CHEMISTRY

FORM FIVE YEARLY PLAN

2010
THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA: 1. RATE OF REACTION
Week Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and No. of Remarks
No. Scientific Skills noble values Periods
1 1.1 Analysing rate of Discuss: A student is able to: The rate of reaction at any Appreciating the 2 Reactants – bahan
reaction (a) the meaning of rate of reaction. • State what rate of reaction is, given time is also known as contribution of science tindak balas.
(b) some examples of fast reactions • Identify observable changes instantaneous rate of reaction. and technology. Product – hasil tindak
(c) some examples of slow reactions. to reactants or products for balas.
determining rate of reaction, Being thankful to God. 2 Rate of reaction –
1 Discuss to identify observable changes to • Determine average rate of kadar tindak balas.
reactants or products and its method of reaction, Observable change –
measurement in order to determine the rate of • Determine the rate of perubahan yang dapat
reaction. reaction at any given time diperhatikan.
from a graph,
Carry out an activity involving a reaction between • Solve numerical problems
zinc and acid, and plot a graph to determine involving average of
average rate of reaction and the rate of reaction at reaction,
any given time.
• Solve numerical problems
involving rate of reaction at
Carry out problem solving activities involving
any given time.
rates of reaction.
2 1.2 Synthesising factors Discuss possible factors affecting the rate of A student is able to: Using examples discuss the Being systematic & 2 Catalyst – mangkin
affecting the rate of reaction. meaning and characteristics of cooperative Decomposition –
reaction Design and carry out activities to investigate • Design experiments to catalyst. penguraian.
factors affecting the rate of reaction, i.e, size of investigate factors affecting Thinking rationally
reactant, concentration, temperature and catalyst. the rate of reaction, Size of reactants is related to
• Give examples of reactions the total surface area. Being confident & 2
Some suggested reactions: that are affected by size of independent
(a) a reaction between calcium carbonate, reactant, concentration, Experimenting
CaCO3, and hydrochloric acid, HCl, temperature and catalyst, Interpreting data Thinking critically ,
(b) a reaction between sodium thiosulphate, • Explain how each factor analytically and rationally
Na2S2O3, and sulphuric acid, H2SO4, affects the rate of reaction,
(c) decomposition of hydrogen peroxide, H2O2, • Describe how factors Be Thankful to God
in the presence of a catalyst. affecting the rate of reaction
are applied in daily life and
View computer simulations to investigate how the in industrial processes, Observing
movement and collision of particles in a reaction • Solve problems involving
are affected by temperature, size of reactant,
1
 pressure, concentration and catalyst. factors affecting rate of
reaction.
Collect and interpret data to explain factors
affecting the rate of reaction in the following:
(a) combustion of charcoal,
(b) storing food in a refrigerator,
(c) cooking food in a pressure cooker,
(d) industrial production of ammonia,
sulphuric acid and nitric acid.

Solve problems involving rate of reaction.

3 1.3 Synthesising ideas Carry out simulations on: A student is able to: Appreciating the 2
on collision theory (a) movement and collision of particles in contribution of science Effective collision –
chemical reactions. • Relate reaction with energy and technology. perlanggaran berkesan.
(b) movement and collision of particles in produced by movement and Activation energy –
reaction affected by temperature, size of effective collision of Being thankful to God. tenaga pengaktifan
reactant, pressure, concentration and particles, Frequency –
catalyst. • Describe activation energy, frekuensi / kekerapan.
• Sketch and describe energy 2 Energy profile diagram
Collect, interpret data and discuss the following: profile diagram, – rajah profil tenaga
(a) collision, • Relate the frequency of
(b) effective collision, effective collisions with the
(c) activation energy, rate of reaction,
(d) collision frequency, • Relate the frequency of
(e) effective collision frequency, effective collisions with
(f) energy profile diagram. factors influencing of
particles in a reaction.
Discuss to conceptualise collision theory.
• Describe how a certain factor
affects the collision of
particles in a reaction.
4 1.4 Practising scientific Carry out some daily activities related to factors A student is able to: 2
knowledge to affecting the rate of reaction.
enhance quality of • Apply knowledge on factors
life Collect and interpret data on scientists’ affecting the rate of reaction
contribution in enhancing the quality of life. in everyday activities.

Carry out problem solving activities involving rate • Adopt problem solving 2
of reaction in the field of science and technology approaches and make rational
through experiment and research. decisions based on research.

THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA: 2. CARBON COMPOUNDS
Week No. Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and No. of Remarks
Scientific Skills noble values Periods
5 2.1 Understanding Collect and interpret data on: A student is able to: Experimenting Interest and wanting to 2 Saturated – tepu
carbon compounds. Observing know Unsaturated – tak tepu
(a) the meaning of carbon compound, • State what carbon Classifying Combustion –
(b) the meaning of organic compound with compound is, Honest and recording pembakaran.
respect to its sources, content and • State that carbon Comparing data accurately
combustion products, compounds can be classified Collecting and classifying The term ‘organic’
(c) the meaning of hydrocarbon, inclusive of into two groups, i.e. organic Cooperation should not be limited
saturated and unsaturated hydrocarbons, and inorganic, to carbon compounds
(d) sources of hydrocarbon, • State what organic derived from living
(e) examples of organic and inorganic compound is, organism

2
 compounds. • Gives examples of organic
and inorganic carbon
Carry out an activity to identify the products of compounds, 2
the products of the combustion of organic • State what a hydrocarbon is,
compounds, i.e. carbon dioxide and water. • List the sources of
hydrocarbon,
• Identify the combustion
products of organic carbon
compounds.
6 2.2 Analysing alkanes Collect and interpret data on: A student is able to: Communicating Rational Thinking 2 Straight-chain alkane –
(a) the meaning of alkane, • State what alkane is, Analyzing data Critical and analysis alkana rantai lurus.
(b) the meaning of structural formula, • State what structural thinking
formula is, Characterizing Cooperation Substitution –
Carry out an activity to construct molecular • Deduce the molecular Attributing 2 penukargantian.
models and draw structural formulae of the first formulae of the first ten Analysis
ten straight-chain alkanes. alkanes,
• Draw the structural
8 Construct a table showing names, molecular formulae for the first ten 2
formulae, structural formulae and physical straight-chain alkanes,
properties of the first ten straight-chain alkanes. • Deduce the genenal formula
of alkanes, Methane may be used
Collect and interpret data on: as examples for
• Name the first ten alkanes,
(a) physical properties of alkanes, i.e. melting combustion and
and boiling, density, physical state at • Relate changes in physical substitution reactions
room temperature, solubility in water and properties with increase in
electrical conductivity, the number of carbon atoms
(b) chemical properties of alkanes, i.e. in alkane molecules,
combustion, substitution reactions with • Explain the effect of the
halogen. increase in number of
carbon atoms in alkane
Discuss: molecules on the molecules
(a) the relationship between changes in boiling points,
physical properties with increase in the • Describe complete and
number of carbon atoms in alkane incomplete combustion of
molecules, alkanes
(b) the effect on boiling points of alkanes due • Describe the substitution
to increase in the number of carbon atoms reaction of alkanes
in alkane molecules,
(c) the complete and incomplete of
combustion of alkanes,
(d) the substitution reactions of alkanes.

Write chemical equations for combustion and • Write chemical equations

substitution reactions of methane. for combustion and
substitution reactions of
Discuss the decompositiion of organic matter methane
produces methane and how this may • Describe how methane
couse fire in hand fills and peat swamps. affects everyday life.
8 2.3 Analysing alkenes Collect and interpret data on the meaning of A student is able to: Communicating Rational Thinking 2
alkene, Analyzing data Brave to try
State what alkene is, Addition –
construct molecular models and draw structural Comparing and find the Honest and recording penambahan
formulae of the first nine straight-chain alkenes Deduce the molecular formulae of difference data accurately
with one double bond. the first nine alkenes, Safety Sootiness-kejelagaan
Connecting 2
3
9 Construct a table showing names, molecular Deduce the general formula of Systematic
formulae, structural formulae and physical alkenes, Attributing
properties of the first nine straight-chain alkenes. Interest and wanting to
Name the first nine alkenes, Observing know
Collect and interpret data on:
(a) physical properties of alkenes, i.e. melting Draw the structural formulae for Concluding
and boiling points, density, physical state the first nine straight-chain
at room temperature, solubility in water alkenes,
and electrical conductivity,
(b) chemical properties of alkenes, i.e. Relate changes in physical
combustion, addition reaction and properties with increase in the
polymerisation. number of carbon atoms in alkene
molecules,
Discuss: 2
(a) the relationship between changes of Explain the effects on boiling
physical properties with increase in the points of alkenes due to increase
number of carbon atoms in alkene in the number of carbon atoms in Restrict to the first
molecules. alkene molecules, three members of
(b) how the increase in the number of carbon alkene
atoms in alkenes, affect their boiling
points, Describe chemical properties of
(c) the combustion alkenes, alkenes. Hexene or cyclohexene
(d) the addition reaction of alkenes, can bused
(e) the polymerisation of alkenes. Compare and contrast alkanes
with alkenes.
Write chemical equations for combustion,
addition and polymerisation reactions of alkenes. Relate the reactivities of alkanes
and alkenes to their chemical
Investigate addition reactions of alkenes through bonds.
computer simulation.
Generalise the characteristics of
Carry out activities to compare properties of homologous series based on
alkanes and alkenes having the same number of alkanes and alkenes.
carbon atoms such as hexane, C6H14, and hexene,
C6H12, with respect to:
(a) sootiness of flame,
(b) reactions with bromine, Br2,
(c) reaction with acidified potassium
manganate(VII), KMnO4.

