Chemistry: Comparative Table for Grade 9 & 10

Grades 9-10 Theory SLOs

2006 National Curriculum

CAIE O level Curriculum 2023 - 2025

NCC 2023

Guidance on SLOs

(Eleboration on the extent and depth of study and assessment expectations)

Essential Questions

Rationale

Chemical Impact

Interdisciplinary Connection

Envisioned Total Number of Teaching Hours

240

130

How are Broad Topics Conceptualised

1 Fundamentals of Chemistry

2 Structure of Atoms

3 Periodic Table and Periodicity of Properties

4 Structure of Molecules

5 Physical States of Matter

6 Solutions

7 Electrochemistry

8 Chemical Reactivity

9 Chemical Equilibrium

10 Acids, Bases, and Salts

11 Organic Chemistry

12 Hydrocarbons

13 Biochemistry

14 Environmental Chemistry I: The Atmosphere

15 Environmental Chemistry II: Water

16 Chemical Industries

1 States of matter

2 Atoms, elements and compounds

3 Stoichiometry

4 Electrochemistry

5 Chemical energetics

6 Chemical reactions

7 Acids, bases and salts

8 The Periodic Table

9 Metals

10 Chemistry of the environment

11 Organic chemistry

12 Experimental techniques and chemical analysis

1 Chemical Foundation

2 Nature of Science in Chemistry

3 Physical Chemistry

4 Inorganic Chemistry

5 Envioronmental Chemistry

6 Organic Chemistry

7 Lab and Analysis Skills

8 Chemistry in Context

Chemical Foundation

https://docs.google.com/forms/d/e/1FAIpQLSdqnedm7fmEPWSthxQpTF3iXvjaoTJ_f1OQrHO3s8C7v2gMig/viewform?usp=sf_link

Introduction to Chemistry

1 Describe chemistry as study of properties, reactions and behavior of matter and use of those substance to create new ones.

2 Recognize that people who study chemistry are called chemists

3 Explain that chemistry has many subfields and involves interdisciplinary fields. Students should be able to recognize the following

broad subfields with their examples (definitions are not required, an understanding should be developed)

- Analytical chemistry

- Biochemistry

- Inorganic chemistry

- Organic chemistry

- Neurochemistry

- Nucleur chemistry

- Physical Chemistry

- Theoretical Chemistry

Interdisciplinary fields may include agrochemistry, cosmochemistry, envioronmental chemistry, molecular biology, organnometallic chemistry, nanotechnology and pharmacology.

4 Identify applications of sub-disciplines of chemistry such as nanochemistry, cosmochemistry in drug delivery, genetic engineering, electronics, catalysis

Units

1 Understand that units are standardized for better communication and collaboration.

2 Be familiar with SI units especially mass, time and amount of matter

3 Understand that units can be combined with terms for magnitude especially kilo, deci, and milli

4 Understand that chemists use cm3, g and s as more practical units when working with small amounts in lab

5 Understand that errors are inherent part of measurement, and we can manage precision and accuracy with better tools and techniques

Scientific Notation/Standard Form

1 use the standard form A × 10^n where n is a positive or negative integer, and 1 ⩽ A < 10

2 Convert numbers into and out of standard form.

3 Calculate with values in standard form.

How can sources of error be minimized

How rigid are the boundaries between subfileds

Are the models and theories which scientists create accurate descriptions of the natural world, or are they primarily useful interpretations for prediction, explanation and control of the natural world?

Nature of Sience in Chemistry

(Chemical Foundation)

N/A

History of Chemistry

1. The ancient Egyptians, Greeks, and Chinese all made significant contributions to the field of chemistry.

2. The medieval Islamic world made significant advancements in alchemy, which laid the foundation for modern chemistry.

3. Robert Boyle is considered the "father of modern chemistry" for his work in the 17th century on the properties of gases.

4. Antoine Lavoisier is considered the "father of modern chemistry" for his work in the 18th century on the nature of matter and the law of conservation of mass.

5. Dmitri Mendeleev created the first periodic table of elements in 1869, which helped to organize the known elements and predict the properties of new ones.

6. Marie Curie was the first woman to win a Nobel Prize, and the first person to win multiple Nobel Prizes (in physics and chemistry) for her work on radioactivity.

7. The discovery of the structure of DNA in the 1950s by James Watson and Francis Crick revolutionized the field of biology and has had farreaching implications in medicine and genetics.

8. Chemistry plays a crucial role in many fields including medicine, agriculture, energy, and materials science.

TOK and Nature of Chemistry

1. Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills

2. Chemistry is often called the central science as chemical principles underpin both the physical environment and all biological systems

3. Chemistry is a prerequisite for many other courses in higher education and serves as useful preparation for employment

4. Chemistry has its roots in the study of alchemy, the early days of alchemists who aimed to transmute common metals into gold

5. Observations remain essential at the core of chemistry and scientific processes carried out by the most eminent scientists in the past are the same ones followed by working chemists today and accessible to students in schools

6. The body of scientific knowledge has grown in size and complexity, and the tools and skills of theoretical and experimental chemistry have become specialized

7. Both theory and experiments should be undertaken by all students and should complement each other naturally

8. Allow students to develop traditional practical skills, mathematics skills, interpersonal skills, and digital technology skills.

Scientific Method

1. The scientific method is a process used to conduct scientific research and make discoveries.

2. The steps of the scientific method include:

3. Making observations and asking a question

4. Forming a hypothesis, or an educated guess, about the answer to the question

5. Designing and conducting experiments to test the hypothesis

6. Analyzing the data collected from the experiments

7. Drawing conclusions and determining whether the data supports or disproves the hypothesis

8. The scientific method is based on the principles of observation, experimentation, and replication.

1 How did chemistry develop as a dsicipline over time and where does it stand today

2 What are the underlying assumptions about the world and universe in study of chemistry

3 What role does chemistry play in our intellectural heritage and society

4 What are methods of inquiry used by chemists

5 Why are some metals valued more than others

The purpose of studying Chemistry at the introductory high school level is not only to prepare students for further study in the sciences. Most students will in fact not go on to study further science or STEM fields. The science that they learn in school may well remain their understanding of the subject for the rest of their lives. Hence an introductory physics curriculum must consider what citizens in a democractic society ought to know about the nature of science.

“Nature of Science” (NOS) means teaching about science’s underlying assumptions, and its methodologies. This involves some integrated study of the history of science, and some of the broad concepts from the philosophy of science.

It is important to study NOS because it helps students become critical thinkers about the scientific information the consume from the world around them.

Teaching NOS in the study of Physics, Biology and Chemistry is a cutting-edge international trend. For example:

- The United States has some NOS desired outcomes outlined in its Next Generation Science Standards, which have been co-created by multiple states to foster interdisciplinary science education

- New Zealand has since the last two decades incorporated an NOS module as part of its high school science curricula

- Brazil and Argentina have developed learning standards on NOS

- The IB curriculum substantially incorporates NOS in all its MYP and DP curricula

Teachers with science backgrounds can effectively teach introductory level modules on NOS with the suppport of teacher training, clear examples of assessment expectations and supportive online and textbook materials.The level of knowledege required up to Grade 12 on this topic is nicely elaborated on in the IB DP curriculum guidance documents and these can be adapated.

History of Chemistry:

The rationale behind including this is to provide a historical context for the development of chemistry and to highlight the contributions of different cultures and individuals to the field.

It also helps students understand the evolution of chemistry and how different discoveries and advancements have led to our current understanding of the subject.

TOK and Nature of Chemistry:

The rationale behind including this is to emphasize the importance of both theoretical knowledge and practical skills in the study of chemistry.

It highlights the interdisciplinary nature of chemistry and how it relates to other fields such as biology, physics, and engineering.

It also helps students understand the relevance of chemistry in higher education and in various career paths.

Scientific Method:

The rationale behind including this in is to teach students a systematic approach to conducting scientific research and problem-solving.

It emphasizes the importance of observation, hypothesis testing, and data analysis in the scientific process.

It also helps students understand how scientific knowledge is built through replication and consensus among the scientific community.

Matter

(Physical Chemistry)

1.2 Basic Definitions

1.2.1 Elements, Compounds and Mixtures

Gaseous State

5.1 Typical Properties (Diffusion, Effusion, Pressure, Compressibility, Mobility, Density)

5.2 Laws Related To Gases

5.2.1 Boyle's Law

5.2.2 Charles's Law

Liquid State

5.3 Typical Properties (Evaporation, Vapour Pressure, Boiling Point, Freezing Point, Diffusion, Mobility, Density and Factors affecting them.)

Solid State

5.4 Typical Properties (Melting Point, Rigidity, Density)

5.5 Types of Solids

5.5.1 Amorphous

5.5.2 Crystalline State

5.6 Allotropy

6.1 Solution, Aqueous Solution, Solute and Solvent

6.2 Saturated, Unsaturated, Supersaturated Solutions and

Dilution of Solution

6.3 Types of Solution

6.3.1 Solution of Gases (Gases in Gases, Gases In Liquids, Gases in Solids)

6.3.2 Solution of Liquids (Liquids in Gases, Liquids in Liquids, Liquids in Solids)

6.3.3 Solutions of Solids (Solids in Gases, Solids in Liquids, Solids in Solids)

6.5 Solubility

6.5.1 Solubility and Solute - Solvent Interaction

6.5.2 Effect of Temperature on Solubility

6.6 Comparison of Solutions, Suspension and Colloids

6.6.1 Solutions

6.6.2 Colloids

6.6.3 Suspension (Turbidity)

Understanding

Distinguish between matter and a substance.

Effect on the pressure of a gas by a change in the a. volume b. temperature.

Compare the physical states of matter with regard to intermolecular forces present between them.

Account for pressure-volume changes in a gas using Boyle's Law.

Account for temperature-volume changes in a gas using Charles's Law.

Explain the properties of gases (diffusion, effusion and pressure).

Summarize the properties of liquids like evaporation, vapor pressure, boiling point

Explain the effect of temperature and external pressure on vapor pressure and boiling point.

Describe physical properties of solids (melting and boiling points).

Differentiate between amorphous and crystalline solids.

Explain the allotropic forms of solids.

Define the terms: solution, aqueous solution, solute and solvent and give an example of each.

Explain the difference between saturated, unsaturated and supersaturated solutions.

Explain the formation of solutions (mixing gases into gases, gases into liquids, gases into solids) and give an example of each.

Explain the formation of solutions (mixing liquids into gases, liquids into liquids, liquids into solids) and give an example of each.

Explain the formation of solutions (mixing solids into gases, solids into liquids, solids into solids) and give an example of each.

Use the rule that "like dissolves like" to predict the solubility of one substance in another.

1.1 Solids, liquids and gases

1 State the distinguishing properties of solids, liquids and gases

2 Describe the structures of solids, liquids and gases in terms of particle separation, arrangement and motion

3 Describe and explain changes of state (melting, boiling, evaporating, freezing and condensing) in terms of

kinetic particle theory

4 Interpret and explain heating and cooling curves in terms of kinetic particle theory

5 Describe and explain, in terms of kinetic particle theory, the effects of temperature and pressure on the volume of a gas

1.2 Diffusion

1 Describe and explain diffusion in terms of kinetic particle theory

2 Describe and explain the effect of relative molecular mass on the rate of diffusion of gases

2 Atoms, elements and compounds

2.1 Elements, compounds and mixtures

1 Describe the differences between elements, compounds and mixtures

1 Define matter as a substance having mass and occupying space

2 State the distinguishing macroscopic properties of commonly observed states solids, liquids and gases in particular density, compressibility, and fluidity

3 Understand that state is a distinct form of matter and be familiar with plasma, intermediate states and exotic states e.g. BEC or liquid crystals

4 Describe and explain changes of state and internal energy without change in temperature (melting, boiling, freezing, condensation, sublimation and deposition) in terms of kinetic particle theory

5 State the differences in evaporation and boiling

6 Interpret and explain the heating and cooling curves involving change of state in terms of kinetic theory

7 Describe qualitatively, in terms of kinetic particle theory, the effects of changing any one of pressure, temperature and volume of a gas on the other two with regards to Boyle's law, Charles' Law, Guy-Lussac's Law and Avogadro's Law.

8 Describe qualitatively the effect of extenral pressure on rate of boiling and evaporation

9 Describe and explain diffusion in terms of kinetic particle theory

10 Describe qualitatively the effect of molecular mass and temperature on rate of diffusion

11 Explain the allotropic forms of solids in particular diamond, graphite, and fullerenes

12 Describe the differences between elements, compounds and mixtures

13 Identify solutions, colloids, and suspensions as mixtures and give an example of each

14 Describe the effect of temperature on solubility and formation of unsturated and saturdated solutions

1 How are properties of substance such as temperature, color, pressure related to particle behavior

2 What is the evidence of existence of particles

3 How do gases behave and how can kinetic model help us understand it

The different states of matter beyond solids, liquids, and gases and the effects of changing pressure on boiling and evaporation, have been added.

1 Refrigeration and states of matter (its advantages as well as the impact of CFCs used as refrigeratns on the envioronment)

2 Freeze-drying food

Atomic Structure

(Physical Chemistry)

1.2.2 Atomic Number, Mass Number

1.2.3 Relative Atomic Mass and Atomic Mass Unit

1.2.4 Empirical Formula, Molecular Formula

1.2.5 Molecular Mass and Formula Mass

2.1 Theories and Experiments Related To Atomic Structure

2.1.1 Rutherford's Atomic Model (Experiment and Postulates)

2.1.2 Bohr's Atomic Theory (Postulates)

2.2 Electronic Configuration

2.2.1 Concepts of S and P Sub-Shells

2.2.2 Electronic Configurations of First 18 Elements

2.3 Isotopes

2.3.1 Definition

2.3.2 Examples (H, C, Cl, U)

2.3.3 Uses

Understanding

Define ions, molecular ions, formula units and free radicals.

Define atomic number, atomic mass, atomic mass unit.

Distinguish between atoms and ions.

Differentiate between molecules and molecular ions.

Distinguish between ion and free radical.

Classify the chemical species from given examples.

Identify the representative particles of elements and compounds.

Describe the contributions that Rutherford made to the development of the atomic

theory.

Explain how Bohr's atomic theory differed from its.

Describe the structure of an atom including the location of the proton, electron and

neutron.

Define isotopes.

Compare isotopes of an atom.

Discuss properties of the isotopes of H, C, Cl, U

Draw the structure of different isotopes from mass number and atomic number.

State the importance and uses of isotopes in various fields of life.

Describe the presence of sub shells in a shell.

Distinguish between shells and sub shells.

Write the electronic configurations of the first 18 elements in the Periodic Table.

