1. STPM/S(E)962
MAJLIS PEPERIKSAAN MALAYSIA
(MALAYSIAN EXAMINATIONS COUNCIL)
PEPERIKSAAN
SIJIL TINGGI PERSEKOLAHAN MALAYSIA
(MALAYSIA HIGHER SCHOOL CERTIFICATE EXAMINATION)
CHEMISTRY
Syllabus, Specimen Papers and Specimen Experiment
This syllabus applies for the 2012/2013 session and thereafter until further notice.

2. FALSAFAH PENDIDIKAN KEBANGSAAN
“Pendidikan di Malaysia adalah satu usaha berterusan
ke arah memperkembangkan lagi potensi individu secara
menyeluruh dan bersepadu untuk mewujudkan insan yang
seimbang dan harmonis dari segi intelek, rohani, emosi,
dan jasmani. Usaha ini adalah bagi melahirkan rakyat
Malaysia yang berilmu pengetahuan, berakhlak mulia,
bertanggungjawab, berketerampilan, dan berkeupayaan
mencapai kesejahteraan diri serta memberi sumbangan
terhadap keharmonian dan kemakmuran keluarga,
masyarakat dan negara.”

3. FOREWORD
This revised Chemistry syllabus is designed to replace the existing syllabus which has been in use
since the 2001 STPM examination. This new syllabus will be enforced in 2012 and the first
examination will also be held the same year. The revision of the syllabus takes into account the
changes made by the Malaysian Examinations Council (MEC) to the existing STPM examination.
Through the new system, sixth-form study will be divided into three terms, and candidates will sit for
an examination at the end of each term. The new syllabus fulfils the requirements of this new system.
The main objective of introducing the new examination system is to enhance the teaching and
learning orientation in sixth form so as to be in line with the orientation of teaching and learning in
colleges and universities.
The revision of the Chemistry syllabus incorporates current developments in chemistry studies and
syllabus design in Malaysia. The syllabus will give candidates exposure to pre-university level about
Chemistry as a central science that includes physical chemistry, inorganic chemistry and organic
chemistry. In tandem with the global needs for a sustainable environment, it is important to promote
awareness of the roles of chemistry in the understanding of nature and the universe. As such,
environmental chemistry relating to green chemistry as well as water and solid waste management has
been included in this revised syllabus. Accordingly, it is hoped that this syllabus will be able to
produce pre-university candidates which are mature minded, knowledgeable, and able to
communicate idea effectively using various forms of communications.
The syllabus contains topics, teaching periods, learning outcomes, examination format, grade
description, and sample questions.
The design of this syllabus was undertaken by a committee chaired by Professor Datuk Dr. A. Hamid
bin A. Hadi from University of Malaya. Other committee members consist of university lecturers,
representatives from the Curriculum Development Division, Ministry of Education Malaysia, and
experienced teachers teaching Chemistry. On behalf of the MEC, I would like to thank the committee
for their commitment and invaluable contribution. It is hoped that this syllabus will be a guide for
teachers and candidates in the teaching and learning process.
OMAR BIN ABU BAKAR
Chief Executive
Malaysian Examinations Council

4. CONTENTS
Syllabus 962 Chemistry
Page
Aims 1
Objectives 1
Content
First Term 2 – 10
Second Term 11 – 18
Third Term 19 – 30
Practical Syllabus (School-based Assessment of Practical (Paper 4)) 31 – 32
Written Practical Test (Paper 5) 32 – 33
Scheme of Assessment 34 – 35
Performance Descriptions 36
Summary of Key Quantities and Units 37 – 38
Periodic Table 39
Reference Books 40
Specimen Paper 1 41 – 57
Specimen Paper 2 59 – 77
Specimen Paper 3 79– 95
Specimen Experiment Paper 4 97 – 99
Specimen Paper 5 101 – 123

5. SYLLABUS
962 CHEMISTRY
Aims
This syllabus aims to enhance candidates knowledge and understanding of chemistry. It also enables
them to advance their studies at institutions of higher learning and assists them to pursue a chemistry-
related career. It will also promote awareness of the roles of chemistry in the understanding of nature
and the universe.
Objectives
The objectives of this syllabus are to enable the candidates to:
(a) understand facts, terminologies and principles of chemistry;
(b) interpret phenomena by using models, laws and chemical principles;
(c) interpret and apply scientific information presented in various forms;
(d) solve problems related to chemistry;
(e) analyse, synthesise and evaluate information and ideas logically and critically;
(f) plan, carry out experiments, draw inferences and make deductions;
(g) use scientific equipment properly and safely;
(h) develop positive attitudes and values towards the environment;
(i) acquire generic skills.
1

6. FIRST TERM
Teaching
Topic Learning Outcome
Period
1 Atoms, Molecules and 8
Stoichiometry
1.1 Fundamental particles 2 Candidates should be able to:
of an atom
(a) describe the properties of protons, neutrons
and electrons in terms of their relative charges
and relative masses;
(b) predict the behaviour of beams of protons,
neutrons and electrons in both electric and
magnetic fields;
(c) describe the distribution of mass and charges
within an atom;
(d) determine the number of protons, neutrons and
electrons present in both neutral and charged
species of a given proton number and nucleon
number;
(e) describe the contribution of protons and
neutrons to atomic nuclei in terms of proton
number and nucleon number;
(f) distinguish isotopes based on the number of
neutrons present, and state examples of both
stable and unstable isotopes.
1.2 Relative atomic, 3 Candidates should be able to:
isotopic, molecular and
formula masses (a) define the terms relative atomic mass, Ar,
relative isotopic mass, relative molecular
mass, Mr, and relative formula mass based
on 12C;
(b) interpret mass spectra in terms of relative
abundance of isotopes and molecular
fragments;
(c) calculate relative atomic mass of an element
from the relative abundance of its isotopes or
its mass spectrum.
2

7. Teaching
Topic Learning Outcome
Period
1.3 The mole and the 3 Candidates should be able to:
Avogadro constant
(a) define mole in terms of the Avogadro constant;
(b) calculate the number of moles of reactants,
volumes of gases, volumes of solutions and
concentrations of solutions;
(c) deduce stoichiometric relationships from the
calculations above.
2 Electronic Structure of 8
Atoms
2.1 Electronic energy 2 Candidates should be able to:
levels of atomic
hydrogen (a) explain the formation of the emission line
spectrum of atomic hydrogen in the Lyman
and Balmer series using Bohr’s Atomic Model.
2.2 Atomic orbitals: 2 Candidates should be able to:
s, p and d
(a) deduce the number and relative energies of the
s, p and d orbitals for the principal quantum
numbers 1, 2 and 3, including the 4s orbitals;
(b) describe the shape of the s and p orbitals.
2.3 Electronic 2 Candidates should be able to:
configuration
(a) predict the electronic configuration of atoms
and ions given the proton number (and
charge);
(b) define and apply Aufbau principle, Hund’s
rule and Pauli exclusion principle.
2.4 Classification of 2 Candidates should be able to:
elements into s, p, d
and f blocks in the (a) identify the position of the elements in the
Periodic Table Periodic Table as
(i) block s, with valence shell
configurations s1 and s2,
(ii) block p, with valence shell
configurations from s2p1 to s2p6,
(iii) block d, with valence shell
configurations from d1s2 to d10s2;
(b) identify the position of elements in block f of
the Periodic Table.
3

8. Teaching
Topic Learning Outcome
Period
3 Chemical Bonding 20
3.1 Ionic bonding 1 Candidates should be able to:
(a) describe ionic (electrovalent) bonding as
exemplified by NaCl and MgCl2.
3.2 Covalent bonding 15 Candidates should be able to:
(a) draw the Lewis structure of covalent molecules
(octet rule as exemplified by NH3, CCl4, H2O,
CO2, N2O4 and exception to the octet rule as
exemplified by BF3, NO, NO2, PCl5, SF6);
(b) draw the Lewis structure of ions as
exemplified by SO42−, CO32−, NO3− and CN−;
(c) explain the concept of overlapping and
hybridisation of the s and p orbitals as
exemplified by BeCl2, BF3, CH4, N2, HCN,
NH3 and H2O molecules;
(d) predict and explain the shapes of and bond
angles in molecules and ions using the
principle of valence shell electron pair
repulsion, e.g. linear, trigonal planar,
tetrahedral, trigonal bipyramid, octahedral,
V-shaped, T-shaped, seesaw and pyramidal;
(e) explain the existence of polar and non-polar
bonds (including C−C1, C−N, C−O, C−Mg)
resulting in polar or/and non-polar molecules;
(f) relate bond lengths and bond strengths with
respect to single, double and triple bonds;
(g) explain the inertness of nitrogen molecule in
terms of its strong triple bond and non-
polarity;
(h) describe typical properties associated with
ionic and covalent bonding in terms of bond
strength, melting point and electrical
conductivity;
(i) explain the existence of covalent character in
ionic compounds such as A12O3, A1I3 and LiI;
(j) explain the existence of coordinate (dative
covalent) bonding as exemplified by H3O+,
NH4+, A12C16 and [Fe(CN)6]3−.
4

9. Teaching
Topic Learning Outcome
Period
3.3 Metallic bonding 1 Candidates should be able to:
(a) explain metallic bonding in terms of electron
sea model.
3.4 Intermolecular 3 Candidates should be able to:
forces: van der
Waals forces and (a) describe hydrogen bonding and van der Waals
hydrogen bonding forces (permanent, temporary and induced
dipole);
(b) deduce the effect of van der Waals forces
between molecules on the physical properties
of substances;
(c) deduce the effect of hydrogen bonding
(intermolecular and intramolecular) on the
physical properties of substances.
4 States of Matter 14 Candidates should be able to:
4.1 Gases 6 (a) explain the pressure and behaviour of ideal gas
using the kinetic theory;
(b) explain qualitatively, in terms of molecular
size and intermolecular forces, the conditions
necessary for a gas approaching the ideal
behaviour;
(c) define Boyle’s law, Charles’ law and
Avogadro’s law;
(d) apply the pV = nRT equation in calculations,
including the determination of the relative
molecular mass, Mr;
(e) define Dalton’s law, and use it to calculate the
partial pressure of a gas and its composition;
(f) explain the limitation of ideality at very high
pressures and very low temperatures.
4.2 Liquids 2 Candidates should be able to:
(a) describe the kinetic concept of the liquid state;
(b) describe the melting of solid to liquid,
vaporisation and vapour pressure using simple
kinetic theory;
(c) define the boiling point and freezing point of
liquids.
5

10. Teaching
Topic Learning Outcome
Period
4.3 Solids 2 Candidates should be able to:
(a) describe qualitatively the lattice structure of a
crystalline solid which is:
(i) ionic, as in sodium chloride,
(ii) simple molecular, as in iodine,
(iii) giant molecular, as in graphite, diamond
and silicon(IV) oxide,
(iv) metallic, as in copper;
(b) describe the allotropes of carbon (graphite,
diamond and fullerenes), and their uses.
4.4 Phase diagrams 4 Candidates should be able to:
(a) sketch the phase diagram for water and carbon
dioxide, and explain the anomalous behaviour
of water;
(b) explain phase diagrams as graphical plots of
experimentally determined results;
(c) interpret phase diagrams as curves describing
the conditions of equilibrium between phases
and as regions representing single phases;
(d) predict how a phase may change with changes
in temperature and pressure;
(e) discuss vaporisation, boiling, sublimation,
freezing, melting, triple and critical points of
H2O and CO2;
(f) explain qualitatively the effect of a non-
volatile solute on the vapour pressure of a
solvent, and hence, on its melting point and
boiling point (colligative properties);
(g) state the uses of dry ice.
5. Reaction Kinetics 14
5.1 Rate of reaction 2 Candidates should be able to:
(a) define rate of reaction, rate equation, order of
reaction, rate constant, half-life of a first-order
reaction, rate determining step, activation
energy and catalyst;
(b) explain qualitatively, in terms of collision
theory, the effects of concentration and
temperature on the rate of a reaction.
6