Compare qualitatively the sootiness of flame

during combustion of an alkane with the
corresponding alkene.

Discuss to generalise the characteristics of

homologous series in terms of having the same
general formula, can be made by similar
methods, steady changes in physical properties,
and similar chemical properties.
10 2.4 Synhesising ideas on Construct all possible models and draw structural A student is able to: 2 IUPAC nomenclature –
isomerism formulae for a particular alkane and alkene. system penamaan
• Construct various structural IUPAC
Construct a table showing names and formulae formulae of a particular
of alkyl groups. alkane and alkene. (a) Examples of
2 isomers should not

4
 Discuss isomerism. • Explain what isomerism is, include cyclic carbon
Com pounds
Discuss the existence of isomers. • Use IUPAC nomenclature (b)Examples of
to name isomers. alkanes and alkenes
Draw structural formulae of alkane and alkene should not exceed five
isomers and name them. carbon atoms

Examine isomerism through models or computer

simulations.
12 2.5 Analysing alcohols Carry out an activity to derive the general A student is able to: 2 Functional group –
formula of alcohols and identify the functional kumpulan berfungsi
group. • State the general formula of
alcohols, Odour- bau
Construct a table of names and molecular
formulae for the first four alcohols. • Identify the functional Fermentation –
group of alcohols. Penapaian
Carry out an activity to draw variuos possible 2
structural formulae of the first four alcohols and • List the names and the Distillation –
name them. molecular formulae of the Penyulingan
first four alcohols.
Collct and interpret data on the industrial Volatility –
production of ethanol, • Draw structural formulae Kemeruapan
for isomers of propanol
Carry out an activity on the preparation of (C3H7OH) and butanol
ethanol in the laboratory through fermentation (C4H9OH).
and distillation.
• Name isomers of propanol Dehydration -
Collect and interpret data on the physical and butanol using IUPAC pendehidratan
properties of ethanol (C2H5OH), i.e. colour, nomenclature,
odour, boiling point, physical state at room
temperature, volatility and solubility.
• Describe the industrial
production of ethanol,
Carry out activities to investigate the chemical
properties of ethanol in terms of:
(a) combustion, • Describe the preparation of
(b) oxidation, ethanol in the laboratory,
(c) dehydration.
• State the physical properties
Write chemical equations for the above reactions of ethanol,
involving ethanol, propanol and butanol.
• Describe the chemical
Carry out an activity to predict the chemical properties of ethanol,
properties for other members of alcohols.
• Predict the chemical
Collect and interpret data on: properties of other members
(a) uses of alcohols in everyday life, of alcohols,
(b) effects of alcohol misuses and abuse.
• Explain with examples the
uses of alcohols in everyday
life,

• Explain the effects of the

misuse and abuse of
alcohols.
13 2.6 Analysing Carry out an activity to derive the general A student is able to: Being objective 2

5
 carboxylic acids formula of carboxylic acids and identify the
functional group. • State the general formula of Being thankful to
carboxylic acids, God
Construct a table with names and molecular
formulae of the first four members of carboxylic • Identify the functional Appreciate the
acid, and draw their structural formulae. group of carboxylic acids, contribution of
science and
Collect and interpret data on the preparation of • List the names and technology
ethanoic acid (CH3COOH) in the laboratory. molecular formulae of the
first four members of Being flexible and
Collect and interpret data on the physical carboxylic acid, 2
properties of ethanoic acid, i.e. colour, odour, open-minded
boiling point, physical state at room temperature • Draw structural formulae of
and solubility in water. Being systematic
the first four members of
carboxylic acid and name
Carry out activities to investigate the chemical them using the IUPAC
properties of ehanoic acid through its reactions nomemciature,
with:
(a) base, • Describe the preparation of
(b) metallic carbonate, ethanoic acid in the
(c) metal, laboratory,
(d) alcohol,
• State the physical properties
Carry out an activity to write chemical equations
of carboxylic acids,
for the above reactions involving propanoic acid
(C3H7COOH).
• State the chemical reactions
Carry out an activity to predict the chemical of ethanoic acid with other
properties of other members of carboxylic acids. chemicals,

