Chapter 1 Experimental Chemistry

Lesson 1.1 (2 periods)

1.1 How Are Physical Quantities Measured?
Learning Outcomes
· State common physical quantities measured in the Chemistry laboratory.
· Name appropriate apparatus for the measurement of time, temperature, length, mass and volume.
· Suggest suitable apparatus for a variety of experiments.

Students’ Prior Knowledge

· Students have learnt about physical quantities such as length, mass and volume to calculate density in
Secondary 1.

Potential Learning Difficulties

· Students have to learn when to use different apparatus to measure volumes of liquids.
· There may be confusion between common units and SI units of physical quantities.

Common Misconception

No. Misconception Correct Explanation

1 Since 1 m = 10 dm, 1 m3 equals 10 dm3. 1 m3 = 103 dm3

= 1000 dm3

Lesson 1.1 (double period)

Activate Prior Knowledge (5 minutes) Resources

· Encourage students to share what they recall about COVID-19 Digital Resource(s)
testing during the pandemic. · Chapter 1 Lesson 1.1
· Possible responses: Nasal swabs, polymerase chain reaction PPT slides 1–5
(PCR), antigen rapid test (ART)
· Allow students to share their experiences with the COVID-19
tests.

Capture Interest (10 minutes) Resources

· Launch the video in Chemistry Connect on Textbook p. 1. Core Material(s)

· Allow students to form their own ideas about PCR tests after · Textbook p. 1
watching the clip.
· Refer students to PPT slide 7 or Textbook p. 1. Digital Resource(s)
· Ask: How do you think the PCR test is related to · Chapter 1 Lesson 1.1
chromatography? What other techniques can we use to separate PPT slides 6–7
a substance from a mixture? · Chemistry Connect TB eBook
· Challenge students to give examples of separation techniques p. 1: Video on PCR tests
and how they can be used to separate various mixtures.
· Possible responses: Scooping oil from water, removing iron
filings using a magnet, sieving rocks from fine sand

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 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
 Construct Understanding (25 minutes) Resources

1.1 How Are Physical Quantities Measured? Core Material(s)

· Textbook p. 2–6
· Refer students to PPT slides 9–21 or Textbook pp. 2–6.
Digital Resource(s)
· Introduce students to the use of touch pads on swimming pool · Chapter 1 Lesson 1.1
walls to determine the specific timing each swimmer takes. PPT slides 8–21
· Highlight that it is important to measure physical quantities before
the data can be studied.
· Explain that various units can be used to measure a physical
quantity, but SI units are used as a common standard for
recording measurements in science.

· Introduce the second (s) as the SI unit for time.

· Invite volunteers to share other common units for time and how
they are related to each other.

· Introduce the kelvin (K) as the SI unit for temperature.

· Explain the conversion of temperature between kelvin and
degree Celsius.

· Introduce the metre (m) as the SI unit for length.

· Highlight how the different units of length are related.

· Introduce the gram (g) as the SI unit for mass.

· Highlight how the different units of mass are related.
· Challenge students to think about the advantages and
disadvantages of using the beam balance over the electronic
balance.

· Introduce the cubic metre (m3) as the SI unit for volume.

· Highlight how the different units of volume are related.
· Lead students to deduce that different apparatus are used to
measure different volumes of liquids, depending on the range
and accuracy required.
· Show students the correct way of reading the volume of a liquid
based on the meniscus formed.
· Explain that the volume of a gas can be measured using a gas
syringe, and using similar units as the volume of a liquid.

Consolidate Learning (25 minutes) Resources

· Have students attempt the following: Core Material(s)

- Let’s Practise 1.1 on Textbook p. 6 · Textbook p. 6
· Go through the answers with the class.
· Address any misconceptions or queries raised by the students. Digital Resource(s)
· Chapter 1 Lesson 1.1
PPT slides 22–23

Enrichment (10 minutes) Resources

· Show students the video on PPT slide 25 which highlights the Digital Resource(s)
importance of the SI units, or metric system. · Chapter 1 Lessons 1.1
· Encourage volunteers to share what they have learnt from the PPT slides 24–26
video. · Video on the history of
· Challenge students to name some commonly used imperial units SI units:
and suggest why they have not been replaced. (https://www.youtube.com/wat
ch?v=7bUVjJWA6Vw)

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 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
Lesson 1.2 (2 periods)
1.2 How Are Gases Collected?
Learning Outcome
· Suggest suitable apparatus for the drying and collection of gases.

