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8/2/2019 Yearly Lesson Plan Chemistry
1/18
CHEMISTRYFORM FIVE YEARLY PLAN
2010THEME : INTERACTION BETWEEN CHEMICALSLEARNING AREA : 1. RATE OF REACTION
Week
No.
Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills and ScientificSkills
Scientific attitudes andnoble values
No. ofPeriods
Remarks
1
1
1.1 Analysing rate ofreaction
Discuss:(a) the meaning of rate of reaction.(b) some examples of fast reactions(c) some examples of slow reactions.
Discuss to identify observable changes to reactants
or products and its method of measurement inorder to determine the rate of reaction.
Carry out an activity involving a reaction betweenzinc and acid, and plot a graph to determine
average rate of reaction and the rate of reaction atany given time.
Carry out problem solving activities involving rates
of reaction.
A student is able to:
State what rate of reaction is,
Identify observable changesto reactants or products for
determining rate of reaction,
Determine average rate of
reaction, Determine the rate of reaction
at any given time from agraph,
Solve numerical problemsinvolving average of reaction,
Solve numerical problemsinvolving rate of reaction at
any given time.
The rate of reaction at anygiven time is also known asinstantaneous rate of reaction.
Appreciating thecontribution of science andtechnology.
Being thankful to God.
2
2
Reactants bahantindak balas.Product hasil tindak
balas.
Rate of reaction kadar tindak balas.
Observable change perubahan yang dapatdiperhatikan.
2 1.2 Synthesising factorsaffecting the rate ofreaction
Discuss possible factors affecting the rate ofreaction.Design and carry out activities to investigate
factors affecting the rate of reaction, i.e, size ofreactant, concentration, temperature and catalyst.
Some suggested reactions:(a) a reaction between calcium carbonate,
CaCO3, and hydrochloric acid, HCl,(b) a reaction between sodium thiosulphate,
Na2S2O3, and sulphuric acid, H2SO4,
(c) decomposition of hydrogen peroxide, H2O2,in the presence of a catalyst.
View computer simulations to investigate how themovement and collision of particles in a reactionare affected by temperature, size of reactant,
pressure, concentration and catalyst.
A student is able to:
Design experiments toinvestigate factors affectingthe rate of reaction,
Give examples of reactions
that are affected by size ofreactant, concentration,temperature and catalyst,
Explain how each factoraffects the rate of reaction,
Describe how factorsaffecting the rate of reactionare applied in daily life and in
industrial processes,
Solve problems involvingfactors affecting rate of
Using examples discuss themeaning and characteristics ofcatalyst.
Size of reactants is related tothe total surface area.
ExperimentingInterpreting data
Observing
Being systematic &cooperative
Thinking rationally
Being confident &
independent
Thinking critically ,analytically and rationally
Be Thankful to God
2
2
Catalyst mangkinDecomposition
penguraian.
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Collect and interpret data to explain factorsaffecting 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.
reaction.
3 1.3 Synthesising
ideas oncollision theory
Carry out simulations on:
(a) movement and collision ofparticles in chemical reactions.(b) movement and collision of
particles in reaction affectedby temperature, size ofreactant, pressure,concentration and catalyst.
Collect, interpret data and discussthe following:(a) collision,(b) effective collision,(c) activation energy,(d) collision frequency,
(e) effective collision frequency,(f) energy profile diagram.
Discuss to conceptualise collisiontheory.
A student is able to:
a. Relate reaction withenergy produced bymovement andeffective collision ofparticles,
b. Describe activationenergy,
c. Sketch and describeenergy profilediagram,
d. Relate the frequencyof effective collisionswith the rate of
reaction,e. Relate the frequencyof effective collisionswith factorsinfluencing ofparticles in areaction.
f. Describe how acertain factor affectsthe collision ofparticles in areaction.
Appreciating the
contribution ofscience andtechnology.
Being thankful toGod.
2
2
Effectivecollision perlanggaranberkesan.Activationenergy tenagapengaktifanFrequency frekuensi /kekerapan.Energy profilediagram rajahprofil tenaga
4 1.4 Practising scientificknowledge to
enhance quality of
life
Carry out some daily activities related to factorsaffecting the rate of reaction.
Collect and interpret data on scientistscontribution in enhancing the quality of life.
Carry out problem solving activities involving rateof reaction in the field of science and technologythrough experiment and research.
A student is able to:
Apply knowledge on factors
affecting the rate of reactionin everyday activities.
Adopt problem solvingapproaches and make rationaldecisions based on research.