Collect and interpret data on the uses of • Predict the chemical

carboxylic acids in everyday life. properties for other
members of carboxylic acid,

• Explain with examples the

uses of carboxylic acids in
everyday life.
14 2.7 Analysing esters Carry out an activity to derive the general A student is able to: Interpreting data Having an interest an 1 Esterification-
formula of esters and identify the functional curiosity towards the pengesteran
group. • State the general formula of Classifying environment Extraction-
esters, pengekstrakan
Construct a table of molecular formulae and • Identify the functional Collecting data Being objective
names of esters. group of esters. 1
• List the names and Relating Being thankful to God
Carry out an activity to prepare ethyl ethanoate molecular formulae of The separation
(CH3COOC2H5) in the laboratory. simple esters. Communicating Appreciate the process is not
• Draw structural formulae of contribution of science needed in the
Carry out an activity to investigate the physical simple esters and name Observing and technology preparation of ethyl
properties of ethyl ethanoate, them using the IUPAC ethanoate
nomenclature, Being flexible and 2
i.e. the odour and solubility. • Describe the preparation of open-minded Esterification
ester in the laboratory, involves molecules
Discuss to predict the esters produced from the Being responsible requiring catalyst ,
• State the physical properties
esterfication between various carboxylic acids about the safety of whereas
of ethyl ethanoate.
and alcohols. oneself, others and 2 neutralization
• Predict the ester produced
6
 from the esterification the environment involves ions to form
Write equations for esterification reactions. reaction. water
• Write equations for the
Collect and interpret data on: esterification reactions. Limit discussion to
(a) natural sources of ester, • State the natural sources of 2 esterification
(b) uses of ester in everyday life. ester. reactions between
• State the uses of ester in the first four
Carry out a project to extract esters from plants. everyday life. members of
carboxylic acids
1

2
15 2.8 Evaluationg fats Collect and interpret data on: A student is able to: Being thankful to God 2 Students are not
(a) what oils and fats are, Classifying required to know
(b) why our body needs oils and fats, • State what oils are, Appreciate the how to draw the
(c) sources and the uses of oils and fats, • State what fats are, Collecting data contribution of science structural formulae of
(d) the difference between oils and fats at • State the importance of oils and technology fat molecules
room temperature in terms of physical and fats for body processes, Interpreting data
state, • State the sources of iols and Being responsible
(e) structural formulae for fat molecules of fats, about the safety of
certain fatty acids. • List the uses of oils and fats, Comparing and contrasting oneself, others and
the environment Suggested fatty
• State the differences
Collect and interpret data on: Relating acids: Palmitic acid
between oils and fats,
(a) what saturated and unsaturated fats are, Being systematic CH3(CH3)14COOH
(b) sources and compositions of saturated and • Identify structural formulae Communicating
unsaturated fats, for fat molecules of certain Appreciating and Stearic acid
(c) the differences between saturated and fatty acids. Observing practising clean and CH3(CH3)16COOH
unsaturated fats, • State what saturated fats are, healthy living
(d) the need to convert unsaturated to • State what unsaturated fats Linoleic acid
saturated fats, are,
(e) effects of fats on health. • Comare and contrast
between saturated and Oleic acid
Discuss the production of margarine by unsaturated fats,
hydrogenation. • Describe the process of Students are not
changing unsaturated fats to required to know
Visit a palm oil factory, margarine saturated fats, how to draw th
manufacturing plant or palm oil research • Describe the effects of structural formulae
institute. eating food high in fats on of fat molecule
health,
Discuss: • Describe the industrial Margarine can also
(a) the advantages of palm oil as compared to extrction of pqlm oil. be produced by the
other vegetable oils, • Justify the use of palm oil in mechanical
(b) research on oil palm in Malaysia, food production. squeezing method
(c) the importance of palm oil industry to the
development of the country.
16 2.9 Collect and interpret data on : A student is able to: Interpreting data Having an interest an Students need only
Analysing natural rubber (a) natural polymer i.e. natural rubber, curiosity towards the to draw a simple
starch and protein, and their respective Classifying environment (molecular) structure
monomers, • list examples of natural formula of
(b) properties of natural rubber in terms of polymers and their Collecting data Being objective isopropane.
elasticity, oxidation and the effects of monomers,

