NO.

OF
TOPIC TITLE
WEEKS
13 The Periodic Table 2
14 Energy From Chemicals 3
15 Electrolysis 4
16 Speed of Reactions 4
17 Reversible Reactions 3
18 Redox 4
19 Atmosphere and Environment 2
20 Organic Chemistry 6
Total 28
 No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
TOPIC 13 Students should be able to: Activity 13.1  http://www.chemistry.co.
The Periodic Table Experiment: To show the reactivity of group nz/mandeleev.htm
(a) Describe the Periodic Table as an arrangement of the
 Periodic trends I metals with water.  http://www.periodictable.
elements in the order of increasing proton (atomic)
number. com/pages/AAE_History
.html
(b) Describe how the position of an element in the Periodic  http://www.upei.ca/~phy
Table is related to proton number and electronic sics/p221/pro00/periodic
structure. Tble/page2.html
(c) Describe the relationship between Group number and  http://chemlab.pc.marico
the ionic charge of an element. pa.edu/periodic/foldedta
ble.html
(d) Explain the similarities between the elements in the  http://webelements.com
same Group of the Periodic Table in terms of their  www.chemicalelements.
electronic structure. com
(e) Describe the change from metallic to non-metallic  http://pearl1.lanl.gov/per
character from left to right across a period in the 2 iodic
Periodic Table.  http://www.wou.edu/las/
(f) Describe the relationship between Group number, physci/ch412/alttable.ht
number of valency electrons and metallic/non-metallic m
character.  http://upei.ca/~physics/p
221/pro00/periodicTble/
(g) Predict the properties of elements in Group I, VII and page4.html
the transition elements using the Periodic Table.  http://chemicalelements.
 Group I (h) Describe lithium, sodium and potassium in Group I (the com/groups/alkali.html
alkali metals) as a collection of relatively soft, low
density metal showing a trend in melting point and in
their reaction with water.
 Group VII (i) Describe chlorine, bromine and iodine in Group VII (the
halogens) as a collection of diatomic non-metal
showing a trend in colour, state and their displacement
reaction with solution of other halide ions.

CHEMISTRY – SPN 21 SCHEME OF WORK 14

YEAR 10 (2 + 2)
 No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
 Group O – Noble gases (j) Describe the elements in Group 0 (the noble gases) as Activity 13.3  http://www.chemicalele
a collection of monatomic elements that are chemically Demonstration: To show coloured solution ments.com/groups/halo
unreactive and hence important in providing an inert of transition metals. gens.html
atmosphere, e.g. argon and neon in light bulb, helium  http://www.warpoetry.co
in balloons; argon in the manufacture of steel. .uk/owen1.html
(k) Describe the lack of reactivity of the noble gases in  http://barney.gonzaga.e
term of their electronic structure. du/~bpiermat/poem/Dul
ceetDecorumEst.html
 Transition elements (l) Describe the central block of elements (transition
metals) are metal having high melting points, high
density, variable oxidation state and forming coloured
compounds.
(m) State the use of these elements and /or their
compounds as catalyst, e.g. iron in the Haber process;
vanadium(V) oxide in the Contact process; nickel in the
hydrogenation of alkenes, and how catalyst are used in
industry to lower energy demands and hence are
economically advantageous and help to conserve
energy sources.

TOPIC 14 Students should be able to: Activity 14.1

Energy From Chemicals Practical: To find ΔH using 0.1M HCl
(a) Describe the meaning of enthalpy change in term of
 Exothermic reaction and 0.1M NaOH solutions.
exothermic ( H negative) and endothermic ( H
 Endothermic reaction
 Energy profile diagram positive) reactions.
Activity 14.2
 Bond energy (b) Represent energy changes by energy profile diagrams, Demonstration: To investigate heat of
 Enthalpy change including reaction enthalpy changes and activation 3 solution of salts.
energies.
Activity 14.3
(c) Describe bond breaking as an endothermic process Experiment: To set up Daniel cell.
and bon making as an exothermic process.
(d) Explain overall enthalpy changes in term of the energy
changes associated with the breaking and making
covalent bonds.
CHEMISTRY – SPN 21 SCHEME OF WORK 15
YEAR 10 (2 + 2)
 No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks

(e) Describe combustion of fuels as exothermic, e.g. wood;

coal; oil; natural gas; hydrogen.
(f) Describe hydrogen, derived from water or
hydrocarbons, as a potential fuel for use in future,
reacting with oxygen to generate electricity directly in a
fuel cell (details of the construction and operation of a
fuel cell are not required) and discuss the advantages
and disadvantages of this.
(g) Name natural gas, mainly methane, and petroleum as
a sources of energy.
 Simple cell (i) Describe photosynthesis as the reaction
between carbon dioxide and water in the presence of
chlorophyll, using sunlight (energy) to produce glucose
and explain how this can provide a renewable energy
source.Describe the production of electrical energy
from simple cell (i.e. two electrodes in an electrolyte)
linked to the reactivity series.
TOPIC 15 Students should be able to: Activity 15.1  http://www.corrosion-
Electrolysis Demonstration on electrolysis of molten doctors.org/Electrowinni
(a) Describe electrolysis as the conduction of electricity by
 Introduction to lead(II) bromide. ng/Copper.htm
an ionic compound (an electrolyte, when molten or
electrolysis  http://www.chs.edu.sg/~l
dissolved in water, leading to the decomposition of the
Activity 15.2 imth/lessons/2002/Electr
electrolyte.
Demonstration on electrolysis of dilute olysis/reactive_electrod
(b) Describe electrolysis as evidence for the existence of sodium chloride solution. es.htm
ions which are held in a lattice when solid but which are 4  http://www.extremetech.
free to move when molten or in solution. Activity 15.3 com/article2/0,1697,115
Demonstration on electrolysis of 5265,00.asp
 Electrolysis of molten (c) Describe the mobility of ions present and the electrode concentrated sodium chloride solution.
products, the electrolysis of molten lead bromide, using  http://www.ce.org/Press/
electrolytes CEA_Pubs/942.asp
inert electrodes.
 http://.www.energizer.co
(d) Predict the likely product of the electrolysis of a molten m/learning/historyofbatt
binary compound. eries.asp
CHEMISTRY – SPN 21 SCHEME OF WORK 16
YEAR 10 (2 + 2)
 No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
 Electrolysis of (e) Apply idea of selective discharge (linked to the  http://www.buchmann.c
aqueous electrolytes reactivity series for cations) to deduce the electrolysis a/chap1-page3.asp
of concentrated aqueous sodium chloride, aqueous  http://www.corrosion-
copper(II) sulphate and dilute sulphuric acid using inert doctors.org/Biogrpahies/
electrodes. VoltaBio.htm
 http://www.howstuffwork
(f) Predict the likely products of the electrolysis of an s.com/battery2.htm
aqueous electrolyte, given relevant information.

(g) Construct ionic equations for the reactions occurring at

the electrodes during the electrolysis of the substances
mentioned in the syllabus.

 Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) Activity 15.4
sulphate with copper electrodes as means of purifying Demonstration on electrolysis of copper(II)
copper. sulphate using carbon electrodes.

(i) Describe the electroplating of metals, e.g. copper Activity 15.5

plating, and recall one use of electroplating. Demonstration on electrolysis of copper(II)
sulphate using copper electrodes.
(j) Describe the electrolysis of purified aluminium oxide
dissolved in molten cryolite as the method of extraction Activity 15.6
of aluminium (starting materials and essential Demonstration on electroplating of spatula
conditions, including identity of electrodes should be with copper.
given together with equation for the electrode reactions
but no technical details or diagrams are required).

(k) Explain the apparent lack of reactivity of aluminium.

(l) State the uses of aluminium and relate the uses to the
properties of this metal and its alloys, e.g. the
manufacture of aircraft; food containers; electrical
cables.

CHEMISTRY – SPN 21 SCHEME OF WORK 17

YEAR 10 (2 + 2)

Topic / Sub-topic
TOPIC 16
Speed of Reactions
TOPIC 17
Reversible Reaction
 Le Chatelier’s principle
CHEMISTRY – SPN 21 SCHEME OF WORK
YEAR 10 (2 + 2)
No. of
Lesson Objectives Suggested Activities Resources
Weeks
Students should be able to: Activity 16.1  http://www.chem4kids.c
Experiment: To show the effect of om/files/react_rates.html
(a) Describe the effect of concentration, pressure, particle
concentration on the speed of reaction.  http://www.sci-
size and temperature on the speeds of reactions and
explain the effect in term of collisions between reacting Activity 16.2 journal.org/index.php?
particles. Experiment: To show the effect of template_type=report&i
temperature on the speed of reaction. d=46&htm=reports/vol1
(b) Define the term catalyst and describe the effect of no1/v1n1k44.htm&link=r
Activity 16.3 eports/home.php
catalyst (including enzymes) on the speeds of
Experiment: To show the effect of particle
reactions.
size using calcium carbonate (lump and  http://youth.net/nsrc/sci/
powder) with hydrochloric acid. sci035.html#anchor1124
(c) Explain hoe pathways with lower activation energies 4
account for the increase in speeds of reactions. Activity 16.4 013
Experiment: To show the decomposition of 
(d) State that transition elements and their compounds act hydrogen peroxide using manganese(IV)
as catalyst in a range of industrial processes and that oxide.
enzymes are biological catalyst.
(e) Suggest suitable method for investigating the effect of
a given variable on the speed of a reaction.
(f) Interpret data obtained from experiments concerned
with speed of reaction
Students should be able to: Activity 17.1
Practical: To show reversible reactions.
(a) State that some chemical reactions are reversible.
(b) Understand Le Chatelier’s principle.
(c) Describe the idea that some chemical reactions can be 3
reversed by changing the reaction conditions.
(d) Describe the idea that some reversible reactions can
reach dynamic equilibrium and predict the effect of
changing the conditions.
18
 No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
 Haber process
(e) Describe the use of nitrogen, from air, and hydrogen,
from cracking oil, in the manufacture of ammonia.
(f) Describe the essential conditions for the
manufacture of ammonia by the Haber process.
(g) Describe the use of nitrogenous fertilisers
in promoting plant growth and crop yield.
(h) Compare nitrogen content of salts used
for fertilisers by calculating percentage masses.
(i) Describe eutrophication and water
pollution problems caused by nitrates leaching from
farm land and explain why the high solubility of nitrates
increases these problems.
(j) Describe the displacement of ammonia
from its salts and explain why adding calcium
hydroxide to soil can cause the loss of nitrogen from
added nitrogenous fertiliser.
(k) Describe the manufacture of sulphuric
 Contact process Activity 17.2
acid from the raw material sulphur, air and water in the
Experiment: To prepare fertiliser using
Contact process.
nitric acid (the manufacture of fertilizer from
(l) State the use of sulphur dioxide as a ammonia).
bleach, in the manufacture of wood pulp for paper and
as a food preservative (by killing bacteria)
(m) State the use of sulphuric acid in the
manufacture of detergents and fertilisers; and as a
battery acid.

CHEMISTRY – SPN 21 SCHEME OF WORK 19

YEAR 10 (2 + 2)
 No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
TOPIC 18 Students should be able to: Activity 18.1  http://www.chemistry.co.
Redox Demonstration: To show the colour nz/redox_oxi_aa.htm
(a) Define oxidation and reduction (redox) in terms of
changes in oxidising agents – acidified  http://www.chemistry.co.
oxygen/hydrogen gain/loss.
potassium manganate(VII) and acidified nz/redox_test.htm
(b) Define redox in term of electron transfer and potassium dichromate.
changes in oxidation states.
Activity 18.2
(c) Identify redox reactions in terms of 4 Demonstration: To show the colour
oxygen/hydrogen, and/or electron, gain/loss, change of iodide ion in redox reaction.
and/or changes in oxidation state.
(d) Describe the use of aqueous potassium iodide,
and acidified potassium manganate(VII) and
acidified potassium dichromate(VI) in testing for
oxidising and reducing agents from the resulting
colour changes.
2
TOPIC 19 Students should be able to: Activity 19.1  http://www.sci-
Atmosphere and Environment Students’ research and presentation. jounal.org/index.php?
(a) Describe the volume composition of gases
 Air template_type=report&i
present in dry air as 79% nitrogen, 20% oxygen
d=28&htm=reprts/vol3n
and the remainder being noble gases (with argon
o1/v3n1k43.html&link=r
as the main constituent) and carbon dioxide.
eports/home.php
(b) Describe the separation of oxygen, nitrogen and  http://youth.net/nsrc/sci/
the noble gases from liquid air by fractional sc047.html#anchor1415
distillation. 078
 http://www.nea.gov.sg/p
(c) State the use of oxygen (e.g. making steel;
oxygen tents in hospitals; together with acetylene, si/
in welding).  http://epa.gov/acodrain/i
ndex.html
(d) Name common atmospheric pollutants (e.g.  http://www.geocities.co
carbon monoxide; methane’ nitrogen oxides ( m/whatsacidrain/
NO and NO 2 ); ozone; sulphur dioxide;  http://www.angelfire.co
CHEMISTRY – SPN 21 SCHEME OF WORK 20
YEAR 10 (2 + 2)
 unburned hydrocarbons). m/ks/boredwalk/

No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
(e) State the source of these pollutants as:  http://www.scienceshort
(i) Carbon monoxide from the incomplete s.com/articles/acid
combustion of carbon-containing %20Rain.htm
substances.  http://www.madison.k12.
(ii) Methane from bacterial decay of vegetable wi.us/stugeon/acfacts.ht
matter. m
 http://www.epa.gov/glob
(iii) Nitrogen oxides from lightning activity and alwarming
internal combustion engines.  http://youth.net/nsrc/sci/
(iv) Ozone from photochemical reactions sci023.html#anchor1264
responsible for the formation of 372
photochemical smog.  http://youth.net/nsrc/sci/
sci023.html#anchor1266
(v) Sulphur dioxide from volcanoes and 081
combustion of fossil fuels.
(vi) Unburned hydrocarbons from internal
combustion engines.

(f) Describe the reaction used in possible solutions to

the problems arising from some of the pollutants
named in (d).
(i) The redox reactions in catalytic converters
to remove combustion pollutants.
(ii) The use of calcium carbonate to reduce the
effect of ‘acid rain’ and flu gas
desulphurisation.
(g) Discuss some of the effects of these pollutants on
health and on the environment.
(i) The poisonous nature of carbon monoxide.
(ii) The role of nitrogen dioxide and sulphur

CHEMISTRY – SPN 21 SCHEME OF WORK 21

YEAR 10 (2 + 2)
 dioxide in the formation of ‘acid rain’ and its
effect of respiration and building.
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
(h) Discuss the importance of the ozone layer and the
problem involved with the depletion of ozone by
reaction with chlorine containing compounds,
chlorofluorocarbons (CFCs).
(i) Describe the carbon cycle in simple terms, to
include:
(i) The processes of combustion, respiration
and photosynthesis.
(ii) How carbon cycle regulate the amount of
carbon dioxide in the atmosphere.
(j) State that carbon dioxide and methane are
greenhouse gases and may contribute to global
warming, give the sources of these gases and
discuss the possible consequences of an increase
in global warming.

 Water (k) State that water from natural sources contains a Activity 19.2
variety of dissolved substances. Demonstration: To show test for water
(i) Naturally occurring (mineral salts; oxygen; using blue cobalt chloride paper and
organic matter). anhydrous copper(II) sulphate.
(ii) Pollutant (metal compounds; sewage;
Activity 19.3
nitrate from fertilisers; phosphates from
Demonstration on water treatment using
fertilisers and detergents; harmful microbes)
alum (pond water)
(l) Discuss the environmental effect of the dissolved
substances named in (a) Activity 19.4
(i) Beneficial, e.g. oxygen and mineral salts for Enrichment – visit to water treatment plant.
aquatic life.
(ii) Pollutant, e.g. hazard to health;
eutrophication.

CHEMISTRY – SPN 21 SCHEME OF WORK 22

YEAR 10 (2 + 2)
 No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
(m) Outline the purification of water supply in term of:
(i) Filtration to remove solids.
(ii) Use of carbon to remove taste and odours.
(iii) Chlorination to disinfect the water.
n. State that seawater can be
converted into drinkable water by desalination.
1
TOPIC 20 Students should be able to:
Organic Chemistry
(a) Describe petroleum as a mixture of hydrocarbons
 Introduction
and its separation into useful fraction by fractional
 Hydrocarbon
distillation.
 Petroleum
(b) Name the following fractions and state their uses:
(i) Petrol (gasoline) as fuel in cars
(ii) Naphtha as feedstock for chemical industry
(iii) Paraffin (kerosene) as a fuel for heating and
cooking and for aircraft engines.
(iv) Diesel as a fuel for diesel engines
(v) Lubricating oils as lubricants and as a
source of polishes and waxes.
(vi) Bitumen for making road surfaces.

(c) State that the naphtha fraction from crude oil is

the main source of hydrocarbons used as
feedstock for the production of a wide range of
organic compounds.

CHEMISTRY – SPN 21 SCHEME OF WORK 23

YEAR 10 (2 + 2)
 (d) Describe the issues relating to the competing uses
of oil as an energy source and as chemical
feedstock.
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
 Alkanes Students should be able to: Activity 20.1  http://www.energyquest.
Demonstration: To show incomplete ca.gov/story/chapter08.
(a) Describe a homologous series as a group of
combustion of hydrocarbon. html
compound with a general formula, similar
chemical properties and showing a gradation in  http://www.kcpc.usyd.ed
Activity 20.2 u.au/discovery/9.2.1/ind
physical properties as a result of increase in the
Constructing molecules of organic ex.html
size and mass of the molecules, e.g. melting and
compounds using models.  http://www.pafko.com/hi
boiling points, viscosity; flammability.
story//h_petro.html
(b) Describe the alkanes as an homologous series of  http://www.pafko.com/hi
saturated hydrocarbons with the general formula story//h_refine.html
C n H2 n  2 .  http://www.howstuffwork
s.com/news-item10.htm
(c) Draw the structures of branched and unbranched
 http://inventors.about.co
alkanes, C1 to C4 and name the unbranched
m/library/weekly/aa0902
alkanes, methane to butane.
99.htm
(d) Define isomerism and identify isomers
(e) Describe the properties of alkanes (exemplified by
methane) as generally unreactive except in terms
burning and substitution by chlorine.
1
 Alkenes Students should be able to: Activity 20.3  http://www.automotive-
Demonstration: To test for alkenes with technology.com/projects
(a) Describe the alkenes as a homologous series of
bromine. /p2000/index,html#p200
unsaturated hydrocarbons with the general
01
formula C n H 2 n .
 http://energy.saving.nu/
(b) Draw the structure of branched and unbranched biomass/carsbiofuel.sht
alkenes, C2 to C4 and name the unbranched ml
alkenes, ethene to butane.  http://www.nesea.org/gr
eecarclub/factsheets_et
(c) Describe the manufacture of hanol.pdf
alkenes and hydrogen by cracking hydrocarbons
CHEMISTRY – SPN 21 SCHEME OF WORK 24
YEAR 10 (2 + 2)
 and recognise that cracking is essential to match
the demand for fractions containing smaller
molecules from the refinery process.
No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
(d) Describe the properties of alkenes  http://nobelprize.org/edu
in terms of combustion, polymerisation and their cational_games/chemist
addition reactions with bromine, steam and ry/conductive_polymers/
hydrogen. index.html
(e) Describe the difference between
saturated and unsaturated hydrocarbons from
their molecular formula and by using aqueous
bromine.
(f) Describe the meaning of
polyunsaturated when applied to food product.
(g) Describe the manufacture of
margarine by the addition of hydrogen to
unsaturated vegetable oils to form a solid product.
1
 Alcohols Students should be able to: Activity 20.4
Demonstration: To compare the
(a) Describe the alcohols as a homologous series
flammability and the colour of the flames
containing the OH group. produced by different alcohols and to show
the variation of physical properties of the
(b) Draw the structures of alcohols, C1 to C4 and first four members of alcohol.
name the unbranched alcohols, methanol to
butanol. Activity 20.5
(c) Describe the properties of alcohols in terms of Demonstration: To compare fluidity of the
combustion and oxidation to carboxylic acids. alcohols.