Students’ Prior Knowledge

· Students have learnt about the behaviour of substances of different densities in a mixture.

Potential Learning Difficulties

· Students have to learn how to apply the relevant gas collection and drying methods for gases with
different properties, without knowing much about the reactions.
· There may be confusion between the upward and downward delivery methods to collect gases.

Common Misconception

No. Misconception Correct Explanation

1 Any method can be used to collect a sample
of gas.
The method to collect a sample of gas
depends on the physical properties of the gas.
However, a gas syringe can be used to collect
small and accurate volumes of all types of
gases.

Lesson 1.2 (double period)

Capture Interest (15 minutes) Resources

· Refer students to PPT slide 31. Digital Resource(s)

· Explain that other than in the surrounding air, gases are also · Chapter 1 Lesson 1.2
present in many objects around us. PPT slides 27–31
· Ask: Where can you find gases?
· Possible answers: Carbonated drinks, balloons, smoke from
barbecues, vehicle exhaust fumes
· Highlight that scientists sometimes need to collect samples of
gases for further analysis.

Construct Understanding (20 minutes) Resources

1.2 How Are Gases Collected? Core Material(s)

· Textbook p. 7–8
· Refer students to PPT slides 33–35 or Textbook p. 7.
· Introduce the different methods of collecting gases. Digital Resource(s)
· Explain that these methods are dependent on the physical · Chapter 1 Lesson 1.2
properties of the gas, such as its solubility and density. PPT slides 32–38
· Support students by comparing the relative molecular mass (Mr)
of some gases to that of air (Mr of about 30).

· Refer students to PPT slides 36–38 or Textbook p. 8.

· Highlight that some gases produced may require drying before it
can be collected and studied.
· Go through the various methods for drying gases.

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 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
 Consolidate Learning (25 minutes) Resources

· Have students attempt the following: Core Material(s)

- Let’s Practise 1.2 on Textbook p. 8 · Textbook p. 8
- Worksheet 1A on Theory Workbook pp. 1–3 · Theory Workbook
· Go through the answers with the class. Worksheet 1A pp. 1–3
· Address any misconceptions or queries raised by the students.
Digital Resource(s)
· Chapter 1 Lesson 1.2
PPT slides 39–41

Enrichment (10 minutes) Resources

· Show the class the article on PPT slide 43 about toxic gases and Digital Resource(s)
their effects. · Chapter 1 Lesson 1.2
· Encourage students to discuss the importance of using the PPT slides 42–44
correct methods to collect gases. · Article on toxic gases and
their effects:
(https://www.sciencedirect.co
m/science/article/pii/B978012
815846300020X)

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 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
Lesson 1.3 (6 periods)
1.3 How Are Substances in Mixtures Separated?
Learning Outcomes
· Describe methods of separation and purification for the components of mixtures.
· Suggest suitable separation and purification methods for different types of mixtures.
· Interpret paper chromatograms.
· Explain the need for locating agents in the chromatography of colourless compounds.

Students’ Prior Knowledge

· Students have learnt that a mixture is made up of two or more elements and/or compounds that are not
chemically combined.
· Students have learnt the basics of some separation techniques such as using magnetic attraction,
filtration, evaporation, distillation and chromatography.

Potential Learning Difficulties

· Students have to learn to decide the separation method to use for different types of mixtures.
· There may be confusion between evaporation to dryness and crystallisation, as well as simple distillation
and fractional distillation.
· There may be confusion between the terms “miscible”, “immiscible”, “homogeneous solution” and
“heterogeneous solution”.

Common Misconception

No. Misconception Correct Explanation

1 A solvent dissolves in a solute. A solute dissolves in a solvent.

Lesson 1.3A (single period)

Activate Prior Knowledge (5 minutes) Resources

· Refer students to PPT slide 46, Kahoot! Quiz. Digital Resource(s)

· Conduct the Kahoot! Quiz to recap the separation techniques · Chapter 1 Lesson 1.3
taught in Secondary 1. PPT slides 45–48
· Address any misconception observed.
· For Question 1, recap that magnetic attraction is used to
separate magnetic substances from non-magnetic substances.
· For Question 2, recap that filtration separates a solid from a
liquid.
· For Question 3, recap that distillation separates substances that
boil at different temperatures.