2
2
THEME : INTERACTION BETWEEN CHEMICALSLEARNING AREA: 2. CARBON COMPOUNDS
Week No. Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes andnoble values
No. ofPeriods
Remarks
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5 2.1 Understanding
carbon compounds.
Collect and interpret data on:
(a) the meaning of carbon compound,(b) the meaning of organic compound with
respect to its sources, content andcombustion products,
(c) the meaning of hydrocarbon, inclusive ofsaturated and unsaturated hydrocarbons,
(d) sources of hydrocarbon,(e) examples of organic and inorganic
compounds.
Carry out an activity to identify the products ofthe products of the combustion of organiccompounds, i.e. carbon dioxide and water.
A student is able to:
State what carbon compound
is,
State that carbon compoundscan be classified into twogroups, i.e. organic andinorganic,
State what organiccompound is,
Gives examples of organic
and inorganic carboncompounds,
State what a hydrocarbon is,
List the sources of
hydrocarbon,
Identify the combustion
products of organic carboncompounds.
Experimenting
ObservingClassifying
ComparingCollecting and classifying
Interest and wanting to
know
Honest and recording data
accurately
Cooperation
2
2
Saturated tepu
Unsaturated tak tepuCombustion
pembakaran.
The term organicshould not be limited tocarbon compounds
derived from livingorganism
6
8
2.2 Analysing alkanes Collect and interpret data on:(a) the meaning of alkane,(b) the meaning of structural formula,
Carry out an activity to construct molecularmodels and draw structural formulae of the firstten straight-chain alkanes.
Construct a table showing names, molecularformulae, structural formulae and physical
properties of the first ten straight-chain alkanes.
Collect and interpret data on:(a) physical properties of alkanes, i.e. melting
and boiling, density, physical state at roomtemperature, solubility in water andelectrical conductivity,
(b) chemical properties of alkanes, i.e.
combustion, substitution reactions withhalogen.
Discuss:(a) the relationship between changes in
physical properties with increase in the
number of carbon atoms in alkanemolecules,
(b) the effect on boiling points of alkanes dueto increase in the number of carbon atoms
in alkane molecules,(c) the complete and incomplete of
combustion of alkanes,(d) the substitution reactions of alkanes.
Write chemical equations for combustion andsubstitution reactions of methane.
A student is able to:
State what alkane is,
State what structural formula
is,
Deduce the molecularformulae of the first tenalkanes,
Draw the structural formulae
for the first ten straight-chain alkanes,
Deduce the genenal formula
of alkanes,
Name the first ten alkanes,
Relate changes in physicalproperties with increase in
the number of carbon atomsin alkane molecules,
Explain the effect of theincrease in number of carbonatoms in alkane moleculeson the molecules boiling
points,
Describe complete and
incomplete combustion ofalkanes
Describe the substitutionreaction of alkanes
Write chemical equations forcombustion and substitutionreactions of methane
CommunicatingAnalyzing data
CharacterizingAttributingAnalysis
Rational ThinkingCritical and analysisthinking
Cooperation
2
2
2
Straight-chain alkane alkana rantai lurus.
Substitution penukargantian.
Methane may be usedas examples forcombustion and
substitution reactions
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Discuss the decompositiion of organic matter
produces methane and how this may cousefire in hand fills and peat swamps.
Describe how methaneaffects everyday life.
8
9
2.3 Analysing alkenes Collect and interpret data on the meaning ofalkene,
construct molecular models and draw structuralformulae of the first nine straight-chain alkeneswith one double bond.
Construct a table showing names, molecularformulae, structural formulae and physical
properties of the first nine straight-chain alkenes.
Collect and interpret data on:(a) physical properties of alkenes, i.e. melting
and boiling points, density, physical stateat room temperature, solubility in waterand electrical conductivity,
(b) chemical properties of alkenes, i.e.
combustion, addition reaction andpolymerisation.
Discuss:
(a) the relationship between changes ofphysical properties with increase in thenumber of carbon atoms in alkene
molecules.(b) how the increase in the number of carbon
atoms in alkenes, affect their boilingpoints,
(c) the combustion alkenes,(d) the addition reaction of alkenes,(e) the polymerisation of alkenes.
Write chemical equations for combustion,addition and polymerisation reactions of alkenes.
Investigate addition reactions of alkenes throughcomputer simulation.
Carry out activities to compare properties of
alkanes and alkenes having the same number ofcarbon 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 flameduring combustion of an alkane with the
corresponding alkene.