(d) Describe the formation of ethanol by the catalysed

addition of steam to ethene and by fermentation of
glucose.
(e) State some uses of ethanol, e.g. as a solvent, as
a renewable fuel; as a constituent of alcoholic
CHEMISTRY – SPN 21 SCHEME OF WORK 25
YEAR 10 (2 + 2)

Topic / Sub-topic
 Carboxylic Acids
 Macromolecules - polymers
CHEMISTRY – SPN 21 SCHEME OF WORK
YEAR 10 (2 + 2)
beverages.
No. of
Lesson Objectives Suggested Activities Resources
Weeks
Students should be able to: Activity 20.6
Demonstration: To show oxidation of
(a) Describe the carboxylic acids as a homologous
ethanol to ethanoic acid.
series containing CO 2 H group.
Activity 20.7
(b) Draw the structures of carboxylic acids, C1 to C4 Demonstration: To show the acidic
and name the unbranched acids, methanoic to properties of carboxylic acid.
butanoic acids.
(c) Describe the carboxylic acids as weak acids, 1
reacting with carbonates, bases and some metals.
(d) Describe the formation of ethanoic acid by
oxidation of ethanol by atmospheric oxygen or
acidified potassium dichromate(VI).
(e) Describe the reaction of ethanoic acid with ethanol
to form ester, ethyl ethanoate.
(f) State some commercial uses of ester, e.g.
perfumes; flavouring; solvents.
2
Students should be able to:
(a) Describe macromolecules as a large
molecules built up from small unit, different
macromolecules having different unit and/or
different linkages.
(b) Describe the formation of poly(ethene) as an
example of addition polymerisation of ethene as
monomer.
26
 (c) State some uses of poly(ethene) as a typical
plastic, e.g. plastic bags, cling film.
(d) Deduce the structure of the polymer product from
a given monomer and vice versa.

No. of
Topic / Sub-topic Lesson Objectives Suggested Activities Resources
Weeks
(e) Describe nylon, a polyamide, and Terylene, a
polyester, as condensation polymers (refer
syllabus for the partial structures of nylon and
Terylene).
(f) State some typical uses
of man-made fibres such as nylon and Terylene,
e.g. clothing, curtain materials; fishing line;
parachutes; sleeping bags.
(g) Describe the
pollution problems caused by the disposal of non-
biodegradable plastics.
(h) Identify
carbohydrates, proteins and fats as natural
macromolecules.
(i) Describe proteins
as possessing the same amide linkages as nylon
but different monomer units.
(j) Describe fat as
esters possessing the same linkages as Terylene
but with different monomer units.
(k) Describe
hydrolysis of proteins to amino acids and
carbohydrates (e.g. starch) to simple sugars

CHEMISTRY – SPN 21 SCHEME OF WORK 27

YEAR 10 (2 + 2)