2.2 Atomic structure and the Periodic Table

1 Describe the structure of the atom as a central nucleus containing neutrons and protons surrounded by

electrons in shells

2 State the relative charges and relative masses of a proton, a neutron and an electron

3 Define proton number/ atomic number as the number of protons in the nucleus of an atom

4 Define mass number/nucleon number as the total number of protons and neutrons in the nucleus of an atom

5 Determine the electronic configuration of elements and their ions with proton number 1 to 20, e.g. 2,8,3

6 State that:

(a) Group VIII noble gases have a full outer shell

(b) the number of outer shell electrons is equal to the group number in Groups I to VII

2.3 Isotopes

1 Define isotopes as different atoms of the same element that have the same number of protons but different numbers of neutrons

2 State that isotopes of the same element have the same chemical properties because they have the same number of electrons and therefore the same electronic configuration

3 Interpret and use symbols for atoms, and ions

4 Calculate the relative atomic mass of an element from the relative masses and abundances of its isotopes

1 Describe the structure of atom as a central positively charged nucleus surrounded by negatively charged cloud of electrons due to electrostatic attraction

- understand that, unlike orbits, shells and subshells are energy levels of electrons and a bigger shell implies greater energy and average distance from nucleus

- electrons are quantum particles with probabilistic paths whose exact paths and locations cannot be mapped (with reference to the uncertainty principle)

- nucleus is made of protons and neutrons held together by strong force

- understand that atomic model is a model to aid understanding and if an atom were to be 'photographed' it will be a fuzzy cloud

2 State the relative charge and relative masses of a subatomic particles (an electron, proton and neutron)

3 Draw and interpret the relation between a subatomic particle's charge and path in a uniform electric field

4 Define proton number/atomic number as the number of protons in the nucleus of an atom

- understand that it is unique to each element and used to place elements in periodic table

- understand that radioactivity can change the proton number and alter an atom's identity

5 Define nucleon number/atomic mass as sum of number of protons and neutrons in the nucleus of an atom

6 Determne the electronic configuration of elements and their ions with proton numbers 1 to 20 as

- simple configuration e.g. 2,8,3

- subshells e.g. 1s2, 2s2, 2p6, 2s1

- Students should be able to determine both of these from periodic table and are not required to memorize these

- understand that chemical properties of an atom are governed by valence electrons

7 Define isotopes as different atoms of the same element that have same number of protons but different neutrons

- state that isotopes can affect molecular mass but not chemical properties of an atom

- calculate number of protons and neutrons of different isotopes

- be familiar with radioactive isotopes and their usage in nucleur medicine and carbon-dating

8 Interpret and use the symbols for atoms and ions

9 Calculate relative atomic mass of an element from relative masses and abundance of its isotopes, and calculate the relative mass of an isotope given relative atomic mass and abundance of all stable isotopes

The structure of the atom is described differently, explaining concepts such as shells, subshells, and quantum particles. This change aims to provide a clearer understanding of the atom's structure, which is essential for further study in chemistry. It also introduces the concept of quantum particles and the uncertainty principle. This helps students understand the fundamental particles that make up atoms and their properties.

An additional point has been added to explains how they behave in a uniform electric field. The terms for proton number/atomic number and nucleon number/atomic mass in more detail and explains how they are unique to each element. It also emphasizes the importance of valence electrons in determining chemical properties. It also introduces radioactive isotopes and their usage in nuclear medicine and carbon dating.

Radioisotopes are used in nuclear medicine for diagnostics, treatment and research, as tracers in biochemical and pharmaceutical research, and as “chemical clocks” in geological and archaeological dating.

PET (positron emission tomography) scanners give three-dimensional images of tracer concentration in the body, and can be used to detect cancers.

Absorption and emission spectra are widely used in astronomy to analyse light from stars

Atomic absorption spectroscopy is a very sensitive means of determining the presence and concentration of metallic elements.

Chemical Bonding

(Physical Chemistry)

1.3 Chemical Species

1.3.1 Ions (Cations, Anions), Molecular Ions and Free Radicals.

1.3.2 Types of Molecules (Monatomic, Polyatomic, Homoatomic,

Heteroatomic)

4.1 Why do Atoms Form Chemical Bonds?

4.2 Chemical Bonds

4.3 Types of Bonds

4.3.1 Ionic Bonds

4.3.2 Covalent Bonds

4.3.3 Dative Covalent Bonds

4.3.4 Polar and Non-Polar Bonds

4.3.5 Metallic Bonds

4.4 Intermolecular Forces

4.4.1 Dipole-Dipole Interactions

4.4.2 Hydrogen Bonding

4.5 Nature of Bonding and Properties

4.5.1 Ionic Compounds

4.5.2 Covalent Compounds

4.5.3 Polar and Non-Polar Compounds

4.5.4 Metals

Understanding

Describe the importance of noble gas electronic configurations.

State the octet and duplet rules.

Explain how elements attain stability.

Describe the ways in which bonds may be formed.

State the importance of noble gas electronic configurations in the formation of ion.

Describe the formation of cations from an atom of a metallic element.

Describe the formation of anions from an atom of a non-metallic element.

Describe the characteristics of an ionic bond.

Recognize a compound as having ionic bonds.

Identity characteristics of ionic compounds.

Describe the formation of a covalent bond between two non metallic elements.

Describe with examples single, double and triple covalent bonds.

Draw electron cross and dot structures for simple covalent molecules containing

single, double and triple covalent bonds.

2.4 Ion and ionic bonds

1 Describe the formation of positive ions, known as cations, and negative ions, known as anions

2 Describe the giant lattice structure of ionic compounds as a regular arrangement of alternating positive and

negative ions

3 State that an ionic bond is a strong electrostatic attraction between oppositely charged ions

4 Describe the formation of ionic bonds between ions of metallic and non-metallic elements, including the

use of dot-and-cross diagrams

5 Describe and explain in terms of structure and bonding the properties of ionic compounds:

(a) high melting points and boiling points

(b) good electrical conductivity when aqueous or molten and poor when solid

2.5 Simple molecules and covalent bonds

1 State that a covalent bond is formed when a pair of electrons is shared between two atoms leading to

noble gas electronic configurations

2 Describe the formation of covalent bonds in simple molecules, including H2, Cl

2, H2O, CH4, NH3, HCl,

CH3OH, C2H4, O2, CO2 and N2. Use dot-and-cross diagrams to show the electronic configurations in these

and similar molecules

3 Describe and explain in terms of structure and bonding the properties of simple molecular compounds:

(a) low melting points and boiling points in terms of weak intermolecular forces (specific types of intermolecular forces are not required)

(b) poor electrical conductivity

2.6 Giant covalent structures

1 Describe the giant covalent structures of graphite, diamond and silicon(IV) oxide, SiO2

2 Relate the structures and bonding of graphite and diamond to their uses, limited to:

(a) graphite as a lubricant and as an electrode

(b) diamond in cutting tools

3 Describe the similarity in properties between diamond and silicon(IV) oxide, related to their structures

2.7 Metallic bonding

1 Describe metallic bonding as the electrostatic attraction between the positive ions in a giant metallic

lattice and a ‘sea’ of delocalised electrons

2 Explain in terms of structure and bonding the properties of metals:

(a) good electrical conductivity

(b) malleability and ductility

1 Understand that noble gas electronic configuration, octet and duplet rules help predict chemical properties of main group elements

2 Describe the formation of positive ions, namely cations, and negative ions, namely, anions

- the idea that metals form cations and non-metlas form anions only should be avoided

- students should use noble gas electronic configuration as guiding principle combined with ionization energy to determine the most stable ion of a given atom from elements 1-20

3 Define three main kinds of chemical bond

i. Ionic Bond as strong electrostatic attraction between oppositely charged ions

ii. Covalent bond as strong electrostatic attraction between shared electrons and two nuclei

- coordinate covalent bond/dative bond as a covalent bond where both electrons are from the same atom

iii. Metallic bond as strong electrostatic attraction between cloud/sea of delocalized electrons and positively charged cations

4 Describe and explain the properties of compounds in terms of bonding and structure

- strength of forces and their impact on melting and boiling point

giant structure including ionic, metallic and covalent compounds, with many strong forces of attraction, having high melting and boiling points

- simple molecular substances, with weak intermolecular forces, having low melting and boiling point

(types of intermolecular forces are not required)

- availability of free charged particles (electrons or ions) for conduction of electricity;

ionic compounds being good electrolytes when molten or aqueous (free ions) but poor conductors as solids (no free ions)

graphite and metals being good conductors due to free electrons being available,

diamond and silicon(IV) oxide not conducting due to inavailability of free electrons

some substances can ionize when dissolved e.g. acids and water and conduct electricity

- suitability of usage

graphite as lubricant or an electrode

diomond in cutting tools

metals for wires, and sheets

5 Describe formation of

- ionic bonds in binary compounds using dot-and-cross diagram and lewis-dot structure

- simple molecules including H2, Cl2, O2, N2, H2O, CH4, NH3, HCl, CH3OH, C2H4, CO2, HCN, and similar molecules using dot-and-cross diagram and lewis-dot structure

6 Understand that molecular ions/polyatomic ions can have expanded octets e.g. sulfate and nitrate

7 Describe the formation of dative bond in CO, ozone and H3O+ ion (resonance structure not required)

Added information on the importance of noble gas electronic configuration, octet and duplet rules to predict chemical properties of main group elements.

This information helps students understand the trends in the properties of elements and how they relate to their electron configuration.

Clarified the formation of ions by including the fact that metals can also form anions and that students should use noble gas electronic configuration and ionization energy to determine the most stable ion of a given atom from elements 1-20.

This information provides a more accurate and comprehensive understanding of how ions are formed.

Defined and differentiated the three main kinds of chemical bond: ionic, covalent, and metallic bonds, and also introduced coordinate covalent bond/dative bond.

This information helps students understand the different types of chemical bonding and their characteristics.

Explained the properties of compounds in terms of bonding and structure, including the strength of forces, impact on melting and boiling points, availability of free charged particles for conduction of electricity, and suitability of usage.

This information provides a comprehensive understanding of how the type of bonding affects the properties and behavior of compounds.

Added specific examples of simple molecules for students to practice drawing dot-and-cross diagrams and Lewis-dot structures.

This information helps students apply their knowledge of bonding to practical examples.

Mentioned that molecular ions/polyatomic ions can have expanded octets, e.g., sulfate and nitrate.

This information helps students understand that some ions can exceed the octet rule.

Described the formation of dative bond in CO, ozone and H3O+ ion.

This information helps students understand the concept of dative bonding and its examples.

Ionic liquids are efficient solvents and electrolytes used in electric power sources and green industrial processes.

Biodegradaebility of plastics

Polarity of molecules and its importance in development of microwave ovens

Structure of proteins and its impact on their functions

Stoichiometry

(Physical Chemistry)

1.4 Avogadro's Number and Mole

1.4.1 Avogadro's Number

1.4.2 Mole

1.4.3 Gram Atomic Mass, Gram Molecular and Gram Formula Mass

1.5 Chemical Calculations

1.5.1 Mole-Mass Calculations

1.5.2 Mole-Particle Calculations

6.4 Concentration Units

6.4.1 Percentage

6.4.2 Molarity

6.4.3 Problems Involving the Molarity of a Solution

Understanding

Relate gram atomic mass, gram molecular mass and gram formula mass to mole.

Describe how Avogadro's number is related to a mole of any substance.

Distinguish among the terms gram atomic mass, gram molecular mass and gram

formula mass.

Change atomic mass, molecular mass and formula mass into gram atomic mass,

ram molecular mass and ram formula mass.

Explain what is meant by the concentration of a solution.

Define Molarity.

Define percentage solution.

Solve problems involving the Molarity of a solution.

Describe how to prepare a solution of given Molarity.

Describe how to prepare dilute solutions from concentrated solutions of known

Molarity.

Convert between the Molarity of a solution and its concentration in g/dm3.

3.1 Formulae

1 State the formulae of the elements and compounds named in the subject content

2 Define the molecular formula of a compound as the number and type of different atoms in one molecule

3 Define the empirical formula of a compound as the simplest whole number ratio of the different atoms or ions in a compound

4 Deduce the formula of a simple compound from the relative numbers of atoms or ions present in a model or a diagrammatic representation

5 Deduce the formula of an ionic compound from the charges on the ions

6 Construct word equations, symbol equations and ionic equations to show how reactants form products, including state symbols

7 Deduce the symbol equation with state symbols for a chemical reaction, given relevant information

3.2 Relative masses of atoms and molecules

1 Describe relative atomic mass, Ar, as the average mass of the isotopes of an element compared to 1/12th of the mass of an atom of 12C

2 Define relative molecular mass, Mr as the sum of the relative atomic masses. Relative formula mass, Mr will be used for ionic compounds

3.3 The mole and the Avogadro constant

1 State that the mole, mol, is the unit of amount of substance and that one mole contains 6.02×1023 particles, e.g. atoms, ions, molecules; this number is the Avogadro constant

2 Use the relationship amount of substance (mol) = mass (g) / molar mass (g /mol) to calculate:

(a) amount of substance

(b) mass

(d) relative atomic mass or relative molecular/formula mass

(e) number of particles, using the value of the Avogadro constant

3 Use the molar gas volume, taken as 24dm3 at room temperature and pressure, r.t.p., in calculations involving gases

4 State that concentration can be measured in g /dm3 or mol/dm3

5 Calculate stoichiometric reacting masses, limiting reactants, volumes of gases at r.t.p., volumes of solutions and concentrations of solutions expressed in g /dm3 and mol/dm3, including conversion between cm3 and dm3

6 Use experimental data to calculate the concentration of a solution in a titration

7 Calculate empirical formulae and molecular formulae, given appropriate data

8 Calculate percentage yield, percentage composition by mass and percentage purity, given appropriate data

1 State the formulae of elements and compounds named in the subject content

2 Define molecular formula of a compounds as the number and type of different atoms in one molecule

3 Define empirical formula of a compound as the simples whoel number ratio of different atoms or ions in a compound

4 Deduce the formula and name of a binary ionic compound from ions given

5 Deduce the formula of a molecular substance from diagram

6 Construct word equation, chemical equation and ionic equations to show reactant forming products, including state symbols

7 Deduce the symbol equation with state symbols for a chemical reaction given relevant information

8 Define relative atomic mass as the average mass of isotopes of an element compared to 1/12th of mass of an atom of Carbon 12

9 Define mole as amount of substance containing avogadro's number (6.02x10^23)of particles

10 Use the relationship amound of substance = mass / molar mass to calculate number of moles, mass, molar mas, relative mass (atomic/molecular/formula) and number of particles

11 Use the molar gas volume, 24 dm^3 at room temperature and pressure, in calculations involving gases

12 Define concentration, use both g/dm^3 and mol/dm^3, and convert between them

13 Calculate stoichiometric reacting masses, limiting reactants, volume of gases at r.t.p., volumes of solution and concetrations of solutions in g/dm3 or mol/dm3, inluding conversion between cm3 and dm3

14 Use experimental data to calculate concetration of a solution in a titration

15 Calculate empricial formulae and molecular formulae from appropriate data

16 Calculate percentage yield, percetnage compoisiton by mass, percentage purity from appropriate data

The content was expanded to include more detailed explanations and examples, as well as calculations and conversions between different units of concentration and stoichiometric quantities.

The revised content places a greater emphasis on practical applications and problem-solving skills, including the use of experimental data to calculate concentrations and yields.

The concept of percentage yield is vital in monitoring the efficiency of industrial processes.

Stoichiometric calculations are fundamental to chemical processes in research and industry, for example in the food, medical, pharmaceutical and manufacturing industries

Electrochemistry

(Physical Chemistry)

7.2 Oxidation States and Rules for Assigning Oxidation States

7.3 Oxidizing and Reducing Agents

7.4 Oxidation - Reduction Reactions

7.5 Electrochemical Cells

7.5.1 Concept of Electrolytes

7.5.2 Electrolytic Cells

7.5.3 Galvanic Cells (Daniel Cell)

7.6 Electrochemical Industries

7.6.1 Manufacture of Sodium Metal from Fused NaCl

7.6.2 Manufacture of NaOH from Brine and its properties

7.7 Corrosion and Its Prevention

7.7.1 Rusting of Iron

7.7.2 Electroplating of Tin, Zinc, Silver and Chromium on Steel

Understanding

Define oxidation and reduction in terms of loss or gain of oxygen or hydrogen.

Define oxidation and reduction in terms of loss or gain of electrons.

Identify the oxidizing and reducing agents in a redox reaction.

Define oxidizing and reducing agents in a redox reaction.

Define oxidation state.

State the common rules used for assigning oxidation numbers to free elements, ions

(simple and complex), molecules, atoms.

Determine the oxidation number of an atom of any element in a compound.

Describe the nature of electrochemical processes.

Sketch an electrolytic cell, label the cathode and the anode.

Identify the direction of movement of cations and anions towards respective electrodes.

List the possible uses of an electrolytic cell.

Sketch a Danniell cell, labeling the cathode, the anode, and the direction of flow of the electrons.

Describe how a battery produces electrical energy.

Identify the half-cell in which oxidation occurs and the half-cell in which reduction

occurs given a voltaic cell.

Distinguish between electrolytic and voltaic cells.

Describe the methods of preparation of alkali metals.

Describe the manufacture of sodium metal from fused NaCl.

Identify the formation of by products in the manufacture of sodium metal from fused NaCl.

Describe the method of recovering metal from its ore.

Explain electrolytic refining of copper.

Define corrosion.

Describe rusting of iron as an example of corrosion.

Summarize the methods used to prevent corrosion.

Explain electroplating of metals on steel (using examples of zinc, Tin and chromium plating).

4.1 Electrolysis

1 Define electrolysis as the decomposition of an ionic compound, when molten or in aqueous solution, by the passage of an electric current

2 Identify in simple electrolytic cells:

(a) the anode as the positive electrode

(b) the cathode as the negative electrode

3 Describe the transfer of charge during electrolysis to include:

(a) the movement of electrons in the external circuit

(b) the loss or gain of electrons at the electrodes

4 Identify the products formed at the electrodes and describe the observations made during the electrolysis of:

(a) molten lead(II) bromide

(b) concentrated aqueous sodium chloride

using inert electrodes made of platinum or carbon/ graphite

5 Identify the products formed at the electrodes and describe the observations made during the electrolysis of aqueous copper(II) sulfate using inert carbon/ graphite electrodes and when using copper electrodes

6 State that metals or hydrogen are formed at the cathode and that non-metals (other than hydrogen) are formed at the anode

7 Predict the identity of the products at each electrode for the electrolysis of a binary compound in the molten state

8 Predict the identity of the products at each electrode for the electrolysis of a halide compound in dilute or concentrated aqueous solution

9 Construct ionic half-equations for reactions at the anode (to show oxidation) and at the cathode (to show reduction)

10 State that metal objects are electroplated to improve their appearance and resistance to corrosion

11 Describe how metals are electroplated

6.4 Redox

1 Use a Roman numeral to indicate the oxidation number of an element in a compound

2 Define redox reactions as involving simultaneous reduction and oxidation

3 Define oxidation in terms of:

(a) gain of oxygen

(b) loss of electrons

4 Define reduction in terms of:

(a) loss of oxygen

(b) gain of electrons

5 Identify redox reactions as reactions involving gain and loss of oxygen, or gain and loss of electrons

6 Identify redox reactions by changes in oxidation number using:

(a) the oxidation number of elements in their uncombined state is zero

(b) the oxidation number of a monatomic ion is the same as the charge on the ion

(d) the sum of the oxidation numbers in an ion is equal to the charge on the ion

7 Identify redox reactions by the colour changes involved when using acidified aqueous potassium manganate(VII) or aqueous potassium iodide

8 Define an oxidising agent as a substance that oxidises another substance and is itself reduced

9 Define a reducing agent as a substance that reduces another substance and is itself oxidised

10 Identify oxidation, oxidising agents, reduction and reducing agents in redox reactions

1 Define redox reactions as simultaenous oxidation and reduction in terms of oxygen, electrons and changes in oxidation state

2 Use roman numeral to indicate oxidation number of an element in a compound

3 Define and identify oxidizing and reducing agents in a redox reactions

4 Identify that

(a) the oxidation number of elements in their uncombined state is zero

(b) the oxidation number of a monatomic ion is the same as the charge on the ion

(d) the sum of the oxidation numbers in an ion is equal to the charge on the ion

5 Identify redox reactions by the colour changes involved when using acidified aqueous potassium manganate(VII) or aqueous potassium iodide

6 Define electrolysis as decomposition of ionic compound, in molten or aqueous solution, by passage of electric current

7 Identify and label in simple electrolytic cells, the anode (+), cathode (-), electrolyte and direction of flow of electrons in external circuit,

8 Describe the transfer of charge in external circuit, movement of ions in the electrolyte and transfer of electrons at electrodes

9 Identify the products formed at electrodes and describe the observations made during the electrolysis of

- molten lead(II) chloride

- concetrated aqeuous sodium chloride

- diltue sulfuric acid

using inert electrodes (platinum or carbon/graphite)

9 Identify the products formed at electrodes and describe the observations made during the electrolysis of dilute copper(II) sulfate using inert electrode or copper electrode

10 Predict the identity of products of electrolysis of a halide compound in dilute or concentrated solution

11 Construct ionic half-equations for reaction at either electrode

12 Describe electroplating

13 Label an electrovoltaic cell e.g. Daniel cell, flow of electrons in external circuit, and use the voltage data given to determine order of reactivity of any two metals

14 Define corrosion, discuss methods to prevent corrosion (barrier method such as using paint, galvanizing, electroplating; scarificical protection such as using magnesium blocks in ships

Added a definition for redox reactions that includes the three ways in which they can be characterized (oxygen, electrons, and changes in oxidation state).

Changed the method of indicating oxidation numbers from "common oxidation numbers" to "Roman numerals" to reflect the more precise and consistent nature of this method, more importantly to stress that multiple oxidation states can be there which are other than common.

Added a point on identifying redox reactions based on the color changes observed in acidified aqueous potassium manganate(VII) or aqueous potassium iodide to provide a practical way of identifying redox reactions in the lab.

Added a point on describing the transfer of charge in the external circuit and the movement of ions in the electrolyte during electrolysis to help students understand the underlying processes involved.

Added a point on using voltage data to determine the order of reactivity of metals in a voltaic cell, to help students understand how to interpret the data they collect in lab experiments.

Added a point on the use of sacrificial protection in preventing corrosion, to provide an additional method that students should be aware of.

Fuel cells

Heart pacemakers

Energetics

(Physical Chemistry)

N/A

5.1 Exothermic and endothermic reactions

1 State that an exothermic reaction transfers thermal energy to the surroundings leading to an increase in

the temperature of the surroundings

2 State that an endothermic reaction takes in thermal energy from the surroundings leading to a decrease in

the temperature of the surroundings

3 State that the transfer of thermal energy during a reaction is called the enthalpy change, ΔH, of the

reaction. ΔH is negative for exothermic reactions and positive for endothermic reactions

4 Define activation energy, Ea, as the minimum energy that colliding particles must have to react

5 Draw, label and interpret reaction pathway diagrams for exothermic and endothermic reactions using

information provided, to include:

(a) reactants

(b) products

(d) activation energy, Ea

6 State that bond breaking is an endothermic process and bond making is an exothermic process and explain

the enthalpy change of a reaction in terms of bond breaking and bond making

7 Calculate the enthalpy change of a reaction using bond energies

1 Understand the idea of system and surroundings and that energy is transferred from one to another in a chemical reaction

2 Identify that exothermic reactions transfer energy to surrounding increasing their temperature and give examples of such reactions including respiration, neutralization, electrovoltaic reactions

3 Identify that endothermic reactions absorb energy from surrounding decreasing their temperature and give examples of such reactions including decomposition and electrolysis

4 State that this thermal energy is called enthalpy change and determine its sign; negative for exothemric and positive for endothermic reactions

5 Define activation energy as the miniumum energy that colliding particles must have for a successful collision, and understand that this depends on reaction pathway which can be changed using catalysts or enzyme (detailed pathways not required)

6 Draw, label and interpret reaction pathway diagram for exothermic and endothermic reaction to include enthalpy change, activation energy (uncatalyzed and catalyzed), reactants and products

7 State that bond breaking is endothermic and bond making is exothermic processes and explain that enthalpy cahnge is sum of energies absorbed and released in bond breaking and bond forming

8 Calculate enthalpy change of a reaction given bond energy values

This topic was not separately taught in 2006 curriculum and has been explicitly added, taking guidance from O level curriculum.

Determining energy content of important substances in food and fuels

Energy sources, such as combustion of fossil fuels, require high ΔH values

Reaction kinetics

(Physical Chemistry)

N/A

6.2 Rate of reaction

1 Describe collision theory in terms of:

(a) number of particles per unit volume

(b) frequency of collisions between particles

(d) activation energy, Ea

2 State that a catalyst increases the rate of a reaction, decreases the activation energy, Ea, of a reaction and

is unchanged at the end of a reaction

3 Describe and explain the effect on the rate of reactions of:

(a) changing the concentration of solutions

(b) changing the pressure of gases

(d) changing the temperature

(e) adding or removing a catalyst, including enzymes

using collision theory

4 Describe and evaluate practical methods for investigating the rate of a reaction, including change in mass

of a reactant or a product and the formation of a gas

5 Interpret data, including graphs, from rate of reaction experiments

1 Describe collision theory in terms of number of particules per unit volume, frequency of collisions of particles, kinetic energy of particules and activation energy

2 State that catalyst increases the rate of reaction, provides alternate pathway with lower activation energy, and remains unchanged at the end of a reaction

3 Describe and explain the effect on rate of reaction of changing concentration of solution, pressure of gases, surface area of solids, temperature, presence of catalyst (including enzymes) using collision theory

4 Describe, evaluate and interpret date, including graph, of practical methods for investigating rate of reaction including change in mass, temperature, and formation of gas

This topic was not separately taught in 2006 curriculum and has been explicitly added, taking guidance from O level curriculum.

Chewing food is important in timely digestion of food

Equilibria

(Physical Chemistry)

9.1 Reversible Reaction and Dynamic Equilibrium

9.2 Law of Mass Action and Derivation of the Expression for the Equilibrium Constant

9.3 Equilibrium Constant and Its Units

9.4 Importance of Equilibrium Constant

Understanding

Define chemical equilibrium in terms of a reversible reaction.

Write both the forward and the reverse reactions and describe the macroscopic characteristics of each.

Define Law of mass action

Derive an expression for the equilibrium constant and its units

State the necessary conditions for equilibrium and the ways that equilibrium can be recognized.

Write the equilibrium constant expression of a reaction.

6.3 Reversible reactions and equilibrium

1 State that some chemical reactions are reversible as shown by the symbol ⇌

2 Describe how changing the conditions can change the direction of a reversible reaction for:

(a) the effect of heat on hydrated compounds

(b) the addition of water to anhydrous compounds

including copper(II) sulfate and cobalt(II) chloride

3 State that a reversible reaction in a closed system is at equilibrium when:

(a) the rate of the forward reaction is equal to the rate of the reverse reaction

(b) the concentrations of reactants and products are no longer changing

4 Predict and explain, for a reversible reaction, how the position of equilibrium is affected by:

(a) changing temperature

(b) changing pressure

(d) using a catalyst

using information provided

11 Explain, in terms of rate of reaction and position of equilibrium, why the typical conditions stated are used

in the Haber process and in the Contact process, including safety considerations and economics

1 Understand that reversible reaction are shown by symbol ⇌ and may not go to completion

2 Describe how changing condition can change the direction of reversible reaction for

- effect of heat on hydrated compounds

- addition of water to anhydrous substances in particular copper(II) sulfate

3 State that reversible reactions can achieve equilibrium in a closed system when rate of forward reaction is equals rate of

The expression for equilibria has been moved to grade 11 where connection between its value and meaning has been stressed. In Matric, reference to easily demonstrated reversible reaction has been added. Students are also expected to predict the more appropriate conditions based on their understanding of eqiulibria. This is expanded upon in grade 11 through quantitative values. The term law of mass action has been removed to focus more on the understanding of concept and less on memorization.

Manufacturing fertilizers and Haber process

Acid-Base chemistry and pH

(Physical Chemistry)

10.1 Concepts of Acids and Bases

10.1.1 Arrhenius Concept of Acids and Bases

10.1.2 Bronsted Concept of Acids, and Bases

10.1.3 Lewis Concept of Acids and Bases

10.2 pH Scale

Understanding

Use the Bronstad-Lowry theory to classify substances as acids or bases, or as proton donors or proton acceptors.

Classify substances as Lewis acids or bases.

Write the equation for the self-ionization of water.

Given the hydrogen ion or hydroxide ion concentration, classify a solution as neutral, acidic, or basic.

Complete and balance a neutralization reaction.

7.1 The characteristic properties of acids and bases

1 State that aqueous solutions of acids contain H+ ions and aqueous solutions of alkalis contain OH– ions

2 Define acids as proton donors and bases as proton acceptors

3 State that bases are oxides or hydroxides of metals and that alkalis are soluble bases

4 Describe the characteristic properties of acids in terms of their reactions with:

(a) metals

(b) bases

5 Describe the characteristic properties of bases in terms of their reactions with:

(a) acids

(b) ammonium salts

6 State that a neutralisation reaction occurs between an acid and a base

7 Describe the neutralisation reaction between an acid and an alkali to produce water,

8 Describe acids and alkalis in terms of their effects on:

(a) litmus

(b) thymolphthalein

9 Define a strong acid as an acid that is completely dissociated in aqueous solution and a weak acid as an acid that is partially dissociated in aqueous solution

10 State examples of strong acids, including hydrochloric acid, nitric acid and sulfuric acid and construct the symbol equations to show their complete dissociation,

11 State examples of weak acids, including carboxylic acids and construct the symbol equations to show their partial dissociation, e.g. for ethanoic acid,

12 Describe how to compare hydrogen ion concentration, neutrality, relative acidity and relative alkalinity in terms of colour and pH using universal indicator paper

1 State that aqueous solutions of acids contain H+ ions and aqueous solutions of alkalis contain OH- ions

2 Write dissociation equations for an acid or base in aqueous solution.

3 Define acids as proton donors and bases as proton acceptor

4 State that bases are oxides or hydroxides of metals and that alkalis are water-soluble bases

5 State that Lewis acids accept lone pair, and Lewis bases donate lone pair, and understand that this makes a coordinate covalent bond.