7
 heat and solvents, Relating Being thankful to God
(c) uses of natural rubber, • draw the structural formula Unvulcanized rubber
(d) structural formula of a natural rubber. of natural rubber, Communicating Appreciate the is also known as
contribution of science non-vulcanized
• state the properties of
Carry out an activity to investigate the Observing and technology rubber.
natural rubber,
coagulation of latex and methods to prevent
coagulation. • state the uses of natural Comparing and contrasting Being flexible and
rubber, open-minded Elasticity-
Carry out activities to produce latex products Experimenting Kekenyalan
such as gloves and balloons. • describe the coagulation Being responsible
process of latex, about the safety of Vulcanized-
oneself, others and Tervulkan
• describe the method used the environment
to prevent latex from Coagulation-
Carry out an activity to produce vulcanized coagulation, penggumpalan
rubber. • describe the vulcanization
of rubber,
Investigate the process of rubber
vulcanization using computer simulation. • describe how the presence
of sulphur atoms changes
17 Discuss : the properties of vulcanized
(a) how the presence of sulphur atoms in rubber.
vulcanized rubber changes the Compare and contrast the
properties of vulcanized rubber. properties of vulcanized and
(b) Research on natural rubber in unvulcanized natural rubber.
Malaysia.

Carry out an activity to compare the

elasticity of vulcanized and unvulcalnized
natural rubber.

Visit a rubber plantation, a latex processing

factory, a rubber product manufacturing
plant or a rubber research institute.
17 Construct a table naming each member of the A student is able to : Critical tinking
2.10 homologous series according to the increasing Rational thinking
number of carbon atoms. Describe the systematic approach Systematic
Creating awareness of in naming members of
order in homologous Discuss the order in the physical and chemical homologous series
series properties of compounds in homologous series

Describe the order in the physical

and chemical properties of
compounds in homologous series.
18 Collect and interpret data on the existence of a A student is able to: Thankful to God Gratefulness-
2.11 variety of organic materials in consumer Appreciating and kesyukuran
Expressing gratefulness products. Describe the existence of various practice clean &
for the variety of organic organic materials and their uses in healthy living
materials in nature Attend activities (talks, forum, exhibition) every day life, Appreciating the
related to good nutrition for health. contribution of science
Practice good nutrition for health, and Technology
Conduct a forum related to the contribution of
palm oil and natural rubber industries with the
8
 country’s economy Relate the contribution of palm
oil and natural rubber to the
economic development of the
country.

Theme: INTERACTION BETWEEN CHEMICAL

Learning Area : OXIDATION AND RERDUCTION

Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
18 3.1 Collect and interpret data on A student is able to: Interpreting data Think rationally 5
Analysing oxidation, reduction, redox • state what oxidation is,
redox reaction, oxidising agent and Comparing and Being objective
reactions reducing agent based on : • state what reduction is, contrasting
(a) loss or gain of oxygen Being thankful to God
(b) loss or gain of hydrogen • explain what redox Collecting data
(c) transfer of electron reaction is, Appreciating the contribution
(d) change in oxidation Relating of science and technology
number. • state what oxidising agent
is, Being flexible and open-
Calculate the oxidation Communicating minded
number of an element in a • state what reducing agent
compound. is, Observing Being responsible about the
safety of oneself, others and
Carry out an activity to identify the environment
• calculate the oxidation
the oxidation number of an
number of an element in a
element in a compound and Being systematic
compound,
name the compound using the
IUPAC nomenclature.
• relate the oxidation
Carry out an activity to identify number of an element to
oxidation and reduction the name of its compound
processes in chemical using the IUPAC
equations : nomenclature,
(a) using oxidation number,
(b) in terms of electron • explain with examples
transfer. oxidation and reduction
processes in terms of the
change in oxidation
number,

• explain with examples

oxidation and reduction
processes in terms of
electron transfer,

Carry out activities to

investigate oxidation and • explain with examples
reduction in the following oxidising and reducing
reactions : agents in redox reactions,
(a) combustion of metal in
oxygen or chlorine,
9
Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
(b) heating of metallic oxide
with carbon,
(c) change of Fe2+ ions to Fe3+
ions and Fe3+ ions to Fe2+
ions,
(d) displacement of metal from
Its salt solution,
(e) displacement of halogen
from its halide solution,
(f) transfer of electrons at a
distance ( a variety of
solutions to be used ).

Carry out an activity to write

oxidation and reduction half- • write oxidation and
equations and ionic equations reduction half-equations
for the above reactions. and ionic equations.

Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
19 3.2 A student is able to: 2
Analysing Collect and interpret data on: • state the conditions for the Interpreting data Having an interest and
rusting as a (a) conditions for the rusting of iron, curiosity towards the
redox reaction rusting of iron, environment
(b) the meaning of • state what corrosion of
corrosion of metal, metal is,
(c) the process of
rusting in terms of • describe the process of
oxidation and rusting in terms of
reduction oxidation and reduction.

Discuss the redox reactions in

corrosion of metals including • generate ideas on the use Generating ideas 2
rusting. of other metals to control
rusting,
Discuss on the use of other
metals to control rusting • explain with examples on Comparing and
the uses of a more contrasting
Carry out an activity to electropositive metal to
investigate the effect on iron control metal corrosion, Experimenting Being cooperative
nails when it is in contact with
other metals, Relating
• explain with examples on
the use of a less
Collect and interpret data on
electropositive metal to
methods to control metal
control metal corrosion,
corrosion using a more
electropositive metal or a less
electropositive metal.

10
Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
20 3.3 A student is able to:
Understanding Carry out an activity to • compare the differences Experimenting 2
the reactivity investigate the reactivity of in the vigour of the
series of some metals with oxygen. reactions of some metals Comparing and
metals and its with oxygen, contrasting
application Arrange metals in terms of
their reactivity with oxygen. • deduce the reactivity Making conclusion
series of metals,
Carry out activity to determine
the position of carbon and • determine the position of Making inferences
hydrogen in the reactivity carbon and hydrogen in
series of metals. the reactivity series of
metals,
Discuss to predict the position
of other metals in the reactivity • state what the reactivity
series. series of metals are,
Visit metal extraction factors • describe the extraction of Generating ideas Appreciating the contribution of 2
or view a video on the iron and tin from their science and technology
extraction metals. ores,

• explain the use of carbon

as the main reducing
agent in metal extraction,
Predicting
• use the reactivity series of
metals to predict possible
reactions involving metals.
21 3.4 A student is able to:
Analysing Carry out an activity to • explain with examples the Analysing Thinking rationally 2
redox investigate oxidation and oxidation and reduction
reactions in reduction reactions in reactions at the electrons
electrolytic electrolytic and chemical cells, of various chemical cells,
and chemical
cells Using computer simulation, • explain with examples the
study and discuss redox oxidation and reduction
reactions in various types of reactions at the electrodes
cells. of various electrolytic
cells,.
Discuss the differences
between electrolytic and • State the differences Comparing and Being systematic
chemical cells in terms of between electrolytic and contrasting
(a) basic structure, chemical cells in terms of
energy conversion basic structure, energy
and the transfer of conversion and the
electrons at the transfer of electrons at the
electrodes, electrodes,
(b) oxidation and
reduction • Compare and contrast
processes. electrolytic ad chemical
cells with reference to the
oxidation and reduction

11
Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
processes

Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
21 3.5 1
Appreciating Discuss the applications of the A student is able to:
the ability of change of oxidation number in
elements to substances in the following .- describe the various
change their processes: applications of the change of
oxidation oxidation number in
numbers (a) extracting metal substances
from its ore
(b) corrosion of metal
(c) preventing corrosion
of metal
(d) generation of
electricity by cell
(e) recycling of metals

Collect and interpret data on: - describe the existence of Grouping and classifying Being systematic.
(a) the existence of various types of ores in our Being cooperative.
various types of ore country Collecting data
in our country relating Honest and accurate in
(b) methods of recording & validating data
preventing corrosion - describe efforts to prevent
of metal corrosion of metals • Having an interest and
(c) varieties of chemical curiosity towards the
cell environment,
(d) recycling of metal
Discuss: • having critical and
(a) the contribution of - describe the contribution of analytical thinking,
metal extraction metal extraction industry to the • Being confident and Look into cells/
industry to the economy of our country independent, technologies such
economy of our • Being diligent and as:
country persevering, - rechargeable
(b) the potential of new - appreciate chemical cell as a • Flexible and open-minded - alkaline
chemical cells to be source of renewable energy. - lithium
• Appreciating the
developed as an - photo/ solar
contribution of science
alternative source of -
and technology
renewable energy.

12
Theme: Interaction between chemicals
Learning Area : Thermochemistry

Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
22 4.1 Discuss the meaning of A student is able to: Defining Having an interest an curiosity 1
Evaluating exothermic and endothermic • State what exothermic towards the environment
energy and endothermic reactions. reaction is,
changes in • State what endothermic Being objective
chemical Carry out activities to study reaction is Experimenting
reactions exothermic and endothermic • Identify exothermic Interpreting data
reactions in the: reactions Being thankful to God
(a) reaction between sodium • Identify endothermic Comparing and
hydrogen carbonate, reactions. contrasting Appreciate the contribution of
NaHCO3 and an acid. • Give examples of science and technology
(b) reaction between sodium exothermic reactions. Measuring using number
hydroxide, NaOH and
• Give examples of
hydrochloric acid HCl. Relating Being flexible and open-
endothermic reactions.
(c) Dissolving of sodium minded
hydroxide in water, Communicating
(d) Dissolving of ammonium Being responsible about the
salts, such as ammonium Observing safety of oneself, others and
chloride, NH4Cl, the environment
ammonium nitrate,
NH4NO3 and ammonium
sulphate, (NH4)2SO4, in
water.

Carry out an activity to

construct energy level • Construct energy level All thinking skills
diagrams for exothermic and diagrams for exothermic
endothermic reactions. reactions.
• Construct energy level
Discuss to interprect an diagrams for endothermic
energy level diagram. reactions
• Interpret energy level
Discuss the release or the diagram.
absorption of energy during • Interrelate energy change
formation and breaking of with formation and Relating
bonds using simulation, breaking of bonds.
computer animation, games or
other methods. • Describe the application
of knowledge of Applying
Show and discuss the exothermic and
application of exothermic and endothermic reactions in

13
Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
endothermic reactions such as everyday life.
in cold or hot packs.

Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
25 4.2 Discuss the meaning of heat A student is able to: Defining
Understanding of reaction for the following • State what heat of
heat of types of reactions: reaction is
precipitation. (a) precipitation • State what precipitation
(b) displacement is,
(c) neutralization • Determine the heat of
(d) combustion precipitation for the
reaction.
Carry out an activity to • Construct an energy Experimenting
determine the heat of level diagram for a
precipitation for a reaction and precipitation reaction Interpreting data
construct its energy level • Solve numerical
diagram. problems related to heat Making conclusion
of precipitation.
Carry out an activity to solve Problems solving using
numerical problems related to numerical methods.
heat of precipitation using
information based on
thermochemical equations.
26 4.3 Discuss the meaning of heat A student is able to: Defining
Understanding of displacement. • State what heat of
heat of displacement is,
displacement Carry out an activity to • Determine heat of Experimenting
determine the heat of displacement,
displacement for a reaction • Construct the energy level Communicating
and construct the energy level diagram for a Making conclusion.
diagram. displacement reaction,
• Solve numerical problems
Calculate heat of related to heat of Problems solving using
displacement using displacement. numerical methods,
information based on
thermochemical equations.

Carry out an activity to solve

numerical problems related to
heat of displacement using the
information based on
thermochemical equations.