Capture Interest (5 minutes) Resources

· Refer students to PPT slide 50. Digital Resource(s)

· Ask: How can you separate the solid ingredients from a pot of · Chapter 1 Lesson 1.3
soup? What kitchen tools or equipment can you use? PPT slides 49–50
· Possible answers: Strainer scoops, sieves, soup bags
· Highlight that these tools help to separate solids from liquids.

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 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
 Construct Understanding — Part 1 (30 minutes) Resources

1.3 How Are Substances in Mixtures Separated? Core Material(s)

· Textbook pp. 9–11
· Refer students to the Disciplinary Idea on PPT slide 52 or
Textbook p. 9. Digital Resource(s)
· Highlight that the physical properties of the components in the · Chapter 1 Lesson 1.3
mixture determine the separation techniques to be used, which PPT slides 51–57
will be covered in this lesson. · Video on the sublimation of
iodine:
· Refer students to PPT slides 53–56 or Textbook pp. 9–11. (https://www.youtube.com/wat
· Go through the various techniques to separate solid–solid ch?v=jX9pskbKSw0)
mixtures.
· Invite students to deduce that magnetic attraction is used to
separate useful magnetic substances from the non-magnetic
waste in a landfill.
· Explain how a sieve can separate solids of different particle
sizes.
· Highlight that the solubility of substances in a solvent can also be
used to separate the components of a mixture. Students may be
confused between the terms “solute” and “solvent”. Clear any
misconceptions before moving on.
· Introduce the concept of sublimation, using examples such as
carbon dioxide, iodine or ammonium chloride.
· Support students by showing them the video on PPT slide 57 to
better understand the process of sublimation.

Lesson 1.3B (single period)

Construct Understanding — Part 2 (30 minutes) Resources

· Refer students to PPT slides 60–66 or Textbook pp. 11–14. Core Material(s)
· Go through the various techniques to separate solid–liquid · Textbook pp. 11–14
mixtures.
· Recap that filtration can separate an insoluble solid from a liquid. Digital Resource(s)
Explain that the term “insoluble” can be defined as the inability of · Chapter 1 Lesson 1.3
a substance to dissolve in a solvent. PPT slides 58–66
· Help students recall that evaporation to dryness helps to
separate a dissolved solid from its solvent, using the drying of
sea salt at salt pans as an example.
· Highlight crystallisation as a method to separate a heat-sensitive
solid from its solvent, which is different from evaporation to
dryness. Explain that a saturated solution is one in which no
more solute can be dissolved.
· Explain that simple distillation separates a pure solvent, in liquid
form, from its solution.

Lesson 1.3C (double period)

Construct Understanding — Part 3 (30 minutes) Resources

· Refer students to the concept cartoon on PPT slide 69 or Core Material(s)

Textbook p. 14. · Textbook pp. 14–20
· Invite volunteers to share ideas on how they can enjoy curry
without the layer of oil. Digital Resource(s)
· Have students decipher which person has the better method to · Chapter 1 Lesson 1.3
enjoy their roti prata in curry without the layer of oil. PPT slides 67–81

· Refer students to PPT slides 70–81 or Textbook pp. 15–20.

· Support students by reiterating the definition of mixtures.
· Go through the various techniques to separate liquid–liquid
mixtures.

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 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
 · Provide some examples of homogeneous mixtures, such as soda
and tea, to aid students’ understanding. Oil-water mixtures and
blood are examples of heterogeneous mixtures.
· Introduce students to the use of a separating funnel to separate
immiscible liquids.
· Build on students prior understanding of chromatography and
highlight the terms “chromatogram” and “Rf value”.

· Go through the experiment in Let’s Investigate 1A on

Textbook p. 17.
· Allow students to practise finding the Rf values for the
chromatograms.
· Highlight some applications of chromatography, which may
involve the use of locating agents.

· Explain that fractional distillation separates miscible liquids with

different boiling points. Point out that the set-up is similar to
simple distillation, with an additional fractionating column.
· Highlight the industrial applications of fractional distillation.

· Go through the problem in Worked Example 1A with the class.

· Invite volunteers to share their methods before showing them the
thought process and answer.