Discuss to generalise the characteristics of
A student is able to:
State what alkene is,
Deduce the molecular formulae ofthe first nine alkenes,
Deduce the general formula ofalkenes,
Name the first nine alkenes,
Draw the structural formulae for
the first nine straight-chainalkenes,
Relate changes in physical
properties with increase in thenumber of carbon atoms in alkenemolecules,
Explain the effects on boilingpoints of alkenes due to increasein the number of carbon atoms in
alkene molecules,
Describe chemical properties of
alkenes.
Compare and contrast alkanes
with alkenes.
Relate the reactivities of alkanesand alkenes to their chemical
bonds.
Generalise the characteristics ofhomologous series based on
alkanes and alkenes.
CommunicatingAnalyzing data
Comparing and find thedifference
Connecting
Attributing
Observing
Concluding
Rational ThinkingBrave to try
Honest and recording dataaccuratelySafety
Systematic
Interest and wanting to
know
2
2
2
Addition penambahan
Sootiness-kejelagaan
Restrict to the firstthree members of
alkene
Hexene or cyclohexene
can bused
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homologous series in terms of having the same
general formula, can be made by similar methods,steady changes in physical properties, and similarchemical properties.
10 2.4 Synhesising ideas onisomerism
Construct all possible models and draw structuralformulae for a particular alkane and alkene.
Construct a table showing names and formulae ofalkyl groups.
Discuss isomerism.
Discuss the existence of isomers.
Draw structural formulae of alkane and alkeneisomers and name them.
Examine isomerism through models or computersimulations.
A student is able to:
Construct various structuralformulae of a particular
alkane and alkene.
Explain what isomerism is,
Use IUPAC nomenclature toname isomers.
2
2
IUPAC nomenclature system penamaan
IUPAC
(a) Examples of
isomers should notinclude cyclic carbonCom pounds(b)Examples of
alkanes and alkenesshould not exceed fivecarbon atoms
12 2.5 Analysing alcohols Carry out an activity to der ive the general formulaof alcohols and identify the functional group.
Construct a table of names and molecularformulae for the first four alcohols.
Carry out an activity to draw variuos possiblestructural formulae of the first four alcohols andname them.
Collct and interpret data on the industrialproduction of ethanol,
Carry out an activity on the preparation of ethanolin the laboratory through fermentation anddistillation.
Collect and interpret data on the physicalproperties of ethanol (C2H5OH), i.e. colour,odour, boiling point, physical state at room
temperature, volatility and solubility.
Carry out activities to investigate the chemicalproperties of ethanol in terms of:
(a) combus tion,(b) oxidation ,(c) dehydration.
Write chemical equations for the above reactionsinvolving ethanol, propanol and butanol.
Carry out an activity to predict the chemicalproperties for other members of alcohols.
Collect and interpret data on:
(a) uses of alcohols in everyday life,
A student is able to:
State the general formula ofalcohols,
Identify the functional group
of alcohols.
List the names and themolecular formulae of thefirst four alcohols.
Draw structural formulae for
isomers of propanol(C3H7OH) and butanol(C4H9OH).
Name isomers of propanoland butanol using IUPAC
nomenclature,
Describe the industrialproduction of ethanol,
Describe the preparation ofethanol in the laboratory,
State the physical propertiesof ethanol,
Describe the chemicalproperties of ethanol,
Predict the chemical
properties of other members
2
2
Functional group kumpulan berfungsi
Odour- bau
Fermentation Penapaian
Distillation Penyulingan
Volatility Kemeruapan
Dehydration -pendehidratan
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(b) effects of alcohol misuses and abuse. of alcohols,
Explain with examples the
uses of alcohols in everydaylife,
Explain the effects of themisuse and abuse of
alcohols.
13 2.6 Analysing carboxylicacids
Carry out an activity to derive the general formulaof carboxylic acids and identify the functional
group.
Construct a table with names and molecularformulae of the first four members of carboxylicacid, and draw their structural formulae.
Collect and interpret data on the preparation ofethanoic acid (CH3COOH) in the laboratory.
Collect and interpret data on the physicalproperties of ethanoic acid, i.e. colour, odour,boiling point, physical state at room temperature
and solubility in water.
Carry out activities to investigate the chemicalproperties of ehanoic acid through its reactions
with:(a) base,(b) metallic carbonate,(c) metal,
(d) alcohol,
Carry out an activity to write chemical equations
for the above reactions involving propanoic acid(C3H7COOH).
Carry out an activity to predict the chemical
properties of other members of carboxylic acids.
Collect and interpret data on the uses of
carboxylic acids in everyday life.
