SCHEME OF WORK 2007

CHEMISTRY

FORM FIVE

FIRST TERM – 03.01.2007 to 09.03.2007 ( 10 weeks)

19.03.2007 to 25.05.2007 ( 10 weeks)
THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 1. RATE OF REACTION

No. of Scientific Attitudes

Learning Suggested Learning Remarks/
week/ Learning Outcomes Thinking Skills Scientific Skills And
Objectives Activities Vocabulary
Weeks Noble Values

1 1.1 Discuss : A student is able to: • generatin • Observing • Being reactant-

Analysing rate of (a) the meaning of rate of • state what rate of g • Hypothesising honest and bahan tindak
reaction reaction, reaction is, ideas • Communicatin accurate in balas
(b) some examples of fast • relating g recording
reactions, • making • Interpreting and product-
(c) some examples of slow hypothesi data validating hasil tindak balas
reactions. s data.
• making • Being rate of reaction-
Discuss to identify • identify observable conclusio cooperativ kadar tindak balas
observable changes to changes to reactants n e
reactants or products and its or products for • problem • Being observable change-
method of measurement in determining rate of solving systematic perubahan yang
order to determine the rate reaction, dapat
of reaction. diperhatikan

Carry out an activity • determine average

involving a reaction between rate of reaction,
zinc and acid, and plot a
• determine the rate of
graph to determine average
reaction at any given
rate of reaction and the rate
time from a graph,
of reaction at any given time.

Carry out problem solving

activities involving rates of
reaction.
• solve numerical
problems involving
average rate of
reaction,
• solve numerical
problem involving rate
of reaction at any
given time.

1
No. of Scientific Attitudes
Learning Suggested Learning Remarks/
week/ Learning Outcomes Thinking Skills Scientific Skills And
Objectives Activities Vocabulary
Weeks Noble Values

2 1.2 Discuss possible factors A student is able to: • generatin • experimenting • being honest catalyst -
Synthesising affecting the rate of reaction. • design experiment to g • predicting and accurate in mangkin
factors affecting investigate factors ideas • interpreting recording and
the rate of Design and carry out affecting the rate of • relating data validating data decomposition-
reaction activities to investigate reaction, • making • inferring • being penguraian
factors affecting the rate of hypothesi systematic
reaction, i.e. size of reactant, s • being
concentration, temperature • analyzing cooperative
and catalyst. • contributi • being confident
ng and
Some suggested reactions: • making independent
(a) a reaction between conclusio
calcium carbonate, CaCO3 , • give examples of n
and hydrochloric acid, HCl, reactions that are • predicting
(b) a reaction between affected by size of • making
sodium thiosulphate, reactant, inference
Na2S2O3, and sulphuric acid, concentration, s
H2SO4, temperature and • problem
(c) decomposition of catalyst, solving
hydrogen peroxide, H2O2, in
the presence of a catalyst.

View computer stimulations

to investigate how the
movement and collision of
particles in a reaction are
affected by temperature, • explain how each
size of reactant, pressure, factor affects the rate
concentration and catalyst. of reaction,

Collect and interpret data to

explain factors affecting the
rate of reaction in the
following:
(a) combustion of charcoal, • describe how factors
(b) storing food in a affecting the rate of
refrigerator, reaction are applied
(c) cooking food in a in daily life and
pressure cooker, industrial processes,
(d) industrial production of
ammonia, sulphuric acid
and nitric acid.

Solve problems involving • solve problems

rate of reaction. involving factors
affecting rate of
reaction.
2
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values

3 1.3 Carry out simulations on: A student is able to: Relating Inferring Being systematic. Effective collision
Synthesising ideas (a) movement and collision of -perlanggaran
on collision theory particles in chemical • relate reaction with Visualising berkesan
reactions, energy produced by
(b) movement and collision of movement and effective Activation energy
particles in reaction affected collision of particles, – tenaga
by temperature, size of pengaktifan
reactant, pressure, • describe activation
concentration and catalyst. energy, Frequency –
frekuensi/kekera
Collect, interpret data and • sketch and describe pan
discuss the following: energy profile diagram
(a) collision Energy profile
(b) effective collision diagram-
• relate the frequency of
(c) activation energy Rajah profil
effective collisions with
(d) collision frequency tenaga
the rate of reaction
(e) effective collision
frequency,
(f) energy profile diagram. • relate the frequency of
effective collisions with
factors influencing the
Discuss to conceptualise rate of reaction
collision theory
• describe how a certain
factor affects the
collision of particles in a
reaction.

4 1.4 Carry out some daily activities A student is able to: Thinking Observing
Appreciating the
Practising scientific related to factors affecting the rationally
knowledge to rate of reaction. • Apply knowledge on Predicting contribution of
enhance quality of factors affecting the rate science and
life Collect and interpret data on of reaction in everyday technology.
scientists’ contribution in activities.
enhancing the quality of life. • Adopt problem solving
approaches and make
Carry out problem solving rational decisions based
activities involving rate of on research.
reaction in the field of science
and technology through
experiment and research.

