Electrolysis was first discovered in the year 1800. After the invention of the voltaic pile by Alessandro Volta the same year, chemists used a battery and placed the poles in a container of water. There they discovered that current flowed and that hydrogen and oxygen appeared at the electrodes. When it comes to the chapter on electrolysis it is quite a challenge for most students as many end up being confused by the various nuances of the chapter as well as surprised by the various uses of electricity in chemistry. This is further compounded by the added needs of using the reactivity series of metals for this chapter. Which is why this course will be needed by most students as it goes in depth with the various uses for electrolysis for both chemistry and everyday life. And in time, even a normal student like you can invent something as revolutionary as a battery.

The development of the Periodic Table started in the 1800s as chemists began to recognise similarities in the properties of various elements and place them in families. In 1869, Russian chemist Dmitri Mendeleev created the framework that became the modern periodic table, leaving gaps for elements that were yet to be discovered. While arranging the elements according to their atomic weight, if he found that they did not fit into the group he would rearrange them. This content-heavy topic is the first chapter most secondary 4 students will be taught. The course is designed with a refreshing emphasis on observation and understanding of the difference between elements in the same group and periods. This course is designed to teach students the different physical properties of elements in the same period as well as some special properties shared between certain element groups so students can better appreciate the order and design of the Periodic table, and draw trends and hypotheses on anomalies and applications of elements found in the Periodic Table.

Chemists like Humphry Davy and Svante Arrhenius played important roles in providing a comprehensive understanding of what happens in chemical reactions. A new era of electrochemistry started when Humphry Davy (1778–1829), a British chemist, built a powerful battery to pass electricity through molten salts. This era resulted in advancements made in chemistry such as this chapter on energy changes. This chapter is a difficult chapter for most students as it introduces a unit of measurement that most students will not be used to. That being the unit of measurement for energy or Kilojoules. Having this new unit might possibly confuse or scare students initially. But once that hurdle is overcome. This chapter becomes a lot simpler. Which is what this course aims to do. With simple to understand lectures as well as challenging exam questions taken from schools all across Singapore. Students will be able to seamlessly overcome what was once a massive hurdle and go on to ace this chapter. Making even Humphry Davy proud.

In this chapter, students are mainly taught  the factors affecting the rate of reaction and the energy changes during a reaction. Mastery of this chapter allows students to understand the importance of controlling variables in making comparisons. This course is designed for students to have a confident approach when dealing with questions from this chapter as well as for students to flawlessly ace such questions. More importantly, it will review concepts taught in Chapter 11, 12, and 13 as cross references to further examine the command of students’ abilities in Chemistry. As such, this is the application of chemical concepts across many major themes and should be taken with care to pursue Chemistry to a higher level.

Although he received the Nobel Prize in Chemistry for the synthesis of ammonia, Haber was controversial for his role in developing Germany's poison-gas program during World War I. Fritz Haber's synthesis of ammonia from its elements, hydrogen and nitrogen, earned him the 1918 Nobel Prize in Chemistry. His process was soon scaled up by BASF’s great chemist and engineer Carl Bosch and became known as the Haber-Bosch process, considered by many as one of the most important technological advances of the 20th century. Haber’s breakthrough enabled mass production of agricultural fertilizers and led to a massive increase in growth of crops for human consumption. Despite the uniqueness of its history, this gas is not unfamiliar for its unique smell to students; a smell that pierces the nostrils of any student brave enough to take a sniff, leaving a most memorable impact for the next few days as a nasal neuronal recall. This gas is the main feature of chapter 19 with a main focus on the procedure and conditions needed for its creation. The course is designed to aid students to model scientific breakthroughs and appreciate the importance of industrial scaling, hoping to inspire students that interests in chemical development and research could lead to a lofty prize: the next Nobel Prize for the invention of a gas reeking of flatulence might just go to you.

Our atmosphere has been taken for granted in the past. In the last few decades, scientists and the general public began to realise the adverse effects of pollutants on the air we breathe. It is recognised that pollutants such as sulfur dioxide, oxides of nitrogen, carbon monoxide and particulates released into the atmosphere as a result of energy generation and increased use of motor vehicles, have serious health and environmental consequences. Increase in levels of carbon dioxide gas leading to global warming has been a worldwide concern. Many nations have taken steps to discuss the reasons behind environmental changes and rise in Earth’s temperature which has given grounds to global warming. At the 2015 United Nations Climate Change Conference, the Paris Agreement drafted aims to hold the increase in the global average temperature to below 2 °C above pre-industrial levels. With the control of carbon emissions, the world is likely to face less severe consequences of extreme weather conditions such as floods and tsunamis. In this chapter, the sources of air pollutants and their effects are examined. Students are taught to value the knowledge of the hazardous nature of pollutants and the environmental issues related to air pollution. This is where the course is efficacious in providing short succinct yet relevant insights to lecture materials, data handling and industrial applications through tutorials of exam questions. With funny and easy to understand lectures as well as diverse and challenging quizzes, any student will soon be saying “no” to NOs and “so bad” to sulfur dioxide pollution.

In the nineteenth century, chemists believed that all organic chemicals originated in tissues of living organisms. Friedrich Wohler, in 1828, challenged this belief and synthesized the organic compound urea, a compound found in urine, under laboratory conditions. His work led other chemists to attempt the synthesis of other organic compounds. In this section, students examine the sources of fuels, some basic concepts of organic chemistry such as homologous series, functional group, general formula and structural formula, and polymers. Students should be able to identify and name unbranched alkanes, alkenes, alcohols and carboxylic acids. They should recognise that materials such as plastics, detergents and medicines, and even the food that we eat are examples of organic compounds. Students should be able to value the need for assessing the impacts of the use of synthetic materials and the environmental issues related to the use of plastics. With such requirements put on students, most students will regard the organic chemistry chapters the most difficult chapters in the entire syllabus. Many students tend to struggle even at the introduction of the chapter and will continue struggling with the chapter as it constantly introduces new key terms, ideas and catalysts. Which is where this course comes in. The course is designed to allow students to effectively and easily understand and comprehend what is being taught in the classroom and in time, master a chapter which their peers will still be struggling in.

Evidence of alcoholic beverages has also been found dating from 5400–5000 BC in Hajji Firuz Tepe in Iran, 3150 BC in ancient Egypt. Early evidence of distillation comes from Akkadian tablets dated c. 1200 BC describing perfumery operations, providing textual evidence that an early, primitive form of distillation was known to the Babylonians of ancient Mesopotamia. Early evidence of distillation also comes from alchemists working in Alexandria, Roman Egypt, in the 1st century. 

Most students will simply think of a drink or a swab when hearing the word alcohol, but they will never think of the various types of alcohols produced from organic molecules such as alkanes and alkenes and so on. All of which will be taught to students with this chapter. Given that the chapter is extremely content heavy, most students will find themselves struggling to keep up with the teachers in class. And that is where this course comes in. This course will help a student understand and grasp the concepts being taught to them in class and reinforce said concepts through various quizzes and tests taken from schools around Singapore, allowing any student to be eventually triumph and toast their victory over the challenging chapter.

 

Especially over the last 50 years plastics have saturated our world and changed the way that we live. The first synthetic polymer was invented in 1869 by John Wesley Hyatt, who was inspired by a New York firm's offer of $10,000 for anyone who could provide a substitute for ivory. Despite it being a major convenience, plastic is in fact a major problem for our environment. This chapter is designed to teach students the problems caused by plastic as well as showcase the development of plastics like Nylon and Terylene which are studied as an application of condensation reactions. Although arguably the easiest chapter in the list of organic chemistry chapters. this chapter is also quite difficult and students may find themselves struggling with the various reactions and the various plastics produced. This course aims to help students understand the detriment of plastics and the various plastics and methods to produce them, giving students the final part to guaranteeing the A1 in their hands.

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