STPM/S(E)962 PEPERIKSAAN SIJIL TINGGI PERSEKOLAHAN MALAYSIA (MALAYSIA HIGHER SCHOOL CERTIFICATE EXAMINATION) CHEMISTRY Syllabus and Specimen Papers This syllabus applies for the 2012/2013 session and thereafter until further notice. MAJLIS PEPERIKSAAN MALAYSIA (MALAYSIAN EXAMINATIONS COUNCIL)
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STPM/S(E)962
PEPERIKSAAN
SIJIL TINGGI PERSEKOLAHAN MALAYSIA
(MALAYSIA HIGHER SCHOOL CERTIFICATE EXAMINATION)
CHEMISTRY Syllabus and Specimen Papers
This syllabus applies for the 2012/2013 session and thereafter until further notice.
MAJLIS PEPERIKSAAN MALAYSIA
(MALAYSIAN EXAMINATIONS COUNCIL)
NATIONAL EDUCATION PHILOSOPHY
“Education in Malaysia is an on-going effort towards further
developing the potential of individuals in a holistic and
integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically
balanced and harmonious, based on a belief in and devotion
to God. Such effort is designed to produce Malaysian
citizens who are knowledgeable and competent, who possess
high moral standards, and who are responsible and capable
of achieving a high level of personal well-being as well as
being able to contribute to the betterment of the family, the
society and the nation at large.”
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, the form six 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 of form six 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
have 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 ideas effectively using various forms of communication.
The syllabus contains topics, teaching periods, learning outcomes, examination format, grade
description and specimen papers.
The design of this syllabus was undertaken by a committee chaired by Professor Datuk Dr. A. Hamid
bin A. Hadi from Universiti Malaya. Other committee members consist of university lecturers,
representatives from the Curriculum Development Division, Ministry of Education Malaysia, and
experienced teachers who are teaching Chemistry. On behalf of 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.
Chief Executive
Malaysian Examinations Council
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) 31 – 32
Written Practical Test 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 – 63
Specimen Paper 2 65 – 89
Specimen Paper 3 91– 113
Specimen Experiment Paper 4 115 – 117
Specimen Paper 5 119 – 141
1
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.
2
FIRST TERM
Topic Teaching
Period Learning Outcome
1 Atoms, Molecules and
Stoichiometry
1.1 Fundamental particles
of an atom
8
2
Candidates should be able to:
(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,
isotopic, molecular and
formula masses
3 Candidates should be able to:
(a) define the terms relative atomic mass, Ar,
relative isotopic mass, relative molecular
mass, Mr, and relative formula mass based
on 12
C;
(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.
3
Topic Teaching
Period Learning Outcome
1.3 The mole and the
Avogadro constant
3 Candidates should be able to:
(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
Atoms
2.1 Electronic energy
levels of atomic
hydrogen
8
2
Candidates should be able to:
(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:
s, p and d
2 Candidates should be able to:
(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
configuration
2 Candidates should be able to:
(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
elements into s, p, d
and f blocks in the
Periodic Table
2 Candidates should be able to:
(a) identify the position of the elements in the
Periodic Table as
(i) block s, with valence shell
configurations s1 and s
2,
(ii) block p, with valence shell
configurations from s2p
1 to s
2p
6,
(iii) block d, with valence shell
configurations from d1s
2 to d
10s
2;
(b) identify the position of elements in block f of
the Periodic Table.
4
Topic Teaching
Period Learning Outcome
3 Chemical Bonding
3.1 Ionic bonding
20
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.
5
Topic Teaching
Period Learning Outcome
3.3 Metallic bonding
1
Candidates should be able to:
(a) explain metallic bonding in terms of electron
sea model.
3.4 Intermolecular
forces: van der
Waals forces and
hydrogen bonding
3 Candidates should be able to:
(a) describe hydrogen bonding and van der Waals
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
4.1 Gases
14
6
Candidates should be able to:
(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.
6
Topic Teaching
Period Learning Outcome
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
5.1 Rate of reaction
14
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.
7
Topic Teaching
Period Learning Outcome
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
temperature on
reaction kinetics
1 Candidates should be able to:
(a) explain the relationship between the rate
constants with the activation energy and
temperature using Arrhenius equation
(b) use the Boltzmann distribution curve to
explain the distribution of molecular energy.
5.4 The role of catalysts in
reactions
2 Candidates should be able to:
(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
rate constants
5 Candidates should be able to:
(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.
k = ;
aE
RTAe
8
Topic Teaching
Period Learning Outcome
6 Equilibria
6.1 Chemical equilibria
32
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
ln K CRT
HΔ.
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;
9
Topic Teaching
Period Learning Outcome
(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;
10
Topic Teaching
Period Learning Outcome
(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.
11
SECOND TERM
Topic Teaching
Period Learning Outcome
7 Chemical Energetics
7.1 Enthalpy changes of
reaction, H
18
6
Candidates should be able to:
(a) explain that most chemical reactions are
accompanied by enthalpy changes (exothermic
or endothermic);
(b) define enthalpy change of reaction, H, 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 mc T
or q = mc ;
(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.
12
Topic Teaching
Period Learning Outcome
7.4 The solubility of
solids in liquids
2 Candidates should be able to:
(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
8.1 Half-cell and redox
equations
26
2
Candidates should be able to:
(a) explain the redox processes and cell diagram
(cell notation) of the Daniell cell;
(b) construct redox equations.
8.2 Standard electrode
potential
9 Candidates should be able to:
(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
value and from the combination of various
electrode potentials: spontaneous and non-
spontaneous electrode reactions.
8.3 Non-standard cell
potentials
3 Candidates should be able to:
(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.
Eº cell
13
Topic Teaching
Period Learning Outcome
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
electrochemistry
4 Candidates should be able to:
(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
9.1 Physical properties of
elements of Period 2
and Period 3
10
5
Candidates should be able to:
(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;
14
Topic Teaching
Period Learning Outcome
(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
elements with oxygen
and water
2 Candidates should be able to:
(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
properties of oxides
and hydrolysis of
oxides
3 Candidates should be able to:
(a) explain the acidic and basic properties of the
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
10.1 Selected Group 2
elements and their
compounds
10
7
Candidates should be able to:
(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.
15
Topic Teaching
Period Learning Outcome
10.2 Anomalous behaviour
of beryllium
2
Candidates should be able to:
(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
compounds
1 Candidates should be able to:
(a) state the uses of Group 2 compounds in
agriculture, industry and medicine.
11 Group 14
11.1 Physical properties of
Group 14 elements
10
2
Candidates should be able to:
(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
oxides of Group 14
elements
4 Candidates should be able to:
(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
and +4 oxidation states
of Group 14 elements
2 Candidates should be able to:
(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
silicates
1 Candidates should be able to:
(a) describe the structures of silicone and silicates
(pyroxenes and amphiboles), sheets (mica) and
framework structure (quartz) (general formulae
are not required);
16
Topic Teaching
Period Learning Outcome
(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
12.1 Physical properties of
selected Group 17
elements
8
1
Candidates should be able to:
(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
Group 17 elements
4 Candidates should be able to:
(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
halide ions
2 Candidates should be able to:
(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
of halogens and their
compounds
1 Candidates should be able to:
(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.
17
Topic Teaching
Period Learning Outcome
13 Transition Elements
13.1 Physical properties of
first row transition
elements
14
2
Candidates should be able to:
(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
first row transition
elements
8 Candidates should be able to:
(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
;
18
Topic Teaching
Period Learning Outcome
(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
bonding of complexes
3
Candidates should be able to:
(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
transition elements and
their compounds
1 Candidates should be able to:
(a) describe the use of chromium (in stainless
steel), cobalt, manganese, titanium (in alloys)
and TiO2 (in paints).
19
THIRD TERM
Topic Teaching
Period Learning Outcome
14 Introduction to Organic
Chemistry
21
14.1 Bonding of the carbon
atoms: the shapes of
ethane, ethene, ethyne
and benzene molecules
4 Candidates should be able to:
(a) use the concept of sp3, sp
2 and sp
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
electrons in benzene ring.
14.2 General, empirical,
molecular and
structural formulae of
organic compounds
2 Candidates should be able to:
(a) state general, empirical, molecular and
structural formulae of organic compounds;
(b) determine empirical and molecular formulae of
organic compounds.
14.3 Functional groups:
classification and
nomenclature
2 Candidates should be able to:
(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
and stereoisomerism
3 Candidates should be able to:
(a) define structural and stereoisomerism
(geometrical and optical);
(b) explain the meaning of a chiral centre in
optical isomerism;
20
Topic Teaching
Period Learning Outcome
(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,
nucleophiles and
electrophiles
4 Candidates should be able to:
(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
and its effect on
physical properties
2 Candidates should be able to:
(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
resonance effect
4 Candidates should be able to:
(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;
21
Topic Teaching
Period Learning Outcome
(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
15.1 Alkanes
21
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.
22
Topic Teaching
Period Learning Outcome
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;
23
Topic Teaching
Period Learning Outcome
(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;
24
Topic Teaching
Period Learning Outcome
(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
17.1 Introduction to
hydroxy compounds
12
1
Candidates should be able to:
(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;
25
Topic Teaching
Period Learning Outcome
(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;
26
Topic Teaching
Period Learning Outcome
(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
Derivatives
10
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;
27
Topic Teaching
Period Learning Outcome
(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;
28
Topic Teaching
Period Learning Outcome
(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
Proteins
20.1 Amines
8
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;
29
Topic Teaching
Period Learning Outcome
(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
-amino acids;
(b) name -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 -amino acids;
(e) describe the acid and base properties of
-amino acids;
(f) describe the formation of zwitterions;
(g) explain the peptide linkage as amide linkage
formed by the condensation between two or
more -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;
30
Topic Teaching
Period Learning Outcome
(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.
31
The Practical Syllabus
School-based Assessment of Practical
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 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‟s
Portal (http://www.mpm.edu.my) by the subject teachers during the first term of form six.
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 the subsequent
STPM examination. 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.
TOLD TO DO SO. There are fifteen questions in Section A. For each question, four choices
of answers are given. Choose one correct answer and indicate it on the Multiple-choice Answer Sheet provided. Read the instructions on the
Multiple-choice Answer Sheet very carefully. Answer all questions. Marks
will not be deducted for wrong answers. Answer all questions in Section B. Write your answers in the spaces
provided.
Answer any two questions in Section C. All essential working should be shown. For numerical answers, unit should be quoted wherever appropriate.
Begin each answer on a fresh sheet of paper and arrange your answers in numerical order.
Tear off the front page of this question paper and your answer sheets of
Section B, and tie both of them together with your answer sheets of Section C. Answers may be written in either English or Bahasa Malaysia.
Ple
ase
tea
r off
alo
ng t
he
per
fora
ted l
ine.
(Sil
a k
oya
kkan d
i se
panja
ng g
ari
s putu
s-p
utu
s in
i.)
Arahan kepada calon:
JANGAN BUKA KERTAS SOALAN INI SEHINGGA ANDA DIBENARKAN BERBUAT
DEMIKIAN.
Ada lima belas soalan dalam Bahagian A. Bagi setiap soalan, empat pilihan jawapan diberikan. Pilih satu jawapan yang betul dan tandakan jawapan itu pada Borang Jawapan Aneka Pilihan yang
dibekalkan. Baca arahan pada Borang Jawapan Aneka Pilihan itu dengan teliti. Jawab semua soalan.
Markah tidak akan ditolak bagi jawapan yang salah. Jawab semua soalan dalam Bahagian B. Tulis jawapan anda di ruang yang disediakan.
Jawab mana-mana dua soalan dalam Bahagian C. Semua jalan kerja yang sesuai hendaklah ditunjukkan. Bagi jawapan berangka, unit hendaklah dinyatakan di mana-mana yang sesuai. Mulakan
setiap jawapan pada helaian kertas jawapan yang baharu dan susun jawapan anda mengikut tertib
berangka. Koyakkan muka hadapan kertas soalan ini dan helaian jawapan anda bagi Bahagian B, dan ikatkan
kedua-duanya bersama-sama dengan helaian jawapan anda bagi Bahagian C.
Jawapan boleh ditulis dalam bahasa Inggeris atau Bahasa Malaysia.
42
BLANK PAGE
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43
HALAMAN KOSONG
962/1
44
Section A [15 marks]
Answer all questions in this section.
1 Which particle has the correct corresponding number of electrons and number of neutrons?
Particle Number of electrons Number of neutrons
A N167 9 7
B 218
8 O 8 10
C F199 19 9
D Br7935 34 44
2 The mass spectrum of an element X is shown below.
From the mass spectrum above, it can be concluded that,
A the nucleon number of X is 14.5
B the relative molecular mass of X2 is 29
C the isotopes of X have a different number of protons
D element X consists of two isotopes with relative isotopic mass of 14 and 15
3 What is the maximum number of emission lines possible for a hydrogen atom with electronic
energy levels n = 1, n = 2 and n = 3?
A 2 B 3 C 4 D 6
4 Which compound is not ionic?
A CaCl2 B SiCl4 C Al2O3 D Mg3N2
5 Which molecule possesses polar bonds but its overall molecular dipole moment is zero?
A NH3 B H2S C CCl4 D CH3Cl
962/1
100 99.63
14 15 Mass/charge 0
Percentage
of abundance
0.37
45
Bahagian A [15 markah]
Jawab semua soalan dalam bahagian ini.
1 Zarah yang manakah yang mempunyai padanan yang betul dengan nombor elektron dan nombor
neutron?
Zarah Nombor elektron Nombor neutron
A N167 9 7
B 218
8 O 8 10
C F199 19 9
D Br7935 34 44
2 Spektrum jisim unsur X ditunjukkan di bawah.
Daripada spektrum jisim di atas, dapat disimpulkan bahawa
A nombor nukleon X ialah 14.5
B jisim molekul relatif X2 ialah 29
C isotop X mempunyai nombor proton yang berbeza
D unsur X terdiri daripada dua isotop dengan jisim isotop relatif 14 dan 15
3 Berapakah bilangan garisan pemancaran maksimum yang mungkin bagi atom hidrogen dengan
aras tenaga elektronik n = 1, n = 2, dan n = 3?
A 2 B 3 C 4 D 6
4 Sebatian yang manakah yang tidak ionik?
A CaCl2 B SiCl4 C Al2O3 D Mg3N2
5 Molekul yang manakah yang mempunyai ikatan berkutub tetapi jumlah momen dwikutubnya
molekulnya adalah sifar?
A NH3 B H2S C CCl4 D CH3Cl
962/1
100 99.63
14 15 Jisim/cas 0
Peratusan
kelimpahan
0.37
46
6 Which statement regarding metallic bond is correct?
A The metallic bond enables metals to be a good conductor of heat.
B The strength of the metallic bond depends on the size of the atom of the metal.
C The metallic bonds are formed because metals have relatively high ionisation energies.
D The metallic bond is formed from the attraction between the electrons and the nucleus in the
atom.
7 A mixture of 8.0 g of a monoatomic gas X and an unknown quantity of mass of diatomic gas Y
has a volume of V m3 at s.t.p. When 20.0 g of gas X is added to the mixture under the same
conditions, the volume of the mixture is 2V m3. What is the quantity of gas Y in the mixture?
[Relative atomic masses of X and Y are 4 and 1 respectively. Assume that gas X does not react
with gas Y.]
A 1 g B 2 g C 5 g D 6 g
8 Boron nitride, BN, can exist in two different forms P and Q. P has a layered giant molecular
lattice with weak forces between the layers. Q has a giant lattice in which each atom is bonded to
another by four covalent bonds. The following statements are regarding P and Q.
I P and Q have high melting points.
II P and Q have the same density.
III Structure Q is harder than structure P.
IV Structure Q conducts electricity in molten state.
Which statements about P and Q are correct?
A I and II
B I and III
C II and IV
D III and IV
962/1
47
6 Penyataan yang manakah yang betul tentang ikatan logam?
A Ikatan logam membolehkan logam menjadi konduksi haba yang baik.
B Kekuatan ikatan logam bergantung kepada saiz atom logam itu.
C Ikatan logam yang terbentuk disebabkan logam mempunyai tenaga pengionan yang tinggi
secara relatifnya.
D Ikatan logam terbentuk daripada penarikan antara elektron dengan nuklues dalam atom.
7 Satu campuran 8.0 g gas monoatom X dan satu kuantiti gas dwiatom Y yang tidak diketahui
jisimnya mempunyai isi padu V m3 pada s.t.p. Apabila 20.0 g gas X ditambahkan kepada campuran
itu pada keadaan yang sama, isi padu campuran itu ialah 2V m3. Berapakah kuantiti gas Y dalam
campuran itu?
[Jisim atom relatif bagi X dan Y masing-masing ialah 4 dan 1. Anggap bahawa gas X tidak
bertindak balas dengan gas Y.]
A 1 g B 2 g C 5 g D 6 g
8 Boron nitrida, BN, boleh wujud dalam dua bentuk yang berbeza, P dan Q. P mempunyai lapisan
kekisi molekul raksasa dengan daya yang lemah antara lapisan. Q mempunyai kekisi raksasa yang
mana setiap atom terikat kepada atom yang lain oleh empat ikatan kovalen. Penyataan yang berikut
berkaitan dengan P dan Q.
I P dan Q mepunyai takat lebur yang tinggi
II P dan Q mempunyai ketumpatan yang sama
III Struktur Q lebih keras daripada struktur P
IV Struktur Q mengkonduksi elektik dalam keadaan leburan
Penyataan yang manakah yang betul tentang P dan Q?
A I dan II
B I dan III
C II dan IV
D III dan IV
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48
9 The distribution of molecular kinetic energy of a gas at 279 K and 289 K is shown by the
Maxwell-BØltzman graph below.
Which statement best explains why the rate of reaction in a gas sample at 279 K increases two
folds when the temperature is increased to 289 K?
A The number of collisions increases two fold.
B The total area under the curve increases two fold.
C The average velocity of the molecules increases two fold.
D The numbers of molecules with energy equal to or greater than Ea increases two fold.
10 The Arrhenius equation is given as k = .
aE
RTAe A reaction occurs 27 times faster at 52 C than at
22 C. What is the activation energy for this reaction?
[Gas constant, R, is 8.31 J K1 mol
1]
A 1.04 kJ mol1 B 10.5 kJ mol
1 C 38.1 kJ mol
1 D 87.5 kJ mol
1
11 A reversible reaction can be represented by the equation:
P + Q R + S
when the system is in equilibrium,
A the masses P, Q, R and S are the same
B the reactions in both directions stopped
C the concentrations of P, Q, R and S are the same
D the concentrations of P, Q, R and S are always constant
12 The equilibrium constant, Kp, for the decomposition of calcium carbonate,
CaCO3(s) CaO(s) + CO2(g)
is 1.6 1023
atm at 298 K and 6.3 1011
atm at 500 K. Which statement is true of the
decomposition?
A The forward reaction is endothermic.
B Kp depends on the mass of CaCO3 used.
C The rate of forward reaction decreases as the temperature increases.
D The activation energy of forward reaction increases as the temperature increases.
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Kinetic energy
Number of
molecules
49
9 Taburan tenaga kinetik bagi gas pada 279 K dan 289 K ditunjukkan dalam graf Maxwell-
BØltzman di bawah.
Penyataan yang manakah yang paling baik menerangkan mengapa kadar tindak balas dalam
sampel gas pada 279 K bertambah dua kali ganda apabila suhu dinaikkan kepada 289 K?
A Bilangan perlanggaran bertambah dua kali ganda.
B Jumlah luas kawasan di bawah lengkung bertambah dua kali ganda.
C Halaju purata molekul bertambah dua kali ganda.
D Bilangan molekul dengan tenaga yang sama atau lebih besar daripada Ea bertambah dua kali
ganda.
10 Persamaan Arrhenius diberikan sebagai k = .
aE
RTAe Satu tindak balas berlaku 27 lebih cepat pada
52 C berbanding 22 C. Berapakah tenaga pengaktifan bagi tindak balas ini?
[Pemalar gas, R ialah 8.31 J K1 mol
1]
A 1.04 kJ mol1 B 10.5 kJ mol
1 C 38.1 kJ mol
1 D 87.5 kJ mol
1
11 Suatu tindak balas berbalik boleh diwakili dengan persamaan:
P + Q R + S
apabila sistem itu dalam keadaan keseimbangan,
A jisim P, Q, R, dan S adalah sama
B tindak balas dalam kedua-dua arah dihentikan
C kepekatan P, Q, R, dan S adalah sama
D kepekatan P, Q, R, dan S sentiasa malar
12 Pemalar keseimbangan, Kp, bagi penguraian kalsium karbonat,
CaCO3(p) CaO(p) + CO2(g)
ialah 1.6 1023
atm pada 298 K dan 6.3 1011
atm pada 500 K. Penyataan yang manakah yang
betul tentang penguraian itu?
A Tindak balas ke hadapan adalah endotermik.
B Kp bergantung pada jisim CaCO3 yang digunakan.
C Kadar tindak balas ke hadapan berkurang apabila suhu bertambah.
D Tenaga pengaktifan bagi tindak balas ke hadapan bertambah apabila suhu bertambah.
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Tenaga kinetik
Bilangan
molekul
50
13 In the reaction Cu2+
+ 4NH3 [Cu(NH3)4]2+
, the Cu2+
ion acts as a
A Lewis acid
B Lewis base
C BrØnsted-Lowry acid
D BrØnsted-Lowry base
14 The following quantities may change when 0.10 mol dm−3
ethanoic acid is diluted with water at
298 K.
I Acid dissociation constant
II pH value
III Degree of dissociation
IV Ionic product of water
Which quantities will change?
A I and II
B I and IV
C II and III
D III and IV
15 The graph below shows the variation of pH for the titration of 25.0 cm3 of 0.2 mol dm
3 aqueous
ammonia solution with 0.2 mol dm3 hydrochloric acid.
Which part of the above graph shows the mixture of ammonia and hydrochloric acid that can be
used as buffer solution?
A p B q C r D s
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Volume of HCl added/cm3
pH
51
13 Dalam tindak balas, Cu2+
+ 4NH3 [Cu(NH3)4]2+
, ion Cu2+
bertindak sebagai
A asid Lewis
B bes Lewis
C asid BrØnsted-Lowry
D bes BrØnsted-Lowry
14 Kuantiti yang berikut boleh berubah apabila asid etanoik 0.10 mol dm−3
dicairkan dengan air pada
298 K.
I Pemalar penceraian asid
II Nilai pH
III Darjah penceraian
IV Hasil darab ion bagi air
Kuantiti yang manakah yang akan berubah?
A I dan II
B I dan IV
C II dan III
D III dan IV
15 Graf di bawah menunjukkan ubahan pH bagi pentitratan 25.0 cm3 larutan akueus ammonia
0.2 mol dm3 dengan asid hidroklorik 0.2 mol dm
3.
Bahagian yang manakah pada graf di atas yang menunjukkan campuran ammonia dan asid
hidroklorik boleh digunakan sebagai larutan penimbal?
A p B q C r D s
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Isi padu HCl ditambah/cm3
pH
52
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53
HALAMAN KOSONG
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Section B [15 marks]
Answer all questions in this section.
16 Beams of particles from different sources are passed through an electric field. The path of the
beam of sub-atomic particles Y through the electric field is shown in the diagram below.
There are fifteen questions in Section A. For each question, four choices
of answers are given. Choose one correct answer and indicate it on the Multiple-choice Answer Sheet provided. Read the instructions on the
Multiple-choice Answer Sheet very carefully. Answer all questions. Marks will not be deducted for wrong answers.
Answer all questions in Section B. Write your answers in the spaces
provided. Answer any two questions in Section C. All essential working should be
shown. For numerical answers, unit should be quoted wherever appropriate.
Begin each answer on a fresh sheet of paper and arrange your answers in numerical order.
Tear off the front page of this question paper and your answer sheets of Section B, and tie both of them together with your answer sheets of Section C.
Answers may be written in either English or Bahasa Malaysia.
Ple
ase
tea
r off
alo
ng t
he
per
fora
ted l
ine.
(Sil
a k
oya
kkan d
i se
panja
ng g
ari
s putu
s-putu
s in
i.)
Arahan kepada calon:
JANGAN BUKA KERTAS SOALAN INI SEHINGGA ANDA DIBENARKAN BERBUAT
DEMIKIAN.
Ada lima belas soalan dalam Bahagian A. Bagi setiap soalan, empat pilihan jawapan diberikan. Pilih satu jawapan yang betul dan tandakan jawapan itu pada Borang Jawapan Aneka Pilihan yang
dibekalkan. Baca arahan pada Borang Jawapan Aneka Pilihan itu dengan teliti. Jawab semua soalan. Markah tidak akan ditolak bagi jawapan yang salah.
Jawab semua soalan dalam Bahagian B. Tulis jawapan anda di ruang yang disediakan.
Jawab mana-mana dua soalan dalam Bahagian C. Semua jalan kerja yang sesuai hendaklah ditunjukkan. Bagi jawapan berangka, unit hendaklah dinyatakan di mana-mana yang sesuai. Mulakan
setiap jawapan pada helaian kertas jawapan yang baharu dan susun jawapan anda mengikut tertib
berangka.
Koyakkan muka hadapan kertas soalan ini dan helaian jawapan anda bagi Bahagian B, dan ikatkan
kedua-duanya bersama-sama dengan helaian jawapan anda bagi Bahagian C. Jawapan boleh ditulis dalam bahasa Inggeris atau Bahasa Malaysia.
66
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67
HALAMAN KOSONG
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68
Section A [15 marks]
Answer all questions in this section.
1 Which equation represents the enthalpy of atomisation of sodium?
A Na(s) Na(g)
B Na(l) Na(g)
C Na(l) Na+(g) + e
D Na(g) Na+(g) + e
2 The diagram below shows the Born-Haber cycle for the formation of sodium fluoride.
Na(s) + ½F2(g) NaF(s)
+107 kJ mol1 +79 kJ mol
1
Na(g) F(g) 928 kJ mol1
+496 kJ mol1
Na+(g) + F (g)
What is the electron affinity of fluorine?
A 820 kJ mol1 B 328 kJ mol
1 C 275 kJ mol
1 D 246 kJ mol
1
3 Which cation has the highest hydration energy?
A Li+ B Na
+ C K
+ D Rb
+
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574 kJ mol1
69
Bahagian A [15 markah]
Jawab semua soalan dalam bahagian ini.
1 Persamaan yang manakah yang mewakili entalpi pengatoman natrium?
A Na(p) Na(g)
B Na(c) Na(g)
C Na(c) Na+(g) + e
D Na(g) Na+(g) + e
2 Gambar rajah di bawah menunjukkan kitar Born-Haber bagi pembentukan natrium fluorida.
Na(p) + ½F2(g) NaF(p)
+107 kJ mol1 +79 kJ mol
1
Na(g) F(g) 928 kJ mol1
+496 kJ mol1
Na+(g) + F (g)
Berapakah afiniti elektron fluorin?
A 820 kJ mol1 B 328 kJ mol
1 C 275 kJ mol
1 D 246 kJ mol
1
3 Kation yang manakah yang mempunyai tenaga penghidratan paling tinggi?
A Li+ B Na
+ C K
+ D Rb
+
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574 kJ mol1
70
4 The standard reduction potentials, E , for oxygen and manganese are as follows.
Electrode system E /V
O2(g), H+(aq), H2O2(aq) Pt(s) +0.68
MnO4 (aq), H+(aq), Mn
2+(aq) Pt(s) +1.52
The chemical cell constructed by combining the two half-cells above may have the following
results.
I Mn2+
ion undergoes reduction to form MnO4 ion.
II H2O2 undergoes oxidation to form O2.
III The platinum electrode for oxygen half-cell is the positive electrode.
IV The e.m.f. of the cell is +0.84 V.
Which of the above statements are true for the chemical cell formed?
A I and II
B I and III
C II and IV
D III and IV
5 The graph below shows the standard reduction potentials, E , for the half-cell reactions of five
elements, P, Q, R, S and T.
It can be concluded that from P to T,
A the electronegativity of the elements increases
B the chemical reactivity of the elements decreases
C the strength of the elements as reducing agents increases
D the strength of the elements as oxidising agents increases
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E /V
Element
71
4 Keupayaan penurunan piawai, E , bagi oksigen dan mangan adalah seperti yang berikut.
Sistem elektrod E /V
O2(g), H+(ak), H2O2(ak) Pt(p) +0.68
MnO4 (ak), H+(ak), Mn
2+(ak) Pt(p) +1.52
Sel kimia yang dibina daripada gabungan dua setengah sel di atas mungkin mempunyai keputusan
yang berikut.
I Ion Mn2+
mengalami penurunan untuk membentuk ion MnO4 .
II H2O2 mengalami pengoksidaan untuk membentuk O2.
III Elektrod platinum bagi setengah sel oksigen ialah elektrod positif.
IV D.g.e. sel ialah +0.84 V.
Penyataan di atas yang manakah yang benar bagi sel kimia yang terbentuk?
A I dan II
B I dan III
C II dan IV
D III dan IV
5 Graf di bawah menunjukkan keupayaan penurunan piawai, E , bagi tindak balas setengah sel lima
unsur, P, Q, R, S, dan T.
Dapat disimpulkan bahawa daripada P hingga T,
A keelektronegatifan unsur-unsur bertambah
B kereaktifan kimia unsur-unsur berkurang
C kekuatan unsur-unsur sebagai agen penurunan bertambah
D kekuatan unsur-unsur sebagai agen pengoksidaan bertambah
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E /V
Unsur
72
6 The standard reduction potentials, E , for several copper and iron species are given below.
Electrode system E /V
Cu2+
(aq)/Cu+(aq) +0.15
Cu2+
(aq)/Cu(s) +0.34
Cu+(aq)/Cu(s) +0.52
Fe2+
(aq)/Fe(s) 0.44
Fe3+
(aq)/Fe(s) 0.04
Fe3+
(aq)/Fe2+
(aq) +0.77
Which statement regarding the species is correct?
A Cu(s) is the strongest reducing agent.
B Fe3+
(aq) is the strongest oxidising agent.
C Cu2+
(aq) is able to oxidise Fe2+
(aq) to Fe3+
(aq).
D The e.m.f. of the cell Fe(s) Fe2+
(aq) Cu+(aq) Cu(s) is 0.08 V.
7 A molten compound consisting of the elements X and Y is electrolysed using a current of 1.00 A
for 1930 seconds. 2.07 g of X is formed at the cathode and 1.60 g of Y is formed at the anode. What
is the correct empirical formula for the compound?
[Relative atomic masses for X and Y are 207.0 and 80.0 respectively; Faraday‟s constant, F, is
96 500 C mol1.]
A XY B XY2 C X2Y D X2Y2
8 Across Period 3 of the Periodic Table, from sodium to chlorine
A the electronegativity of the elements decreases
B the ionisation energy of the elements decreases
C the standard reduction potential of the elements increases
D the strength of the elements as reducing agents increases
9 The solubilities of two sulphates of Group 2 elements in the Periodic Table are given below.
Compound Solubility (g per 100 g)
at 20 C
CaSO4 2.3 101
BaSO4 2.3 104
Which statement best explains the above data?
A The size of Ba2+
ion is bigger than that of Ca2+
ion.
B Barium has a lower ionisation energy than calcium.
C BaSO4 has a lower lattice energy than CaSO4.
D Ba2+
ion has a lower hydration energy than Ca2+
ion.
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6 Keupayaan penurunan piawai, E , bagi beberapa spesis kuprum dan ferum diberikan di bawah.
Sistem elektrod E /V
Cu2+
(ak)/Cu+(ak) +0.15
Cu2+
(ak)/Cu(p) +0.34
Cu+(ak)/Cu(p) +0.52
Fe2+
(ak)/Fe(p) 0.44
Fe3+
(ak)/Fe(p) 0.04
Fe3+
(ak)/Fe2+
(ak) +0.77
Penyataan yang manakah yang betul tentang spesis itu?
A Cu(p) ialah agen penurunan yang paling kuat.
B Fe3+
(ak) ialah agen pengoksidaan yang paling kuat.
C Cu2+
(ak) boleh mengoksida Fe2+
(ak) kepada Fe3+
(ak).
D D.g.e sel Fe(p) Fe2+
(ak) Cu+(ak) Cu(p) ialah 0.08 V.
7 Satu sebatian lebur yang terdiri daripada unsur X dan Y telah dielektrolisiskan menggunakan arus
1.00 A selama 1930 saat. Sebanyak 2.07 g X terbentuk di katod dan 1.60 g Y terbentuk di anod.
Apakah formula empirik yang betul bagi sebatian itu?
[Jisim atom relatif bagi X dan Y masing-masing ialah 207.0 dan 80.0; Pemalar Faraday, F, ialah
96 500 C mol1.]
A XY B XY2 C X2Y D X2Y2
8 Merentasi Kala 3 Jadual Berkala, daripada natrium ke klorin
A keelektronegatifan unsur berkurang
B tenaga pengionan unsur berkurang
C keupayaan penurunan piawai unsur bertambah
D kekuatan unsur sebagai agen penurunan bertambah
9 Keterlarutan dua sulfat unsur Kumpulan 2 dalam Jadual Berkala diberikan di bawah.
Sebatian Keterlarutan (g per 100 g)
pada 20 C
CaSO4 2.3 101
BaSO4 2.3 104
Penyataan yang manakah yang paling tepat menjelaskan data di atas?
A Saiz ion Ba2+
lebih besar daripada ion Ca2+
.
B Barium mempunyai tenaga pengionan yang lebih rendah daripada kalsium.
C BaSO4 mempunyai tenaga kekisi yang lebih rendah daripada CaSO4.
D Ion Ba2+
mempunyai tenaga penghidratan lebih rendah daripada ion Ca2+
.
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10 A tetrachloride of Group 14, XCl4, of the Periodic Table is thermally unstable and easily
hydrolysed. It decomposes at room temperature according the equation:
XCl4 XCl2 + Cl2
What is X ?
A Carbon B Silicon C Germanium D Lead
11 Which statement is true of the oxides of Group 14 elements of the Periodic Table?
A All the oxides have covalent bonds.
B The oxides with +4 oxidation state can react with alkalis.
C The oxides with +4 oxidation state are more stable down the group.
D The acidity of the oxides with +2 oxidation state increases down the group.
12 An aqueous solution of X, a mixture of two compounds, has the following properties.
(i) Decomposes in the presence of light to form a gas.
(ii) Reacts with aqueous barium hydroxide to form salt and water.
(iii) Reacts with aqueous silver nitrate to form a precipitate which can dissolve in aqueous
ammonia.
The following compounds may be found in an aqueous solution of X.
I HCl
II HBr
III HOCl
IV NH4Cl
What could X be?
A I and II
B I and III
C II and IV
D III and IV
13 Halogens or their compounds are not used
A as detergents
B in photography
C as propellant in aerosol
D in the sterilisation of water
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75
10 Satu tetraklorida Kumpulan 14, XCl4, Jadual Berkala tidak stabil secara terma dan mudah
terhidrolisis. Tetraklorida itu terurai pada suhu bilik mengikut persamaan:
XCl4 XCl2 + Cl2
Apakah X ?
A Karbon B Silikon C Germanium D Plumbum
11 Penyataan yang manakah yang benar tentang oksida unsur Kumpulan 14 Jadual Berkala?
A Kesemua oksida mempunyai ikatan kovalen.
B Oksida dengan keadaan pengoksidaan +4 boleh bertindak balas dengan alkali.
C Oksida dengan keadaan pengoksidaan +4 lebih stabil apabila menuruni kumpulan.
D Keasidan oksida dengan keadaan pengoksidaan +2 bertambah apabila menuruni kumpulan.
12 Satu larutan akueus X, suatu campuran dua sebatian, mempunyai sifat-sifat yang berikut.
(i) Terurai dalam kehadiran cahaya untuk membentuk gas.
(ii) Bertindak balas dengan akueus barium hidroksida untuk membentuk garam dan air.
(iii) Bertindak balas dengan akueus argentum nitrat untuk membentuk mendakan yang
melarut dalam ammonia akueus.
Sebatian yang berikut mungkin terdapat dalam larutan akueus X.
I HCl
II HBr
III HOCl
IV NH4Cl
Apakah X ?
A I dan II
B I dan III
C II dan IV
D III dan IV
13 Halogen atau sebatiannya tidak digunakan
A sebagai detergen
B dalam fotografi
C sebagai propelan dalam aerosol
D dalam pensterilan air
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14 In which compound does the transition element have the lowest oxidation state?
A NH4VO3
B K3Fe(CN)6
C CrO2Cl2
D MnC2O4
15 A transition element can act as a homogeneous catalyst because
A it exhibits variable oxidation states
B it decreases the enthalpy of reactions
C it supplies energy to increase the rate of effective collisions
D it supplies electrons to facilitate adsorption through the formation of temporary bonds
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14 Sebatian yang manakah unsur peralihannya mempunyai keadaan pengoksidaan paling rendah?
A NH4VO3
B K3Fe(CN)6
C CrO2Cl2
D MnC2O4
15 Unsur peralihan boleh bertindak sebagai mangkin homogen kerana
A unsur peralihan mempamerkan keadaan pengoksidaan yang berubah
B unsur peralihan mengurangkan entalpi tindak balas
C unsur peralihan membekalkan tenaga untuk menambah kadar perlanggaran efektif
D unsur peralihan membekalkan elektron untuk memudahkan penjerapan melalui pembentukan
ikatan sementara.
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HALAMAN KOSONG
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Section B [15 marks]
Answer all questions in this section.
16 (a) The two common oxides of lead are lead(II) oxide and lead(IV) oxide. Lead(II) oxide
dissolves readily in aqueous nitric acid. Lead(IV) oxide reacts with concentrated hydrochloric acid to
form lead(II) chloride and chlorine.
(i) Write a balanced equation for the reaction between lead(II) oxide and aqueous nitric
There are fifteen questions in Section A. For each question, four choices of answers are given. Choose one correct answer and indicate it on the
Multiple-choice Answer Sheet provided. Read the instructions on the Multiple-choice Answer Sheet very carefully. Answer all questions. Marks
will not be deducted for wrong answers.
Answer all questions in Section B. Write your answers in the spaces provided.
Answer any two questions in Section C. All essential working should be shown. For numerical answers, unit should be quoted wherever appropriate.
Begin each answer on a fresh sheet of paper and arrange your answers in
numerical order.
Tear off the front page of this question paper and your answer sheets of
Section B, and tie both of them together with your answer sheets of Section C.
Answers may be written in either English or Bahasa Malaysia.
Ple
ase
tea
r off
alo
ng t
he
per
fora
ted l
ine.
(Sil
a k
oya
kkan d
i se
panja
ng g
ari
s putu
s-putu
s in
i.)
Arahan kepada calon:
JANGAN BUKA KERTAS SOALAN INI SEHINGGA ANDA DIBENARKAN BERBUAT
DEMIKIAN.
Ada lima belas soalan dalam Bahagian A. Bagi setiap soalan, empat pilihan jawapan diberikan.
Pilih satu jawapan yang betul dan tandakan jawapan itu pada Borang Jawapan Aneka Pilihan yang dibekalkan. Baca arahan pada Borang Jawapan Aneka Pilihan itu dengan teliti. Jawab semua soalan.
Markah tidak akan ditolak bagi jawapan yang salah. Jawab semua soalan dalam Bahagian B. Tulis jawapan anda di ruang yang disediakan.
Jawab mana-mana dua soalan dalam Bahagian C. Semua jalan kerja yang sesuai hendaklah
ditunjukkan. Bagi jawapan berangka, unit hendaklah dinyatakan di mana-mana yang sesuai. Mulakan setiap jawapan pada helaian kertas jawapan yang baharu dan susun jawapan anda mengikut tertib
berangka.
Koyakkan muka hadapan kertas soalan ini dan helaian jawapan anda bagi Bahagian B, dan ikatkan kedua-duanya bersama-sama dengan helaian jawapan anda bagi Bahagian C.
Jawapan boleh ditulis dalam bahasa Inggeris atau Bahasa Malaysia.
92
BLANK PAGE
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93
HALAMAN KOSONG
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94
Section A [15 marks]
Answer all questions in this section.
1 Which compound has a carbon atom that exhibits sp3 hybridisation?
A CH2=CH CH=CH2
B
C
D H C C H
2 When 0.1 mol of hydrocarbon X is burnt in excess oxygen, 17.6 g carbon dioxide is produced.
0.1 mol of X is found to react with 4.48 dm3 of bromine vapour under standard conditions. What is
the possible structural formula of X ?
[Relative atomic massess of C and O are 12.0 and 16.0 respectively ; the molar volume of a gas is
22.4 dm3 at stp.]
A CH3CH=CHCH3
B CH2=C=C=CH2
C CH3CH2CH2CH3
D CH2=CHCH=CH2
3 Which compound shows optical isomerism?
A CH3CH=CHCH3
B CH3CH2C(Cl)2CH3
C CH3CH2CH(OH)CH3
D HOCH2CH(OH)CH2OH
4 Which reaction involves an electrophilic reagent?
A CH3CH3 + Cl2 CH3CH2Cl + HCl
B CH3Br + NaOH CH3OH + NaBr
C CH3CH=CH2 + HBr CH3CHBrCH3
D CH3COOH + CH3CH2OH CH3COOCH2CH3 + H2O
5 A mixture of excess ethane and chlorine is exposed to light. What is the major product of the
reaction?
A Cl3CCH3
B ClCH2CH3
C Cl2CHCH3
D Cl2CHCHCl2
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CH=CH2
CH3
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Bahagian A [15 markah]
Jawab semua soalan dalam bahagian ini.
1 Sebatian yang manakah yang mempunyai atom karbon yang menunjukkan penghibridan sp3?
A CH2=CH CH=CH2
B
C
D H C C H
2 Apabila 0.1 mol hidrokarbon X dibakar dalam oksigen berlebihan, 17.6 g karbon dioksida
dihasilkan. Didapati bahawa 0.1 mol X akan bertindak balas dengan 4.48 dm3 wap bromin dalam
keadaan piawai. Apakah formula struktur yang mungkin bagi X ?
[Jisim atom relatif bagi C dan O masing-masing ialah 12.0 dan 16.0; isi padu molar gas ialah
22.4 dm3 pada stp.]
A CH3CH=CHCH3
B CH2=C=C=CH2
C CH3CH2CH2CH3
D CH2=CHCH=CH2
3 Sebatian yang manakah yang menunjukkan isomer optik?
A CH3CH=CHCH3
B CH3CH2C(Cl)2CH3
C CH3CH2CH(OH)CH3
D HOCH2CH(OH)CH2OH
4 Tindak balas yang manakah yang melibatkan reagen elektrofilik?
A CH3CH3 + Cl2 CH3CH2Cl + HCl
B CH3Br + NaOH CH3OH + NaBr
C CH3CH=CH2 + HBr CH3CHBrCH3
D CH3COOH + CH3CH2OH CH3COOCH2CH3 + H2O
5 Satu campuran etana yang berlebihan dan klorin terdedah kepada cahaya. Apakah hasil utama
tindak balas itu?
A Cl3CCH3
B ClCH2CH3
C Cl2CHCH3
D Cl2CHCHCl2
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6 An organic compound Z undergoes a catalytic hydrogenation reaction. Z also reacts with
hydrogen bromide to form 2-bromopropane.
The structural formula of Z is
A CH3CH2CH3
B CH2 CH2
C CH3CH CH2
D CH3CH(OH)CH3
7 The following statements are about nitration of benzene.
I Nitric acid acts as an electrophile.
II The reaction involves free radicals.
III Nitronium ion, NO2+, is an electrophile.
IV Nitronium ion, NO2+, is formed from concentrated H2SO4 and HNO3.
Which statements regarding the mechanism of nitration of benzene are true?
A I and II
B I and IV
C II and III
D III and IV
8 Which reaction occurs through SN1 mechanism?
A C6H5CH2Br + NH3 C6H5CH2NH2 + HBr
B (CH3)3CBr + NaOH (CH3)3COH + NaBr
C CH3CHBrCH3 + KCN CH3CH(CN)CH3 + KBr
D CH3CH2CH2Br + KOH CH3CH2CH2OH + KBr
9 When an optically active compound Z is heated with chromic acid, the product formed is not
optically active but react with alkaline iodine. Compound Z could be
A (CH3)2CHCH2OH
B CH3CH2CH(OH)CH2CH3
C CH3CH2CH2CH(OH)CH3
D CH(OH)CH2CH3
10 Compound X is oxidised to compound Y. Y does not reduce Fehling‟s solution. X could be
A CH3CH2CH2OH
B CH3CHOHCH3
C (CH3)3COH
D CH3COCH3
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6 Satu sebatian organik Z mengalami tindak balas penghidrogenan bermangkin. Z juga bertindak
balas dengan hidrogen bromida untuk membentuk 2-bromopropana.
Formula struktur Z ialah
A CH3CH2CH3
B CH2 CH2
C CH3CH CH2
D CH3CH(OH)CH3
7 Penyataan yang berikut adalah tentang penitratan benzena.
I Asid nitrik bertindak sebagai elektrofil.
II Tindak balas melibatkan radikal bebas.
III Ion nitronium, NO2+ ialah elektrofil.
IV Ion nitronium, NO2+, terbentuk daripada H2SO4 pekat dan HNO3.
Penyataan yang manakah yang betul berkaitan dengan mekanisme penitratan benzena?
A I dan II
B I dan IV
C II dan III
D III dan IV
8 Tindak balas yang manakah yang berlaku melalui mekanisme SN1?
A C6H5CH2Br + NH3 C6H5CH2NH2 + HBr
B (CH3)3CBr + NaOH (CH3)3COH + NaBr
C CH3CHBrCH3 + KCN CH3CH(CN)CH3 + KBr
D CH3CH2CH2Br + KOH CH3CH2CH2OH + KBr
9 Apabila sebatian Z yang aktif optik dipanaskan dengan asid kromik, hasil yang terbentuk tidak
aktif optik tetapi bertindak balas dengan iodin beralkali. Sebatian Z mungkin
A (CH3)2CHCH2OH
B CH3CH2CH(OH)CH2CH3
C CH3CH2CH2CH(OH)CH3
D CH(OH)CH2CH3
10 Sebatian X dioksidakan kepada sebatian Y. Y tidak menurunkan larutan Fehling‟s. X mungkin
A CH3CH2CH2OH
B CH3CHOHCH3
C (CH3)3COH
D CH3COCH3
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11 Which compound produces a yellow precipitate when reacts with 2,4-dinitrophenylhydrazine?
A CH3CH2CH2C OH
B CH3CH2C OCH3
C CH3CH2CH2C Cl
D CH3CH2CCH3
12 Phenol is used to prepare CH3COOC6H5 through an intermediate X as shown in the following
scheme.
C6H5OH X CH3COOC6H5
What are reagent I and reagent II in the above scheme?
Reagent I Reagent II
A Na CH3COCl
B PCl5 CH3COCl
C PCl5 CH3COOH
D NaOH CH3COOH
13 An amine is produced in a two-step reaction as shown below.
2-Bromopropane Amine
What is the structural formula of this amine?
A CH3CH2CH2CH2NH2
B CH3CH2CH(CH3)NH2
C (CH3)2CHCH2NH2
D CH3CH(NH2)CH3
14 The structural formula of a peptide is as follows.
The peptide is
A a dipeptide
B a tripeptide
C a neutral compound
D an acidic compound
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KCN/ethanol Na/ethanol
Reagent I Reagent II
H2N CH
CH2OH
C OH N
H CH3
CH C N
H
CH C
CH2CH2CH2NH2
O O O
O
O
O
O
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11 Sebatian yang manakah yang menghasilkan mendakan kuning apabila bertindak balas dengan
2,4-dinitrofenilhidrazina?
A CH3CH2CH2C OH
B CH3CH2C OCH3
C CH3CH2CH2C Cl
D CH3CH2CCH3
12 Fenol digunakan untuk menyediakan CH3COOC6H5 melalui perantaraan X seperti ditunjukkan
dalam skema yang berikut.
C6H5OH X CH3COOC6H5
Apakah reagen I dan reagen II dalam skema di atas?
Reagen I Reagen II
A Na CH3COCl
B PCl5 CH3COCl
C PCl5 CH3COOH
D NaOH CH3COOH
13 Suatu amina dihasilkan dalam dua langkah tindak balas seperti ditunjukkan di bawah.
2-Bromopropana Amina
Apakah formula struktur amina ini?
A CH3CH2CH2CH2NH2
B CH3CH2CH(CH3)NH2
C (CH3)2CHCH2NH2
D CH3CH(NH2)CH3
14 Formula struktur suatu peptida adalah seperti yang berikut.
Peptida itu ialah
A dipeptida
B tripeptida
C sebatian neutral
D sebatian berasid
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KCN/etanol Na/etanol
Reagen I Reagen II
O
O
O
O
H2N CH
CH2OH
C OH N
H CH3
CH C N
H
CH C
CH2CH2CH2NH2
O O O
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15 The following is a pair of a polymer and its possible repeating unit.
Polymer Repeating unit
I Poly(propene) CH(CH3)CH2
II Poly(styrene) CHCH2CHCH2
III Terylene OCH2CH2OCO
IV Nylon-6,6 CO(CH2)5NH
Which is the correct match between a polymer and its repeating unit?
A I and II
B I and IV
C II and III
D III and IV
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15 Padanan yang berikut adalah tentang polimer dan unit ulangan yang mungkin.
Polimer Unit ulangan
I Poli(propena) CH(CH3)CH2
II Poli(stirena) CHCH2CHCH2
III Terilena OCH2CH2OCO
IV Nilon-6,6 CO(CH2)5NH
Padanan yang manakah yang betul antara polimer dan unit ulangannya?
A I dan II
B I dan IV
C II dan III
D III dan IV
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BLANK PAGE
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HALAMAN KOSONG
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Section B [15 marks]
Answer all questions in this section.
16 (a) Starting with 1-bromopropane, CH3CH2CH2Br, show the reaction schemes to synthesise the
following carboxylic acids. [4 marks]
(i) CH3CH2COOH
(ii) CH3CH2CH2COOH
(b) Write equations for the reactions between benzoyl chloride, C6H5COCl, and the following
compounds, and name the organic products according to the IUPAC nomenclature. [4 marks]
(i) CH3NH2
(ii) C6H5OH
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Bahagian B [15 markah]
Jawab semua soalan dalam bahagian ini.
16 (a) Bermula dengan 1-bromopropana, CH3CH2CH2Br, tunjukkan skema tindak balas untuk
mensintesiskan asid karboksilik yang berikut. [4 markah]
(i) CH3CH2COOH
(ii) CH3CH2CH2COOH
(b) Tulis persamaan bagi tindak balas antara benzoil klorida, C6H5COCl, dengan sebatian yang
berikut, dan namakan hasil-hasil organik itu mengikut tatanama IUPAC. [4 markah]
(i) CH3NH2
(ii) C6H5OH
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17 (a) Compound X is a phenylalanine which is an essential amino acid that must be provided in the
diet for healthy growth. The structural formula of X is given below.
(i) Name the functional groups in compound X. [2 marks]