MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools

CHEMISTRY
Syllabus

CURRICULUM DEVELOPMENT CENTRE

2005
 Chemistry Syllabus

INTRODUCTION

As articulated in the National Education Policy, education in Malaysia is an

ongoing effort towards further developing the potential of individuals in a holistic
and integrated manner to produce individuals who are intellectually, spritually,
emotionally, and physically balanced and harmonious. The primary and
secondary school science curriculum is developed with the aim of producing such
individuals.

As a nation that is progressing towards a developed nation status, Malaysia

needs to create a society that is scientifically oriented, progressive,
knowledgeable, having a high capacity for change, forward looking, innovative
and a contributor to scientific and technological developments in the future. This
society should also have the capability to manage the environment and its
resources in a responsible manner. In line with this, there is a need to produce
citizens who are creative, critical, inquisitive, open-minded and competent in
science and technology.

Science is a discipline comprising knowledge, skills and scientific attitudes and

noble values. The integration of these three elements is very important in
ensuring a quality science education. As a discipline of knowledge, science
provides a conceptual framework that will enable students to understand the world
around them.

Science is also a process that emphasises inquiry and problem solving. Thus,
science develops skills in investigating the environment, which involves thinking
skills, thinking strategies and scientific skills. Knowledge is therefore acquired as
the product of an investigation. Scientific inquiry also requires and enables
students to develop scientific attitudes and noble values.

The science curriculum for the Integrated Curriculum for Primary School and the
Integrated Curriculum for Secondary School are desgned for students from
primary to secondary schools. The curriculum is fomulated based on the needs of
the nation as well as global scientific requirements. The focus is directed towards
thoughtful learning and optimising learning.

The science curriculum comprises three core science subjects and four elective
science subjects. The core subjects are Science at primary school level, Science
at lower secondary level and Science at upper secondary level. Elective science
subject are offered at the upper secondary level and consist of Biology,
Chemistry, Physics, and Additional Science.

The core science subjects for the primary and lower secondary levels are
designed to provide students with basic science knowledge, prepare students to
be literate in science, and enable students to continue their science education at

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 Chemistry Syllabus

the upper secondary level. Core science at the upper secondary level is designed
to produce students who are literate in science, innovative and able to apply
scientific knowledge in decision-making and problem solving in everyday life. The
elective science subjects prepare students who are more scientifically inclined to
pursue the study of science at post-secondary level. This group of students would
take up careers ini the field of science and technology and play a leading role ini
the field for national development.

For every science subject, the curriculum for the year is articulated in two
documents; the syllabus and the curriculum specifications. The syllabus presents
the aims, objectives and the outline of the curriculum content for a period of two
years for elective science subjects and five years for core sciece subjects. The
curriculum specifications provide the details of the curriculum, which includes the
learning objectives, suggested learning activities, the intended learning outcomes,
and vocabulary.

AIMS

The aims of the Chemistry curriculum for secondary school are to provide
students with the knowledge and skills in chemistry and technology and enable
them to solve problems and make decisions in everyday life based on scientific
attitudes and noble values.

Students who have followed the Chemistry curriculum will have a basic foundation
in chemistry to enable them to pursue formal and informal futher education in
science and technology.

The curriculum also aims to develop a dynamic and progressive society with a
science and technology culture that values nature and works towards the
preservation and conservation of the environment.

OBJECTIVES

The Chemistry curriculum for secondary school enables students to:

1. Acquire knowledge in chemistry and technology in the context of natural

phenomena and everyday life experiences.

2. Understand developments in the field of chemistry and technology.

3. Acquire scientific and thinking skills.

4. Apply knowledge and skills in a creative and critical manner to solve

problems and make decisions.

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5. Face challenges in the scientific and technological world and be willing to

contribute towards the development of science and technology.

6. Evaluate science and technology related information wisely and effectively.

7. Practise and internalise scientific attitudes and good moral values.

8. Appreciate the contributions of science and technology towards national

development and the well-being of mankind.

9. Realise that scientific discoveries are the result of human endeavour to the
best of his or her intellectual and mental capabilities to understand natural
phenomena for the betterment of mankind.

10. Be aware of the need to love and care for the environment and play an active
role in its preservation and conservation.

CONTENT ORGANISATION

The chemistry curriculum is organised by topics. Each topic consists of various

learning areas, each of which consists of a number of learning objectives. A
learning objective has one or more learning outcomes. Learning outcomes are
written based on the hierarchy of the cognitive and affective domains. Levels in
the cognitive domain are: knowledge, understanding, application, analysis,
synthesis and evaluation. Levels in the effective domain are: to be aware of, to be
in awe, to be appreciative, to be thankful, to love, to practise, and to internalise.
Where possible, learning outcomes relating to the affective domain are explicitly
stated. The inculcation of scientific attitudes and noble values should be
integrated into every learning activity. This ensures a more spontaneous and
natural inculcation of attitudes and values. Learning outcomes in the psychomotor
domain are achieved implicitly through the learning activities.

The Suggested Learning Activities in the supporting document entitled ‘Curriculum

Specifications’ provides information on the scope and dimension of learning
outcomes. The suggested learning activities aim at providing some guidance as
to how learning outcomes can be achieved. At the same time, more than one
activity may be suggested for a particular learning outcome. Teachers may
modify the suggested activities to suit the ability and style of learning of their
students. At the same time, teachers are encouraged to design other innovative
and effective learning activites to enhance the learning of science.

Teaching and learning strategies in the science curriculum emphasise thoughtful

learning. Thoughtful learning is a process that helps students acquire knowledge
and master skills that will help them develop their mind to an optimum level.
Thoughtful learning can occur through various learning approaches such as
inquiry, constructivism, contextual learning, and mastery learning. These learning

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approaches encompass learning methods such as experiments, discussions,

simulations, projects, visits and future studies. Learning activities should therefore
be geared towards activating students’critical and creative thinking skills and not
be confined to routine or rote learning.

Students should be made aware of the thinking skills and thinking strategies that
they use in their learning. They should be challenged with higher order questions
and problems and be required to solve problems utilising their creativity and
critical thinking. The teaching and learning processes should enable students to
acquire knowledge, master skills and develop scientific attitudes and noble values
in an integrated manner.

The learning of science is not limited to activities carried out in the school
compound. The latest trend in science education is to encourage smart
partnership between the Ministry of Education and various organisations such as
institutions of higher learning, other governmental agencies, non-governmental
agencies and private corporations to provide new ideas, opportunities, strategies
and skills. Learning of science can also be enhanced through the use of external
resources such as zoos, animal sanctuaries, museums, science centres, research
institutes, mangrove swamps, and factories. Visits to the these places make the
learning of science more interesting, meaningful and effective. To optimise
learning opportunities, visits need to be carefully planned. Students may be
involved in the planning process and specific educational tasks should be
assigned during the visit. No educational visit is complete without a post-visit
discussion.

The skills to select, analyse and evaluate information from various sources are
also developed. Through the use of technology such as television, radio, video,
computer and internet, the teaching and learning of science can be made more
interesting and effective. Computer simulation and animation are effective tools
for the teaching and learning of abstract or difficult science concepts. Computer
simulation and animation can be presented through courseware or web page.
The use of technology will enhance the effectiveness of teaching and learning of
science besides optimising the intended learning outcomes.

SCIENTIFIC SKILLS

Scientific skills encompass science process skills and manipulative skills. Science
process skills promote thingking in a critical, creative, analytical and systematic
manner. The mastering of science process skills together with scinetific attiudes
and knowledge will enable the students to think, fomulate questions and find out
answers systematically.

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 Chemistry Syllabus

Science Process Skills

Science process skills that need to be developed in the science curriculum are as
follows:

? Observing
? Classifying
? Measuring and Using Numbers
? Inferring
? Predicting
? Communicating
? Using Space-Time Relationship
? Interpreting Data
? Defining Operationally
? Controlling Variables
? Hypothesising
? Experimenting

Manipulative Skills

Manipulative skills are psychomotor skills in scientific investigation which enable

students to:

? Use and handle science apparatus and laboratory substances correctly

? Store science apparatus correctly and safely
? Clean science apparatus correctly
? Handle specimens correctly and carefully
? Observe, record and measure accurately

Thinking Skills

Teaching and learning of science provides a good opportunity to develop

students’ thinking skills. Strategies in teaching and learning science require the
mastering of thinking skills and thinking strategies which will be the foundation for
thoughtful learning. Thinking strategies can be categorised into critical thinking
skills and creative thinking skills.

SCIENTIFIC ATTITUDES AND NOBLE VALUES

Science learning experiences can be used as a mean to inculcate positive

scientific attitudes and noble values in students. The inculcation of scientific
attitudes and noble values can be done through proper planning or
spontaneously. In this curriculum, the learning objectives for the affective domain

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are articulated as specific learning outcomes. The specific activities to achieve

the learning objectives have also been suggested.

KNOWLEDGE CONTENT

The curriculum content is organised based on the following themes:

1. Introduction to Chemistry
2. Matter Around Us
3. Interactions Between Chemicals
4. Production and Management of Manufactured Chemicals

The following are the learning areas within each theme:

A. Introducing Chemistry

This theme aims to provide an understanding of Chemistry as a field of study.

Students are introduced to matter and the method of acquiring science knowledge
in a scientific manner through scientific investigation. The topic also discusses
careers in the field of chemistry.