11. Teaching
Topic Learning Outcome
Period
5.2 Rate law 4 Candidates should be able to:
(a) calculate the rate constant from initial rates;
(b) predict an initial rate from rate equations and
experimental data;
(c) use titrimetric method to study the rate of a
given reaction.
5.3 The effect of 1 Candidates should be able to:
temperature on
reaction kinetics (a) explain the relationship between the rate
constants with the activation energy and
temperature using Arrhenius equation
Ea
−
k = Ae RT
;
(b) use the Boltzmann distribution curve to
explain the distribution of molecular energy.
5.4 The role of catalysts in 2 Candidates should be able to:
reactions
(a) explain the effect of catalysts on the rate of a
reaction;
(b) explain how a reaction, in the presence of a
catalyst, follows an alternative path with a
lower activation energy;
(c) explain the role of atmospheric oxides of
nitrogen as catalysts in the oxidation of
atmospheric sulphur dioxide;
(d) explain the role of vanadium(V) oxide as a
catalyst in the Contact process;
(e) describe enzymes as biological catalysts.
5.5 Order of reactions and 5 Candidates should be able to:
rate constants
(a) deduce the order of a reaction (zero-, first- and
second-) and the rate constant by the initial
rates method and graphical methods;
(b) verify that a suggested reaction mechanism is
consistent with the observed kinetics;
(c) use the half-life (t½) of a first-order reaction in
calculations.
7

12. Teaching
Topic Learning Outcome
Period
6 Equilibria 32
6.1 Chemical equilibria 10 Candidates should be able to:
(a) describe a reversible reaction and dynamic
equilibrium in terms of forward and backward
reactions;
(b) state mass action law from stoichiometric
equation;
(c) deduce expressions for equilibrium constants
in terms of concentrations, Kc, and partial
pressures, Kp, for homogeneous and
heterogeneous systems;
(d) calculate the values of the equilibrium
constants in terms of concentrations or partial
pressures from given data;
(e) calculate the quantities present at equilibrium
from given data;
( f) apply the concept of dynamic chemical
equilibrium to explain how the concentration
of stratospheric ozone is affected by the
photodissociation of NO2, O2 and O3 to form
reactive oxygen radicals;
(g) state the Le Chatelier’s principle and use it to
discuss the effect of catalysts, changes in
concentration, pressure or temperature on a
system at equilibrium in the following
examples:
(i) the synthesis of hydrogen iodide,
(ii) the dissociation of dinitrogen tetroxide,
(iii) the hydrolysis of simple esters,
(iv) the Contact process,
(v) the Haber process,
(vi) the Ostwald process;
(h) explain the effect of temperature on
equilibrium constant from the equation
ΔH
ln K = − + C.
RT
6.2 Ionic equilibria 10 Candidates should be able to:
(a) use Arrhenius, BrØnsted-Lowry and Lewis
theories to explain acids and bases;
(b) identify conjugate acids and bases;
8

13. Teaching
Topic Learning Outcome
Period
(c) explain qualitatively the different properties of
strong and weak electrolytes;
(d) explain and calculate the terms pH, pOH, Ka,
pKa, Kb, pKb, Kw and pKw from given data;
(e) explain changes in pH during acid-base
titrations;
( f) explain the choice of suitable indicators for
acid-base titrations;
(g) define buffer solutions;
(h) calculate the pH of buffer solutions from given
data;
( i) explain the use of buffer solutions and their
importance in biological systems such as the
role of H2CO3 / HCO3− in controlling pH in
blood.
6.3 Solubility equilibria 5 Candidates should be able to:
(a) define solubility product, Ksp;
(b) calculate Ksp from given concentrations and
vice versa;
(c) describe the common ion effect, including
buffer solutions;
(d) predict the possibility of precipitation from
solutions of known concentrations;
(e) apply the concept of solubility equilibria to
describe industrial procedure for water
softening.
6.4 Phase equilibria 7 Candidates should be able to:
(a) state and apply Raoult’s law for two miscible
liquids;
(b) interpret the boiling point-composition curves
for mixtures of two miscible liquids in terms
of ‘ideal’ behaviour or positive or negative
deviations from Raoult’s law;
(c) explain the principles involved in fractional
distillation of ideal and non ideal liquid
mixtures;
9

14. Teaching
Topic Learning Outcome
Period
(d) explain the term azeotropic mixture;
(e) explain the limitations on the separation of two
components forming an azeotropic mixture;
( f) explain qualitatively the advantages and
disadvantages of fractional distillation under
reduced pressure.
10

15. SECOND TERM
Teaching
Topic Learning Outcome
Period
7 Chemical Energetics 18
7.1 Enthalpy changes of 6 Candidates should be able to:
reaction, ΔH
(a) explain that most chemical reactions are
accompanied by enthalpy changes (exothermic
or endothermic);
(b) define enthalpy change of reaction, ΔH, and
state the standard conditions;
(c) define enthalpy change of formation,
combustion, hydration, solution, neutralisation,
atomisation, bond energy, ionisation energy
and electron affinity;
(d) calculate the heat energy change from
experimental measurements using the
relationship: heat change, q = mcΔT
or q = mcθ ;
(e) calculate enthalpy changes from experimental
results.
7.2 Hess’ law 6 Candidates should be able to:
(a) state Hess’ law, and its use to find enthalpy
changes that cannot be determined directly,
e.g. an enthalpy change of formation from
enthalpy changes of combustion;
(b) construct energy level diagrams relating the
enthalpy to reaction path and activation
energy;
(c) calculate enthalpy changes from energy cycles.
7.3 Born-Haber cycle 4 Candidates should be able to:
(a) define lattice energy for simple ionic crystals
in terms of the change from gaseous ions to
solid lattice;
(b) explain qualitatively the effects of ionic charge
and ionic radius on the numerical magnitude of
lattice energy values;
(c) construct Born-Haber cycle for the formation
of simple ionic crystals.
11

16. Teaching
Topic Learning Outcome
Period
7.4 The solubility of 2 Candidates should be able to:
solids in liquids
(a) construct energy cycles for the formation of
aqueous solutions of ionic compounds;
(b) explain qualitatively the influence on solubility
of the relationship between enthalpy change of
solution, lattice energy of solid and enthalpy
change of hydration or other solvent-solute
interaction.
8 Electrochemistry 26
8.1 Half-cell and redox 2 Candidates should be able to:
equations
(a) explain the redox processes and cell diagram
(cell notation) of the Daniell cell;
(b) construct redox equations.
8.2 Standard electrode 9 Candidates should be able to:
potential
(a) describe the standard hydrogen electrode;
(b) use the standard hydrogen electrode to
determine standard electrode potential
(standard reduction potential), Eº;
(c) calculate the standard cell potential using the
Eo values, and write the redox equations;
(d) predict the stability of aqueous ions from Eº
values;
(e) predict the power of oxidising and reducing
agents from Eº values;
( f) predict the feasibility of a reaction from Eº
cell
value and from the combination of various
electrode potentials: spontaneous and non-
spontaneous electrode reactions.
8.3 Non-standard cell 3 Candidates should be able to:
potentials
(a) calculate the non-standard cell potential, Ecell,
of a cell using the Nernst equation.
8.4 Fuel cells 2 Candidates should be able to:
(a) describe the importance of the development of
more efficient batteries for electric cars in
terms of smaller size, lower mass and higher
voltage, as exemplified by hydrogen-oxygen
fuel cell.
12

17. Teaching
Topic Learning Outcome
Period
8.5 Electrolysis 6 Candidates should be able to:
(a) compare the principles of electrolytic cell to
electrochemical cell;
(b) predict the products formed during
electrolysis;
(c) state the Faraday’s first and second laws of
electrolysis;
(d) state the relationship between the Faraday
constant, the Avogadro constant and the
electronic charge;
(e) calculate the quantity of electricity used, the
mass of material and/or gas volume liberated
during electrolysis.
8.6 Applications of 4 Candidates should be able to:
electrochemistry
(a) explain the principles of electrochemistry in
the process and prevention of corrosion
(rusting of iron);
(b) describe the extraction of aluminium by
electrolysis, and state the advantages of
recycling aluminium;
(c) describe the process of anodisation of
aluminium to resist corrosion;
(d) describe the diaphragm cell in the manufacture
of chlorine from brine;
(e) describe the treatment of industrial effluent by
electrolysis to remove Ni2+, Cr3+ and Cd2+;
(f ) describe the electroplating of coated plastics.
9 Periodic Table: Periodicity 10
9.1 Physical properties of 5 Candidates should be able to:
elements of Period 2
and Period 3 (a) interpret and explain the trend and gradation
of atomic radius, melting point, boiling point,
enthalpy change of vaporisation and electrical
conductivity in terms of structure and bonding;
(b) explain the factors influencing ionisation
energies;
(c) explain the trend in ionisation energies across
Period 2 and Period 3 and down a group;
13

18. Teaching
Topic Learning Outcome
Period
(d) predict the electronic configuration and
position of unknown elements in the Periodic
Table from successive values of ionisation
energies.
9.2 Reactions of Period 3 2 Candidates should be able to:
elements with oxygen
and water (a) describe the reactions of Period 3 elements
with oxygen and water;
(b) interpret the ability of elements to act as
oxidising and reducing agents.
9.3 Acidic and basic 3 Candidates should be able to:
properties of oxides
and hydrolysis of (a) explain the acidic and basic properties of the
oxides oxides of Period 3 elements;
(b) describe the reactions of the oxides of Period
3 elements with water;
(c) describe the classification of the oxides of
Period 3 elements as basic, amphoteric or
acidic based on their reactions with water, acid
and alkali;
(d) describe the use of sulphur dioxide in food
preservation.
10 Group 2 10
10.1 Selected Group 2 7 Candidates should be able to:
elements and their
compounds (a) describe the trends in physical properties of
Group 2 elements: Mg, Ca, Sr, Ba;
(b) describe the reactions of Group 2 elements
with oxygen and water;
(c) describe the behaviour of the oxides of Group
2 elements with water;
(d) explain qualitatively the thermal
decomposition of the nitrates, carbonates and
hydroxides of Group 2 elements in terms of
the charge density and polarisability of large
anions;
(e) explain qualitatively the variation in solubility
of sulphate of Group 2 elements in terms of the
relative magnitudes of the enthalpy change of
hydration for the relevant ions and the
corresponding lattice energy.
14

19. Teaching
Topic Learning Outcome
Period
10.2 Anomalous behaviour 2 Candidates should be able to:
of beryllium
(a) explain the anomalous behaviour of beryllium
as exemplified by the formation of covalent
compounds;
(b) describe the diagonal relationships between
beryllium and aluminium;
(c) explain the similarity of aqueous beryllium
salts to aqueous aluminium salts in terms of
their acidic property.
10.3 Uses of Group 2 1 Candidates should be able to:
compounds
(a) state the uses of Group 2 compounds in
agriculture, industry and medicine.
11 Group 14 10
11.1 Physical properties of 2 Candidates should be able to:
Group 14 elements
(a) explain the trends in physical properties
(melting points and electrical conductivity) of
Group 14 elements: C, Si, Ge, Sn, Pb.
11.2 Tetrachlorides and 4 Candidates should be able to:
oxides of Group 14
elements (a) explain the bonding and molecular shapes of
the tetrachlorides of group 14 elements;
(b) explain the volatility, thermal stability and
hydrolysis of tetrachlorides in terms of
structure and bonding;
(c) explain the bonding, acid-base nature and the
thermal stability of the oxides of oxidation
states +2 and +4.
11.3 Relative stability of +2 2 Candidates should be able to:
and +4 oxidation states
of Group 14 elements (a) explain the relative stability of +2 and +4
oxidation states of the elements in their oxides,
chlorides and aqueous cations.
11.4 Silicon, silicone and 1 Candidates should be able to:
silicates
(a) describe the structures of silicone and silicates
(pyroxenes and amphiboles), sheets (mica) and
framework structure (quartz) (general formulae
are not required);
15

20. Teaching
Topic Learning Outcome
Period
(b) explain the uses of silicon as a semiconductor
and silicone as a fluid, elastomer and resin;
(c) describe the uses of silicates as basic materials
for cement, glass, ceramics and zeolites.
11.5 Tin alloys 1 Candidates should be able to:
(a) describe the uses of tin in solder and pewter.
12 Group 17 8
12.1 Physical properties of 1 Candidates should be able to:
selected Group 17
elements (a) state that the colour intensity of Group 17
elements: Cl2, Br2, I2, increase down the group;
(b) explain how the volatility of Group 17
elements decreases down the group.
12.2 Reactions of selected 4 Candidates should be able to:
Group 17 elements
(a) deduce and explain the relative reactivities of
Group 17 elements as oxidising agents from
Eº values;
(b) explain the order of reactivity of F2, Cl2, Br2, I2
with hydrogen, and compare the relative
thermal stabilities of the hydrides;
(c) explain the reactions of chlorine with cold and
hot aqueous sodium hydroxide.
12.3 Reactions of selected 2 Candidates should be able to:
halide ions
(a) explain and write equations for reactions of
Group 17 ions with aqueous silver ions
followed by aqueous ammonia;
(b) explain and write equations for reactions of
Group 17 ions with concentrated sulphuric
acid.
12.4 Industrial applications 1 Candidates should be able to:
of halogens and their
compounds (a) describe the industrial uses of the halogens and
their compounds as antiseptic, bleaching agent
and in black-and-white photography;
(b) explain the use of chlorine in water treatment.
16

21. Teaching
Topic Learning Outcome
Period
13 Transition Elements 14
13.1 Physical properties of 2 Candidates should be able to:
first row transition
elements (a) define a transition element in terms of
incomplete d orbitals in at least one of its ions;
(b) describe the similarities in physical properties
such as atomic radius, ionic radius and first
ionisation energy;
(c) explain the variation in successive ionisation
energies;
(d) contrast qualitatively the melting point,
density, atomic radius, ionic radius, first
ionisation energy and conductivity of the first
row transition elements with those of calcium
as a typical s-block element.
13.2 Chemical properties of 8 Candidates should be able to:
first row transition
elements (a) explain variable oxidation states in terms of
the energies of 3d and 4s orbitals;
(b) explain the colours of transition metal ions in
terms of a partially filled 3d orbitals;
(c) state the principal oxidation numbers of these
elements in their common cations, oxides and
oxo ions;
(d) explain qualitatively the relative stabilities of
these oxidation states;
(e) explain the uses of standard reduction
potentials in predicting the relative stabilities
of aqueous ions;
( f) explain the terms complex ion and ligand;
(g) explain the formation of complex ions and the
colour changes by exchange of ligands.
(Examples of ligands: water, ammonia,
cyanide ions, thiocyanate ions, ethanedioate
ions, ethylenediaminetetraethanoate, halide
ions; examples of complex ions: [Fe(CN)6]4−,
[Fe(CN)6]3−, [Fe(H2O)5(SCN)]2+);
(h) explain the use of first row transition elements
in homogeneous catalysis, as exemplifed by
Fe2+ or Fe3+ in the reaction between I− and
S2O82−;
17

22. Teaching
Topic Learning Outcome
Period
( i) explain the use of first row transition elements
in heterogeneous catalysis, as exemplifed by
Ni and Pt in the hydrogenation of alkenes.
13.3 Nomenclature and 3 Candidates should be able to:
bonding of complexes
(a) name complexes using International Union of
Pure and Applied Chemistry (IUPAC)
nomenclature;
(b) discuss coordinate bond formation between
ligands and the central metal atom/ion, and
state the types of ligands, i.e. monodentate,
bidentate and hexadentate.
13.4 Uses of first row 1 Candidates should be able to:
transition elements and
their compounds (a) describe the use of chromium (in stainless
steel), cobalt, manganese, titanium (in alloys)
and TiO2 (in paints).
18

23. THIRD TERM
Teaching
Topic Learning Outcome
Period
14 Introduction to Organic 21
Chemistry
14.1 Bonding of the carbon 4 Candidates should be able to:
atoms: the shapes of
ethane, ethene, ethyne (a) use the concept of sp3, sp2 and sp
and benzene molecules hybridisations in carbon atoms to describe the
bonding and shapes of molecules as
exemplified by CH4, C2H4, C2H2 and C6H6;
(b) explain the concept of delocalisation of π
electrons in benzene ring.
14.2 General, empirical, 2 Candidates should be able to:
molecular and
structural formulae of (a) state general, empirical, molecular and
organic compounds structural formulae of organic compounds;
(b) determine empirical and molecular formulae of
organic compounds.
14.3 Functional groups: 2 Candidates should be able to:
classification and
nomenclature (a) describe the classification of organic
compounds by functional groups and the
nomenclature of classes of organic compounds
according to the IUPAC rules of the following
classes of compounds:
(i) alkanes, alkenes, alkynes and arenes,
(ii) haloalkanes,
(iii) alcohols (including primary, secondary
and tertiary) and phenols,
(iv) aldehydes and ketones,
(v) carboxylic acids and their derivatives
(acyl chlorides, amides and esters),
(vi) primary amines, amino acids and
protein.
14.4 Isomerism: structural 3 Candidates should be able to:
and stereoisomerism
(a) define structural and stereoisomerism
(geometrical and optical);
(b) explain the meaning of a chiral centre in
optical isomerism;
19

24. Teaching
Topic Learning Outcome
Period
(c) classify isomers as structural, cis-trans and
optical isomers;
(d) identify chiral centres and/or cis-trans
isomerism in a molecule of given structural
formula;
(e) deduce the possible isomers for an organic
compound of known molecular formula.
14.5 Free radicals, 4 Candidates should be able to:
nucleophiles and
electrophiles (a) describe homolytic and heterolytic fissions;
(b) define the terms free radical, nucleophile and
electrophile;
(c) explain that nucleophiles such as OH−, NH3,
H2O, Br−, I− and carbanion are Lewis bases;
(d) explain that electrophiles such as H+, NO2+,
Br2, A1C13, ZnC12, FeBr3, BF3 and carbonium
ion are Lewis acids.
14.6 Molecular structure 2 Candidates should be able to:
and its effect on
physical properties (a) describe the relationship between the size of
molecules in the homologous series and the
melting and boiling points;
(b) explain the forces of attraction between
molecules (van der Waals forces and hydrogen
bonding).
14.7 Inductive and 4 Candidates should be able to:
resonance effect
(a) explain inductive effect which can determine
the properties and reactions of functional
groups;
(b) use inductive effect to explain why functional
groups such as −NO2, −CN, −COOH, −COOR,
>C=O, −SO3H, −X (halogen), −OH, −OR,
−NH2, −C6H5 are electron acceptors whereas
R(alkyl) is an electron donor;
(c) explain how the concept of induction can
account for the differences in acidity between
CH3COOH, C1CH2COOH, C12CHCOOH and
Cl3CCOOH; between C1CH2CH2CH2COOH
and CH3CH2CHClCOOH;
20

25. Teaching
Topic Learning Outcome
Period
(d) use the concept of resonance to explain the
differences in acidity between CH3CH2OH and
C6H5OH, as well as the differences in basicity
between CH3NH2 and C6H5NH2.
15 Hydrocarbons 21
15.1 Alkanes 7 Candidates should be able to:
(a) write the general formula for alkanes;
(b) explain the construction of the alkane series
(straight and branched), and IUPAC
nomenclature of alkanes for C1 to C10;
(c) describe the structural isomerism in aliphatic
alkanes and cis-trans isomerism in
cycloalkanes;
(d) state the physical properties of alkanes;
(e) define alkanes as saturated aliphatic
hydrocarbons;
( f) name alkyl groups derived from alkanes and
identify primary, secondary, tertiary and
quartenary carbons;
(g) explain the inertness of alkanes towards polar
reagents;
(h) describe the mechanism of free radical
substitution as exemplified by the chlorination
of methane (with particular reference to the
initiation, propagation and termination
reactions);
( i) describe the oxidation of alkane with limited
and excess oxygen, and the use of alkanes as
fuels;
( j) explain the use of crude oil as a source of
aliphatic hydrocarbons;
(k) explain how cracking reactions can be used to
obtain alkanes and alkenes of lower Mr from
larger hydrocarbon molecules;
( l) discuss the role of catalytic converters in
minimising air pollution by oxidising CO to
CO2 and reducing NOx to N2;
(m) explain how chemical pollutants from the
combustion of hydrocarbon affect air quality
and rainwater as exemplified by acid rain,
photochemical smog and greenhouse effect.
21

26. Teaching
Topic Learning Outcome
Period
15.2 Alkenes 6 Candidates should be able to:
(a) write the general formula for alkenes;
(b) name alkenes according to the IUPAC
nomenclature and their common names for C1
to C5;
(c) describe structural and cis-trans isomerism in
alkenes;
(d) state the physical properties of alkenes;
(e) define alkenes as unsaturated aliphatic
hydrocarbons with one or more double bonds;
( f) describe the chemical reactions of alkenes as
exemplified by the following reactions of
ethene:
(i) addition of hydrogen, steam, hydrogen
halides, halogens, bromine water and
concentrated sulphuric acid,
(ii) oxidation using KMnO4, O2/Ag,
(iii) ozonolysis,
(iv) polymerisation;
(g) describe the mechanism of electrophilic
addition in alkenes with reference to
Markovnikov’s rule;
(h) explain the use of bromination reaction and
decolourisation of MnO4− ions as simple tests
for alkenes and unsaturated compounds;
( i) explain briefly the importance of ethene as a
source for the preparation of chloroethane,
epoxyethane, ethane-1,2-diol and
poly(ethane).
15.3 Arenes 8 Candidates should be able to:
(a) name aromatic compounds derived from
benzene according to the IUPAC
nomenclature, including the use of ortho,
meta and para or the numbering of substituted
groups to the benzene ring;
(b) describe structural isomerism in arenes;
22

27. Teaching
Topic Learning Outcome
Period
(c) describe the chemical reactions of arenes as
exemplified by substitution reactions of
haloalkanes and acyl chloride (Friedel-Crafts
reaction), halogen, conc. HNO3/conc. H2SO4
and SO3 with benzene and methylbenzene
(toluene);
(d) describe the mechanism of electrophilic
substitution in arenes as exemplified by the
nitration of benzene;
(e) explain why benzene is more stable than
aliphatic alkenes towards oxidation;
( f) describe the reaction between alkylbenzene
and hot acidified KMnO4;
(g) determine the products of halogenation of
methylbenzene (toluene) in the presence of
(i) Lewis acid catalysts,
(ii) light;
(h) explain the inductive effect and resonance
effect of substituted groups (−OH, −C1, −CH3,
−NO2, −COCH3, −NH2) attached to the
benzene ring towards further substitutions;
(i) predict the products in an electrophilic
substitution reaction when the substituted
group in benzene is electron accepting or
electron donating;
( j) explain the uses of arenes as solvents;
(k) recognise arenes as carcinogen.
16 Haloalkanes 8 Candidates should be able to:
(a) write the general formula for haloalkanes;
(b) name haloalkanes according to the IUPAC
nomenclature;
(c) describe the structural and optical isomerism in
haloalkanes;
(d) state the physical properties of haloalkanes;
(e) describe the substitution reactions of
haloalkanes as exemplified by the following
reactions of bromoethane: hydrolysis, the
formation of nitriles and the formation of
primary amines;
23

28. Teaching
Topic Learning Outcome
Period
( f) describe the elimination reactions of
haloalkanes;
(g) describe the mechanism of nucleophilic
substitution in haloalkanes (SN1 and SN2);
(h) explain the relative reactivity of primary,
secondary and tertiary haloalkanes;
( i) compare the reactivity of chlorobenzene and
chloroalkanes in hydrolysis reactions;
( j) explain the use of haloalkanes in the synthesis
of organomagnesium compounds (Grignard
reagents), and their use in reactions with
carbonyl compounds;
(k) describe the uses of fluoroalkanes and
chlorofluoroalkanes as inert substances for
aerosol propellants, coolants and fire-
extinguishers;
( l) state the use of chloroalkanes as insecticide
such as DDT;
(m) describe the effect of chlorofluoroalkanes in
the depletion of the ozone layer, and explain
its mechanism.
17 Hydroxy Compounds 12
17.1 Introduction to 1 Candidates should be able to:
hydroxy compounds
(a) write the general formula for hydroxy
compounds;
(b) name hydroxy compounds according to the
IUPAC nomenclature;
(c) describe structural and optical isomerism in
hydroxy compounds;
(d) state the physical properties of hydroxy
compounds.
17.2 Alcohols 6 Candidates should be able to:
(a) classify alcohols into primary, secondary and
tertiary alcohol;
(b) classify the reactions of alcohols whereby the
RO−H bond is broken: the formation of an
alkoxide with sodium, esterification, acylation,
oxidation to carbonyl compounds and
carboxylic acids;
24

29. Teaching
Topic Learning Outcome
Period
(c) classify the reactions of alcohols whereby the
R−OH is broken and −OH is replaced by other
groups: the formation of haloalkanes and the
dehydration to alkenes and ethers;
(d) explain the relative reactivity of primary,
secondary and tertiary alcohols as exemplified
by the reaction rate of such alcohols to give
haloalkanes, and the reaction products of
KMnO4/K2Cr2O7 oxidation in the presence of
sulphuric acid;
(e) explain the reaction of alcohol with the
structure CH3CH(OH)− with alkaline aqueous
solution of iodine to form triiodomethane;
( f) describe the laboratory and industrial
preparation of alcohol as exemplified by
ethanol from the hydration of ethane;
(g) describe the synthesis of ethanol by
fermentation process;
(h) state the uses of alcohols as antiseptic, solvent
and fuel.
17.3 Phenols 5 Candidates should be able to:
(a) explain the relative acidity of water, phenol
and ethanol with particular reference to the
inductive and resonance effects;
(b) describe the reactions of phenol with sodium
hydroxide, sodium, acyl chlorides and
electrophilic substitution in the benzene ring;
(c) describe the use of bromine water and aqueous
iron(III) chloride as tests for phenol;
(d) describe the cumene process in the
manufacture of phenol;
(e) explain the use of phenol in the manufacture of
cyclohexanol, and hence, nylon-6,6.
18 Carbonyl Compounds 8 Candidates should be able to:
(a) write the general formula for carbonyl
compounds: aliphatic and aromatic aldehydes
and ketones;
(b) name aliphatic and aromatic aldehydes and
ketones according to the IUPAC
nomenclature;
25

30. Teaching
Topic Learning Outcome
Period
(c) describe structural and optical isomerism in
carbonyl compounds;
(d) state the physical properties of aliphatic and
aromatic aldehydes and ketones;
(e) write the equations for the preparation of
aldehydes and ketones;
( f) explain the reduction reactions of aldehydes
and ketones to primary and secondary alcohols
respectively through catalytic hydrogenation
reaction and with LiA1H4;
(g) explain the use of 2,4-dinitrophenylhydrazine
reagent as a simple test to detect the presence
of >C=O groups;
(h) explain the mechanism of the nucleophilic
addition reactions of hydrogen cyanide with
aldehydes and ketones;
( i) explain the oxidation of aldehydes;
( j) differentiate between aldehyde and ketone
based on the results of simple tests as
exemplified by Fehling’s solution and Tollens’
reagent;
(k) explain the reactions of carbonyl compounds
with the structure CH3−C=O with alkaline
aqueous solution of iodine to give
triiodomethane (iodoform test);
( l) explain that natural compounds such as
glucose, sucrose and other carbohydrates
which have the >C=O group;
(m) explain the characteristics of glucose as a
reducing sugar.
19 Carboxylic Acids and their 10
Derivatives
19.1 Carboxylic acid 4 Candidates should be able to:
(a) write the general formula for aliphatic and
aromatic carboxylic acids;
(b) name carboxylic acids according to the IUPAC
nomenclature and their common names for
C1 to C6;
(c) describe structural and optical isomerism in
carboxylic acids;
26

31. Teaching
Topic Learning Outcome
Period
(d) state the physical properties of carboxylic
acids;
(e) write the equations for the formation of
carboxylic acids from alcohols, aldehydes and
nitriles;
( f) describe the acidic properties of carboxylic
acids as exemplified by their reactions with
metals and bases to form salts;
(g) explain the substitution of the −OH in
carboxylic acids by the nucleophiles −OR and
−C1 to form esters and acyl chlorides
respectively;
(h) describe the reduction of carboxylic acids to
primary alcohols;
( i) describe the oxidation and dehydration of
methanoic and ethanedioic acids (oxalic acid);
( j) state the uses of carboxylic acids in food,
perfume and polymer industries.
19.2 Acyl chlorides 2 Candidates should be able to:
(a) write the general formula for acyl chlorides;
(b) name acyl chlorides according to the IUPAC
nomenclature;
(c) describe structural and optical isomerism in
acyl chlorides;
(d) state the physical properties of acyl chlorides;
(e) explain the ease of hydrolysis of acyl chlorides
compared to chloroalkanes;
(f ) describe the reactions of acyl chlorides with
alcohols, phenols and primary amines.
19.3 Esters 2 Candidates should be able to:
(a) write the general formula for esters;
(b) name esters according to the IUPAC
nomenclature;
(c) describe structural and optical isomerism in
esters;
(d) state the physical properties of esters;
(e) describe the preparation of esters by the
reactions of acyl chlorides with alcohols and
phenols;
27

32. Teaching
Topic Learning Outcome
Period
(f) describe the acid and base hydrolysis of esters;
(g) describe the reduction of esters to primary
alcohols;
(h) state the uses of esters as flavourings,
preservatives and solvents.
19.4 Amides 2 Candidates should be able to:
(a) write the general formula for amides;
(b) name amides according to the IUPAC
nomenclature;
(c) describe structural and optical isomerism in
amides;
(d) state the physical properties of amides;
(e) describe the preparation of amides by the
reaction of acyl chlorides with primary amines;
( f) describe the acid and base hydrolysis of
amides.
20 Amines, Amino Acids and 8
Proteins
20.1 Amines 4 Candidates should be able to:
(a) write the general formula for amines;
(b) name amines according to the IUPAC
nomenclature and their common names;
(c) describe structural and optical isomerism in
amines;
(d) state the physical properties of amines;
(e) classify amines into primary, secondary and
tertiary amines;
( f) explain the relative basicity of ammonia,
ethanamine and phenylamine (aniline) in terms
of their structures;
(g) describe the preparation of ethanamine by the
reduction of nitriles, and phenylamine by the
reduction of nitrobenzene;
(h) explain the formation of salts when amines
react with mineral acids;
( i) differentiate primary aliphatic amines from
primary aryl (aromatic) amines by their
respective reactions with nitric(III) acid
(nitrous acid) and bromine water;
28

33. Teaching
Topic Learning Outcome
Period
(j) explain the formation of dyes by the coupling
reaction of the diazonium salt as exemplified
by the reaction of benzenediazonium chloride
with phenol.
20.2 Amino acids 3 Candidates should be able to:
(a) write the structure and general formula for
α-amino acids;
(b) name α-amino acids according to the IUPAC
nomenclature and their common names;
(c) describe structural and optical isomerism in
amino acids;
(d) state the physical properties of α-amino acids;
(e) describe the acid and base properties of
α-amino acids;
( f) describe the formation of zwitterions;
(g) explain the peptide linkage as amide linkage
formed by the condensation between two or
more α-amino acids as exemplified by
glycylalanine and alanilglycine.
20.3 Protein 1 Candidates should be able to:
(a) identify the peptide linkage in the primary
structure of protein;
(b) describe the hydrolysis of proteins;
(c) state the biological importance of proteins.
21 Polymers 8 Candidates should be able to:
(a) state examples of natural and synthetic
polymers;
(b) define monomer, polymer, repeating unit,
homopolymer and copolymer;
(c) identify the monomers in a polymer;
(d) describe condensation polymerisation as
exemplified by terylene and nylon-6,6;
(e) describe addition polymerisation as
exemplified by poly(ethene)/polyethylene/
polythene, poly(phenylethene)/polystyrene and
poly(chloroethene)/polyvinylchloride;
29