Consolidate Learning — Part 1 (40 minutes) Resources

· Have students attempt the following: Core Material(s)

- Let’s Practise 1.3 on Textbook p. 21 · Textbook p. 21
- Worksheet 1B on Theory Workbook pp. 4–6 · Theory Workbook
· Go through the answers with the class. Worksheet 1B pp. 4–6
· Address any misconceptions or queries raised by the students.
Digital Resource(s)
· Chapter 1 Lesson 1.3
PPT slides 82–84

Lesson 1.3D (double period)

Consolidate Learning — Part 2 Resources

· Have students attempt the following: Core Material(s)

- Experiment 1B on Practical Workbook p. 17–22 · Practical Workbook
· Go through the answers with the class. Experiment 1B pp. 17–22
· Address any misconceptions or queries raised by the students.
· Remind students to use a pencil for marking out and labelling on Digital Resource(s)
the chromatogram. · Chapter 1 Lesson 1.3
PPT slides 85–87

Enrichment (10 minutes) Resources

· Launch the quiz in Chemistry Connect on Textbook p. 20. Core Material(s)

· Allow students some time to complete the quiz. · Textbook p. 20
· Encourage students to share some learning points with the class.
Digital Resource(s)
· Chapter 1 Lesson 1.3
PPT slides 88–90
· Chemistry Connect TB eBook
p. 20: Quiz on separation
techniques

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 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
Lesson 1.4 (3 periods)
1.4 How Can the Purity of Substances Be Determined?
Learning Outcomes
· Explain the importance of measuring the purity of substances used in everyday life.
· Deduce the identities of substances and their purity from given melting point and boiling point data.

Students’ Prior Knowledge

· A mixture has the same characteristics as its constituents.

Common Misconception

No. Misconception Correct Explanation

1 A pure substance melts over a range of A pure substance has a specific melting
values. and/or boiling point under fixed conditions.

Lesson 1.4A (single period)

Capture Interest (10 minutes) Resources

· Refer students to PPT slide 95. Digital Resource(s)

· Introduce students to pure crystalline aluminium oxide · Chapter 1 Lesson 1.4
(corundum) as a colourless crystal. PPT slide 91–95
· Highlight that it can appear as coloured gemstones in the
presence of impurities.
· Allow students to search the Internet for some examples of the
impurities and the colour of the gemstone they form.

Construct Understanding (25 minutes) Resources

1.4 How Can the Purity of Substances Be Determined? Core Material(s)

· Textbook pp. 21–22
· Refer students to PPT slides 97–98 or Textbook pp. 21–22.
· Explain that the purity of substances is usually determined via its Digital Resource(s)
melting or boiling point. Mixtures melt or boil over a range of · Chapter 1 Lesson 1.4
temperatures, while pure substances melt or boil at a fixed PPT slides 96–99
temperature.
· Highlight how this concept is applied in helping to prevent the
formation of ice on the surface of roads in some countries during
winter.

· Go through the problem in Worked Example 1B with the class.

· Invite volunteers to share their methods before showing them the
thought process and answer.

Lesson 1.4B (double period)

Consolidate Learning (1 hour) Resources

· Have students attempt the following: Core Material(s)

- Let’s Practise 1.4 on Textbook p. 22 · Textbook p. 22–24
- Worksheet 1C on Theory Workbook p. 7 · Theory Workbook
- Let’s Assess and Let’s Reflect on Theory Workbook p. 8 Worksheet 1C p. 7
Let’s Assess and Let’s Reflect
· Go through the answers with the class.
p. 8
· Address any misconceptions or queries raised by the students.
Digital Resource(s)
· As a summary, walk students through Let’s Map It on PPT slide
· Chapter 1 Lesson 1.4
105 or Textbook p. 23. Encourage students to create their own
PPT slides 100–106
flowcharts at home, as revision.

1.8
 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
 Supporting Materials
· Have students attempt the following: Chemistry Matters ‘O’ Level:
- Let’s Review on Textbook p. 24 · Revision Guide, Chapter 1
· Go through the answers with the class. · Structured and Free-response
· Address any misconceptions or queries raised by the students. Questions, Chapter 1
· MCQs, Chapter 1
Note:
Additional questions can be found in the Online Question Bank.

Additional Revision and Practice

 Have students do further revision and practice using the
Supporting Materials.

Enrichment (10 minutes) Resources

· Show students the video on PPT slide 108 which demonstrates Digital Resource(s)
some interesting Chemistry experiments that will be covered in · Chapter 1 Lesson 1.4
the later chapters. PPT slides 106–110
· Encourage students to search the Internet for other exciting · Video on interesting
experiments to pique their interest in the subject. Chemistry experiments:
(https://www.youtube.com/wat
ch?v=uLp0NhNszQU)

1.9
 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan