This document contains the syllabus for the 2012/2013 Malaysian Higher School Certificate Examination (STPM) in Chemistry. It outlines the aims, objectives, content, assessment scheme, and sample questions for the syllabus. The syllabus is divided into three terms, with the first term covering topics on atoms, molecules, stoichiometry, and electronic structure of atoms. It is designed to replace the previous syllabus and align with Malaysia's National Philosophy of Education and the new STPM examination system of three termly exams.
This document contains the syllabus for the 2012/2013 Malaysian Higher School Certificate Examination (STPM) in Chemistry. It outlines the aims, objectives, content, assessment scheme, and sample questions for the syllabus. The syllabus is divided into three terms, with the first term covering topics on atoms, molecules, stoichiometry, and electronic structure of atoms. It is designed to replace the previous syllabus and align with Malaysia's National Philosophy of Education and the new STPM examination system of three termly exams.
This document outlines the syllabus for the Physics component of the Malaysia Higher School Certificate Examination (STPM). It covers three terms:
1) The first term covers Mechanics and Thermodynamics, including physical quantities and units, kinematics, and dynamics.
2) The second term covers Electricity and Magnetism, including electrostatics, electric circuits, and electromagnetism.
3) The third term covers Oscillations and Waves, Optics, and Modern Physics, including wave motion, light, and quantum physics.
The syllabus provides the topics, learning outcomes, examination format, and sample questions for the Physics course, which aims to enhance students' knowledge and
The document is a syllabus for the 2012/2013 STPM Biology examination in Malaysia. It outlines the aims, objectives, content, assessment scheme and specimen papers for the syllabus. The content is divided into three terms, covering biological molecules and metabolism in the first term, physiology in the second term, and ecology and genetics in the third term. It provides the topics, learning outcomes and teaching periods for each content area. The assessment includes school-based practical assessments and written papers to evaluate candidates' knowledge, practical skills, and application of biological concepts.
This document outlines the syllabus for an Advanced Electromagnetics course, including 5 learning outcomes, topics like transmission lines, waveguides, electromagnetic compatibility and electrostatic discharge. It details the weekly lecture topics, assignments, assessments, and references over the 16-week semester. The course aims to explain electromagnetic phenomena and solve related problems through formulation and application of equations.
Determination of the Gas-Phase Acidities of the Cysteine-Polyglycine Peptideskiran_uoh
ASMS 2008 Poster:
• The gas-phase acidities of eighteen cysteinepolyglycine
peptides were determined using
the extended kinetic method. The entropy
factor is important in these systems.
• The gas-phase acidity of the cysteine residue
increases systematically with the increase in
the length of the peptide.
• It is worth mentioning that the CGn peptides are
more acidic than the corresponding GnC
peptides.
This document outlines the yearly plan for the Chemistry Form 4 course at MaaHad Tahfiz Negeri Pahang for 2013. It includes 4 weeks of topics to be covered: [1] Introduction to Chemistry and the Scientific Method; [2] The Structure of the Atom including atomic structure, isotopes, and electronic structure; [3] Chemical Bonding; and [4] The Periodic Table. Each week covers 1-2 topics with related content, learning outcomes, and notes such as experiments, quizzes, and discussions. The goal is for students to understand fundamental chemistry concepts and be able to apply the scientific method.
Dokumen tersebut membahas tentang pengujian kadar besi pada bayam menggunakan spektrofotometer serapan atom. Bayam kaya akan zat besi dan vitamin C yang dapat membantu penyerapan besi. Metode analisis yang digunakan adalah spektrofotometer serapan atom yang bekerja berdasarkan hukum Lambert-Beer. Sebelum analisis, sampel perlu dihancurkan terlebih dahulu menggunakan metode destruksi basah atau kering.
This document contains a chemistry exam paper with multiple choice and long answer questions. It tests knowledge of topics including:
1. Cation and anion radii and lattice energies of ionic compounds.
2. Enthalpy calculations involving formation reactions of molecules like dinitrogen tetroxide.
3. Determining standard electrode potentials and writing redox half reactions.
4. Calculating standard enthalpies of solution and hydration using calorimetry data.
5. Trends in first ionization energies across the third period and acid-base properties of oxides.
This document contains the syllabus for the 2012/2013 Malaysian Higher School Certificate Examination (STPM) in Chemistry. It outlines the aims, objectives, content, assessment scheme, and sample questions for the syllabus. The syllabus is divided into three terms, with the first term covering topics on atoms, molecules, stoichiometry, and electronic structure of atoms. It is designed to replace the previous syllabus and align with Malaysia's National Philosophy of Education and the new STPM examination system of three termly exams.
This document outlines the syllabus for the Physics component of the Malaysia Higher School Certificate Examination (STPM). It covers three terms:
1) The first term covers Mechanics and Thermodynamics, including physical quantities and units, kinematics, and dynamics.
2) The second term covers Electricity and Magnetism, including electrostatics, electric circuits, and electromagnetism.
3) The third term covers Oscillations and Waves, Optics, and Modern Physics, including wave motion, light, and quantum physics.
The syllabus provides the topics, learning outcomes, examination format, and sample questions for the Physics course, which aims to enhance students' knowledge and
The document is a syllabus for the 2012/2013 STPM Biology examination in Malaysia. It outlines the aims, objectives, content, assessment scheme and specimen papers for the syllabus. The content is divided into three terms, covering biological molecules and metabolism in the first term, physiology in the second term, and ecology and genetics in the third term. It provides the topics, learning outcomes and teaching periods for each content area. The assessment includes school-based practical assessments and written papers to evaluate candidates' knowledge, practical skills, and application of biological concepts.
This document outlines the syllabus for an Advanced Electromagnetics course, including 5 learning outcomes, topics like transmission lines, waveguides, electromagnetic compatibility and electrostatic discharge. It details the weekly lecture topics, assignments, assessments, and references over the 16-week semester. The course aims to explain electromagnetic phenomena and solve related problems through formulation and application of equations.
Determination of the Gas-Phase Acidities of the Cysteine-Polyglycine Peptideskiran_uoh
ASMS 2008 Poster:
• The gas-phase acidities of eighteen cysteinepolyglycine
peptides were determined using
the extended kinetic method. The entropy
factor is important in these systems.
• The gas-phase acidity of the cysteine residue
increases systematically with the increase in
the length of the peptide.
• It is worth mentioning that the CGn peptides are
more acidic than the corresponding GnC
peptides.
This document outlines the yearly plan for the Chemistry Form 4 course at MaaHad Tahfiz Negeri Pahang for 2013. It includes 4 weeks of topics to be covered: [1] Introduction to Chemistry and the Scientific Method; [2] The Structure of the Atom including atomic structure, isotopes, and electronic structure; [3] Chemical Bonding; and [4] The Periodic Table. Each week covers 1-2 topics with related content, learning outcomes, and notes such as experiments, quizzes, and discussions. The goal is for students to understand fundamental chemistry concepts and be able to apply the scientific method.
Dokumen tersebut membahas tentang pengujian kadar besi pada bayam menggunakan spektrofotometer serapan atom. Bayam kaya akan zat besi dan vitamin C yang dapat membantu penyerapan besi. Metode analisis yang digunakan adalah spektrofotometer serapan atom yang bekerja berdasarkan hukum Lambert-Beer. Sebelum analisis, sampel perlu dihancurkan terlebih dahulu menggunakan metode destruksi basah atau kering.
This document contains a chemistry exam paper with multiple choice and long answer questions. It tests knowledge of topics including:
1. Cation and anion radii and lattice energies of ionic compounds.
2. Enthalpy calculations involving formation reactions of molecules like dinitrogen tetroxide.
3. Determining standard electrode potentials and writing redox half reactions.
4. Calculating standard enthalpies of solution and hydration using calorimetry data.
5. Trends in first ionization energies across the third period and acid-base properties of oxides.
This document is the syllabus for the 2012/2013 Malaysian Higher School Certificate Examination (STPM) Biology subject. It outlines the aims, objectives, content, assessment scheme and specimen papers for the course. The syllabus is divided into three terms, covering the topics of Biological Molecules and Metabolism in the first term, Physiology in the second term, and Ecology and Genetics in the third term. It aims to enhance students' understanding of biology and prepare them for tertiary education or careers in related fields.
This document provides a yearly teaching plan for chemistry for Form 4 students in 2013 at SMK Seri Keramat. It outlines the themes, learning objectives, suggested learning activities and outcomes for each week. The plan covers topics such as the structure of the atom, isotopes, electronic structure, chemical formulae, equations and the mole concept. Learning activities include experiments, discussions, simulations and quizzes. The objectives are for students to understand key chemistry concepts and develop scientific skills through engaging lessons and assessments.
This document provides information about the Malaysian Higher School Certificate Examination (STPM) Biology syllabus and specimen papers. It outlines the aims, objectives, content, assessment format and sample questions of the STPM Biology syllabus. The syllabus covers topics in biological molecules and metabolism, physiology, ecology and genetics over three terms. It is designed to enhance students' understanding of biology and prepare them for tertiary education.
This document provides the syllabus and structure for the entrance test for the University of Health Sciences Lahore, Pakistan in 2016. It outlines the following:
1. The structure of the entrance test paper includes questions on Physics, Chemistry, English, and Biology. Physics will have 44 questions, Chemistry 58, English 30, and Biology 88 for a total of 220 questions.
2. The physics syllabus covers topics including physical quantities and units, forces, fluid dynamics, light, waves, deformation of solids, ideal gases, heat and thermodynamics, electronics, current electricity, magnetism and electromagnetism, and nuclear physics.
3. Sample topics from the chemistry syllabus include physical chemistry covering
The document is a syllabus for the Mathematics (M) course in the STPM examination in Malaysia. It outlines the course content, which is divided into three terms covering various topics in algebra, calculus, statistics, and financial mathematics. The aims are to develop students' understanding of mathematical concepts and thinking skills, as well as their problem-solving and application abilities related to social sciences and management. Assessment includes written papers and coursework assignments. The syllabus provides learning outcomes, teaching periods, sample questions, and other guidance for teaching and learning the course.
This document discusses various techniques for characterizing metamaterials. It categorizes the techniques into analytical methods, field averaging methods, and experimental methods. Analytical methods include modeling the unit cell and periodic structure to determine effective parameters. Field averaging methods involve obtaining local field averages to derive constitutive parameters from transmission and reflection data. Experimental techniques discussed are the Nicolson-Ross-Weir method for extracting parameters from scattering data and resonator/free space methods for laboratory measurements.
This document provides guidelines for answering questions in the SPM Chemistry exam papers. It discusses the format and requirements of each paper. Paper 1 focuses on knowledge and understanding, while Paper 2 and 3 also assess application, analysis, and synthesis. The summary provides tips for scoring highly, including mastering core topics and practicing past year papers. It outlines the assessment criteria and marking schemes for different question types across the three papers.
This document provides instructions for an assignment on chemical bonding for a BTEC Applied Science course. Students are asked to:
1) Define and give examples of ionic, metallic, and covalent bonding.
2) Carry out a practical investigation to determine the physical properties of provided substances, such as appearance, formula, conductivity, and melting/boiling points.
3) Explain their results in terms of bonding type and electron configuration.
4) Relate their findings to real-world applications for quality control technicians and fire investigators.
The document provides details about the Mathematics (T) syllabus for the STPM examination in Malaysia, including:
1) The aims and objectives of the syllabus which focus on developing mathematical concepts, thinking, problem solving skills and applications.
2) The content covered in the syllabus over three terms - Algebra and Geometry, Calculus, and Statistics.
3) For each topic, the teaching periods, learning outcomes, and assessment format are specified.
4) Details about the coursework assessment, scheme of assessment, performance descriptors, textbooks, and specimen papers are also included to outline the full structure and requirements of the syllabus.
The document provides details about the Mathematics (T) syllabus for the STPM examination in Malaysia, including:
1) The aims and objectives of the syllabus which focus on developing mathematical concepts, thinking, problem solving skills, and applications.
2) The content covered in the syllabus organized into three terms - Algebra and Geometry, Calculus, and Statistics.
3) For each topic, the teaching periods, learning outcomes, and assessment format are specified.
4) Details about the coursework assessment, scheme of assessment, performance descriptors, textbooks, and specimen papers are also included to outline the full structure and requirements of the syllabus.
The document provides information about the HS Physical Science standards in Cobb County, Georgia. It outlines the core ideas covered in each quarter of the course, including molecular motion, phases of matter, atomic structure, bonding, chemical reactions, forces and motion, energy transformations, electricity and magnetism, and waves. The standards are designed to build upon concepts introduced in earlier grades and provide a survey of core physical science topics. Hands-on, inquiry-based approaches are emphasized to help students develop science practices and content knowledge.
This document provides information about an honors biology course taught by Mr. Wellmaker in room 142. It includes the course description and expected outcomes, class materials needed, grading policy, course outline divided into units, and policies regarding late work, makeup work, tutorials, academic honesty, and grade recovery. The course covers topics like ecology, biochemistry, cellular structure and energy, genetics, and evolution through lectures, labs, tests, homework, and a research proposal.
The document outlines the learning outcomes for the chemical bonding section of the Leaving Certificate Chemistry curriculum in Ireland. It is divided into multiple subsections on topics like ionic bonding, covalent bonding, electronegativity, molecular shapes, and oxidation numbers. For each subsection, it lists the key concepts students should understand by the end of the section and provides boxes to check their level of understanding of each topic.
This document provides a report on the performance of candidates who sat exams for the Caribbean Examinations Council's Advanced Proficiency Examination in Chemistry in May/June 2010. It summarizes the exam structure, number of candidates, and provides analysis of candidate performance on each exam paper and module. Overall, candidate performance was adequate, though some weaknesses were observed, particularly in calculations, writing equations, and practical skills. The report makes recommendations to teachers on strategies to help students improve.
This document provides an overview of molecular descriptors and their use in quantitative structure-activity relationship (QSAR) modeling. It defines molecular descriptors as numbers derived from chemical information that represent various properties of molecular structure. Various types of molecular descriptors are discussed, including topological, geometric, quantum-chemical, and surface descriptors. Strategies for developing new molecular descriptors from molecular graphs, matrices, coordinates, and other representations are presented. The role of molecular descriptors in relating molecular structure to physical/chemical properties and biological activities is described. Finally, the document outlines common QSAR modeling approaches like regression, classification, and ranking and discusses validation of predictive models.
This document provides an overview and table of contents for the Physical Chemistry textbook by McQuarrie and Simon. It describes the LibreTexts project which openly licenses free online textbooks. The document outlines 13 interconnected open education libraries covering a range of fields from basic to advanced levels. It notes that the LibreTexts libraries are supported by various educational organizations and that the content is licensed for free use and adaptation with attribution.
The document discusses computational approaches for predicting the toxicity of nanomaterials. It provides background on the increasing presence of nanomaterials in consumer products and objectives to understand their toxicological properties. Descriptors for quantitative structure-activity relationship (QSAR) modeling are discussed, including the size, surface area, composition and shape of nanoparticles. Examples are given of using QSAR to model the solubility of fullerenes and carbon nanotubes, and to develop preliminary models for the toxicity of metal oxides to E. coli bacteria. The challenges of adapting traditional computational toxicology methods to nanoparticles are also addressed.
The document provides information about Biju Patnaik University of Technology in Odisha, India. It includes the course structure and syllabus for the 1st year B.Tech program for the 2008 admission batch. The 1st and 2nd semesters include subjects like Mathematics, Physics, Chemistry, Basic Electronics, Thermodynamics, and Programming in C. The syllabus and lab experiments for subjects like Chemistry, Physics, and Programming in C are also outlined.
The document provides information about Biju Patnaik University of Technology in Odisha, India. It includes the course structure and syllabus for the 1st year B.Tech program for the 2008 admission batch. The 1st and 2nd semesters include subjects like Mathematics, Physics, Chemistry, Basic Electronics, Thermodynamics, and Programming in C. The syllabus and lab experiments for subjects like Chemistry, Physics, and Programming in C are also outlined.
This document is the syllabus for the 2012/2013 Malaysian Higher School Certificate Examination (STPM) Biology subject. It outlines the aims, objectives, content, assessment scheme and specimen papers for the course. The syllabus is divided into three terms, covering the topics of Biological Molecules and Metabolism in the first term, Physiology in the second term, and Ecology and Genetics in the third term. It aims to enhance students' understanding of biology and prepare them for tertiary education or careers in related fields.
This document provides a yearly teaching plan for chemistry for Form 4 students in 2013 at SMK Seri Keramat. It outlines the themes, learning objectives, suggested learning activities and outcomes for each week. The plan covers topics such as the structure of the atom, isotopes, electronic structure, chemical formulae, equations and the mole concept. Learning activities include experiments, discussions, simulations and quizzes. The objectives are for students to understand key chemistry concepts and develop scientific skills through engaging lessons and assessments.
This document provides information about the Malaysian Higher School Certificate Examination (STPM) Biology syllabus and specimen papers. It outlines the aims, objectives, content, assessment format and sample questions of the STPM Biology syllabus. The syllabus covers topics in biological molecules and metabolism, physiology, ecology and genetics over three terms. It is designed to enhance students' understanding of biology and prepare them for tertiary education.
This document provides the syllabus and structure for the entrance test for the University of Health Sciences Lahore, Pakistan in 2016. It outlines the following:
1. The structure of the entrance test paper includes questions on Physics, Chemistry, English, and Biology. Physics will have 44 questions, Chemistry 58, English 30, and Biology 88 for a total of 220 questions.
2. The physics syllabus covers topics including physical quantities and units, forces, fluid dynamics, light, waves, deformation of solids, ideal gases, heat and thermodynamics, electronics, current electricity, magnetism and electromagnetism, and nuclear physics.
3. Sample topics from the chemistry syllabus include physical chemistry covering
The document is a syllabus for the Mathematics (M) course in the STPM examination in Malaysia. It outlines the course content, which is divided into three terms covering various topics in algebra, calculus, statistics, and financial mathematics. The aims are to develop students' understanding of mathematical concepts and thinking skills, as well as their problem-solving and application abilities related to social sciences and management. Assessment includes written papers and coursework assignments. The syllabus provides learning outcomes, teaching periods, sample questions, and other guidance for teaching and learning the course.
This document discusses various techniques for characterizing metamaterials. It categorizes the techniques into analytical methods, field averaging methods, and experimental methods. Analytical methods include modeling the unit cell and periodic structure to determine effective parameters. Field averaging methods involve obtaining local field averages to derive constitutive parameters from transmission and reflection data. Experimental techniques discussed are the Nicolson-Ross-Weir method for extracting parameters from scattering data and resonator/free space methods for laboratory measurements.
This document provides guidelines for answering questions in the SPM Chemistry exam papers. It discusses the format and requirements of each paper. Paper 1 focuses on knowledge and understanding, while Paper 2 and 3 also assess application, analysis, and synthesis. The summary provides tips for scoring highly, including mastering core topics and practicing past year papers. It outlines the assessment criteria and marking schemes for different question types across the three papers.
This document provides instructions for an assignment on chemical bonding for a BTEC Applied Science course. Students are asked to:
1) Define and give examples of ionic, metallic, and covalent bonding.
2) Carry out a practical investigation to determine the physical properties of provided substances, such as appearance, formula, conductivity, and melting/boiling points.
3) Explain their results in terms of bonding type and electron configuration.
4) Relate their findings to real-world applications for quality control technicians and fire investigators.
The document provides details about the Mathematics (T) syllabus for the STPM examination in Malaysia, including:
1) The aims and objectives of the syllabus which focus on developing mathematical concepts, thinking, problem solving skills and applications.
2) The content covered in the syllabus over three terms - Algebra and Geometry, Calculus, and Statistics.
3) For each topic, the teaching periods, learning outcomes, and assessment format are specified.
4) Details about the coursework assessment, scheme of assessment, performance descriptors, textbooks, and specimen papers are also included to outline the full structure and requirements of the syllabus.
The document provides details about the Mathematics (T) syllabus for the STPM examination in Malaysia, including:
1) The aims and objectives of the syllabus which focus on developing mathematical concepts, thinking, problem solving skills, and applications.
2) The content covered in the syllabus organized into three terms - Algebra and Geometry, Calculus, and Statistics.
3) For each topic, the teaching periods, learning outcomes, and assessment format are specified.
4) Details about the coursework assessment, scheme of assessment, performance descriptors, textbooks, and specimen papers are also included to outline the full structure and requirements of the syllabus.
The document provides information about the HS Physical Science standards in Cobb County, Georgia. It outlines the core ideas covered in each quarter of the course, including molecular motion, phases of matter, atomic structure, bonding, chemical reactions, forces and motion, energy transformations, electricity and magnetism, and waves. The standards are designed to build upon concepts introduced in earlier grades and provide a survey of core physical science topics. Hands-on, inquiry-based approaches are emphasized to help students develop science practices and content knowledge.
This document provides information about an honors biology course taught by Mr. Wellmaker in room 142. It includes the course description and expected outcomes, class materials needed, grading policy, course outline divided into units, and policies regarding late work, makeup work, tutorials, academic honesty, and grade recovery. The course covers topics like ecology, biochemistry, cellular structure and energy, genetics, and evolution through lectures, labs, tests, homework, and a research proposal.
The document outlines the learning outcomes for the chemical bonding section of the Leaving Certificate Chemistry curriculum in Ireland. It is divided into multiple subsections on topics like ionic bonding, covalent bonding, electronegativity, molecular shapes, and oxidation numbers. For each subsection, it lists the key concepts students should understand by the end of the section and provides boxes to check their level of understanding of each topic.
This document provides a report on the performance of candidates who sat exams for the Caribbean Examinations Council's Advanced Proficiency Examination in Chemistry in May/June 2010. It summarizes the exam structure, number of candidates, and provides analysis of candidate performance on each exam paper and module. Overall, candidate performance was adequate, though some weaknesses were observed, particularly in calculations, writing equations, and practical skills. The report makes recommendations to teachers on strategies to help students improve.
This document provides an overview of molecular descriptors and their use in quantitative structure-activity relationship (QSAR) modeling. It defines molecular descriptors as numbers derived from chemical information that represent various properties of molecular structure. Various types of molecular descriptors are discussed, including topological, geometric, quantum-chemical, and surface descriptors. Strategies for developing new molecular descriptors from molecular graphs, matrices, coordinates, and other representations are presented. The role of molecular descriptors in relating molecular structure to physical/chemical properties and biological activities is described. Finally, the document outlines common QSAR modeling approaches like regression, classification, and ranking and discusses validation of predictive models.
This document provides an overview and table of contents for the Physical Chemistry textbook by McQuarrie and Simon. It describes the LibreTexts project which openly licenses free online textbooks. The document outlines 13 interconnected open education libraries covering a range of fields from basic to advanced levels. It notes that the LibreTexts libraries are supported by various educational organizations and that the content is licensed for free use and adaptation with attribution.
The document discusses computational approaches for predicting the toxicity of nanomaterials. It provides background on the increasing presence of nanomaterials in consumer products and objectives to understand their toxicological properties. Descriptors for quantitative structure-activity relationship (QSAR) modeling are discussed, including the size, surface area, composition and shape of nanoparticles. Examples are given of using QSAR to model the solubility of fullerenes and carbon nanotubes, and to develop preliminary models for the toxicity of metal oxides to E. coli bacteria. The challenges of adapting traditional computational toxicology methods to nanoparticles are also addressed.
The document provides information about Biju Patnaik University of Technology in Odisha, India. It includes the course structure and syllabus for the 1st year B.Tech program for the 2008 admission batch. The 1st and 2nd semesters include subjects like Mathematics, Physics, Chemistry, Basic Electronics, Thermodynamics, and Programming in C. The syllabus and lab experiments for subjects like Chemistry, Physics, and Programming in C are also outlined.
The document provides information about Biju Patnaik University of Technology in Odisha, India. It includes the course structure and syllabus for the 1st year B.Tech program for the 2008 admission batch. The 1st and 2nd semesters include subjects like Mathematics, Physics, Chemistry, Basic Electronics, Thermodynamics, and Programming in C. The syllabus and lab experiments for subjects like Chemistry, Physics, and Programming in C are also outlined.
Sukatan pelajaran Sejarah STPM memberi tumpuan kepada empat kertas utama. Kertas 1 membincangkan sejarah dunia dari tahun 1500 hingga 1955 meliputi topik masyarakat, pemerintahan, kemajuan dan nasionalisme. Kertas 2 meneliti sejarah Islam dari tahun 500 hingga 1918 dengan fokus kepada masyarakat, pemerintahan dan nasionalisme. Kertas 3 mengkaji sejarah Malaysia dan Asia Tenggara dari tahun 1800
How to Make a Field Mandatory in Odoo 17Celine George
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962 sp chemistry
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−;
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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.
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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;
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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;
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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;
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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;
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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;
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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.
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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.
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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.
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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