34. Teaching
Topic Learning Outcome
Period
( f) state the role of the Ziegler-Natta catalyst in
the addition polymerisation process;
(g) explain the classification of polymers as
thermosetting, thermoplastic and elastomer;
(h) identify isoprene (2-methylbuta-1,3-diene) as
the monomer of natural rubber;
( i) describe the two isomers in poly(2-
methylbuta-1,3-diene) in terms of the elastic
cis form (from the Hevea brasiliensis trees)
and the inelastic trans form (from the gutta-
percha trees);
( j) state the uses of polymers;
(k) explain the difficulty in the disposal of
polymers;
( l) outline the advantages and disadvantages of
dumping polymer-based materials in rivers and
seas.
30

35. The Practical Syllabus
School-based Assessment of Practical (Paper 4)
School-based assessment of practical works is carried out throughout the form six school terms for
candidates from government and private schools which have been approved by the MEC to carry out
the school-based assessment.
MEC will determine 13 compulsory experiments and one project to be carried out by the
candidates and to be assessed by the subject teachers in schools in the respective terms. The project
will be carried out during the third term in groups of two or three candidates. Details of the title, topic,
objective, theory, apparatus, and procedure of each of the experiments and project will be specified in
the Teacher’s and Student’s Manual for Practical Chemistry which can be downloaded from MEC
Portal (http://www.mpm.edu.my) during the first term of form six by the subject teachers.
Candidates should be supplied with a work scheme before the day of the compulsory experiment
so as to enable them to plan their practical work. Each experiment is expected to last one school
double period. Assessment of the practical work is done by the subject teachers during the practical
sessions and also based on the practical reports. The assessment should comply with the assessment
guidelines prepared by MEC.
A repeating candidate may use the total mark obtained in the coursework for two subsequent
examinations. Requests to carry forward the moderated coursework mark should be made during the
registration of the examination.
Candidates will be assessed based on the following:
(a ) the use and organisation of techniques, apparatus and materials,
(b) observations, measurements and recording,
(c) the interpretation of experimental observations and data,
(d ) the designing and planning of investigations,
(e) scientific and critical attitudes.
The Chemistry practical syllabus for STPM should achieve its objective to improve the quality of
students in the aspects as listed below.
(a ) The ability to follow a set or sequence of instructions.
(b) The ability to plan and carry out experiments using appropriate methods.
(c) The ability to choose suitable equipment and use them correctly and carefully.
(d ) The ability to record readings from diagrams of apparatus.
(e) The ability to describe, explain, comment on or suggest experimental arrangements,
techniques and procedures.
( f) The ability to complete tables of data and/or plot graphs.
(g ) The ability to interpret, analyse and evaluate observations, experimental data and make
deductions.
(h ) The ability to do calculations based on experiments.
(i) The ability to make conclusions.
(j ) The awareness of the safety measures which need to be taken.
31

36. The objective of this project work is to enable candidates to acquire knowledge and skills in
chemistry using information and communication technology as well as to develop soft skills as
follows:
(a ) communications,
(b) teamwork,
(c) critical thinking and problem solving,
(d ) flexibility/adaptability,
(e) leadership,
( f) organising,
(g ) information technology and communications,
(h) moral and ethics.
Written Practical Test (Paper 5)
The main objective of written practical test paper is to assess the candidates’ understanding of
practical procedures in the laboratory.
The following candidates are eligible to take this written practical test:
(a) individual private candidates,
(b) candidates from private schools which have no permission to carry out the school-based
assessment of practical work,
(c) candidates who repeat upper six (in government or private schools),
(d ) candidates who do not attend classes of lower six and upper six in two consecutive years
(in government or private schools).
(e) candidates who take Chemistry other than the package offered by schools.
Three structured questions on routine practical work and/or design of experiments will be set.
MEC will not be strictly bound by the syllabus in setting questions. Where appropriate, candidates
will be given sufficient information to enable them to answer the questions. Only knowledge of theory
within the syllabus and knowledge of usual laboratory practical procedures will be expected.
The questions to be set will test candidates’ ability to:
(a ) record readings from diagrams of apparatus,
(b) describe, explain, comment on, or suggest experimental arrangements, techniques, and
procedures,
(c) complete tables of data and/or plot graphs,
(d ) interpret, draw conclusions from and evaluate observations and experimental (including
graphical) data,
(e) perform simple calculations based on experiments,
( f) describe tests for gases, ions, oxidising and reducing agents, and/or make deductions from
such tests.
32

37. The questions to be set will cover the following three aspects:
(a ) Volumetric analysis
Experimental procedures and calculations such as purity determination and stoichiometry
from volumetric analysis of acid-base and redox titrations will be assessed.
(b ) Determination of physical quantities
Experiments involving the measurements of selected quantities in the following topics:
thermochemistry, reaction kinetics, equilibrium, solubility and electrochemistry will be
assessed.
(c) Techniques
Techniques involving qualitative analysis of ions and functional groups and synthesis will
be assessed. It will be assumed that candidates will be familiar with the simple reactions of
the following ions: NH4+, Mg2+, Al3+, Ca2+, Cr3+, Mn2+, Fe2+, Fe3+, Ni2+, Cu2+, Zn2+, Ba2+,
Pb2+, CO32−, NO3−, NO2−, S2−, SO42−, SO32−, S2O32−, Cl−, Br−, I−, MnO4−, CH3CO2−, C2O42−.
Knowledge of simple organic reactions, e.g. test-tube reactions indicating the presence of
unsaturation and functional groups will be required.
The substances to be asked in questions may contain ions not included in the above list; in
such cases, candidates will not be expected to identify the ions but to draw conclusions of a
general nature.
33