3
 THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA : 2. CARBON COMPOUNDS

No. of Scientific Attitudes

Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values

5 2.1 Understanding Collect and interpret data on: A student is able to: • Making • Making • Being Saturated-
carbon compounds (a) the meaning of carbon hypothese hypothses responsible tepu
compound • state what carbon s • Controlling about the safety
(b) the meaning of organic compound is • Making variables of oneself ,
compound with respect inferences • Experimenti others and Unsaturated-
to its sources, content • state that carbon • Relating ng environment tak tepu
and combustion compounds can be • Being
• Synthesi- • Communica-
products, classified into two cooperative combustion-
sing ting
groups, i.e. organic and • Daring to try pembakaran
• Making • Observing
inorganic • Being systematic
conclusion • Interpreting
(c) the meaning of s data
• state what organic
hydrocarbon, inclusive • Inferring
compound is
of saturated and
unsaturated
hydrocarbons,
(d) sources of hydrocarbon
(e) examples of organic
• gives examples of
and inorganic
organic and inorganic
compounds
carbon compounds
• state what hydrocarbon
is
• lists the sources of
hydrocarbon

Carry out an activity to

identify the products to the • identify the combustion
combustion of organic products of organic
compounds, i.e. carbon carbon compounds
dioxide and water

6 2.2 Analysing Collect and interpret data on:

alkanes (a) the meaning of alkane A student is able to: • Interpreting
(b) the meaning of structural • state what alkane is • Comparin data
formula • state what structural g and • Inferring
contrastin • Being systematic
formula is
Carry out an activity to g • Thinking
construct molecular models • deduce the molecular • Sequencin rationally
and draw structural formulae g • Being confident
4
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values
of the first ten straight-chain formulae of the first ten • Making and independent Straight-chain
alkanes alkanes inferences Alkane-
• draw the structural Alkana rantai
formulae for the first ten lurus
Construct a table showing straight-chain alkanes
names, molecular formulae,
structural formulae and • deduce the general substitution-
physical properties of the fist formulae of alkanes penukargantian
ten straight-chain alkanes. • name the first ten
alkanes
Collect and interpret data on:
(a) physical properties of
alkanes i.e. melting and
• relate changes in
boiling points, density,
physical properties with
physical state at room
increase in the number
temperature, solubility in
of carbon atoms in
water and electrical
alkane molecules
conductivity
(b) chemical properties of
alkanes i.e. combustion,
substitution reactions with • explain the effect of the
halogen increase in number of
carbon atoms in alkane
molecules on the boiling
Discuss: points
(a) the relationship between
changes in physical
properties with increase in the • describe complete and
number of carbon atoms in incomplete combustion
alkane molecules of alkanes
(b) the effect on boiling points
of alkanes due to increase in
the number of carbon atoms
in alkane molecules
(C) the complete and
incomplete combustion of
alkane
(d) the substitution reaction of
alkanes

Write chemical equations for • describe the substitution

combustion and substitution reaction of alkanes
reaction of methane.
• write chemical equation
for combustion and
Discuss that decomposition of substitution reaction of
organic matter produces methane
methane and how this may

5
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values
cause fire in land fills and • describe how methane
peat swamps. affects everyday life

7 TEST 1

8 2.3 Analysing Collect and interpret data on

alkenes the meaning of alkene. Addition-
• Hypothesisin Penambahan
Carry out an activity to A student is able: g
construct molecular models • state what alkene is • Controlling
and draw structural formulae • deduce the molecular • Making variable • Being diligent
of the first nine straight- chain formulae of the first nine hypothese • Experimenti and persevering
alkenes with one double alkenes s ng • Being
bond. • Visualising cooperative Sootiness-
• deduce the general • Communica-
• Comparin • Being systematic kejelagaan
formula of alkenes ting
g and • Observing • Being confident
Construct a table showing contrastin • Interpreting and independant
names, molecular formulae, g
structural formulae and data
• Analysing • Classifying
physical properties of the first
nine straight-chain alkenes. • name the first nine • Relating
alkenes • Making
Collect and interpret data on: • draw the structural conclusion
(a) physical properties of formulae for the first s
alkenes i.e melting and nine straight-chain
boiling points, density, alkenes
physical state at room
temperature, solubility in • relate changes in
water and electrical physical properties with
conductivity increase in the alkene
(b) chemical properties of molecules
alkenes i.e combustion,
addition reaction and
polymerization.
• explain the effects on
Discuss: boiling points of alkenes
(a) the relationship between due to increase in the
changes of physical number of carbon
properties with increase in the atoms in alkene
number of carbon atoms in molecules
alkene molecules
(b) how the increase in the
number of carbon atoms in • describe chemical
alkene affect their boiling properties of alkenes
points
(c) the combustion of alkenes
(d) the addition reaction of
alkenes

6
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values
(e) the polymerization of
alkene

Write chemical equations for

combustion, addition and
polymerization reaction of
alkene.

Investigate addition reactions

of alkenes through computer
simulation.

Carry out activities to

compare properties of
alkanes and alkenes having
the same number of carbon
atms such as hexane, C6H14,
and hexane, C6H12, with
respect to:
(a) sootiness of flame
(b) reactions with bromine,
Br2, • compare and contrast
(c) reaction with acidified alkanes with alkenes
potassium manganate(VII),
KMnO4.

Compare qualitatively the • relate the reactivities of

sootiness of flame during alkanes and alkenes to
combustion of an alkane with their chemical bonds
the corresponding alkene.

Discuss to generalize 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.

• generalize the
characteristics of
homologous series
based on alkanes and
alkenes.

7
No. of Scientific Attitudes
Learning Remarks/
week/ Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Objectives Vocabulary
Weeks Noble Values

9 2.4 A student is able to: • Grouping • Classifying • Systematic IUPAC

Synthesising ideas Construct all possible models • Classifying • Observing • Daring to try nomenclature-
on isomerism and draw structural formulae • construct various • Relating • Predicting • Confident sistem penamaan
for a particular alkane and structural formulae of a IUPAC
• Visualising • Independent
alkene. particular alkane and
alkene,
Construct a table showing
names and formulae of alkyl
groups.

Discuss isomerism.
• explain what isomerism
Discuss the existence of is,
isomers.
• use IUPAC
Draw structural formulae of nomenclature to name
alkane and alkene isomers isomers,
and name them.

Examine isomerism through

models or computer
simulations.

10 2.5 A student is able to : • Making • Controlling • Having interest Functional group-

Analysing alcohols Carry out an activity to derive hypothesis variables • and curiosity kumpulan
the general formula or • state the general • Attributing • Experimentin towards the berfungsi
alcohols and identify the formula of alcohols, • Infererring g environment
functional group. • Communicati • Systematic Odour- bau
• Predicting
• identify the functional • Making ng • Being
group of alcohols, Fermentation-
conclusion • Observing cooperative
penapaian
Construct a table of names • Interpreting
and molecular formulae for the data Distillation-
• list the names and the • Inferring
first four alcohols. molecular formulae of penyulingan
the first four alcohols,
Carry out an activity to draw Volatility-
various possible structural kemeruapan
formulae of the first four • draw structural formulae
alcohols and name them. for isomers of propanol
(C3H7OH) and butanol

8
No. of Scientific Attitudes
Learning Remarks/
week/ Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Objectives Vocabulary
Weeks Noble Values
(C4H8OH),

• name isomers of
propanol and butanol
using IUPAC
nomenclature,

Collect and interpret data on

the industrial production of • describe the industrial
ethanol production of ethanol,

Carry out an activity on the

preparation of ethanol in the • describe the
laboratory through preparation of ethanol
fermentation and distillation. in the laboratory,

Collect and interpret data on • state the physical Dehydration-

the physical properties of properties of ethanol, pendehidratan
ethanol ( C2H5OH) i.e,
colour, odour, boiling point,
physical state at room
temperature, volatility and
solubility.

Carry out activities to • describe the chemical

investigate the chemical properties of ethanol,
properties of ethanol in terms
of :
(a) combustion,
(b) oxidation,
(c) dehydration.

Write chemical equations for

the above reactions involving
ethanol, propanol and butanol.

Carry out an activity to predict

the chemical properties for • predict the chemical
other members of alcohols. properties of other
members of alcohols,
Collect and interpret data on:
(a) uses of alcohols in
everyday life,
• explain with examples
(b) effects of alcohol misuse
the uses of alcohols in
and abuse.
9
No. of Scientific Attitudes
Learning Remarks/
week/ Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Objectives Vocabulary
Weeks Noble Values
everyday life,

• explain the effects of

the misuse and abuse
of alcohols.

10
No. of Scientific Attitudes
Learning Suggested Learning Remarks/
week/ Learning Outcomes Thinking Skills Scientific Skills And
Objectives Activities Vocabulary
Weeks Noble Values

11 2.6 A student is able to : • Making • Controlling • Systematic

Analysing Carry out an activity to hypothesis variables • Being
carboxylic acids derive the general • state the general • Attributing • Experimenting cooperative
formula of carboxylic formula of carboxylic • Infererring • Communicating • Daring to try
acids and identify the acids, • Predicting • Observing • Being
functional group.
• Making • Interpreting data responsible
• identify the functional about the
conclusion • Inferring
group of carboxylic safety of
acids, oneself,
Construct a table with
others, and
names and molecular • list the names and the
formulae of the first four the molecular environment
members of carboxylic formulae of the first
acid and draw their four members of
structural formulae. carboxylic acids,

• draw structural
formulae of the first
four members of
carboxylic acid and
name them using the
IUPAC
Collect and interpret data
nomenclature,
on the preparation of
ethanoic acid
(CH3COOH) in the
laboratory. • describe the
preparation of
Colllect and interpret ethanoic acid in the
data on the physical laboratory,
properties of ethanoic
acid, i.e colour, odour,
boiling point , physical • state the physical
state at room temperature properties of
and solubility in water. carboxylic acids,

Carry out activities to

investigate the chemical
properties of ethanoic
acid through its reaction • state the chemical
with: reactions of ethanoic
(a) base, acid with other
(b) metallic carbonate, chemicals,
(c ) metal,
(d) alcohol.

11
No. of Scientific Attitudes
Learning Suggested Learning Remarks/
week/ Learning Outcomes Thinking Skills Scientific Skills And
Objectives Activities Vocabulary
Weeks Noble Values

Carry out an activity to

write chemical equations
for the above reactions
involving propanoic acid
(C2H7COOH) and
butanoic acid
(C3H7COOH).

Carry out an activity to

predict the chemical
properties of other • predict the chemical
members of carboxylic properties for other
acids. members of
carboxylic acid,
Collect and interpret data
on the uses of carboxylic
acids in everyday life. • explain with
examples the uses
of carboxylic acids in
everyday life.

12
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values

12 2.7 Carry out an activity to derive A student is able to: Critical – Observing, Having critical and
Analysing esters the general formula of esters • State the general Attributing Classifying analytical science
and identify he functional formula of esters Creative - and technology
group • Identify the functional Generating Ideas
group of esters
Critical -
Construct a table of molecular • List the names and Attributing
formulae and names of esters molecular formulae of Creative -
simples esters Generating ideas
• Draw structural
formulae of simple
esters and name them
using the IUPAC
Critical -
nomenclature
Sequencing
Carry out an activity to Experimenting Being responsible Esterification –
prepare ethyl ethanoate in the • Describe the about the safety of pengesteran
laboratory preparation of ester in oneself, others and
the laboratory Critical - the environment
Attributing
Carry out an activity to Extraction –
investigate the physical • State the physical Observing pengekstrakan
properties of ethyl ethanoate properties of ethyl
ethanoate
Creative –
Predicting
Discuss to predict the esters • Predict the ester
produced from the produced from the Predicting
esterification between various esterification reaction
carboxylic acids and alcohols

Write equations for • Write equations for the

esterification reactions esterification reactions Creative –
Making Realising that
Collect and interpret data on:- • State the natural Inferences science is means to
a) natural sources of ester sources of ester Interpreting understand nature
b) uses of ester in everyday data Being thankful to God
life

Carry out a project to extract • State the uses of ester

esters from plants in everyday life
Experimenting

13
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values

13 2.8 Collect and interpret data on:- A student is able to: Critical - Appreciating the
Evaluating fats a) what oils and fats are • State what oils are Attributing contribution of
b) why our body needs oils • State what fats are science and
and fats • State the importance of Interpreting technology
c) sources and the uses of oils and fats for body data Being thankful to God
oils and fats processes
d) the difference between oils
• State the sources of oils
and fats at room
and fats
temperature in terms of
physical state • List the uses of oils and Classifying
e) structural formulae for fat fats Critical - Having critical and
molecules of certain fatty • State the differences Comparing and analytical thinking
acids between oils and fats Contrasting
• Identify structural
formulae for fats
molecule of certain fatty
acids

• State what saturated Critical -

Collect and interpret data on:- fats are Attributing Appreciating the
a) what saturated and • State what unsaturated balance of nature
unsaturated fats are fats are
b) sources and compositions • Compare and contrast
of saturated and unsaturated between saturated and Critical - Classifying
fats unsaturated fats Comparing and
c) the differences between • Describe the process of Contrasting
saturated and unsaturated
changing unsaturated
fats
fats to saturated fats
d) the need to convert
• Describe the effects of
unsaturated to saturated fats Appreciating and
e) effects of fats on health eating food high in fats practicing clean and
on health healthy living
• Describe the industrial
extraction of palm oil

Critical –
• Justify the uses of palm Sequencing
oil in food production

Discuss the production of Communicatin Appreciating the

14
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values
margarine by hydrogenation g contribution of
science and
technology

Visit a palm oil factory,

margarine manufacturing
plant or palm oil research
institute

14 2.9 A student is able to: Appreciating the Elasticity-

Analysing natural Collect and interpret data on:- • List examples of contribution of Kekenyalan
rubber a) natural polymers i.e natural natural polymers and Attributing Interpreting science and
rubber, starch and protein their monomers data technology
and their respective • Draw the structural Vulcanised –
monomers formula of natural Being thankful to God Tervulkan
b) properties of natural rubber rubber
in terms of elasticity, • State the properties of
oxidation and the effects of natural rubber
heat and solvents
• State the uses of
c) uses of natural rubber coagulation –
natural rubber
d) structural formula of natural penggumpalan
rubber
Realising that
Carry out an activity to • Describe the science is a means to
investigate the coagulation of coagulation process of understand nature
latex and methods to prevent latex Experimenting
coagulation
• Describe the method
Carry out activities to produce used to prevent latex
latex products such as gloves from coagulating Being thankful to God
and balloons Experimenting
• Describe the
Carry out an activity to vulcanisation of rubber
produce vulcanized rubber • Describe how the
presence of sulphur Experimenting Appreciating the
Investigate the process of atoms changes the contribution of
rubber vulcanization using properties of science and
computer simulation vulcanised rubber Observing technology

Discuss :-
a) how the presence of
sulphur atoms in
vulcanised rubber changes
the properties of vulcanised Inferring

15
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values
rubber
b) research on natural rubber
in Malaysia • Compare and contrast
the properties of
Carry out an activity to vulcanised and Comparing and Interpret data
compare the elasticity of unvulcanised natural contrasting
vulcanised and unvulcanised rubber.
natural rubber

Visit a rubber plantation, a

latex processing factory , a
rubber product manufacturing
plant or a rubber research
institute