6 Describe the characteristic properties of acids in terms of their reactions with metals, bases and carbonates

7 Describe the characteristic properties of bases in terms of their reacitons with acids and ammonium salts

8 State that a neutralization reaction occurs between an acid and a base

9 Describe acids and alkalis in terms of their effects on litmus and methyl orange

10 Define a strong acid as an acid that completely dissociates in aqueous solution and a weak acid as an acid that partially dissociates in aqueous solution. Students should be able to write symbol equations to show these for hydrochloric acid, sulfuric acid, nitric acid and ethanoic acid

11 Describe pH as a way to compare hydrogen ion concentration, neutrality, relative acidity and realtive alkalanity and also in terms of colour of universal indicator (Students are not required to memorize the colors corresponding to pH, nor are they required to calculate ion concentrations for pH)

12 Understand the role of acids and bases in daily life with examples from the kitchen and cleaning supplies

The 2023 syllabusincludes more specific details and examples related to acids and bases, providing a more comprehensive understanding of the topic, adding new concepts, such as the definition of strong and weak acids, the properties of acids and bases, and the self-ionization of water, which are important for a better understanding of the topic.

The 2023 syllabusremoves the Arrhenius concept of acids and bases, which is a more limited definition compared to the Bronsted-Lowry and Lewis concepts, and focuses more on the practical applications of acids and bases in daily life.

The 2023 curriculum

- Clarifies that aqueous solutions of acids contain H+ ions and aqueous solutions of alkalis contain OH- ions

- Adds writing dissociation equations for an acid or base in aqueous solution to provide more detail on the topic.

- Defines acids as proton donors and bases as proton acceptors for a better understanding of the Bronstad-Lowry theory.

- Adds clarification that bases are oxides or hydroxides of metals and that alkalis are water-soluble bases.

- Adds description of Lewis acids and bases, and their role in coordinate covalent bond formation.

- Adds description of the characteristic properties of acids in terms of their reactions with metals, bases, and carbonates.

- Adds description of the characteristic properties of bases in terms of their reactions with acids and ammonium salts.

- Adds clarification that a neutralization reaction occurs between an acid and a base.

- Adds description of how acids and alkalis affect litmus and methyl orange indicators.

- Adds definition of strong and weak acids, and the ability to write symbol equations for hydrochloric acid, sulfuric acid, nitric acid, and ethanoic acid.

- Adds description of pH and its relationship to hydrogen ion concentration, neutrality, relative acidity, and relative alkalinity, as well as its relationship to universal indicator colors.

- Adds understanding of the role of acids and bases in daily life, with examples from the kitchen and cleaning supplies.

Use of acids and bases in daily life

Amino acids are amphoteric species

Antacid tablets as basic species to deal with excess hydrochloric acid in stomach

Salts

(Physical Chemistry)

10.3 Salts

10.3.1 Preparation

10.3.2 Types of

10.3.3 Uses of some Salts

7.3 Preparation of salts

1 Describe the preparation, separation and purification of soluble salts by reaction of an acid with:

(a) an alkali by titration

(b) excess metal

(d) excess insoluble carbonate

2 Describe the preparation of insoluble salts by precipitation

3 Describe the general solubility rule for salts:

(a) sodium, potassium and ammonium salts are soluble

(b) nitrates are soluble

(d) sulfates are soluble, except barium, calcium and lead

(e) carbonates are insoluble, except sodium, potassium and ammonium

(f) hydroxides are insoluble, except sodium, potassium, ammonium and calcium (partially)

4 Define a hydrated substance as a substance that is chemically combined with water and an anhydrous substance as a substance containing no water

5 Define the term water of crystallisation as the water molecules present in hydrated crystals, including CuSO4- 5H2O and CoCl 2- 6H2O

1 Describe the general solubility rules for salts:

- sodium, nitrate, potassium and ammonium salts are soluble

- chlorides are soluble except lead and silver

- carbonates are insoluble except sodium, potassium and ammonium

- hydroxides are insoluble except sodium, potassium, ammonium and calcium (partially)

2 Describe the preparation, separation and purification of soluble salts by reactions of acids with alkali (titration), excess metal, excess insoluble base, excess insoluble carbonate

3 Define a hydrolyzed substance as a substance chemically combined with water and an anhydrous substance as a substance containing no water.

4 Define the term water of crystallization as water molecules present in hydrated crystals in particular CuSO4.5H2O

What are the general solubility rules for salts?

How can soluble salts be prepared, separated and purified by reactions of acids with alkali, excess metal, excess insoluble base, and excess insoluble carbonate?

The 2023 syllabusstarts with a clear and concise statement of the general solubility rules for salts, which helps to give context to the different methods of preparation mentioned later on.

The different methods of preparation are grouped together under one heading, which makes it easier to follow the flow of the information.

The term "hydrolyzed substance" has been changed to "hydrated substance", which is more commonly used and easier to understand.

The 2023 syllabusincludes a more specific example of a hydrated substance (CuSO4.5H2O) to illustrate the concept of water of crystallization.

Periodic Table and Periodicity

(Inorganic Chemistry)

3.1 Periodic Table

3.1.1 Periods

3.1.2 Groups

3.2 Periodicity of Properties

3.2.1 Atomic Size

3.2.2 Ionization Energy

3.2.3 Electron Affinity

3.2.4 Shielding Effect

3.2.5 Electronegativity

Understanding

Distinguish between a period and a group in the periodic table.

State the periodic law.

Classify the elements (into two categories: groups and periods) according to the configuration of their outer most electrons.

Determine the demarcation of the periodic table into an s block and p block.

Explain the shape of the periodic table.

Determine the location of families on the Periodic Table.

Recognize the similarity in the chemical and physical properties of elements in the same family of elements.

Identify the relationship between electron configuration and the position of an element on the periodic table.

Explain how shielding effect influences periodic trends.

Describe how electronegativities change within a group and within a period in the periodic table.

8.1 Arrangement of elements

1 Describe the Periodic Table as an arrangement of elements in periods and groups and in order of increasing proton number/ atomic number

2 Describe the change from metallic to non-metallic character across a period

3 Describe the relationship between group number and the charge of the ions formed from elements in that group

4 Explain similarities in the chemical properties of elements in the same group of the Periodic Table in terms of their electronic configuration

5 Explain how the position of an element in the Periodic Table can be used to predict its properties

6 Identify trends in groups, given information about the elements

1 Describe periodic table as an arrangement of elements in periods and groups, in order of increasing proton number/atomic number

2 Identify the group or period or block of an element using its electronic configuration

3 Describe the relationship between group number and the charge of ions formed from elements in the group

4 Explain similarities in the chemical properties of elements in same group in terms of their electronic configuration

5 Identify trends in group and periods, given information about the elements, including trends for atomic radius, electron affinity, ionization energy and metallic character

6 Determine the demarcation of periodic table into s and p block

7 predict the characteristic properties of an element in a given group by using knowledge of chemical periodicity

8 deduce the nature, possible position in the Periodic Table and identity of unknown elements from given information about physical and chemical properties

What is the periodic table and how is it arranged?

How can the electronic configuration of an element be used to identify its group or period in the periodic table?

How is the charge of ions formed from elements in a particular group related to the group number?

How can the electronic configuration of elements in the same group explain similarities in their chemical properties?

What are the trends in atomic radius, electron affinity, ionization energy and metallic character across periods and down groups of the periodic table?

What is the demarcation of the periodic table into s and p blocks?

How can knowledge of chemical periodicity be used to predict the characteristic properties of an element in a given group?

How can physical and chemical properties be used to deduce the nature, possible position in the periodic table and identity of unknown elements?

Trends in periodic table have been expanded upon and stress is provided on explanation instead of memorization. The remaining material is much the same.

Group Properties and Elements

(Inorganic Chemistry)

8.1 Metals

8.2 Non-metals

Understanding

Show how cations and anions are related to the terms metals and non-metals.

Explain why alkali metals are not found in the Free State in nature.

Identify elements as an alkali metal or an alkaline earth metal.

Explain the differences in ionization energies of alkali and alkaline earth metals.

Describe the position of sodium in Periodic Table, its simple properties and uses.

Describe the position of calcium and magnesium in Periodic Table, their simple properties and uses.

Compile some important reactions of halogens.

Name some elements, which are found in uncombined state in nature.

8.2 Non- Metals

8.2.1 Electronegative Character

8.2.2 Comparison of Reactivity of the Halogens

16.3 Manufacture of Urea

16.3.1 Raw Materials

16.3.2 Reaction

16.3.3 Flow Sheet Diagram

Describe the composition of urea.

Develop a flow sheet diagram for the manufacture of urea.

List the uses of urea.

8.1 Metals

8.1.1 Electropositive Character

8.1.2 Comparison of Reactivity of Alkali and Alkaline Earth Metals

8.1.3 Inertness of Noble Metals

16.1 Basic Metallurgical Operations with Reference to Copper

16.1.1 Concentration

16.1.2 Extraction

16.1.3 Electro-Refining

16.2 Manufacture of Sodium Carbonate by Solvay's Process

16.2.1 Raw Materials

16.2.2 Basic Reactions

16.2.3 Flow Sheet Diagram

Understanding

Differentiate between soft and hard metals (Iron and Sodium).

Describe the inertness of noble metals.

Identify the commercial value of Silver, Gold and Platinum.

Describe some metallurgical operations.

Make a list of raw materials for Solvay process.

Outline the basic reactions of Solvay process.

Develop a flow sheet diagram of Solvay process.

8.2 Group I properties

1 Describe the Group I alkali metals, lithium, sodium and potassium, as relatively soft metals with general

trends down the group, limited to:

(a) decreasing melting point

(b) increasing density

2 Predict the properties of other elements in Group I, given information about the elements

8.3 Group VII properties

1 Describe the Group VII halogens, chlorine, bromine and iodine, as diatomic non-metals with general trends

down the group, limited to:

(a) increasing density

(b) decreasing reactivity

2 State the appearance of the halogens at r.t.p. as:

(a) chlorine, a pale yellow-green gas

(b) bromine, a red-brown liquid

3 Describe and explain the displacement reactions of halogens with other halide ions

4 Predict the properties of other elements in Group VII, given information about the elements

8.4 Transition elements

1 Describe the transition elements as metals that:

(a) have high densities

(b) have high melting points

(d) form coloured compounds

(e) often act as catalysts as elements and in compounds

8.5 Noble gases

1 Describe the Group VIII noble gases as unreactive, monatomic gases and explain this in terms of electronic

configuration

9.1 Properties of metals

1 Compare the general physical properties of metals and non-metals, including:

(a) thermal conductivity

(b) electrical conductivity

(d) melting points and boiling points

2 Describe the general chemical properties of metals, limited to their reactions with:

(a) dilute acids

(b) cold water and steam

6.3 Reversible reactions and equilibrium

5 State the symbol equation for the production of ammonia in the Haber process, N2(g) + 3H2(g) ⇌ 2NH3(g)

6 State the sources of the hydrogen (methane) and nitrogen (air) in the Haber process

7 State the typical conditions in the Haber process as 450°C, 20000kPa /200 atm and an iron catalyst

8 State the symbol equation for the conversion of sulfur dioxide to sulfur trioxide in the Contact process, 2SO2(g) + O2(g) ⇌ 2SO3(g)

9 State the sources of the sulfur dioxide (burning sulfur or roasting sulfide ores) and oxygen (air) in the Contact process

10 State the typical conditions for the conversion of sulfur dioxide to sulfur trioxide in the Contact process as 450°C, 200kPa /2 atm and a vanadium(V) oxide catalyst

7.2 Oxides

1 Describe amphoteric oxides as oxides that react with acids and bases to produce a salt and water

2 Classify oxides as acidic, including SO2 and CO2, basic, including CuO and CaO, or amphoteric, limited to Al2O3 and ZnO, related to metallic and non-metallic character

9.2 Uses of metals

1 Describe the uses of metals in terms of their physical properties, including:

(a) aluminium in the manufacture of aircraft because of its low density

(b) aluminium in the manufacture of overhead electrical cables because of its low density and good electrical conductivity

(d) copper in electrical wiring because of its good electrical conductivity and ductility

9.3 Alloys and their properties

1 Describe an alloy as a mixture of a metal with other elements, including:

(a) brass as a mixture of copper and zinc

(b) stainless steel as a mixture of iron and other elements such as chromium, nickel and carbon

2 Explain in terms of structure how alloys can be harder and stronger than the pure metals because the different sized atoms or ions in alloys mean the layers can no longer slide over each other

3 Describe the uses of alloys in terms of their physical properties, including stainless steel in cutlery because of its hardness and resistance to rusting

4 Identify representations of alloys from diagrams of structure

9.4 Reactivity series

1 State the order of the reactivity series as: potassium, sodium, calcium, magnesium, aluminium, carbon, zinc, iron, hydrogen, copper, silver, gold

2 Describe the relative reactivities of metals in terms of their tendency to form positive ions, by displacement reactions, if any, with the aqueous ions of magnesium, zinc, iron, copper and silver

3 Describe the reactions, if any, of:

(a) potassium, sodium and calcium with cold water

(b) magnesium with steam

and explain these reactions in terms of the position of the metals in the reactivity series

4 Explain the apparent unreactivity of aluminium in terms of its oxide layer

5 Deduce an order of reactivity from a given set of experimental results

9.5 Corrosion of metals

1 State the conditions required for the rusting of iron and steel to form hydrated iron(III) oxide

2 Describe how barrier methods prevent rusting by excluding oxygen or water

3 State some common barrier methods, including painting, greasing and coating with plastic

4 Explain sacrificial protection in terms of the reactivity series and in terms of electron loss

5 Describe the use of zinc in galvanising as an example of a barrier method and sacrificial protection

9.6 Extraction of metals

1 Describe the ease of obtaining metals from their ores, related to the position of the metal in the reactivity series

2 Describe the extraction of iron from hematite in the blast furnace, including symbol equations for each step, limited to:

(a) the burning of carbon (coke) to provide heat and produce carbon dioxide

(b) the reduction of carbon dioxide to carbon monoxide

(d) the thermal decomposition of calcium carbonate /limestone to produce calcium oxide

(e) the formation of slag

3 Describe the extraction of aluminium from purified bauxite / aluminium oxide, including:

(a) the role of cryolite

(b) why the carbon anodes need to be regularly replaced

Details of the purification of bauxite are not required

Group I Properties

1 Describe Group I Alkali metals as relatively soft metals with genreal trends down the group limited to decreasing melting point, increasing density, increasing reactivity

2 Predict properties of other elements in group I, given information about the elements and arrange these elements in order of reactivity given relevant information

Group VII Properties

1 Describe group VII halogens as diatomic non-metals with general trends limited to increasing density, and decreasing reactivity.

2 State the appearance of halogens at rtp as flourine as pale yellow gas, chlorine as yellow-green gas, bromine as red-brown loquid, iodine as grey-black solid

3 Describe and explain the displacement reactions of halogens with other halid ions and also as reducing agents

4 Predict the porperties of other elements in group VII, given information about the elements

5 explain the use of chlorine in water purification to include the production of the active species HOCl and ClO– which kill bacteria

6 describe the relative thermal stabilities of the hydrogen halides and explain these in terms of bond strengths

Nitrogen and Sulfur

1 explain the lack of reactivity of nitrogen, with reference to triple bond strength and lack of polarity

2 describe and explain:

(a) the basicity of ammonia, using the Brønsted–Lowry theory

(b) the structure of the ammonium ion and its formation by an acid–base reaction

3 state and explain the natural and man-made occurrences of oxides of nitrogen and their catalytic removal from the exhaust gases of internal combustion engines

4 understand that atmospheric oxides of nitrogen (NO and NO2) can react with unburned hydrocarbons to form peroxyacetyl nitrate, PAN, which is a component of photochemical smog, and describe the role of NO and NO2 in the formation of acid rain both directly and in their catalytic role in the oxidation of atmospheric sulfur dioxide

5 State the symbol equation for the production of ammonia in the Haber process, N2(g) + 3H2(g) ⇌ 2NH3(g)

6 State the sources of the hydrogen (methane) and nitrogen (air) in the Haber process

7 State the typical conditions in the Haber process as 450°C, 20000kPa /200 atm and an iron catalyst

8 State the symbol equation for the conversion of sulfur dioxide to sulfur trioxide in the Contact process, 2SO2(g) + O2(g) ⇌ 2SO3(g)

9 State the sources of the sulfur dioxide (burning sulfur or roasting sulfide ores) and oxygen (air) in the Contact process

10 State the typical conditions for the conversion of sulfur dioxide to sulfur trioxide in the Contact process as 450°C, 200kPa /2 atm and a vanadium(V) oxide catalyst

Oxides

1 Describe amphoteric oxides as oxides that react with acids and bases to produce a salt and water

2 Classify oxides as acidic, including SO2 and CO2, basic, including CuO and CaO, or amphoteric, limited to Al2O3 and ZnO, related to metallic and non-metallic character

Transition elements

1 Describe the transition elements as metals that:

(a) have high densities

(b) have high melting points

(d) form coloured compounds

(e) often act as catalysts as elements and in compounds in particular Haber process, catalytic converters, Contact process and manufacturing of margarine

Noble gases

1 Describe the Group VIII noble gases as unreactive, monatomic gases and explain this in terms of electronic configuration

Properties of metals

1 Compare the general physical properties of metals and non-metals, including:

(a) thermal conductivity

(b) electrical conductivity

(d) melting points and boiling points

2 Describe the general chemical properties of metals, limited to their reactions with:

(a) dilute acids

(b) cold water and steam

3 Arrange metals in order of reactivity given relevant information

Group I Properties:

What is the general trend of reactivity in Group I Alkali metals as you go down the group?

Why do Group I Alkali metals have a low melting point and increasing density down the group?

Group VII Properties:

Why do halogens become less reactive as you go down the group?

How do halogens act as reducing agents in displacement reactions?

Nitrogen and Sulfur:

What is the relationship between the triple bond strength and the lack of reactivity in nitrogen?

How is the ammonium ion formed and what is its structure?

Oxides:

What is the definition of an amphoteric oxide and give an example?

Explain the difference between acidic, basic and amphoteric oxides.

Transition elements:

What is the role of transition elements as catalysts and give examples of their use?

Why do transition elements have variable oxidation numbers?

Noble gases:

Why are the noble gases unreactive and what is the reason behind it?

Properties of metals:

Why are metals good conductors of heat and electricity?

How do metals react with dilute acids and oxygen?

Group I Properties:

The 2006 curriculum was split into two parts: Electropositive Character and Comparison of Reactivity of Alkali and Alkaline Earth Metals. The 2023 syllabusfocused on describing the properties of Group I Alkali metals, including trends down the group, and predicting properties of other elements in the group given relevant information. This change aimed to provide a more concise and focused discussion of the topic.

Group VII Properties:

The 2006 curriculum covered the reactions of halogens and their displacement reactions with other halide ions. The 2023 syllabusexpanded the discussion to include the appearance of halogens at rtp, the use of chlorine in water purification, and the relative thermal stabilities of hydrogen halides. These changes aimed to provide a more comprehensive overview of the properties of Group VII halogens.

Nitrogen and Sulfur:

The 2006 curriculum focused on the manufacture of urea, which was moved to a separate section in the revised version. The 2023 syllabuscovered the lack of reactivity of nitrogen, the basicity of ammonia, the occurrence and catalytic removal of nitrogen oxides, the Haber process, and the Contact process. These changes aimed to provide a more focused and relevant discussion of the topic.

Oxides:

The 2006 curriculum covered the properties of amphoteric oxides, basic oxides, acidic oxides, and metal/non-metal character. The 2023 syllabussimplified the discussion by focusing on the classification of oxides as acidic, basic, or amphoteric, and related the classification to metallic and non-metallic character. These changes aimed to provide a clearer and more concise discussion of the topic.

Transition elements:

The 2006 curriculum covered the properties of transition metals, including their high densities, high melting points, variable oxidation numbers, coloured compounds, and catalytic activity. The 2023 syllabussimplified the discussion by focusing on the key properties of transition metals and how they relate to their catalytic activity. These changes aimed to provide a clearer and more concise discussion of the topic.

Atmosphere

(Envioronmental Chemistry)

14.1 Composition of Atmosphere

14.2 Layers of Atmosphere

14.2.1 Troposphere

14.2.2 Stratosphere

14.3 Pollutants

14.3.1 Major Air Pollutants

14.3.2 Sources of Air Pollutants

14.4 Acid Rain and Its Effects

14.5 Ozone Depletion and Its Effects

Understanding

Define atmosphere.

Explain composition of atmosphere.

Differentiate between stratosphere and troposphere.

Summarize the components of stratosphere and troposphere.

Describe major air pollutants.

Describe sources and effects of air pollutants.

Explain ozone formation.

Describe acid rain and its effects

Describe ozone depletion and its effects.

Describe global warming.

10.3 Air quality and climate

1 State the composition of clean, dry air as approximately 78% nitrogen, N2, 21% oxygen, O2, and the

remainder as a mixture of noble gases and carbon dioxide, CO2

2 State the source of each of these air pollutants:

(a) carbon dioxide from the complete combustion of carbon-containing fuels

(b) carbon monoxide and particulates from the incomplete combustion of carbon-containing fuels

(d) oxides of nitrogen from car engines

(e) sulfur dioxide from the combustion of fossil fuels which contain sulfur compounds

3 State the adverse effects of these air pollutants:

(a) carbon dioxide: higher levels of carbon dioxide leading to increased global warming, which leads to

climate change

(b) carbon monoxide: toxic gas

(d) methane: higher levels of methane leading to increased global warming, which leads to climate change

(e) oxides of nitrogen: acid rain, photochemical smog and respiratory problems

(f) sulfur dioxide: acid rain

4 Describe how the greenhouse gases carbon dioxide and methane cause global warming, limited to:

(a) the absorption, reflection and emission of thermal energy

(b) reducing thermal energy loss to space

5 State and explain strategies to reduce the effects of these environmental issues, limited to:

(a) climate change: planting trees, reduction in livestock farming, decreasing use of fossil fuels, increasing

use of hydrogen and renewable energy, e.g. wind, solar

(b) acid rain: use of catalytic converters in vehicles, reducing emissions of sulfur dioxide by using lowsulfur fuels and flue gas desulfurisation with calcium oxide

6 Explain how oxides of nitrogen form in car engines and describe their removal by catalytic converters, e.g.

2CO + 2NO → 2CO2 + N2

7 Describe photosynthesis as the reaction between carbon dioxide and water to produce glucose and oxygen

in the presence of chlorophyll and using energy from light

8 State the word equation and symbol equation for photosynthesis

1 State the composition of clean, dry air as approximately 78% nitrogen, N2, 21% oxygen, O2, and the remainder as a mixture of noble gases and carbon dioxide, CO2

2 State the source of each of these air pollutants:

(a) carbon dioxide from the complete combustion of carbon-containing fuels

(b) carbon monoxide and particulates from the incomplete combustion of carbon-containing fuels

(d) oxides of nitrogen from car engines

(e) sulfur dioxide from the combustion of fossil fuels which contain sulfur compounds

(f) ground level ozone from reactions of oxides of nitrogen, from car engines, and volatile organic compounds, in presence of light

3 State the adverse effects of these air pollutants:

(a) carbon dioxide: higher levels of carbon dioxide leading to increased global warming, which leads to

climate change

(b) carbon monoxide: toxic gas

(d) methane: higher levels of methane leading to increased global warming, which leads to climate change

(e) oxides of nitrogen: acid rain, photochemical smog and respiratory problems

(f) sulfur dioxide: acid rain and haze

4 Describe how the greenhouse gases carbon dioxide and methane cause global warming, limited to:

(a) the absorption, reflection and emission of thermal energy

(b) reducing thermal energy loss to space

5 State and explain strategies to reduce the effects of these environmental issues, limited to:

(a) climate change: planting trees, reduction in livestock farming, decreasing use of fossil fuels, increasing

use of hydrogen and renewable energy, e.g. wind, solar

(b) acid rain: use of catalytic converters in vehicles, reducing emissions of sulfur dioxide by using lowsulfur fuels and flue gas desulfurisation with calcium oxide

6 Explain how oxides of nitrogen form in car engines and describe their removal by catalytic converters, e.g.

2CO + 2NO → 2CO2 + N2

7 Describe photosynthesis as the reaction between carbon dioxide and water to produce glucose and oxygen

in the presence of chlorophyll and using energy from light

8 State the word equation and symbol equation for photosynthesis

9. understand and use tools to reduce personal exposure to harmful pollutants including the usage of masks, air quality indices, and CO detectors

10 Identify high risk situations in life including those where longterm exposure to these pollutants can lead to respiratory issues and reduction in quality and longevity of life

The revised version starts by providing a clear definition of the composition of clean, dry air, which was not included in the original version. This is important as it provides a baseline for understanding air pollution and its effects.

The revised version includes specific sources of major air pollutants, which were not included in the original version. This is important as it helps readers understand where air pollutants come from and how to reduce them.

The revised version includes specific adverse effects of air pollutants, which were not included in the original version. This is important as it helps readers understand the severity of air pollution and why it is important to reduce it.

The revised version provides a detailed explanation of how greenhouse gases cause global warming, which was not included in the original version. This is important as it helps readers understand the science behind climate change and why it is important to reduce greenhouse gas emissions.

The revised version includes strategies to reduce the effects of environmental issues, which were not included in the original version. This is important as it provides readers with actionable steps to take to reduce their environmental impact.

The revised version provides a detailed explanation of how oxides of nitrogen form in car engines and how they can be removed by catalytic converters, which was not included in the original version. This is important as it helps readers understand the technology behind reducing air pollution from vehicles.

The revised version includes a description of photosynthesis, which was not included in the original version. This is important as it helps readers understand how plants can help reduce greenhouse gas levels.

The revised version includes both a word equation and a symbol equation for photosynthesis, which were not included in the original version. This is important as it provides readers with a clear understanding of the chemical process of photosynthesis.

The revised version emphasizes the importance of using tools to reduce personal exposure to harmful pollutants, which was not included in the original version. This is important as it helps readers understand how they can protect themselves from air pollution.

The revised version includes a section on identifying high-risk situations in life, which was not included in the original version. This is important as it helps readers understand how air pollution can impact their health and quality of life.

Water

(Envioronmental Chemistry)

15.1 Water

15.1.1 Properties of Water

15.1.2 Water as Solvent

15.2 Soft and Hard Water

15.2.1 Types of Hardness of Water

15.2.2 Methods of Removing Hardness

15.2.3 Disadvantages of Water Hardness

15.3 Water Pollution

15.3.1 Industrial Wastes

15.3.2 Household Wastes

15.3.3 Agricultural Waste

15.4 Water Borne Diseases

Understanding

Describe the occurrence of water and its importance in the environment including industry.

Review our dependence on water and the importance of maintaining its quality.

Describe the composition and properties of water.

Differentiate among soft, temporary and permanent hard water.

Describe methods for eliminating temporary and permanent hardness of water.

Identify water pollutants.

Describe industrial wastes and household wastes as water pollutants.

Describe the effects of these pollutants on life.

Describe the various types of water borne diseases.

10.1 Water

1 Describe chemical tests for the presence of water using anhydrous cobalt(II) chloride and anhydrous copper(II) sulfate

2 Describe how to test for the purity of water using melting point and boiling point

3 Explain that distilled water is used in practical chemistry rather than tap water because it contains fewer chemical impurities

4 State that water from natural sources may contain substances, including:

(a) dissolved oxygen

(b) metal compounds

(d) sewage

(e) harmful microbes

(f) nitrates from fertilisers

(g) phosphates from fertilisers and detergents

5 State that some of these substances are beneficial, including:

(a) dissolved oxygen for aquatic life

(b) some metal compounds provide essential minerals for life

6 State that some of these substances are potentially harmful, including:

(a) some metal compounds are toxic

(b) some plastics harm aquatic life

(d) nitrates and phosphates lead to deoxygenation of water and damage to aquatic life (Details of the eutrophication process are not required)

7 Describe the treatment of the domestic water supply in terms of:

(a) sedimentation and filtration to remove solids

(b) use of carbon to remove tastes and odours

10.2 Fertilisers

1 State that ammonium salts and nitrates are used as fertilisers

2 Describe the use of NPK fertilisers to provide the elements nitrogen, phosphorus and potassium for

improved plant growth

1 Describe chemical tests for the presence of water using anhydrous copper(II) sulfate

2 Describe how to test for the purity of water using melting point and boiling point

3 Explain that distilled water is used in practical chemistry rather than tap water because it contains fewer chemical impurities

4 State that water from natural sources may contain substances, including:

(a) dissolved oxygen

(b) metal compounds

(d) sewage

(e) harmful microbes

(f) nitrates from fertilisers

(g) phosphates from fertilisers and detergents

5 State that some of these substances are beneficial, including:

(a) dissolved oxygen for aquatic life

(b) some metal compounds provide essential minerals for life

6 State that some of these substances are potentially harmful, including:

(a) some metal compounds are toxic

(b) some plastics harm aquatic life

(d) nitrates and phosphates lead to deoxygenation of water and damage to aquatic life (Details of the eutrophication process are not required)

7 Describe the treatment of the domestic water supply in terms of:

(a) sedimentation and filtration to remove solids

(b) use of carbon to remove tastes and odours

8 Describe various water-borne diseases and what steps can be taken to avoid them

9 Identify water pollutants, describe their effects on life and ways to avoid them

10 Understand responsible use of water and water scarcity as an important issue faced by Pakistan and ways in which it can be resolved

Fertilisers

1 State that urea, ammonium salts and nitrates are used as fertilisers

2 Describe the use of NPK fertilisers to provide the elements nitrogen, phosphorus and potassium for improved plant growth

How can the presence of water be tested using anhydrous copper(II) sulfate?

How can the purity of water be tested using melting point and boiling point?

Why is distilled water used in practical chemistry rather than tap water?

What substances may be present in natural sources of water?

Which of the substances present in natural sources of water are potentially harmful or beneficial?

How is the domestic water supply treated to ensure safety?

What are some water-borne diseases and how can they be avoided?

What are common water pollutants, and what are their effects on life and ways to avoid them?

How can responsible use of water help resolve water scarcity issues in Pakistan?

How are NPK fertilisers used to improve plant growth, and what elements do they provide?

A greater focus on water; importance, occurrence, and pollution in the environment has been added.

Added sections on testing for the presence and purity of water, as well as explaining why distilled water is used in practical chemistry.

Expanded on the types of substances that may be found in natural sources of water, including harmful and beneficial ones.

Reorganized the section on water pollutants to focus on identifying them, describing their effects on life, and ways to avoid them.

Added a section on understanding responsible use of water and water scarcity as an important issue faced by Pakistan and ways in which it can be resolved.

Added a section on fertilizers to describe the use of NPK fertilizers to provide essential elements for plant growth.

Basics of organic chemistry (catenation, isomerism, nomenclature, functional groups, homologous series)

(Organic Chemistry)

11.1 Organic Compounds

11.2 Sources of Organic Compounds

11.2.1 Coal

11.2.2 Petroleum

11.2.3 NaturalGas

11.2.4 Plants

11.2.5 Synthesis in the Lab

11.3 Uses of Organic Compounds

11.4 Alkanes and Alkyl Radicals

11.5 Functional Groups

11.5.1 Functional Groups Containing Carbon, Hydrogen

and Oxygen

11.5.2 Functional Groups Containing Carbon, Hydrogen

and Nitrogen

11.5.3 Functional Groups Containing Carbon, Hydrogen

and Halogens

11.5.4 Double and Triple Bond

Understanding

Recognize structural, condensed, and molecular formulas of the straight chain

hydrocarbons up to ten carbon atoms.

Identify some general characteristics of organic compounds.

Explain the diversity and magnitude of organic compounds.

List some sources of organic compound

List the uses of organic compounds

Recognize and identify a molecule's functional groups.

Define functional group.

Differentiate between different organic compounds on the basis of their functional

groups.

Classify organic compounds into straight chain, branched chain and cyclic

compounds.

Explain why a systematic method of naming chemical compounds is necessary.

11.1 Formulae, functional groups and terminology

1 State that a structural formula is an unambiguous description of the way the atoms in a molecule are

arranged, including CH2=CH2, CH3CH2OH, CH3COOCH3

2 Draw and interpret the displayed formula of a molecule to show all the atoms and all the bonds

3 Write and interpret general formulae of compounds in the same homologous series, limited to:

(a) alkanes

(b) alkenes

(d) carboxylic acids

4 Define structural isomers as compounds with the same molecular formula, but different structural formulae, including C4H10 as CH3CH2CH2CH3 and CH3CH(CH3)CH3 and C4H8 as CH3CH2CH=CH2 and CH3CH=CHCH3

5 Identify a functional group as an atom or group of atoms that determine the chemical properties of a homologous series

6 Describe the general characteristics of a homologous series as:

(a) having the same functional group

(b) having the same general formula

(d) displaying a trend in physical properties

(e) sharing similar chemical properties

7 State that a saturated compound has molecules in which all carbon–carbon bonds are single bonds

8 State that an unsaturated compound has molecules in which one or more carbon–carbon bonds are not single bonds

11.2 Naming organic compounds

1 Name and draw the structural and displayed formulae of unbranched:

(a) alkanes

(b) alkenes, including but-1-ene and but-2-ene

(d) carboxylic acids

(e) the products of the reactions stated in sections 11.4–11.7 containing up to four carbon atoms per molecule

2 State the type of compound present given the chemical name ending in -ane, -ene, -ol, or -oic acid or from a molecular, structural or displayed formula

3 Name and draw the displayed formulae of the unbranched esters which can be made from unbranched alcohols and carboxylic acids, each containing up to four carbon atoms

Formulae, functional groups and terminology

1 State that a structural formula is an unambiguous description of the way the atoms in a molecule are arranged, including CH2=CH2, CH3CH2OH, CH3COOCH3

2 Draw and interpret the displayed formula of a molecule to show all the atoms and all the bonds

3 Write and interpret general formulae of compounds in the same homologous series, limited to:

(a) alkanes

(b) alkenes

(d) carboxylic acids

4 Define structural isomers as compounds with the same molecular formula, but different structural formulae, including C4H10 as CH3CH2CH2CH3 and CH3CH(CH3)CH3 and C4H8 as CH3CH2CH=CH2 and CH3CH=CHCH3

5 Identify a functional group as an atom or group of atoms that determine the chemical properties of a homologous series including that for alcohols, aldehydes, ketones, phenols, carbxylic acids, amine, esters, and amide.

6 Describe the general characteristics of a homologous series as:

(a) having the same functional group

(b) having the same general formula

(d) displaying a trend in physical properties

(e) sharing similar chemical properties

7 State that a saturated compound has molecules in which all carbon–carbon bonds are single bonds

8 State that an unsaturated compound has molecules in which one or more carbon–carbon bonds are not single bonds

9 Explain why a systematic method of naming chemical compounds is necessary.

Naming organic compounds

1 Name and draw the structural and displayed formulae of unbranched:

(a) alkanes

(b) alkenes, including but-1-ene and but-2-ene

(d) carboxylic acids

(e) the products of the reactions stated in next sections containing up to four carbon atoms per molecule

2 State the type of compound present given the chemical name ending in -ane, -ene, -ol, or -oic acid or from a molecular, structural or displayed formula

3 Name and draw the displayed formulae of the unbranched esters which can be made from unbranched alcohols and carboxylic acids, each containing up to four carbon atoms

What is the purpose of using structural formulas in chemistry, and how are they used to describe the arrangement of atoms in a molecule?

What is a functional group, and how does it determine the chemical properties of a homologous series of organic compounds?

How are homologous series characterized, and what trends can be observed in their physical and chemical properties?

What are structural isomers, and how do they differ from each other despite having the same molecular formula?

Why is a systematic method of naming chemical compounds necessary, and what are some common naming conventions used for organic compounds such as alkanes, alkenes, alcohols, and carboxylic acids?

The revised version

- emphasizes the importance of formulae, functional groups, and terminology in organic chemistry, which are essential for understanding the properties and reactions of organic compounds.

- introduces the concept of homologous series, which is a fundamental concept in organic chemistry and provides a framework for understanding the properties and behavior of organic compounds.

- emphasizes the importance of a systematic method of naming chemical compounds, which is essential for clear communication and understanding in the field of organic chemistry.

Hydrocarbons

(Organic Chemistry)

12.1 Alkanes

12.1.1 Preparation

12.1.1.1 Hydrogenation of Alkenes and Alkynes

12.1.1.2 Reduction of Alkyl Halides

12.1.2 Important Reactions

12.1.2.1 Halogenation

12.1.2.1 Combustion

12.2 Alkenes

12.2.1 Preparation

12.2.1.1 Dehydration of Alcohols

12.2.1.2 Dehydrohalogenation of Alkyl Halides

12.2.2 Important Reactions

12.2.2.1 Addition of Halogens

12.2.2.2 Addition of Hydrogen Halides

12.2.2.3 Oxidation With KMnO4

12.3 Alkynes

12.3.1 Preparation

12.3.1.1 Dehalogenation of Adjacent Dihalides

12.3.1.2 Dehalogenation of Tetrahalides

12.3.2 Important Reactions

12.3.2.1 Addition of Halogens

12.3.2.2 Oxidation With KMnO4

Understanding

Distinguish between saturated and unsaturated hydrocarbons.

Name the alkanes up to decane.

Convert alkanes into alkyl radicals.

Differentiate between alkanes and alkyl radicals.

Characterize a hydrocarbon.

Draw electron cross and dot structures of simple alkanes.

Write a chemical equation to show the preparation of alkanes from hydrogenation of

alkenes and alkynes and reduction of alkyl halides.

Draw structural formulas of alkanes, alkenes and alkynes up to 5 carbon atoms.

Write a chemical equation to show the preparation of alkenes from dehydration of

alcohols and dehydrohalogenation of alkyl halides.

Write a chemical equation to show the preparation of alkynes from Dehalogenation of 1,2- dihalides and tetrahalides.

Write chemical equations showing halogenation for alkanes, alkenes and alkynes.

Write chemical equations showing reaction of KMn0 4 with, alkenes and alkynes.

11.4 Alkanes

1 State that the bonding in alkanes is single covalent and that alkanes are saturated hydrocarbons

2 Describe the properties of alkanes as being generally unreactive, except in terms of combustion and substitution by chlorine

3 State that in a substitution reaction one atom or group of atoms is replaced by another atom or group of atoms

4 Describe the substitution reaction of alkanes with chlorine as a photochemical reaction, with ultraviolet light providing the activation energy, Ea, and draw the structural or displayed formulae of the products, limited to monosubstitution

11.5 Alkenes

1 State that the bonding in alkenes includes a double carbon–carbon covalent bond and that alkenes are unsaturated hydrocarbons

2 Describe the manufacture of alkenes and hydrogen by the cracking of larger alkane molecules using a high temperature and a catalyst

3 Describe the reasons for the cracking of larger alkane molecules

4 Describe the test to distinguish between saturated and unsaturated hydrocarbons by their reaction with aqueous bromine

5 State that in an addition reaction only one product is formed

6 Describe the properties of alkenes in terms of addition reactions with:

(a) bromine or aqueous bromine

(b) hydrogen in the presence of a nickel catalyst

Alkanes

1 State that the bonding in alkanes is single covalent and that alkanes are saturated hydrocarbons

2 Describe the properties of alkanes as being generally unreactive, except in terms of combustion and substitution by chlorine

3 State that in a substitution reaction one atom or group of atoms is replaced by another atom or group of atoms

4 Describe the substitution reaction of alkanes with chlorine as a photochemical reaction, with ultraviolet light providing the activation energy, Ea, and draw the structural or

displayed formulae of the products, limited to monosubstitution

5 Describe, using symbol equations, preparation of alkanes from cracking of larger hydrocarbons, hydrogenation of alkenes and alkynes, and reduction of alkyl halides

6 Describe the use of alkanes as fuels and for manufacuring haloalkanes.

7 Discuss the use and harmful effects of CFCs (details of Free radical substitution are not required)

Alkenes

1 State that the bonding in alkenes includes a double carbon–carbon covalent bond and that alkenes are unsaturated hydrocarbons

2 Describe the manufacture of alkenes and hydrogen by the cracking of larger alkane molecules using a high temperature and a catalyst

3 Describe the reasons for the cracking of larger alkane molecules

4 Describe the test to distinguish between saturated and unsaturated hydrocarbons by their reaction with aqueous bromine

5 State that in an addition reaction only one product is formed

6 Describe the properties of alkenes in terms of addition reactions with:

(a) bromine or aqueous bromine

(b) hydrogen in the presence of a nickel catalyst

5 Describe, using symbol equations, preparation of alkenes by elimination reaction in halogenalkanes and alcohols

6 Describe why alkanese are more reactive than alkanes and more suitable for use as chemical feedstock for industry. Details of pi-electron cloud are not required.

Alkynes

1 Identify alkynes as hydrocarbons containing triple carbon-carbon covalent bond and that alkynes are unsaturated hydrocarbons

2 Describe the use of ethyne as fuel for welding and in artificially ripening fruits

What is the difference between alkanes, alkenes, and alkynes in terms of their bonding and saturation?

How do alkanes react with chlorine, and what is the role of ultraviolet light in the reaction?

How are alkenes manufactured, and what is the catalyst used in the process?

What is the test used to distinguish between saturated and unsaturated hydrocarbons, and what is the result with alkenes?

What are the properties of alkenes in terms of their addition reactions with bromine, hydrogen, and steam, and what are the products formed?

How are alkenes prepared by elimination reactions, and what are the starting materials?

What is the triple carbon-carbon covalent bond in alkynes, and what are their uses, particularly the use of ethyne in welding and fruit ripening?

The topics are reorganized into sections for alkanes, alkenes, and alkynes, with each section containing key information about the respective class of hydrocarbons.

The focus is on key concepts, such as bonding, reactions, and properties, rather than just listing reactions and preparation methods.

The revised text emphasizes understanding over memorization by explaining key concepts in detail and providing examples.

The revised text uses more active language, with action verbs like "state," "describe," and "discuss" to prompt engagement and understanding from the reader.

Some topics such as naming alkanes, drawing electron cross and dot structures, and drawing structural formulas of hydrocarbons, were added to previous section

Hydroxy compounds

(Organic Chemistry)

N/A

11.6 Alcohols

1 Describe the manufacture of ethanol by:

(a) fermentation of aqueous glucose at 25–35°C in the presence of yeast and in the absence of oxygen

(b) catalytic addition of steam to ethene at 300°C and 6000kPa /60 atm in the presence of an acid catalyst including a comparison of the advantages and disadvantages of the two methods

2 Describe the combustion of alcohols

3 State the uses of ethanol as:

(a) a solvent

(b) a fuel

Alcohols

1 Describe the manufacture of ethanol by:

(a) fermentation of aqueous glucose at 25–35°C in the presence of yeast and in the absence of oxygen

(b) catalytic addition of steam to ethene at 300°C and 6000kPa /60 atm in the presence of an acid catalyst including a comparison of the advantages and disadvantages of the two methods

2 Describe the combustion of alcohols

3 State the uses of ethanol as:

(a) a solvent

(b) a fuel and additive to fuels

4 Describe harmful effects of intoxication of alcohol

How is ethanol manufactured through the process of fermentation? What are the ideal conditions for this process? How is ethanol manufactured through the catalytic addition of steam to ethene? What are the advantages and disadvantages of both methods?

How do alcohols undergo combustion reactions? What products are formed during the combustion of alcohols? How does the combustion of alcohols compare to the combustion of other hydrocarbons?

What are the uses of ethanol as a solvent? How does it compare to other solvents? What are the uses of ethanol as a fuel and fuel additive? What are the advantages and disadvantages of using ethanol as a fuel?

What are the harmful effects of alcohol intoxication? How does alcohol affect the body? How does the severity of the effects depend on the amount of alcohol consumed? What are the short-term and long-term effects of alcohol consumption?

Alcohols were not separately discussed in 2006 curriculum and have been added here. Additional information about harmful effects of intoxication have been added to raise awareness about this in our society.

Carboxylic acids and esters

(Organic Chemistry)

Understanding

Identify carboxylic acids, phenols, amines, aldehydes and ketones in terms of functional groups in the lab.

Distinguish between saturated and unsaturated compounds

11.7 Carboxylic acids

1 Describe the reactions of carboxylic acids with:

(a) metals

(b) bases

including names and formulae of the salts produced

2 Describe the formation of ethanoic acid by the oxidation of ethanol:

(a) with acidified aqueous potassium manganate(VII)

(b) by bacterial oxidation during vinegar production

3 Describe the reaction of a carboxylic acid with an alcohol using an acid catalyst to form an ester

Carboxylic acids

1 Describe the reactions of carboxylic acids with:

(a) metals

(b) bases

including names and formulae of the salts produced

2 Describe the formation of ethanoic acid by the oxidation of ethanol:

(a) with acidified aqueous potassium manganate(VII)

(b) by bacterial oxidation during vinegar production

3 Describe the reaction of a carboxylic acid with an alcohol using an acid catalyst to form an ester

What are the reactions of carboxylic acids with metals, bases, and carbonates? What are the names and formulae of the salts produced?

How is ethanoic acid formed by the oxidation of ethanol, and what are the two methods for doing so?

What is the reaction between a carboxylic acid and an alcohol using an acid catalyst to form an ester?

Reactions of carboxylic acid and how they are weak acids has been added. Their usage and formation has also been added to emphasize practical nature and utility of the subject.

Polymers

(Organic Chemistry)

N/A

11.8 Polymers

1 Define polymers as large molecules built up from many smaller molecules called monomers

2 Identify the repeat units and/or linkages in addition polymers and in condensation polymers

3 Deduce the structure or repeat unit of an addition polymer from a given alkene and vice versa

4 Deduce the structure or repeat unit of a condensation polymer from given monomers and vice versa,

limited to:

(a) polyamides from a dicarboxylic acid and a diamine

(b) polyesters from a dicarboxylic acid and a diol

5 Describe the differences between addition and condensation polymerisation

6 State that plastics are made from polymers

7 Describe how the properties of plastics have implications for their disposal

8 Describe the environmental challenges caused by plastics, limited to:

(a) disposal in land fill sites

(b) accumulation in oceans

9 Describe and draw the structure of:

(a) nylon, a polyamide

(b) PET, a polyester

The full name for PET, polyethylene terephthalate, is not required

10 State that PET can be converted back into monomers and re-polymerised

1 Define polymers as large molecules built up from many smaller molecules called monomers

2 Identify the repeat units and/or linkages in addition polymers and in condensation polymers

3 Deduce the structure or repeat unit of an addition polymer from a given alkene and vice versa

4 Deduce the structure or repeat unit of a condensation polymer from given monomers and vice versa,

limited to:

(a) polyamides from a dicarboxylic acid and a diamine

(b) polyesters from a dicarboxylic acid and a diol

5 Describe the differences between addition and condensation polymerisation

6 State that plastics are made from polymers

7 Describe how the properties of plastics have implications for their disposal

8 Describe the environmental challenges caused by plastics, limited to:

(a) disposal in land fill sites

(b) accumulation in oceans

9 Describe and draw the structure of:

(a) nylon, a polyamide

(b) PET, a polyester

The full name for PET, polyethylene terephthalate, is not required

10 State that PET can be converted back into monomers and re-polymerised

What are polymers and how are they formed?

What are the repeat units and linkages in addition and condensation polymers?

How can you deduce the structure or repeat unit of an addition polymer from an alkene and vice versa?

How can you deduce the structure or repeat unit of a condensation polymer from given monomers and vice versa?

What are the differences between addition and condensation polymerization?

How are plastics made and what are they made from?

What are the implications of the properties of plastics for their disposal?

What are the environmental challenges caused by plastics and how do they affect landfills, oceans, and burning?

What are the structure and properties of nylon and PET?

How can PET be converted back into monomers and re-polymerized?

Polymers were not in 2006 curriculum so they have been added with emphasis on their envioronmental impact and utility.

Biochemistry (carbohydrates, proteins, fats, DNA, vitamins)

(Organic Chemistry)

13.1 Carbohydrates

13.1.1 Monosaccharides

13.1.2 Oligosaccharides

13.1.3 Polysaccharides

13.1.4 Sources and Uses

13.2 Proteins

13.2.1 Amino Acids as Building Blocks of Proteins

13.2.2 Sources and Uses

13.3 Lipids

13.3.1 Fatty Acids

13.3.2 Sources and Uses

13.4 Vitamins

13.4.1 Types of Vitamins

13.4.2 Importance of Vitamins

Understanding

Distinguish between mono-, di- and trisaccharides.

Describe the bonding in a protein molecule.

Explain the sources and uses of carbohydrates, proteins, and lipids.

Differentiate between fats and oil.

Describe the importance of nucleic acids.

Define and explain vitamins and their importance.

11.8 Polymers

11 Describe proteins as natural polyamides and that they are formed from amino acid monomers with the general structure

12 Describe and draw the structure of proteins

1 Describe proteins as natural polyamides and that they are formed from amino acid monomers with the general structure

2 Describe and draw the structure of proteins

3 Explain the sources, use and structure of proteins, lipids and carbohydrates

4 Describe the importance of nucleic acids

5 Describe and explain vitamins, their sources and their importance to health

6 Identify applications of biochemistry in testing (blood test, pregnancy test, cancer screening, parental genetic testing), genetic engineering, gene therapy and cloning

What are proteins and how are they formed from amino acid monomers?

What is the structure of proteins, and how is it related to their function?

What are the sources, uses, and structures of proteins, lipids, and carbohydrates, and how are they important for the human body?

What is the importance of nucleic acids, and what is their role in the genetic makeup of organisms?

What are vitamins, and what is their role in maintaining good health? What are their sources, and what are the consequences of their deficiency or excess?

How is biochemistry used in medical testing, genetic engineering, gene therapy, and cloning?

Most of section from matric have been retained with more specific information about the importance of macronutrients, nucleic acids and vitamins, their structure and importance for health, growth, and disease prevention

Analytical Techniques

(Lab and Analysis Skills)

N/A

1 analyse mass spectra in terms of m/e values and isotopic abundances (knowledge of the working of the mass spectrometer is not required)

2 calculate the relative atomic mass of an element given the relative abundances of its isotopes, or its mass spectrum

3 understand the applications of spectroscopy including chemical combination of stellar bodies

4 describe radiocarbon dating as an important analytical technique with application in calculating age of an object containing organic substance (detailed working is not required but students should be able to determine age of a sample given relevant data)

5 describe transmission electron microscopy as a major analytical tool with applications in cancer research, nanotechnology, understanding pollution and semiconductors (detailed understanding of working pricniples or terminologies is not required but students should know and appreicate the significance of this technology)

What is a mass spectrum and how can it be analysed in terms of m/e values and isotopic abundances?

How can the relative atomic mass of an element be calculated given its mass spectrum or the relative abundances of its isotopes?

What are the applications of spectroscopy and how can it be used to study chemical combinations of stellar bodies?

How does radiocarbon dating work and what are its applications in determining the age of organic objects?

What is transmission electron microscopy and how is it used in cancer research, nanotechnology, understanding pollution, and semiconductors?

Understanding mass spectrometry and how it can be used to analyze compounds is important for students interested in fields such as chemistry, biochemistry, and environmental science.

Learning how to calculate relative atomic mass is a fundamental skill for students studying chemistry or any science that involves atomic structure.

Understanding spectroscopy and its applications is important for students interested in a wide range of scientific fields, including astronomy, chemistry, and material science.

Radiocarbon dating is a widely used technique in archaeology, geology, and other sciences that require dating of ancient materials. Understanding the basics of this technique can help students appreciate the complexity of scientific dating methods.

Transmission electron microscopy is a cutting-edge analytical tool that is used in a wide range of scientific fields, including materials science, nanotechnology, and medicine. Understanding its applications can inspire students to pursue careers in these fields and appreciate the impact of science on society.

Separation techniques

(Lab and Analysis Skills)

N/A

12.1 Experimental design

1 Name appropriate apparatus for the measurement of time, temperature, mass and volume, including:

(a) stopwatches

(b) thermometers

(d) burettes

(e) volumetric pipettes

(f) measuring cylinders

(g) gas syringes

2 Suggest advantages and disadvantages of experimental methods and apparatus

3 Describe a:

(a) solvent as a substance that dissolves a solute

(b) solute as a substance that is dissolved in a solvent

(d) saturated solution as a solution containing the maximum concentration of a solute dissolved in the

solvent at a specified temperature

(e) residue as a substance that remains after evaporation, distillation, filtration or any similar process

(f) filtrate as a liquid or solution that has passed through a filter

12.3 Chromatography

1 Describe how paper chromatography is used to separate mixtures of soluble substances, using a suitable solvent

2 Describe the use of locating agents when separating mixtures containing colourless substances. Knowledge of specific locating agents is not required

3 Interpret simple chromatograms to identify:

(a) unknown substances by comparison with known substances

(b) pure and impure substances

4 State and use the equation for Rf

12.4 Separation and purification

1 Describe and explain methods of separation and purification using:

(a) a suitable solvent

(b) filtration

(d) simple distillation

(e) fractional distillation

2 Suggest suitable separation and purification techniques, given information about the substances involved

3 Identify substances and assess their purity using melting point and boiling point information

Experimental design

1 Name appropriate apparatus for the measurement of time, temperature, mass and volume, including:

(a) stopwatches

(b) thermometers

(d) burettes

(e) volumetric pipettes

(f) measuring cylinders

(g) gas syringes

2 Suggest advantages and disadvantages of experimental methods and apparatus

3 Describe a:

(a) solvent as a substance that dissolves a solute

(b) solute as a substance that is dissolved in a solvent

(d) saturated solution as a solution containing the maximum concentration of a solute dissolved in the

solvent at a specified temperature

(e) residue as a substance that remains after evaporation, distillation, filtration or any similar process

(f) filtrate as a liquid or solution that has passed through a filter

Chromatography

1 Describe how paper chromatography is used to separate mixtures of soluble substances, using a suitable solvent

2 Describe the use of locating agents when separating mixtures containing colourless substances. Knowledge of specific locating agents is not required

3 Interpret simple chromatograms to identify:

(a) unknown substances by comparison with known substances

(b) pure and impure substances

4 State and use the equation for Rf

Separation and purification

1 Describe and explain methods of separation and purification using:

(a) a suitable solvent

(b) filtration

(d) simple distillation

(e) fractional distillation

2 Suggest suitable separation and purification techniques, given information about the substances involved, and their usage in daily life

3 Identify substances and assess their purity using melting point and boiling point information

What are the appropriate apparatus for measuring time, temperature, mass, and volume in an experiment?

What are the advantages and disadvantages of different experimental methods and apparatus?

What is a solvent, solute, solution, saturated solution, residue, and filtrate in the context of an experiment?

How is paper chromatography used to separate mixtures of soluble substances?

How are locating agents used in separating mixtures containing colourless substances?

How can simple chromatograms be interpreted to identify unknown substances or to determine purity?

What is the equation for Rf, and how is it used in chromatography?

What are the methods for separating and purifying substances, including using a suitable solvent, filtration, crystallisation, simple distillation, and fractional distillation?

How do we select appropriate separation and purification techniques given the substances involved, and what are their applications in daily life?

How can melting point and boiling point information be used to identify substances and assess their purity?

To emphasize practical nature of chemistry and to increase scientific inquiry, instead of reproducing exisitng practicals, this section has been added and brought in line with O level.

Qualitative analysis

(Lab and Analysis Skills)

N/A

12.2 Acid–base tritrations

1 Describe an acid–base titration to include the use of a:

(a) burette

(b) volumetric pipette

2 Describe how to identify the end-point of a titration using an indicator

12.5 Identification of ions and gases

1 Describe tests to identify the anions:

(a) carbonate by reaction with dilute acid and then testing for carbon dioxide gas

(b) chloride, bromide and iodide , by acidifying with dilute nitric acid then adding aqueous silver nitrate

(d) sulfate by acidifying with dilute nitric acid then adding aqueous barium nitrate

(e) sulfite by reaction with acidified aqueous potassium manganate(VII)

2 Describe tests using aqueous sodium hydroxide and aqueous ammonia to identify the aqueous cations:

(a) aluminium, Al3+

(b) ammonium, NH4+

(d) chromium(III), Cr3+

(e) copper(II), Cu2+

(f) iron(II), Fe2+

(g) iron(III), Fe3+

(h) zinc, Zn2+

3 Describe tests to identify the gases:

(a) ammonia, NH3, using damp red litmus paper

(b) carbon dioxide, CO2, using limewater

(d) hydrogen, H2, using a lighted splint

(e) oxygen, O2, using a glowing splint

(f) sulfur dioxide, SO2, using acidified aqueous potassium manganate(VII)

4 Describe the use of a flame test to identify the cations:

(a) lithium, Li+

(b) sodium, Na+

(d) calcium, Ca2+

(e) barium, Ba2+

(f) copper(II), Cu2+

Acid–base tritrations

1 Describe an acid–base titration to include the use of a:

(a) burette

(b) volumetric pipette

2 Describe how to identify the end-point of a titration using an indicator

Identification of ions and gases

1 Describe tests to identify the anions:

(a) carbonate by reaction with dilute acid and then testing for carbon dioxide gas

(b) chloride, bromide and iodide , by acidifying with dilute nitric acid then adding aqueous silver nitrate

(d) sulfate by acidifying with dilute nitric acid then adding aqueous barium nitrate

(e) sulfite by reaction with acidified aqueous potassium manganate(VII)

2 Describe tests using aqueous sodium hydroxide and aqueous ammonia to identify the aqueous cations:

(a) aluminium, Al3+

(b) ammonium, NH4+

(d) chromium(III), Cr3+

(e) copper(II), Cu2+

(f) iron(II), Fe2+

(g) iron(III), Fe3+

(h) zinc, Zn2+

3 Describe tests using identify the aqueous anions:

(a) nitrate, NO3- using sodium hydroxide and alumnium foil

(b) sulfate, SO4 2- using barium nitrate or barium chloride solutions

(d) carbonate, CO3 2- using dilute acid

(e) chloride, Cl- using silver nitrate solution

(f) iodide, I- using silver nitrate solution

4 Describe tests to identify the gases:

(a) ammonia, NH3, using damp red litmus paper

(b) carbon dioxide, CO2, using limewater

(d) hydrogen, H2, using a lighted splint

(e) oxygen, O2, using a glowing splint

(f) sulfur dioxide, SO2, using acidified aqueous potassium manganate(VII)

5 Describe the use of a flame test to identify the cations:

(a) lithium, Li+

(b) sodium, Na+

(d) calcium, Ca2+

(e) barium, Ba2+

(f) copper(II), Cu2+

What is an acid-base titration? Describe the apparatus and indicators used in the titration process.

How is the end-point of a titration identified using an indicator?

How can unknown ions and gases be identified through simple chemical tests.

To emphasize practical nature of chemistry and to increase scientific inquiry, instead of reproducing exisitng practicals, this section has been added and brought in line with O level.

Chemistry in Context

16.4 Petroleum Industry

16.4.1 Petroleum

16.4.2 Origin of Petroleum

16.4.3 Mining of Petroleum

16.4.4 Important Fractions of Petroleum

Understanding

Define petroleum

Describe the formation of petroleum and natural gas.

Describe the composition of petroleum.

Describe briefly the fractional distillation of petroleum.

4.2 Hydrogen–oxygen fuel cells

1 State that a hydrogen–oxygen fuel cell uses hydrogen and oxygen to produce electricity with water as the only chemical product

2 Describe the advantages and disadvantages of using hydrogen–oxygen fuel cells in comparison with gasoline /petrol engines in vehicles

11.3 Fuels

1 Name the fossil fuels: coal, natural gas and petroleum

2 Name methane as the main constituent of natural gas

3 State that hydrocarbons are compounds that contain hydrogen and carbon only

4 State that petroleum is a mixture of hydrocarbons

5 Describe the separation of petroleum into useful fractions by fractional distillation

6 Describe how the properties of fractions obtained from petroleum change from the bottom to the top of the fractionating column, limited to:

(a) decreasing chain length

(b) higher volatility

(d) lower viscosity

7 Name the uses of the fractions as:

(a) refinery gas fraction for gas used in heating and cooking

(b) gasoline /petrol fraction for fuel used in cars

(d) kerosene /paraffin fraction for jet fuel

(e) diesel oil/ gas oil fraction for fuel used in diesel engines

(f) fuel oil fraction for fuel used in ships and home heating systems

(g) lubricating oil fraction for lubricants, waxes and polishes

(h) bitumen fraction for making roads

Nutrition

1 Understand the importance and basics of nutrition and healthy eating

2 Describe 4 main biomolecules; carbohydrates, proteins, lipids and nucleic acids, as polymers and identify their monomers, their sources, and required daily intake for young adults

3 Understand carbohydrates as a source of energy

Energy

1 Name fossil fuels; coal, natural gas and petroleum

2 Name methane as main constituent of natural gas

3 State that petroleum is a mixture of hydrocarbons, compounds containing hydrogen and carbon only

4 Describe separation of petroleum into useful fraction by fractional distillation

5 Describe how the properties of fractions obtained from petroleum change from the bottom to the top of the fractionating column, limited to:

(a) decreasing chain length

(b) higher volatility

(d) lower viscosity

6 Name the uses of the fractions as:

(a) refinery gas fraction for gas used in heating and cooking

(b) gasoline /petrol fraction for fuel used in cars

(d) kerosene /paraffin fraction for jet fuel

(e) diesel oil/ gas oil fraction for fuel used in diesel engines

(f) fuel oil fraction for fuel used in ships and home heating systems

(g) lubricating oil fraction for lubricants, waxes and polishes

(h) bitumen fraction for making roads

7 State that hydrogen-oxygen fule cell uses hydrogen and oxygen to produce electricity with water as the only chenical product

8 Describe the advantages and disadvantages of using hydrogen–oxygen fuel cells in comparison with gasoline /petrol engines in vehicles

9 Understand how respiration (aerobic and inaerobic), an exothermic process, provides energy for biological systems and lipds as reserve stores of energy.

10 Describe and explain how electrovoltaic cells convert chemical energy from redox reactions to elecrtrical energy using Cu-Zn galvanic cell as an example

11 Identify photovooltaic cells as a sustainable way to meet energy demands using photovoltaic principle

12 Understand the concept of carbon footprint and describe ways in which it can be reduced for people and organizations

What is the importance of proper nutrition and healthy eating habits?

What are the four main biomolecules, and what are their monomers and sources? What is the daily intake required for young adults?

How does the body use carbohydrates as a source of energy?

What are the three main fossil fuels, and what are their characteristics?

How is petroleum separated into fractions by fractional distillation, and how do the properties of these fractions change as they move up the fractionating column?

What are the uses of the different fractions obtained from petroleum?

What is a hydrogen-oxygen fuel cell, and how does it work to produce electricity?

What are the advantages and disadvantages of using hydrogen-oxygen fuel cells compared to gasoline/petrol engines in vehicles?

How does respiration provide energy for biological systems, and what role do lipids play in storing energy?

How do electrochemical cells convert chemical energy into electrical energy, using the example of a Cu-Zn galvanic cell?

What is a photovoltaic cell, and how does it use the photovoltaic principle to generate electricity?

What is a carbon footprint, and what are some ways that individuals and organizations can reduce their carbon footprint?

To emphasize impact of chemistry in our health, economy, energyp production, envioronment and industry, this section has been added.

Grades 9-10 Experimentation SLOs

2006 National Curriculum

CAIE O Levels 2023 - 2025

MYP Chemistry

NCC 2023 SLOs

Rationale

Overall Learning Objectives

Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which allows

them to develop their experimental skills by doing practical work and investigations.

Practical work helps students to:

- use equipment and materials accurately and safely

- develop observational and problem-solving skills

- develop a deeper understanding of the syllabus topics and the scientific approach

- appreciate how scientific theories are developed and tested

- transfer the experimental skills acquired to unfamiliar contexts

- develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness

- develop an interest and enjoyment in science.

Criterion A - Knowing and understanding

This criterion assesses the ability to:

● explain scientific knowledge

● apply scientific knowledge & understanding to solve problems set in familiar and unfamiliar situations

● analyse and evaluate information to make scientifically supported judgments.

Criterion B - Inquiring and designing

This criterion assesses the ability to:

● explain a problem or question to be tested by a scientific investigation

● formulate a testable hypothesis and explain it using scientific reasoning

● explain how to manipulate the variables and explain how data will be collected

● design scientific investigations

Criterion C - Processing and evaluating

This criterion assesses the ability to:

● present collected and transformed data

● interpret data and explain results using scientific reasoning

● evaluate the validity of a hypothesis based on the outcome of the scientific investigation

● evaluate the validity of the method

● explain improvements or extensions to the method.

Criterion D - Reflecting on the impacts of science

This criterion assesses the ability to:

● explain the ways in which science is applied and used to address a specific problem or issue

● discuss and evaluate the various implications of using science and its application to solve a specific problem or issue

● apply scientific language effectively

● document the work of others and sources of information used

Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which allows

them to develop their experimental skills by doing practical work and investigations.

Practical work helps students to:

- use equipment and materials accurately and safely

- develop observational and problem-solving skills

- develop a deeper understanding of the syllabus topics and the scientific approach through inquiry, design, analysis and reflection

- appreciate how scientific theories are developed and tested

- transfer the experimental skills acquired to unfamiliar contexts

- develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness

- develop an interest and enjoyment in science.

Essential skills to be developed include the ability to

● explain scientific knowledge

● apply scientific knowledge & understanding to solve problems set in familiar and unfamiliar situations

● analyse and evaluate information to make scientifically supported judgments.

● explain a problem or question to be tested by a scientific investigation

● formulate a testable hypothesis and explain it using scientific reasoning

● explain how to manipulate the variables and explain how data will be collected

● design scientific investigations

● present collected and transformed data

● interpret data and explain results using scientific reasoning

● evaluate the validity of a hypothesis based on the outcome of the scientific investigation

● evaluate the validity of the method

● explain improvements or extensions to the method.

● explain the ways in which science is applied and used to address a specific problem or issue

● discuss and evaluate the various implications of using science and its application to solve a specific problem or issue

● apply scientific language effectively

● document the work of others and sources of information used

The CAIE SLOs nicely include higher order thinking tasks in experimental chemistry, such as learning how to plan experiments and investigations. Students are also expected to evaluate methods and suggest improvements. The 2006 National Curriculum does not have these higher order learning outcomes. Hence the CAIE SLOs have been incorporated.

The 2006 National Curriculum does not have detailed experimental learning objectives. The NCC ones have been adapted from the CAIE O level syllabus. It is felt that students need to be comfortable with the use of scientific terminology, and hence the recommended but not needed nor assessed glossary of experimental chemistry terms from the CAIE syllabus have been made compulsory here.

Detailed Learning Objectives

1. Separate given mixture by physical method.

2. Determine the Melting Point of Naphthalene.

3. Determine the Melting Point of Biphenyl.

4. Determine the Boiling Point of Acetone.

5. Determine the Boiling Point of Benzene.

6. Determine the Boiling Point of Ethyl Alcohol.

7. Separate naphthalene from the given mixture of sand and naphthalene by sublimation.

8. Separate the given mixture of alcohol andwater by distillation.

9. Demonstrate that achemical reactionreleases energy in theform of heat.

10. Demonstrate sublimation using solid Ammonium Chloride

11. Prepare 100 cm3 of 0.1M NaOH solution.

12. Prepare 100 cm3 of0.1M Na2CO3 solution.

13. Prepare 250 cm3 of 0.1M HCI solution

14. Prepare 250 cm3 of 0.1 M of oxalic acid solution

15. Prepare 100 cm3 of 0.1 M NaOH solution from the given 1 M solution

16. "Prepare 100 cm3 of0.01 M Na2COa solutionfrom the given 0.1 Msolution.

17. Prepare 100 cm3 of0.01 M HCI solutionfrom the given 0.1 Msolution.

18. Prepare 100 cm3 of0.01 M oxalic acidsolution from the given0.1 M solution.

19. Prepare pure coppersulphate crystals fromthe given impuresample.

20. Demonstrate thatmiscible liquidsdissolve in each otherand immiscible liquidsdo not.

21. Demonstrate thattemperature affectssolubility.

22. Demonstrate theconductivity of differentgiven solutions.

23. Demonstrate a metaldisplacement reactionin aqueous medium.

24. Demonstrate that twoelements combine toform a binarycompound.

25. Demonstrate thatcompounds can beproducts of adecompositionreaction.

26. Demonstrate that anelement and acompound can react toform a differentelement and a differentcompound

27. Demonstrate that somechemical reactionsabsorb energy.

28. Identify sodium,calcium, strontium,barium, copper,potassium radicals byflame test.

29. Standardize the givenNaOH solutionvolumetrically.

30. Standardize the givenHCI solutionvolumetrically

31. Determine the exactmolarity of the Na2CO3solution volumetrically

32. Determine the exactmolarity of a solution ofoxalic acidvolumetrically

33. Demonstrate thatsome naturalsubstances are weakacids.

34. Classify substancesas acidic, basic orneutralIdentify aldehydesusing Fehling's testand Tollen's test

35. Identify ketones using2, 4-dinitrophenylhydrazine test

36. Identify carboxylicacids using sodiumcarbonate test

37. Identify phenol usingFerric Chloride test

38. Identify saturated andunsaturated organiccompounds by KMn04test

39. Demonstrate that sugardecomposes intoelements or othercompounds

40. Demonstrate thesoftening of water byremoval of calcium ionsfrom hard water.

Students are expected to be familiar with and may be asked questions on the following experimental contexts:

- simple quantitative experiments, including the measurement of:

– volumes of gases or solutions / liquids

– masses

– temperatures

– times

– lengths

- rates of reaction

- salt preparation

- separation and purification techniques, including:

– filtration

– crystallisation

– simple distillation

– fractional distillation

– chromatography

- electrolysis

- identification of metal ions, non-metal ions and gases

- chemical tests for water

- test-tube reactions of dilute acids, including ethanoic acid

- tests for oxidising and reducing agents

- heating and cooling curves

- titrations

- solubility

- melting points and boiling points

- displacement reactions of metals and halogens

- temperature changes during reactions

- conditions under which iron rusts or other metals corrode

- procedures using simple apparatus, in situations where the method may not be familiar to the candidate

Students may be required to do the following:

- demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including

following a sequence of instructions where appropriate):

– identify apparatus from diagrams or descriptions

– draw, complete or label diagrams of apparatus

– use, or explain the use of, common techniques, apparatus and materials

– select the most appropriate apparatus or method for the task and justify the choice made

– describe tests (qualitative, gas tests, other tests)

– describe and explain hazards and identify safety precautions

– describe and explain techniques used to ensure the accuracy of observations and data

- plan experiments and investigations:

– identify the independent variable and dependent variable

– describe how and explain why variables should be controlled

– suggest an appropriate number and range of values for the independent variable

– suggest the most appropriate apparatus or technique and justify the choice made

– describe experimental procedures

– identify risks and suggest safety precautions

– describe how to record the results of an experiment

– describe how to process the results of an experiment to form a conclusion or to evaluate a prediction

– make reasoned predictions of expected results

- make and record observations, measurements and estimates:

– take readings from apparatus (analogue and digital) or from diagrams of apparatus

– take readings with appropriate precision, reading to the nearest half-scale division where required

– make observations, measurements or estimates that are in agreement with expected results or values

– take sufficient observations or measurements, including repeats where appropriate

– record qualitative observations from chemical tests and other tests

– record observations and measurements systematically, for example in a suitable table, to an appropriate

degree of precision and using appropriate units

- interpret and evaluate experimental observations and data:

– process data, including for use in further calculations or for graph plotting, using a calculator as appropriate

– present data graphically, including the use of best-fit lines where appropriate

– analyse and interpret observations and data, including data presented graphically

– use interpolation and extrapolation graphically to determine a gradient or intercept

– form conclusions justified by reference to observations and data and with appropriate explanation

– evaluate the quality of observations and data, identifying any anomalous results and taking appropriate

action

- evaluate methods and suggest possible improvements, including:

– evaluate experimental arrangements, methods and techniques, including the control of variables

– identify sources of error

– suggest possible improvements to the apparatus, experimental arrangements, methods or techniques

Students are expected to be familiar with and may be asked questions on the following experimental contexts:

- simple quantitative experiments, including the measurement of:

– volumes of gases or solutions / liquids

– masses

– temperatures

– times

– lengths

- rates of reaction

- salt preparation through

- titration

- precipitation

- using excess solid with dilute acid solutions

- separation and purification techniques, including:

– filtration

– crystallisation

– simple distillation

– fractional distillation

– chromatography

- electrolysis

- identification of metal ions, non-metal ions and gases

- chemical test for water

- test-tube reactions of dilute acids, including ethanoic acid

- tests for oxidising and reducing agents

- heating and cooling curves

- titrations

- solubility

- melting points and boiling points

- displacement reactions of metals and halogens

- temperature changes during reactions

- conditions under which iron rusts or other metals corrode

- procedures using simple apparatus, in situations where the method may not be familiar to the candidate

Students may be required to do the following:

- demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including

following a sequence of instructions where appropriate):

– identify apparatus from diagrams or descriptions

– draw, complete or label diagrams of apparatus

– use, or explain the use of, common techniques, apparatus and materials

– select the most appropriate apparatus or method for the task and justify the choice made

– describe tests (qualitative, gas tests, other tests)

– describe and explain hazards and identify safety precautions

– describe and explain techniques used to ensure the accuracy of observations and data

- plan experiments and investigations:

– identify the independent variable and dependent variable

– describe how and explain why variables should be controlled

– suggest an appropriate number and range of values for the independent variable

– suggest the most appropriate apparatus or technique and justify the choice made

– describe experimental procedures

– identify risks and suggest safety precautions

– describe how to record the results of an experiment

– describe how to process the results of an experiment to form a conclusion or to evaluate a prediction

– make reasoned predictions of expected results

- make and record observations, measurements and estimates:

– take readings from apparatus (analogue and digital) or from diagrams of apparatus

– take readings with appropriate precision, reading to the nearest half-scale division where required

– make observations, measurements or estimates that are in agreement with expected results or values

– take sufficient observations or measurements, including repeats where appropriate

– record qualitative observations from chemical tests and other tests

– record observations and measurements systematically, for example in a suitable table, to an appropriate

degree of precision and using appropriate units

- interpret and evaluate experimental observations and data:

– process data, including for use in further calculations or for graph plotting, using a calculator as appropriate

– present data graphically, including the use of best-fit lines where appropriate

– analyse and interpret observations and data, including data presented graphically

– use interpolation and extrapolation graphically to determine a gradient or intercept

– form conclusions justified by reference to observations and data and with appropriate explanation

– evaluate the quality of observations and data, identifying any anomalous results and taking appropriate

action

- evaluate methods and suggest possible improvements, including:

– evaluate experimental arrangements, methods and techniques, including the control of variables

– identify sources of error

– suggest possible improvements to the apparatus, experimental arrangements, methods or techniques

Recommended Experiments

It is recommended that following practicals be conducted

Formula of magnesium oxide

Determining the Mr of an unknown gas

Acid-base titrations

A green acid-base practical

CaCO3 in egg shells

Enthalpy changes

Reaction rates

Rate-dependent factors

Determining Ea for a reaction

Voltaic cells

3-D molecular modelling

It is suggested that following topics be included in practicals to be conducted

Common chemical reactions (mixing these combinations; acid-alkali, acid-metal, acid-metal carbonate, precipitation, concentrated acid-salt)

Boiling points of mixtures

Polarity of molecules

Le Chatelier's principle

Chlorine in swimming pools

Analysis of Cu(II) ions in solution

Percentage of copper in brass

Electrolytic cells

Hydrolysis of starch

Where possible, usage of ICT resources such as data loggers, graphing software (Desmos, Geogebra), simulations (pHet), spreadsheets for data processing and manipulation should be used, introduced and encouraged.

Ministry of Federal Education and Professional Training

Government of Pakistan

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Grades 9-10 Theory SLOs

Grades 9-10 Experimentation SLOs