14
Week Learning Suggested Learning Activities
No. Objectives
27 4.4 Discuss the meaning of heat
Understanding of neutralisation
heat of
neutralisation Carry out activities to
determine the heat of
neutralisation,and construct
energy level diagrams, for the
following types of reactions
between:
(a) strong acid and strong
alkali,
(b) weak acid and strong
alkali,
(c) strong acid and weak
alkali,
(d) weak acid and weak alkali
Discuss the difference
between the heat of
neutralization for a strong acid
and/or strong alkali with heat
of neutralisation for a reaction
involving a weak acid and
weak alkali.
Carry out an activity to solve
numerical problems related to
heat of neutralisation using
information based on
thermochemical equations.
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to: Having an interest an curiosity 1
• State what heat of Interpreting data towards the environment
neutralisation is,
• Determine the heat of Classifying Being objective
neutralisation,
• Construct energy level
diagrams for various types Collecting data Being thankful to God
of neutralisation reactions,
• Compare the heat of Relating Appreciate the contribution of
neutralisation for the science and technology
reaction between strong
acid and a strong alkali
with the heat of Communicating Being flexible and open-
neutralisation for a minded
reaction between a weak
acid and/or a weak alkali, Observing Being responsible about the
• Explain the difference of safety of oneself, others and
the heat of neutralisation the environment
for a strong acid and a
strong alkali with the heat
of neutralisation for a
reaction involving a weak
acid and/or a weak alkali
• Solve numerical problems
related to heat of
neutralisation.
15
Week Learning Suggested Learning Activities
No. Objectives
28 4.5 Discuss the meaning of heat
Understanding combustion.
heat of
combustion Carry out an activity to
determine heat of combustion
of various alcohols.
Discuss:
a. the difference between heat
of combustion of various
alcohols,
b. the difference between fuel
values of various fuels,
c. the selection of suitable fuel
for specific purposes.
Carry out an activity to solve
numerical problems related to
heat of combustion using
information based on
thermochemical equations.
29 4.6 Carry out group work where
Appreciating each group:
the existence (a) brainstorm and identify the
of various various energy sources,
energy
sources (b) choose an energy source,
(c) identify technology used to
harness this energy,
(d) discuss the pros and cons
in using this energy source,
Discuss the use of various
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to: All thinking skills 2
• State what heat of Being cooperative
combustion is, Being objective
• Determine heat of Being confident and
combustion for a reaction, independent
• Construct an energy level Daring to try
diagrams for a
combustion reaction, Being honest and being
accurate in recording and
• Compare the heat of validating data
combustion of various
alcohols, Having critical and analytical
thinking
• State what fuel value is,
• Describe the difference
between heats of
Being diligent and persevering
combustion of various
Having critical and analytical
alcohols,
thinking
Being systematic
• Describe the applications
of fuel value,
• Compare and contrast
fuel values for various
fuels,
• Solve numerical problems
related to heat of
combustion.
A student is able to: All thinking skills All the scientific attitudes and 1
• Describe a variety of noble values
energy sources,
• Identify various
technology used to
harness energy,
• Justify the use of
particular energy source.
16
Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
30 5.1 Collect and interpret data on : A student is able to: 1
Analysing (a) the history of soap • State what soap is
Week Learning
soap and Suggested Learning Activities
manufacturing Learning
• State what Outcomes
detergent is Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives
detergent (b) what soap and detergent • Describe soap preparation Scientific Skills values Periods
energy sources and its effect
are process
on humans
(c) and the
the additives in detergent • Describe detergent
environment.
such as biological enzymes preparation process
and whitening agents • Describe the cleansing
(d) the preparation of action of soap and
detergent detergent
• Compare and contrast the
Carry out an activity to
effectiveness of the
prepare soap using Theme:
cleansing action of soap
saponification process PRODUCTION AND
and detergent
MANAGEMENT OF
Investigate the cleansing • Identify the additives in MANUFACTURED
action of soap and detergent detergent and their CHEMICALS
using simulation and computer respective function. Learning Area :
animation Chemicals for
consumers
Discuss
(a) the cleansing action of
soap and detergent
(b) the differences of the
effectiveness of the cleansing
action of soap and detergent

Conduct a competition to carry

out a project related to:
(a) the manufacturing of soap
(b) the preparation of
detergent for multiple
purposes such as shampoo
and dish cleaner
31 5.2 Collect and interpret data on A student is able to: 2
Evaluating the the various types of food • State the types of food
use of food additives in the market additives and their
additives examples
Collect and interpret data on • State the functions of
the types of chemicals used in each type of food
the food additives and their additives
functions as:
(a) preservatives and
antioxidants, eg sodium nitrite,
sodium benzoate, ascorbic
acid
(b) flavouring agents, e.g
monosodium
glutamate(MSG), aspartame
(c) stabilizers and thickening
agents, eg gelatine, acacia
Week Learning Suggested Learning Activities
gum Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives (d) dyes, eg, azo compound, Scientific Skills values Periods
33 5.4 triphenyl
Collect and interpret data on: A student is able to :
Apreciating a) Discovery of chemicals
the existence Carry outcan
that a project
improve to the
collect • Describe that the discovery
of chemicals and quality
observeofthe
life,labels
such ason of chemicals improves
food packs and identify the
additives used 17

Discuss • Justify the use as food

(a) the rationale for the use of additives
Week Learning Suggested Learning Activities
No. Objectives
antibiotic and detergent,
b) Side effects of chemicals
on life and the
environment,
c) Describe common traits
among scientists in
carrying out research,
such as patience,
meticulousness and
perseverance.
Carry out an activity to discuss
and predict how life would be
without chemicals.
Discuss and practice proper
management of chemicals
towards better life, hygiene
and health.
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
quality of life,
• State the side effects of
chemicals on humans and
the environment,
• Describe common traits
among scientists in
carrying out research,
• Describe life without
chemicals,
• State appreciation and
support for proper
management of chemicals.
18