15 2.10 Construct a table naming A student is able to: Appreciating the

Creating awareness each member of the • describe the systematic Grouping and Classifying contribution of
of order in homologous series according in naming members of classifying science and
homologous series to the increasing number of homologous series technology
carbon atoms
• describe the order in the
physical and chemical
Discuss the order in the properties of
physical and chemical compounds in
properties of compound in homologous series
homologous series

15 2.11 Collect and interpret data on A student is able to Appreciating and Gratefulness-
Expresing the existence of a variety of • Describe the existence Interpreting data Analysing practicing clean and kesyukuran
gratefulness for the organic materials in consumer of various organic healthy living
variety of the variety products materials and their
of organic materials uses in everyday life
in nature
Attend activities (talks, forum, • Practise good nutrition
exhibition) related to good for health
nutrition or health
• Relate the contribution
Conduct a forum related to of palm oil and natural Appreciating the
the contribution of palm oil rubber to the economic Communicating All thinking contribution of
and natural rubber industries development of the skills science and
with the country’s economy. country. technology

16
 THEME : INTERACTIONS BETWEEN CHEMICALS
LEARNING AREA : 3. OXIDATION AND REDUCTION

No. of Scientific Attitudes

Learning Remarks/
week/ Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Objectives Vocabulary
Weeks Noble Values

16 - 18 3.1 Collect and interpret data on A student is able to : Oxidizing

Analysing redox oxidation, reduction, redox Conceptualising Interpreting data Thinking rationally Agent –
reactions reaction, oxidising agent and • state what oxidation is, agen
reducing agent based on: • state what reduction is, pengoksidaan
a) loss or gain of oxygen, • explain what redox
b) loss or gain of hydrogen, reaction is, Reducing
c) transfer of electron , Agent –
• state what oxidising agent
d) change in oxidation Agen
is,
number Penurunan
• state what reducing agent
is, Oxidation
Calculate the oxidation number of state –
an element in a compound. Problem solving Measuring and Having critical and keadaan
• calculate the oxidation using numbers analytical thinking pengoksidaan
Carry out an activity to identify the number of an element in a
oxidation number of an element in compound , Relating Communicating Being systematic metal
a compound and name the • relate the oxidation displacement-
compound and name the number of an element to penyesaran
compound using the IUPAC the name of its compound logam
nomenclature. using the IUPAC
nomenclature,

Carry out an activity to identify

oxidation and reduction processes Making Inferring Being fair and just
in chemical equations: inferences
a) using oxidation number • explain with examples Thinking rationally
b) in terms of electron oxidation and reduction
transfer processes in terms of the Being flexible and
change in oxidation open-minded
number,
• explain with examples
oxidation and reduction
processes in terms of
electron transfer
Carry out activities to investigate Making Inferring Having critical and
oxidation and reduction in the inferences analytical thinking
following reactions:

a) combustion of metal in oxygen • explain with examples

or chlorine, oxidising and reducing
agents in redox reactions,
b) heating of metallic oxide with
carbon,

17
No. of Scientific Attitudes
Learning Remarks/
week/ Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Objectives Vocabulary
Weeks Noble Values
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 Synthesising Communicating Appreciating the

oxidation and reduction half- balance of nature
equations and ionic equations for
the above reactions.

• write oxidation and

reduction half-equation
and ionic equations.

19 – 20 MID YEAR EXAM

18
 SECOND TERM – 11.06.2007 to 17.08.2007 ( 10 weeks )
27.08.2007 to 16.11.2007 ( 12 weeks )

Scientific
No. of Attitudes
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And Remarks/ Vocabulary
Weeks Noble
Values

1 3.2 Collect and interpret data on A student is able to: Generating ideas Interpreting data Realising corrosion –
Analysing rusting as • conditions for the rusting of • State the conditions for Observing that science kakisan
a redox reaction iron the rusting of iron is a means
• the meaning of corrosion of • State what corrosion of to rusting –
metal metal is understand pengaratan
• the process of rusting in • Describe the process of Inferring nature
terms of oxidation and rusting in terms of
reduction oxidation and reduction
• Generate ideas on the use
Discuss the redox reaction in of other metals to control
corrosion of metals including rusting Relating &
rusting • Explain with examples on visualising Having
the use of a more Predicting critical and
Discuss on the use of other electropositive metal to Making conclusion analytical
metals to control rusting control metal corrosion thinking
• Explain with examples on Experimenting
Carry out an activity to the use of a less Grouping and
investigate the effect of iron nails electropositive metal to classifying Being
when it is in contact with other control metal corrosion cooperative
metals. Evaluating
Being
Collect and interpret data on Sequencing honest and
methods to control metal accurate in
corrosion using a more recording
electropositive metal or a less and
electropositive metal validating
data

2 3.3 A student is able :

Understanding the Carry out an activity to Comparing and Observing Having an Reactivity series
reactivity series of investigate the reactivity of some - compare the contrasting interest and - siri kereaktifan
metals and its metals with oxygen. differences in the curiosity
application vigour of reactions of towards the
some metals with envirionment Vigour –
Arrange metals in term of their oxygen Sequencing Kecergasan
19
 Scientific
No. of Attitudes
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And Remarks/ Vocabulary
Weeks Noble
Values
reactivity with oxygen Classifying Appreciating
- deduce the reactivity the
series of metals contribution Extraction-
Predicting of science Pengekstrakan
Carry out activity to determine - determine the Predicting and
The position of carbon and position of carbon technology
hydrogen in the reactivity series and hydrogen in the
of metals reactivity series of Being
metals systematic
Predicting ,
Discuss to predict the position of - state what the Making Defining Thinking
other metals in the reactivity reactivity series of generalisation operationally rationally
series metals are
Relating
Collect and interprete data on the - describe the Experimenting
extraction of iron and tin extraction of iron and
tin from their ores

Visit metal extraction factories - explain the use of Making Inferring

or view a video on the extraction carbon as the main generalisation
of metals reducing agent in
metal extraction
Discuss the use of the reactivity
series of metals to predict - use the reactivirty Inventing Predicting
possible reactions involving series of metals to
metals predict possible
reaction involving
metal

3 3.4 A student is able to:

Carry out activity to investigate Comparasing and Observing Appreciating Electrolytic cell-
Analysing redox oxidation and reduction reactions • explain with examples contrasting the balance Sel elektrolisis
reactions in in electrolytic and chemical cells the oxidation and Inferring of nature
electrolytic and reduction reactions at the Analysing Chemical cell-
chemical cells Using computer simulation, study electrodes of various Communicating Having Sel kimia
and discuss redox reactions in chemical cells critical and
various types of cells • explain with examples Generating ideas analytical Energy
the oxidation and thinking Conversion-
Discuss the differences between reduction reactions at the Relating Pertukaran
electrolytic and chemical cells in electrodes of various Tenaga
term of : electrolytic cells Being
(a) basic structure, energy • state the differences cooperative
conversion and the between electrolytic and Transfer of
transfer of electrons at chemical cells in terms of Electrons-
the electrodes, basic structure, energy Pemindahan

20
 Scientific
No. of Attitudes
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And Remarks/ Vocabulary
Weeks Noble
Values
(b) oxidation and reduction conversion and transfer elektron
processes of electrons at the
electrodes
• compare and contrast
electrolytic and chemical
cells with reference to the
oxidation and reduction
processes.

4 3.5 Discuss the applications of the A student is able to: Analysing

Appreaciating the change of oxidation number in Relating Interpreting data
ability of elements to substances in the following • Describe the various Communicating Oxidation number or
change their processes: applications of the change oxidation state –
oxidation numbers a. Extracting metal from its ore of oxidation number in nombor pengoksidaan
b. Corrosion of metal substances
c. Preventing corrosion of  Being Corrosion – kakisan
metal objectives
d. Generation of electricity by  Having Extraction of metal –
cell critical pengekstrakan loga
e. Recycling of metals and
analytical
Collect and interpret data on: thinking
a. The existence of various Generating ideas
types of ores in our country • Describe the existence of Evaluating Communicating
b. Methods of preventing various types of ores in Attributing
corrosion of metal our country
c. Varieties of chemical cells
• Describe efforts to prevent
d. Recycling of metals
corrosion of metals
Describe the contribution of
Discuss:
metal extraction industry ti the
a. The contribution of metal
economy of our
extraction industry to the  Being
country’appreciate chemical
economy of our country cooperati
cell as a source of renewable
b. The potential of new ve
energy
chemical cells to be  Being
developed as an alternative responsibl
source of renewable energy e about
the safety
of the
environm
ent

21
 THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 4. THERMOCHEMISTRY

No. of Scientific Attitudes

Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values

5 4.1 Evaluating Discuss the meaning of A student is able to : Generating Observing Having an interest
energy changes in exothermic and endothermic • State what exothermic ideas Classifying and curiosity towards
chemical reactions reactions. reaction is, Attributing, environment.
Carry out activities to study • State what endothermic Comparing
exothermic and endothermic reaction is, and Appreciating the
reactions in the : • Identify exothermic contrasting, balance of nature
a) reaction between sodium reactions, relating,
hydrogen carbonate, Grouping and
• Identify endothermic
NaHCO3 , and an acid, classifying
reactions,
b) reaction between sodium • Give examples of
hydroxide, NaOH , and exothermic reactions,
hydrochloric acid,HCl, • Give example of
c) dissolving of sodium
endothermic reactions,
hydroxide in water.
d) Dissolving of ammonium
chloride, NH4Cl,
ammonium nitrate,
NH4NO3, and ammonium
sulphate, ( NH4)2SO4, in
water.
Inferring
Carry out an activity to • Construct energy level Communicating
construct energy level diagrams for exothermic
diagrams for exothermic reactions,
and endothermic • Construct energy level
reactions. diagrams for
endothermic reactions, Relating Interpreting data
Discuss to interpret an energy Comparing Communicating
• Interpret energy level
level diagram. and Predicting
diagram
Discuss to interpret an energy contrasting
level diagram. • Interrelate energy
Discuss the release or the change with formation
and breaking of bonds Generating Having an interest
absorption of energy during ideas And curiosity
formation and breaking of towards the
bonds using simulation, environment
computer animation,games or
other methods.
Show and discuss the Describe the application of
application of exothermic and knowledge of exothermic
endothermic reactions, such and endothermic reactions
in everyday life.
22
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values
as in cold or hot packs.

6 4.2 Understanding Precipitation

heat of precipitation Discuss the meaning of heat A student is able : Attributing Interpreting data -pemendakan
of reaction for the following • State what heat of Classifying
types of reactions: reaction is, Comparing Displacement
a) precipitation • State what heat of and Having critical and -penyesaran
b)displacement precipitation is contrasting analytical thinking
c)neutralistion Neutralization
d)combustion Analyzing -peneutralan
Observing
Carry out an activity to • Determine the heat of Making Measuring and Being honest and Thermochemical
determine the heat of precipitation for a conclusions using numbers accurate in recording Equations
precipitation for a reaction reaction, And -Persamaan
and construct its energy level Communicating validating data Termokimia
• Construct an energy
diagram. Interpreting data
level diagram for a
Specific heat
precipitation reaction,
Carry out an activity to solve Capacity
numerical problems related to • Solve numerical -muatan haba
heat of precipitation using problems related to heat tentu
information based on of precipitation.
thermochemical equations.

7 4.3 Understanding Attributing Classifying Being diligent and

heat of displacement • Discuss the meaning of Analysing persevering
A student is able to : Having critical and
heat of displacement
• State what heat of analytical thinking
• Carry out an activity to
displacement is,
determine the heat of
displacement for a • Determine heat of
reaction and construct displacement,
the energy level diagram • Construct the energy
• Calculate heat of level diagram for a
displacement using displacement reaction,
information based on • Solve numerical
thermochemical problems related to heat
equations. of displacement relating Measuring and Being confident and
using numbers independent
• Carry out an activity to
Experimenting Being systematic
solve numerical problem
Observing
related to heat of
displacement using
information based on
thermochemical
equations

8 4.4 Understanding
heat of neutralisation Conceptualisin Being thankful to god

23
No. of
week/ Learning Objectives Suggested Learning Activities
Weeks
• Discuss the meaning of
heat of neuralisation
• Carry out activities to
determine the heat of
neutralization and
construct energy level
diagrams for the
following types of
reaction 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
neutralisation for a strong
acid/or strong alkali with
heat of neutrlisation for a
reaction involving a weak
acid and a weak alkali
Carry out an activity to solve
numerical problem related to
heat of neutralization using
information based on
thermochemical equations.
Scientific Attitudes
Remarks/
Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Noble Values
A student is able to: g Being respectful
• State what heat of
neutralisation is,
• Determine the heat of Appreciating the
neutralisation, contribution of
• Construct energy level science and
diagrams for various technology
types of neutralisation
reactions,
Comparing Classifying Being cooperative
Being responsible
• Compare the heat of
neutrlisation for the
reaction between a
strong acid and a strong
alkali with the heat of
neuralisation for a
reaction between a
weak acid and /or a
Comparing Controlling
weak alkali
variables
• Explain the difference of
the heat of
neutralisation for a
strong acid and strong
alkali with the heat of
neutralisation for a
reaction involving a
weak acid and/or a relating Measuring and
weak alkali
using numbers
• Solve numerical
problems related to heat
of neutralisation
24
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values

9 4.5 Grouping and Classifying Being responsible

Understanding Heat classifying about the safety of Heat of
of Combustion Discuss the meaning of heat A student is able to oneself, others and Combustion:
of combustion All thinking Experimenting the environment Haba
skills and manipulative Pembakaran
Carry out activities to • State what is meant by skills
determine the heat of the heat of combustion All thinking Communicating Fuel- bahan api
combustion of various skills
alcohols • Determine the heat of Appreciating the Fuel value –
combustion for a contribution of Nilai haba bahan
reaction science and api
Comparing Interpreting data technology
Discuss: • Construct an energy and
a) the difference between level diagram for a contrasting Having analytical and
heat of combustion of combustion reaction Attributing Classifying critical thinking
various alcohols,
b) the difference between Comparing Interpreting data
fuel values of various and Being objective and
• Compare the heat of
fuels, contrasting rational
combustion for various
c) the selection of suitable
alcohols,
fuels for specific All thinking Communicating
purposes • State what is meant by skills
the fuel value, Comparing
• Describe the differences and
between heats of contrasting Having critical and
combustion of various analytical thinking
alcohols,
• Describe the Problem Measuring and
applications of fuel solving using numbers
Carry out an activity to solve value
numerical problems related to • Compare and contrast
heat of combustion using the fuel values for
information based on thermo- various fuels
chemical equations
Solve numerical problems
related to heat of
combustion

9 4.6
Appreciating the Harnessing
existence of Carry out group activities Visualising, Predicting, Appreciating the energy sources –
various energy where each group: synthesizing, Interpreting data contribution of penyadapan
sources a) brainstorm and generating science and sumber tenaga
identify the various A student is able to: ideas technology, being
energy sources, Making thankful to God, Environmental
b) choose an energy • describe a variety of decisions, being responsible pollution –

25
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values
source, energy sources Evaluating about the safety of pencemaran
c) identify technology • identify various oneself, others, and alam
used to harness this technologies used to the environment
energy, harness energy
d) discuss the pros and
cons in using this
energy source Making Interpreting data
decisions
Discuss the use of various
energy sources and its effects
on humans and the
environment Justify the use of a particular
energy source.

26
THEME : PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS
LEARNING AREA : 5. CHEMICALS FOR COMSUMERS

27
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values

10 5.1 Collect and interpret data on : A student is able to: Comparing & Classifying Appreciating the additive –
Analysing soap and (a) the history of soap • State what soap is, contrasting Observing contribution of bahan
detergent manufacturing, • State what detergent is, science & technology tambahan
(b) what soap and detergent • Describe soap Grouping & Experimenting
are, preparation process, classifying Observing Being responsible biological
(c) the additives in detergent about the safety of enzyme
such as biological Evaluating Interpreting Data oneself, others and -
enzymes and whitening Communicating the environment enzim biologi
agents, Making
(d) the preparation of conclusions Manipulative Being cooperative detergent –
• Describe detergent
detergent. skills diligent and detergen
preparation process,
persevering
Carry out an activity to saponification –
prepare soap using the • Describe the cleansing saponifikasi
saponification process. action of soap,
TA :
Investigate the cleansing • Describe the cleansing Detergent box,
action of soap and detergent action of detergent, soap,
using simulation and examples of
computer animation detergent and
soap
Discuss : • Compare and contrast
(a) the cleansing action of the effectiveness of the TA:
soap and detergent, cleansing action of soap Lab apparatus
(b) the differences in the and detergent, for
effectiveness of the • Identify the additives in saponification
cleansing action of soap detergent and their process, chart
and detergent. respective functions

Conduct a competition or The use of

carry out a project related to : banned
(a) the manufacturing of substances
soap, such
(b) the preparation of as alkyl
detergent for multiple benzene
purposes such as sulphonate to
shampoo and dish illustrate
cleaner detergent
preparation
should be
avoided.

TA :
Materials for
detergent
production
project
28
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values

10 5.1 Collect and interpret data on : A student is able to: Comparing & Classifying Appreciating the additive –
Analysing soap and (a) the history of soap • State what soap is, contrasting Observing contribution of bahan
detergent manufacturing, • State what detergent is, science & technology tambahan
(b) what soap and detergent • Describe soap Grouping & Experimenting
are, preparation process, classifying Observing Being responsible biological
(c) the additives in detergent about the safety of enzyme
such as biological Evaluating Interpreting Data oneself, others and -
enzymes and whitening Communicating the environment enzim biologi
agents, Making
(d) the preparation of conclusions Manipulative Being cooperative detergent –
• Describe detergent
detergent. skills diligent and detergen
preparation process,
persevering
Carry out an activity to saponification –
prepare soap using the • Describe the cleansing saponifikasi
saponification process. action of soap,
TA :
Investigate the cleansing • Describe the cleansing Detergent box,
action of soap and detergent action of detergent, soap,
using simulation and examples of
computer animation detergent and
soap
Discuss : • Compare and contrast
(a) the cleansing action of the effectiveness of the TA:
soap and detergent, cleansing action of soap Lab apparatus
(b) the differences in the and detergent, for
effectiveness of the • Identify the additives in saponification
cleansing action of soap detergent and their process, chart
and detergent. respective functions

Conduct a competition or The use of

carry out a project related to : banned
(a) the manufacturing of substances
soap, such
(b) the preparation of as alkyl
detergent for multiple benzene
purposes such as sulphonate to
shampoo and dish illustrate
cleaner detergent
preparation
should be
avoided.

TA :
Materials for
detergent
production
project
29
No. of Scientific Attitudes
Remarks/
week/ Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills And
Vocabulary
Weeks Noble Values

10 5.1 Collect and interpret data on : A student is able to: Comparing & Classifying Appreciating the additive –
Analysing soap and (a) the history of soap • State what soap is, contrasting Observing contribution of bahan
detergent manufacturing, • State what detergent is, science & technology tambahan
(b) what soap and detergent • Describe soap Grouping & Experimenting
are, preparation process, classifying Observing Being responsible biological
(c) the additives in detergent about the safety of enzyme
such as biological Evaluating Interpreting Data oneself, others and -
enzymes and whitening Communicating the environment enzim biologi
agents, Making
(d) the preparation of conclusions Manipulative Being cooperative detergent –
• Describe detergent
detergent. skills diligent and detergen
preparation process,
persevering
Carry out an activity to saponification –
prepare soap using the • Describe the cleansing saponifikasi
saponification process. action of soap,
TA :
Investigate the cleansing • Describe the cleansing Detergent box,
action of soap and detergent action of detergent, soap,
using simulation and examples of
computer animation detergent and
soap
Discuss : • Compare and contrast
(a) the cleansing action of the effectiveness of the TA:
soap and detergent, cleansing action of soap Lab apparatus
(b) the differences in the and detergent, for
effectiveness of the • Identify the additives in saponification
cleansing action of soap detergent and their process, chart
and detergent. respective functions

Conduct a competition or The use of

carry out a project related to : banned
(a) the manufacturing of substances
soap, such
(b) the preparation of as alkyl
detergent for multiple benzene
purposes such as sulphonate to
shampoo and dish illustrate
cleaner detergent
preparation
should be
avoided.

TA :
Materials for
detergent
production
project
30
31