The content of this theme is as follows:

1. Introduction to Chemistry

? Understanding Chemistry
? Understanding the Importance of Chemistry
? Scientific Method of Investigation
? Scientific Attitudes and Good Moral Values in Conducting Scientific
Investigation

B. Matter Around Us

This theme aims to introduce chemistry as a field that studies matter. This theme
provides basic concepts in chemistry which is a prerequisite to the learning of
chemistry. The mastery of these concepts is important to the understanding of
chemistry. This theme also relates chemistry to careers pertaining to chemistry.

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The content of this theme is as follows:

1. Structure of Atom

This learning area aims to provide understanding of the concepts and princples
related to the structure of atoms.

The content of this learning area is as follows:

? Understanding Matter
? Atomic Structure
? Importance of Isotopes
? The Electronic Structure of Atom

2. Formula and Chemical Equation

This learning area aims to provide understanding of the concepts and principles
related to formula and chemical equation.

The content of this learning area is as follows:

? Relative Atomic Mass and Relative Molecular Mass

? Mole Concept
? Chemical Formula
? Empirical Formula and Molecular Formula
? Balancing Chemical Equation

3. Periodic Table of Elements

This learning area aims to provide understanding of the concepts and principles of
Periodic Table of elements.

The content of this learning area is as follows:

? Development of The Periodic Table

? Group and Period
? Group 18
? Group 1
? Group 17
? Transition Elements

4. Chemical Bonds

This learning area aims to provide understanding of concepts a nd principle of

chemical bonds.

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 Chemistry Syllabus

The content of this learning area is as follows:

? Stability of Inert Gases

? Formation of Ionic Bonds
? Formation of Covalent Bonds
? Properties of Ionic Compounds
? Properties of Covalent Compounds

C. Interactions Between Chemicals

This theme aims to provide understanding of chemical reations which cause

chemical changes to substances. This theme also investigates the idea that
matter interacts to produce new substances and causes energy change. The
application of chemical re acitons in industries is also covered in this theme.

1. Electrochemistry

This learning area aims to provide understanding of electrochemistry and its

applicatons.

The content of this learning area is as follows:

? Electrolyte and non -electrolyte
? Electrolysis of molten compounds
? Electrolysis of aqueous solutions
? Half equations for the discharge of ions
? Electrolysis in industries
? Chemical cells
? Electrochemical series

2. Acids, Bases And Salts

This learning area aims to provide understanding of acid, base and salt and its
applications.

The content of this learning area is as follows:

? The Meaning of Acid, Base and Salt
? Role of Water In The Formation of Hydroxonium Ions
? Characteristics of Acid and Alkali
? Strong Acid and Weak Acid
? Strong Alkali and Weak Alk ali
? Molarity
? Neutralisation
? Preparation of Salts
? Uses of Salts in Daily Life
? Qualitative Analysis of Salts

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 Chemistry Syllabus

3. Carbon Compounds

This learning area aims to provide understanding of carbon compounds and its
applications.

The content of this learning area i s as follows:

? Organic Compounds and Inorganic Compounds

? Hydrocarbons
? Alkanes
? Alkenes
? Isomerism
? Alchohols
? Carboxylic Acids
? Esters
? Fats and Oils
? Natural Polymers

4. Oxidation and Reduction Reactions

This learning area aims to provide a basic understanding of the principles of

oxidation and reduction reactions and their applications.

The content of this learning area is as follows:

? Redox Reactions
? Rusting
? Extraction of Metals
? Redox Reactions in Electrolysis and Chemical Cells

5. Thermochemistry

This learning area aims to provide an understanding of thermochemistry and its

applications.

The content of this learning area is as follows:

? Exothermic Reaction and Endothermic Reaction

? Heat of Combustion
? Heat of Neutralisation
? Heat of Displacement
? Heat of Precipitation
? Energy Level Diagram

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 Chemistry Syllabus

6. Rate of Reaction

This learning area aims to provide an understanding of rate of reaction and its
applications.

The content of this learning area is as follows:

? High Reaction Rate and Low Reaction Rate

? Average Rate of Reaction and Rate of Reaction at Any Given Time
? Factiors that Influence the Rate of Reaction

D. Production and Management of Manufactured Chemicals

This theme aims to enable student to understand the manufacturing of chemicals

fo daily and social needs . Student relates knowledge and skills that they have
learned in chemistry lessons to experiences in daily life. The importance of
responsible way of managing manufactured chemicals is also highlighted in this
theme.

1. Manufactured Subtance In Industry

This learning area aims to provide an understanding of manufactured substances

in industry and its applications.

The content of this learning area is as follows:

? The manufacture of sulfuric acid in industry

? The uses of sulfuric acids
? The manufacture of ammonia
? Alloy
? Synthetic polymers
? Glass and ceramics
? Composite materials

2. Chemicals For Consumers

This learning area aims to provide an understanding of chemicals for consumers.

The content of this learning area is as follows:

? Soap and detergent

? Food additive
? Traditional medicines
? Modern medicines

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