of ionic compound usingcard games
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
13
TOPIC 6 TYPES OF COMMON CHEMICAL REACTIONS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula
Links to Topic 8 ndash Experimental Chemistry Topic 9 ndash Acids Bases and Neutralisation Topic 10 ndash Salts Topic 12 ndash Metals and ExtractionTopic 13 ndash The Periodic Table
Keywords reactivity series of metals direct combination reaction solubility of salt neutralization metal acid carbonate precipitation reactiondisplacement reaction thermal decomposition direct reaction chemical equation ionic equation word equation
Learning outcomesStudents should be able to
state whether a salt is soluble or insoluble by referring to the general rules ofsolubility
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
write formulae of simple covalent and ionic compounds including formulae ofnon-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
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
14
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 6Types of Common Chemical Reactions
Introduction to Reactivity Series ofMetals
Solubility of salt Neutralization Metal + water Metal + acid Acid + carbonate reaction
Students should be able to
(a) Describe the general rules of solubility of common saltsinclude nitrates chlorides (including silver and lead)sulphates (including barium calcium and lead)carbonates hydroxides Group I cations and ammoniumsalts
(b) Describe and give examples of different types ofcommon chemical reactions
4
Activity 61Practical To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein)
Activity 62Practical To show relative reactivity of metals withwaterSafety A very small amount of potassium andsodium to be used in this reaction Safety screen orgoggles are advisedPractical Skill Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals
Activity 63Practical To show reaction between metals anddilute hydrochloric acidSafety Do not use potassium or sodium
Activity 64Practical To show reaction of carbonates withdilute hydrochloric acid
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
15
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Precipitation reaction
Displacement reaction
Thermal decomposition
Direct reaction
Chemical equation Ionic equation
(d) Interpret and construct chemical equations with statesymbols including ionic equation
Activity 65Practical To show precipitation reactionsPractical Skill Observe precipitation from addingtwo solutions
Activity 66Practical To show displacement reactions betweenmetalsPractical Skill observe colour change of solutionand deposit formed on the surface of the originalmetal
Activity 67Practical To show displacement reaction betweenhalogens
Activity 68Practical To show thermal decomposition ofcarbonates
Activity 69Practical To show direct reaction by heating
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
16
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 ndash Types of Common Chemical Reactions
Keywords relative molecular mass (Mr) empirical formula molecular formula moles mole ratio molar mass molar volume molar concentrationAvogadrorsquos 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 3dm per mole at rtp) isoften used even for solution
Learning outcomesStudents 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
relate titration results to calculations Convert concentration 3dmmol to
3dmg and vice versa
deduce mass of theoretical yield in question and mass of impurity inquestion
apply xVM
VM
bb
aa where x is the mole ratio of the reacting solutions
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
17
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 7Stoichiometry and Mole Concepts
Relative atomic mass Relative molecular (or formula)
mass Avogadrorsquos number
( although not in syllabus but it isan important chemistry concept)
Molar mass Molar volume Molar concentration Empirical formula Limiting reactants
Percentage yield and percentagepurity
Students should be able to
(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa
(b) Define relative atomic mass rA
(c) Define relative molecular mass rM and calculate
relative molecular mass (relative formula mass) as thesum of relative atomic masses
(d) Calculate the percentage mass of an element in acompound when given appropriate information
(e) Calculate empirical and molecular formulae fromrelevant data
(f) Calculate stoichiometric reacting masses and volumes
of gases (one mole of gas occupies 24 3dm at roomtemperature and pressure) calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set)
(g) Apply the concept of solution concentration (in3moldm or 3gdm ) to process the results of
volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)
(h) Calculate yield and purity
4
Activity 71Practical To prepare standard solution ofcopper(II) sulphate
Activity 72Experiment To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate
httpwwwcarltonpaschoolspaskcachemicalMolemassdefaulthtm
httpwwwcarltonpaschoolspaskcachemicalMolemassmoles6htm
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
18
TOPIC 8 EXPERIMENTAL CHEMISTRY
Duration 3 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 9 ndash Acids Bases and Neutralisation Topic 10 - Salt
Keywords solute solvent solution filtration filtrate residue crystallisation simple distillation fractional distillation chromatography chromatogramdecantation
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 soluble2 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 outcomesStudents 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
suggest a suitable method of separation given the information about thesubstances involved
describe the separation of petroleum fractions by fractional distillation describe the method of separating substances by chromatography and
calculate the fR value
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
19
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 8Experimental Chemistry
Separation techniques
Tests of purity
Students should be able to
(a) Name appropriate apparatus for the measurement oftime temperature mass and volume including burettespipettes measuring cylinders and gas syringes
(b) Suggest suitable apparatus given relevant informationfor a variety of simple experiments including collectionof gases and measurement of rates of reaction
(c) Describe methods of purification by the use of a suitablesolvent filtration and crystallisation distillation andfractional distillation with particular references to thefractional distillation of crude oil liquid air and fermentedliquor
(d) Suggest suitable methods of purification giveninformation about the substances involved
(e) Describe paper chromatography and interpretchromatograms including comparison with lsquoknownrsquosamples and the use of fR values
(f) Explain the need to use locating agents in thechromatography of colourless compounds
(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity
(h) Explain that the measurement of purity in substancesused in everyday life eg foodstuffs and drugs isimportant
3
Activity 81Practical To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand
Activity 82Demonstration on decanting and using separatingfunnel
Activity 83Demonstration on simple distillation (using saltsolution)
Activity 84Demonstration on fractional distillation (usingethanol and water)
Activity 85Experiment To separate various dyes in foodcolouring and measure the fR values
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
20
TOPIC 9 ACIDS BASES AND NEUTRALIZATION
Duration 4 weeks
Links to LSS ndash Acid and Alkali Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reaction
Keywords strong acid weak acid complete dissociation partial dissociation hydrogen ions hydroxide ions neutralization acidity alkalinity neutral oxideacidic 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 Wash hand thoroughly when in contact with alkalis or acids2 Do not fill the pipette by sucking with the mouth use pipette filler3 Be careful not to suck the solution into the pipette filler this will spoil the filler4 Use goggles during heating
Learning outcomesStudents 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
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
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
21
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 9Acids Bases and Neutralization
The characteristics properties ofacids and bases
Acid ndash base titration
Types of oxides
Students should be able to
(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper
(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paperand the pH scale
(c) Describe the characteristics properties of acids as inreactions with metals bases and carbonates
(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation
(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water
OHOHH 2-
(f) Describe the importance of controlling the pH in soils
and how excess acidity can be treated using calciumhydroxide
(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts
(h) Classify oxides as acidic basic and amphotericbased on metallicnon-metallic character
4
Activity 91Practical To neutralise hydrochloric acid bytitrating with sodium hydroxide solution
Activity 92Practical To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate
Activity 93Experiment To show reaction between sodiumhydroxide and ammonium chloride
httpwwwlevitycomalchemysymacidshtml
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
22
TOPIC 10 SALTS
Duration 3 weeks
Links to Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Chemical Topic 9 ndash 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 outcomesStudents 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
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
23
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 10Salts
Preparation and purification of salts
Precipitation
Students should be able to
(a) Describe the technique used in the preparationseparation and purification of salts (method ofpreparation should include precipitation and titrationtogether with reactions of acid with metals insolublebases and insoluble carbonates)
(b) Suggest a method of preparing a given salt fromsuitable starting materials given appropriateinformation
3
Activity 101Practical To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate
Activity 102Practical To prepare insoluble salt
Activity 103Experiment To investigate solubility of salts inwater
Activity 104Experiment To determine the solubility of salts
in 3cmg
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
24
TOPIC 11 QUALITATIVE ANALYSIS
Duration 4 weeks
Prior Knowledge Topic 5 ndash Chemical Formula Topic 10 ndash Salts
Links to Topic 6 ndash Types of Common Chemical Reactions
Keywords cations anions gases precipitate soluble insoluble in excess coloured colourless solution effervescence no visible change gelatinouspowdery
Misconception Clear is always misconceived as colourless In fact any coloured solution is clear as long as it allows light to pass through
Learning outcomesStudents 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
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
25
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 11Qualitative Analysis
Identification of ions
Identification of gases
Students should be able to
(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cationsaluminium ammonium calcium copper(II) iron(II) iron(III)and zinc (formula of complex ions are not required)
(b) Describe test to identify the following anions carbonates (byaddition of dilute acid and subsequent use of limewater)chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate) iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate) nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate)
(c) Describe test to identify the following gases ammonia(using damp red litmus paper) carbon dioxide (usinglimewater) chlorine (using damp litmus paper) hydrogen(using burning splint) oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI))
(d) Describe a chemical test for water
4
Activity 111Practical To identify the following cations
232224
3 ZnandFeFeCuCaNHAl
Activity 112Practical To identify the following anions
243
23
SOandNOIClCO
Activity 113Practical To test for gases ammonia carbondioxide chlorine hydrogen oxygen and sulphurdioxide
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
26
TOPIC 12 METALS AND EXTRACTION
Duration 4 weeks
Prior Knowledge Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 13 ndash The Periodic Table
Keywords alloys reactivity series thermal stability displacement reaction metal ores sacrificial protection recycling galvanizing corrode preferentially
Learning outcomesStudents 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
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)
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
27
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 12Metals and Extraction
Properties of metals Alloys and uses
Metal + water Metal + acid
Displacement reaction
Thermal decomposition
Students should be able to
(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points good conductorof heat and electricity) in term of their structure
(b) Describe alloys as a mixture of a metal with anotherelement eg brass stainless steel
(c) Identify representation of metals and alloys from diagramsof structures
(d) Explain why alloys have different physical properties to theirconstituent elements
(e) Place in order of reactivity calcium copper (hydrogen) ironlead magnesium potassium silver sodium and zinc byreference to(i) The reactions if any of the metals with water steam
and dilute hydrochloric acid
(ii) The reduction if any of their oxides by carbon andorby hydrogen
(f) Describe the reactivity series as related to the tendency of ametal 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 ofexperimental results
(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series
4
Activity 121Experiment To compare the reactivity of metals bydisplacement reaction
Activity 122Demonstration To show Thermit reaction (reductionof metal oxide)
Activity 123Experiment To show action of heat on thecarbonates
httpenwikipediaorgwikiThermite
httpjchemiedchemwisceduJCESoftCCAsamplescca7thermitehtml
httpdavidaverycoukthermite
httpwwwbbccoukhistorybritishvictorianslaunch_ani_blast_furnaceshtml
httpwwwhowsturffworkscomironhtm
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
28
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Extraction of metals
Recycling of metals
Iron
Aluminium
(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries
(j) Describe metal ores as a finite resource and hence the needto recycle metals
(k) Discuss the social economic and environmentaladvantages and disadvantages of recycling metals egaluminium and copper
(l) Describe and explain the essential reactions in the reactionof iron using haematite limestone and coke in the blastfurnace
(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use of theseadditive changes the properties of the iron eg high carbonsteels are strong but brittle whereas low carbon steels aresofter and more easily shaped
(n) State the uses of mild steel (eg car bodies machinery) andstainless steel (eg chemical plant cutlery surgicalinstruments)
(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water prevention ofrusting can be achieved by placing a barrier around themetal (eg painting greasing plastic coating galvanising)
(p) Describe the sacrificial protection of iron by a more reactivemetal in terms of the reactivity series where the morereactive metal corrode preferentially (eg underwater pipeshave a piece of magnesium attached to them)
(refer to electrolysis)
Activity 124Experiment To determine conditions for rusting
Activity 125Experiment To show sacrificial protection of metal
Activity 126Experiment To reduce lead(II) oxide by carbon
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
29
SPN 21CHEMISTRY 5070
SCHEME OF WORKSYEAR 10
TOPIC TITLENO OFWEEKS
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 28
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
30
TOPIC 13 THE PERIODIC TABLE
Duration 2 weeks
Links to Topic 3 ndash Atomic Structure
Keywords period group group property periodic trend Metallicnon-metallic character alkali metal transition metal halogen monatomic diatomicvariable valency
Learning outcomesStudents 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
describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I II and III non-metals in Group VIIVI)
describe the main physical properties of alkali metals halogens and noblegases
describe the trend in physical properties down the groups for alkali metalsand 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
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
31
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 13The Periodic Table
Periodic trends
Group I
Group VII
Students should be able to
(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number
(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure
(c) Describe the relationship between Group number and theionic charge of an element
(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure
(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table
(f) Describe the relationship between Group number numberof valency electrons and metallicnon-metallic character
(g) Predict the properties of elements in Group I VII and thetransition elements using the Periodic Table
(h) Describe lithium sodium and potassium in Group I (thealkali metals) as a collection of relatively soft low densitymetal showing a trend in melting point and in their reactionwith water
(i) Describe chlorine bromine and iodine in Group VII (thehalogens) as a collection of diatomic non-metal showing atrend in colour state and their displacement reaction withsolution of other halide ions
2
Activity 131Experiment To show the reactivity of group I metalswith water
httpwwwchemistryconzmandeleevhtm
httpwwwperiodictablecompagesAAE_Historyhtml
httpwwwupeica~physicsp221pro00periodicTblepage2html
httpchemlabpcmaricopaeduperiodicfoldedtablehtml
httpwebelementscom
wwwchemicalelementscom
httppearl1lanlgovperiodic
httpwwwwouedulasphyscich412alttablehtm
httpupeica~physicsp221pro00periodicTblepage4html
httpchemicalelementscomgroupsalkalihtml
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
32
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Group O ndash Noble gases
Transition elements
(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere eg argon and neon in light bulb helium inballoons argon in the manufacture of steel
(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure
(l) Describe the central block of elements (transition metals)are metal having high melting points high density variableoxidation state and forming coloured compounds
(m) State the use of these elements and or their compounds ascatalyst eg iron in the Haber process vanadium(V) oxidein the Contact process nickel in the hydrogenation ofalkenes and how catalyst are used in industry to lowerenergy demands and hence are economicallyadvantageous and help to conserve energy sources
Activity 133Demonstration To show coloured solution oftransition metals
httpwwwchemicalelementscomgroupshalogenshtml
httpwwwwarpoetrycoukowen1html
httpbarneygonzagaedu~bpiermatpoemDulceetDecorumEsthtml
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
33
TOPIC 14 ENERGY FROM CHEMICALS
Duration 3 weeks
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 7 ndash Stoichiometry and Mole Concepts
Links to Topic 15 ndash Electrolysis Topic 20 ndash Organic Chemistry Biology ndash Plant Nutrition
Keywords exothermic endothermic energy profile diagram enthalpy changes activation energy bond breaking bond making fuel Photosynthesisheat of combustion heat of neutralisation heat of solution
Learning outcomesStudents should be able to
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
outin E-EΔH where
Ein is energy taken in (absorbed) in the reaction which is endothermic
outE is energy given out (released) in the reaction which is exothermic
determine that the reaction is endothermic if Ein is bigger than outE
(H positive) and exothermic if Ein is smaller than outE (H negative)
OR
iE-fEΔH where
fE is the final energy level (products)
iE is the initial energy level (reactants)
determine that the reaction is endothermic if fE bigger than iE and
exothermic is fE is smaller than iE
state that bond breaking is endothermic because heat energy is absorbed state that bond formingmaking is exothermic because heat energy is
released explain in term of change in heat energy of bond breaking and bond
formingmaking 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
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
34
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 14Energy From Chemicals
Exothermic reaction Endothermic reaction Energy profile diagram Bond energy Enthalpy change
Simple cell
Students should be able to
(a) Describe the meaning of enthalpy change in term ofexothermic ( H negative) and endothermic ( H positive)reactions
(b) Represent energy changes by energy profile diagramsincluding reaction enthalpy changes and activation energies
(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process
(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds
(e) Describe combustion of fuels as exothermic eg wood coaloil natural gas hydrogen
(f) Describe hydrogen derived from water or hydrocarbons as apotential fuel for use in future reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this
(g) Name natural gas mainly methane and petroleum as asources of energy
(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll usingsunlight (energy) to produce glucose and explain how thiscan provide a renewable energy source
(i) Describe the production of electrical energy from simple cell(ie two electrodes in an electrolyte) linked to the reactivityseries
3
Activity 141Practical To find ΔH using 01M HCl and 01MNaOH solutions
Activity 142Demonstration To investigate heat of solution ofsalts
Activity 143Experiment To set up Daniel cell
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
35
TOPIC 15 ELECTROLYSIS
Duration 4 weeks
Prior Knowledge Topic 4 ndash Chemical bonding ionic equations
Links to Topic 5 ndash Chemical formulae Topic 18 - Redox
Keywords electrode anode cathode discharged electrochemical series electrolytic cell anion anode cation electrochemical series electrolyticcell dry cell electrolytes electroplating electrode reaction inert electrode non-electrolyte reactive electrode refine selective discharged moltenaqueous concentrated
Misconception There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell)
Learning outcomesStudents 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 ofgiven electrolytes
state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentrationexample
Anions 2-3
-3
2-4
- COandNOSOF
Cations 322 AlandMgCaNaK
describe the extraction of reactive metals by electrolytic process exampleextraction of aluminium
explain the production of chemical during electrolysis such as chlorine andsodium 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
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
36
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 15Electrolysis
Introduction to electrolysis
Electrolysis of molten electrolytes
Electrolysis of aqueous electrolytes
Students should be able to
(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte when molten ordissolved in water leading to the decomposition of theelectrolyte
(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution
(c) Describe the mobility of ions present and the electrodeproducts the electrolysis of molten lead bromide usinginert electrodes
(d) Predict the likely product of the electrolysis of a moltenbinary compound
(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes
(f) Predict the likely products of the electrolysis of anaqueous electrolyte given relevant information
(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus
4
Activity 151Demonstration on electrolysis of molten lead(II)bromide
Activity 152Demonstration on electrolysis of dilute sodiumchloride solution
Activity 153Demonstration on electrolysis of concentratedsodium chloride solution
httpwwwcorrosion-doctorsorgElectrowinningCopperhtm
httpwwwchsedusg~limthlessons2002Electrolysisreactive_electrodeshtm
httpwwwextremetechcomarticle201697115526500asp
httpwwwceorgPressCEA_Pubs942asp
httpwwwenergizercomlearninghistoryofbatteriesasp
httpwwwbuchmanncachap1-page3asp
httpwwwcorrosion-doctorsorgBiogrpahiesVoltaBiohtm
httpwwwhowstuffworkscombattery2htm
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
37
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper
(i) Describe the electroplating of metals eg copperplating and recall one use of electroplating
(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions including identity of electrodes should begiven together with equation for the electrode reactionsbut 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 theproperties of this metal and its alloys eg themanufacture of aircraft food containers electricalcables
Activity 154Demonstration on electrolysis of copper(II)sulphate using carbon electrodes
Activity 155Demonstration on electrolysis of copper(II)sulphate using copper electrodes
Activity 156Demonstration on electroplating of spatula withcopper
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
38
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 ndash Kinetic Particle Theory Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole ConceptTopic 14 ndash Energy from Chemicals
Keywords speed of reaction gradient catalyst temperature particle size concentration pressure activation energy measurable speednon-measurable speed
Misconception Substances having bigger particle size are misconceived as having larger total surface area Volumes of solutions are misconceived to be afactor of rate of reaction
Learning outcomesStudents should be able to
explain how pathways with lower activation energies account for theincrease 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
describe with the aid of diagrams how to measure the speed of reactionbetween(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 thatthe reaction has completed
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
39
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 16Speed of Reactions
Students should be able to
(a) Describe the effect of concentration pressure particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reactingparticles
(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions
(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions
(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst
(e) Suggest suitable method for investigating the effect of agiven variable on the speed of a reaction
(f) Interpret data obtained from experiments concernedwith speed of reaction
4
Activity 161Experiment To show the effect of concentrationon the speed of reaction
Activity 162Experiment To show the effect of temperature onthe speed of reaction
Activity 163Experiment To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid
Activity 164Experiment To show the decomposition ofhydrogen peroxide using manganese(IV) oxide
httpwwwchem4kidscomfilesreact_rateshtml
httpwwwsci-journalorgindexphptemplate_type=reportampid=46amphtm=reportsvol1no1v1n1k44htmamplink=reportshomephp
httpyouthnetnsrcscisci035htmlanchor1124013
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
40
TOPIC 17 REVERSIBLE REACTIONS
Duration 3 weeks
Prior Knowledge Topic 16 ndash Speed of Reaction Topic 14 ndash Energy from Chemicals
Links to Topic 6 ndash Types of Common Chemical Reactions Topic 7 ndash Stoichiometry and Mole Concept Topic 9 ndash Acids Bases and NeutralisationTopic 10 - Salt
Keywords Le Chatelierrsquos principle dynamic equilibrium backward reaction forward reaction (variables affecting shift in reaction- pressure concentrationtemperature) 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 pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the productsEquilibrium in reversible reaction must be seen as dynamic not static
Learning outcomesStudents 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 potassiumdichromate (VI) and vice versa by the addition of acid and alkali
apply Le Chatelierrsquos Principle to predict the equilibrium shift when variablesare 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
predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature concentration and pressure) arechanged
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
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
41
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 17Reversible Reaction
Le Chatelierrsquos principle
Haber process
Students should be able to
(a) State that some chemical reactions are reversible
(b) Understand Le Chatelierrsquos principle
(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions
(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions
(e) Describe the use of nitrogen from air and hydrogenfrom cracking oil in the manufacture of ammonia
(f) Describe the essential conditions for the manufacture ofammonia by the Haber process
(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield
(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses
(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems
(j) Describe the displacement of ammonia from its saltsand explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser
3
Activity 171Practical To show reversible reactions
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
42
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur air and water in the Contact process
(l) State the use of sulphur dioxide as a bleach in themanufacture of wood pulp for paper and as a foodpreservative (by killing bacteria)
(m) State the use of sulphuric acid in the manufacture ofdetergents and fertilisers and as a battery acid
Activity 172Experiment To prepare fertiliser using nitric acid(the manufacture of fertilizer from ammonia)
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
43
TOPIC 18 REDOX
Duration 4 weeks
Prior Knowledge Topic 3 ndash Atomic Structure Topic 4 ndash Chemical Formulae
Links to Topic 6 ndash Types of Common Chemical Reaction Topic 12 ndash Metals and Extraction Topic 16 ndash Electrolysis
Keywords Oxidation reduction oxidising agent reducing agent oxidation numberstate
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 mostpeople 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 oxidisingagent is not necessarily an oxidising agent all the time
Learning outcomesStudents should be able to
interpret half equations as oxidation or reduction by the lossgain ofelectrons
calculate the oxidation numberstate of elements in binary and polyatomiccompounds
identify changes in oxidation numberstate of elements involved in redoxreaction
state the colour changes of oxidising and reducing agents in redox reactions identify oxidising and reducing agents from symbol equation of a redox
reaction
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
44
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 18Redox
Students should be able to
(a) Define oxidation and reduction (redox) in terms ofoxygenhydrogen gainloss
(b) Define redox in term of electron transfer and changes inoxidation states
(c) Identify redox reactions in terms of oxygenhydrogenandor electron gainloss andor changes in oxidationstate
(d) Describe the use of aqueous potassium iodide andacidified potassium manganate(VII) and acidifiedpotassium dichromate(VI) in testing for oxidising andreducing agents from the resulting colour changes
4
Activity 181Demonstration To show the colour changes inoxidising agents ndash acidified potassiummanganate(VII) and acidified potassium dichromate
Activity 182Demonstration To show the colour change ofiodide ion in redox reaction
httpwwwchemistryconzredox_oxi_aahtm
httpwwwchemistryconzredox_testhtm
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
45
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 wastesthe formation of acid rain depletion of ozone layer
Links to Biology ndash Effects of man on the ecosystem
Keywords Gaseous pollutants effluent complete and incomplete combustion catalytic converter ozone layer greenhouse effect eutrophicationchlorofluorocarbon
Misconception 1 Carbon dioxide a waste product of respiration is not a pollutant as some people may have thought so2 Ozone is a harmful gas though its presence in the upper atmosphere is useful in screening of the ultraviolet radiation from the sun
Learning outcomesStudents 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
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
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
46
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 19Atmosphere and Environment
Air
Students should be able to
(a) Describe the volume composition of gases present indry air as 79 nitrogen 20 oxygen and the remainderbeing noble gases (with argon as the main constituent)and carbon dioxide
(b) Describe the separation of oxygen nitrogen and thenoble gases from liquid air by fractional distillation
(c) State the use of oxygen (eg making steel oxygen tentsin hospitals together with acetylene in welding)
(d) Name common atmospheric pollutants (eg carbonmonoxide methanersquo nitrogen oxides ( NO and 2NO )
ozone sulphur dioxide unburned hydrocarbons)
(e) State the source of these pollutants as
(i) Carbon monoxide from the incompletecombustion of carbon-containing substances
(ii) Methane from bacterial decay of vegetablematter
(iii) Nitrogen oxides from lightning activity andinternal combustion engines
(iv) Ozone from photochemical reactions responsiblefor the formation of photochemical smog
(v) Sulphur dioxide from volcanoes and combustionof fossil fuels
(vi) Unburned hydrocarbons from internalcombustion engines
2
Activity 191Studentsrsquo research and presentation
httpwwwsci-jounalorgindexphptemplate_type=reportampid=28amphtm=reprtsvol3no1v3n1k43htmlamplink=reportshomephp
httpyouthnetnsrcscisc047htmlanchor1415078
httpwwwneagovsgpsi
httpepagovacodrainindexhtml
httpwwwgeocitiescomwhatsacidrain
httpwwwangelfirecomksboredwalk
httpwwwscienceshortscomarticlesacid20Rainhtm
httpwwwmadisonk12wiusstugeonacfactshtm
httpwwwepagovglobalwarming
httpyouthnetnsrcscisci023htmlanchor1264372
httpyouthnetnsrcscisci023htmlanchor1266081
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
47
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
(f) Describe the reaction used in possible solutions to theproblems arising from some of the pollutants named in(d)
(i) The redox reactions in catalytic converters toremove combustion pollutants
(ii) The use of calcium carbonate to reduce theeffect of lsquoacid rainrsquo and flu gas desulphurisation
(g) Discuss some of the effects of these pollutants onhealth and on the environment
(i) The poisonous nature of carbon monoxide
(ii) The role of nitrogen dioxide and sulphur dioxidein the formation of lsquoacid rainrsquo and its effect onrespiration and building
(h) Discuss the importance of the ozone layer and theproblem involved with the depletion of ozone by reactionwith chlorine containing compoundschlorofluorocarbons (CFCs)
(i) Describe the carbon cycle in simple terms to include
(i) The processes of combustion respiration andphotosynthesis
(ii) How carbon cycle regulate the amount of carbondioxide in the atmosphere
(j) State that carbon dioxide and methane are greenhousegases and may contribute to global warming give thesources of these gases and discuss the possibleconsequences of an increase in global warming
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
48
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Water (k) State that water from natural sources contains a varietyof dissolved substances
(i) Naturally occurring (mineral salts oxygenorganic matter)
(ii) Pollutant (metal compounds sewage nitratefrom fertilisers phosphates from fertilisers anddetergents harmful microbes)
(l) Discuss the environmental effect of the dissolvedsubstances named in (a)
(i) Beneficial eg oxygen and mineral salts foraquatic life
(ii) Pollutant eg 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 drinkablewater by desalination
Activity 192Demonstration To show test for water using bluecobalt chloride paper and anhydrous copper(II)sulphate
Activity 193Demonstration on water treatment using alum(pond water)
Activity 194Enrichment ndash visit to water treatment plant
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
49
TOPIC 20a ORGANIC CHEMISTRY ndash PETROLEUM (HYDROCARBON)
Duration 1 week
Prior Knowledge Topic 2 ndash Kinetic Particle Theory Topic 8 ndash Experimental Chemistry Topic 5 ndash Chemical Formulae
Links to Topic 4 ndash Chemical Bonding
Keywords Petroleum natural gas hydrocarbon petroleum fractions petrol naphtha paraffin diesel lubricating oil bitumen complete and incompletecombustion
Misconception There is a tendency to misconceive petroleum as petrol
Learning outcomesStudents 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
describe the changes in physical properties (melting point boiling pointviscosity and flammability) of the fractions from top to bottom of thefractionating column
name the products for the complete combustion of hydrocarbon fuels name the products for the incomplete combustion of hydrocarbon fuels
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
50
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
TOPIC 20Organic Chemistry
Introduction Hydrocarbon Petroleum
Students should be able to
(a) Describe petroleum as a mixture of hydrocarbons andits separation into useful fraction by fractionaldistillation
(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 andcooking and for aircraft engines
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a source ofpolishes and waxes
(vi) Bitumen for making road surfaces
(c) State that the naphtha fraction from crude oil is the mainsource of hydrocarbons used as feedstock for theproduction of a wide range of organic compounds
(d) Describe the issues relating to the competing uses of oilas an energy source and as chemical feedstock
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
51
TOPIC 20b ORGANIC CHEMISTRY ndash ALKANES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon)
Keywords homologous series general formula unbranched alkanes branched alkanes molecular formula structural formula saturated viscosityflammability isomerism combustion substitution
Learning outcomesStudents should be able to
define homologous series describe the alkanes as the homologous series of saturated hydrocarbons
with the general formula C 22nnH
deduce the molecular formula of the alkanes up to 6 carbon atoms andname them
draw the structural formulae of the unbranched alkanes up to 6 carbonatoms
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
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
52
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkanes Students should be able to
(a) Describe a homologous series as a group of compoundwith a general formula similar chemical properties andshowing a gradation in physical properties as a result ofincrease in the size and mass of the molecules egmelting and boiling points viscosity flammability
(b) Describe the alkanes as an homologous series ofsaturated hydrocarbons with the general formula
2n2n HC
(c) Draw the structures of branched and unbranchedalkanes C1 to C4 and name the unbranched alkanesmethane to butane
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified bymethane) as generally unreactive except in termsburning and substitution by chlorine
1
Activity 201Demonstration To show incomplete combustion ofhydrocarbon
Activity 202Constructing molecules of organic compounds usingmodels
httpwwwenergyquestcagovstorychapter08html
httpwwwkcpcusydeduaudiscovery921indexhtml
httpwwwpafkocomhistoryh_petrohtml
httpwwwpafkocomhistoryh_refinehtml
httpwwwhowstuffworkscomnews-item10htm
httpinventorsaboutcomlibraryweeklyaa090299htm
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
53
TOPIC 20c ORGANIC CHEMISTRY ndash ALKENES
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes
Keywords unsaturated functional group addition hydrogenation hydration halogenation cracking polymerization polymer monomer polyunsaturated
Learning outcomesStudents should be able to
describe alkenes as the homologous series of unsaturated hydrocarbonswith the general formula C n2nH
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)
state the polymerization of alkenes or alkene derivatives including equationand condition
describe the manufacture of alkenes and hydrogen by cracking of bigalkanes
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 eg
vegetable oil describe the manufacture of margarine by catalytic hydrogenation of
vegetable oil
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
54
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alkenes Students should be able to
(a) Describe the alkenes as a homologous series ofunsaturated hydrocarbons with the general formula
n2n HC
(b) Draw the structure of branched and unbranchedalkenes C2 to C4 and name the unbranched alkenesethene to butene
(c) Describe the manufacture of alkenes and hydrogen bycracking hydrocarbons and recognise that cracking isessential to match the demand for fractions containingsmaller molecules from the refinery process
(d) Describe the properties of alkenes in terms ofcombustion polymerisation and their addition reactionswith bromine steam and hydrogen
(e) Describe the difference between saturated andunsaturated hydrocarbons from their molecular formulaand by using aqueous bromine
(f) Describe the meaning of polyunsaturated when appliedto food product
(g) Describe the manufacture of margarine by the additionof hydrogen to unsaturated vegetable oils to form a solidproduct
1
Activity 203Demonstration To test for alkenes with bromine
httpwwwautomotive-technologycomprojectsp2000indexhtmlp20001
httpenergysavingnubiomasscarsbiofuelshtml
httpwwwneseaorggreecarclubfactsheets_ethanolpdf
httpnobelprizeorgeducational_gameschemistryconductive_polymersindexhtml
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
55
TOPIC 20d ORGANIC CHEMISTRY ndash ALCOHOLS
Duration 1 week
Prior Knowledge Topic 4 ndash Chemical Bonding Topic 5 ndash Chemical Formulae Topic 6 ndash Types of Common Chemical Reactions Topic 18 - Redox
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b ndash Alkanes Topic 20c ndash 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 outcomesStudents should be able to
describe alcohol as the homologous series containing the ndashOH functionalgroup
describe alcohol as the homologous series with the general formulaC OHH 1n2n
give the name of the first six members of the alcohols draw the structural formulae of the unbranched alcohol up to 6 carbon
atoms
describe the preparation of ethanol by catalysed addition of steam to etheneand by fermentation of glucose
describe the chemical reactions of alcohol such as combustion dehydrationand oxidation
state some uses of ethanol
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
56
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Alcohols 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 theunbranched alcohols methanol to butanol
(c) Describe the properties of alcohols in terms ofcombustion and oxidation to carboxylic acids
(d) Describe the formation of ethanol by the catalysedaddition of steam to ethene and by fermentation ofglucose
(e) State some uses of ethanol eg as a solvent as arenewable fuel as a constituent of alcoholic beverages
1
Activity 204Demonstration To compare the flammability andthe colour of the flames produced by differentalcohols and to show the variation of physicalproperties of the first four members of alcohol
Activity 205Demonstration To compare fluidity of the alcohols
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
57
TOPIC 20e ORGANIC CHEMISTRY ndash ORGANIC ACIDS (CARBOXYLIC ACIDS)
Duration 1 week
Prior Knowledge Topic 9 ndash Acids Bases and Neutralisation
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d ndash 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 outcomesStudents should be able to
describe carboxylic acid as the homologous series containing COOHgroup
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
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
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
58
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Carboxylic Acids Students should be able to
(a) Describe the carboxylic acids as a homologous series
containing COOH group
(b) Draw the structures of carboxylic acids C1 to C4 andname the unbranched acids methanoic to butanoicacids
(c) Describe the carboxylic acids as weak acids reactingwith carbonates bases and some metals
(d) Describe the formation of ethanoic acid by oxidation ofethanol by atmospheric oxygen or acidified potassiumdichromate(VI)
(e) Describe the reaction of ethanoic acid with ethanol toform ester ethyl ethanoate
(f) State some commercial uses of ester eg perfumesflavouring solvents
1
Activity 206Demonstration To show oxidation of ethanol toethanoic acid
Activity 207Demonstration To show the acidic properties ofcarboxylic acid
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
59
TOPIC 20f ORGANIC CHEMISTRY ndash MACROMOLECULES (POLYMERS)
Duration 1 weeks
Links to Topic 20a ndash Petroleum (hydrocarbon) Topic 20b - Alkanes Topic 20c - Alkenes Topic 20d - Alcohols Topic 20e ndash Carboxylic acidsBiology ndash starch protein and fat
Keywords monomers repeating units plastic addition polymer condensation polymer synthetic polymer natural polymer amide linkage ester linkagenon-biodegradable hydrolysis
Learning outcomesStudents should be able to
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
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 non-
biodegradable 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
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
60
Topic Sub-topic Lesson ObjectivesNo ofWeeks
Suggested Activities Resources
Macromolecules - polymers Students should be able to
(a) Describe macromolecules as a large molecules built upfrom small unit different macromolecules havingdifferent unit andor different linkages
(b) Describe the formation of poly(ethene) as an example ofaddition polymerisation of ethene as monomer
(c) State some uses of poly(ethene) as a typical plasticeg plastic bags cling film
(d) Deduce the structure of the polymer product from agiven monomer and vice versa
(e) Describe nylon a polyamide and Terylene a polyesteras condensation polymers (refer syllabus for the partialstructures of nylon and Terylene)
(f) State some typical uses of man-made fibres such asnylon and Terylene eg clothing curtain materialsfishing line parachutes sleeping bags
(g) Describe the pollution problems caused by the disposalof non-biodegradable plastics
(h) Identify carbohydrates proteins and fats as naturalmacromolecules
(i) Describe proteins as possessing the same amidelinkages as nylon but different monomer units
(j) Describe fat as esters possessing the same linkages asTerylene but with different monomer units
(k) Describe hydrolysis of proteins to amino acids andcarbohydrates (eg starch) to simple sugars
1
Top Related