A student is able to:
State the general formula ofcarboxylic acids,
Identify the functional groupof carboxylic acids,
List the names andmolecular formulae of the
first four members ofcarboxylic acid,
Draw structural formulae of
the first four members ofcarboxylic acid and namethem using the IUPACnomemciature,
Describe the preparation of
ethanoic acid in thelaboratory,
State the physical propertiesof carboxylic acids,
State the chemical reactions
of ethanoic acid with otherchemicals,
Predict the chemicalproperties for other members
of carboxylic acid,
Explain with examples theuses of carboxylic acids ineveryday life.
Being objective
Being thankful toGod
Appreciate thecontribution of science andtechnology
Being flexible andopen-minded
Being systematic
2
2
14 2 .7 Analysing es ters Carry out an act iv ity to de rive the gene ral formulaof esters and identify the functional group.
Construct a table of molecular formulae andnames of esters.
Carry out an activity to prepare ethyl ethanoate(CH3COOC2H5) in the laboratory.
A student is able to:
State the general formula of
esters,
Identify the functional groupof esters.
List the names and
molecular formulae of
Interpreting data
Classifying
Collecting data
Relating
Having an interest ancuriosity towards theenvironment
Being objective
Being thankful to God
1
1
Esterification-pengesteranExtraction-pengekstrakan
The separation
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Carry out an activity to investigate the physicalproperties of ethyl ethanoate,
i.e. the odour and solubility.
Discuss to predict the esters produced from theesterfication between various carboxylic acids and
alcohols.
Write equations for esterification reactions.
Collect and interpret data on:(a) natural sources of ester,(b) uses of ester in everyday life.
Carry out a project to extract esters from plants.
simple esters.
Draw structural formulae ofsimple esters and name them
using the IUPACnomenclature,
Describe the preparation ofester in the laboratory,
State the physical propertiesof ethyl ethanoate.
Predict the ester producedfrom the esterification
reaction. Write equations for the
esterification reactions.
State the natural sources of
ester.
State the uses of ester in
everyday life.
Communicating
Observing
Appreciate thecontribution of scienceand technology
Being flexible andopen-minded
Being responsibleabout the safety ofoneself, others and theenvironment
2
2
2
1
1
2
process is notneeded in thepreparation of ethylethanoate
Esterification involvesmolecules requiringcatalyst , whereasneutralizationinvolves ions to formwater
Limit discussion toesterificationreactions betweenthe first four members of carboxylic acids
15 2.8 Evaluationg fats Collect and interpret data on:
(a) what oils and fats are,(b) why our body needs oils and fats,(c) sources and the uses of oils and fats,(d) the difference between oils and fats at
room temperature in terms of physicalstate,
(e) structural formulae for fat molecules of
certain fatty acids.
Collect and interpret data on:(a) what saturated and unsaturated fats are,
(b) sources and compositions of saturated andunsaturated fats,
(c) the differences between saturated andunsaturated fats,
(d) the need to convert unsaturated to saturatedfats,
(e) effects of fats on health.
Discuss the production of margarine byhydrogenation.
Visit a palm oil factory, margarine manufacturingplant or palm oil research institute.
Discuss:(a) the advantages of palm oil as compared to
other vegetable oils,
A student is able to:
State what oils are,
State what fats are,
State the importance of oilsand fats for body processes,
State the sources of iols andfats,
List the uses of oils and fats,
State the differencesbetween oils and fats,
Identify structural formulaefor fat molecules of certainfatty acids.
State what saturated fats are,
State what unsaturated fatsare,
Comare and contrastbetween saturated and
unsaturated fats,
Describe the process of
changing unsaturated fats tosaturated fats,
Describe the effects ofeating food high in fats onhealth,
Describe the industrialextrction of pqlm oil.
Classifying
Collecting data
Interpreting data
Comparing and contrasting
Relating
Communicating
Observing
Being thankful to God
Appreciate thecontribution of scienceand technology
Being responsibleabout the safety ofoneself, others and theenvironment
Being systematic
Appreciating andpractising clean andhealthy living
2 Students are notrequired to know howto draw the structuralformulae of fa tmolecules
Suggested fattyacids: Palmitic acidCH3(CH3)14COOH
Stearic acidCH3(CH3)16COOH
Linoleic acid
Oleic acid
Students are notrequired to know howto draw th structuralformulae of fa tmolecule
Margarine can alsobe produced by the
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(b) research on oil palm in Malaysia,
(c) the importance of palm oil industry to thedevelopment of the country.
Justify the use of palm oil infood production.
mechanicalsqueezing method
16
17
2.9Analysing natural rubber
Collect and interpret data on :(a) natural polymer i.e. natural rubber,
starch and protein, and their respectivemonomers,
(b) properties of natural rubber in terms ofelasticity, oxidation and the effects ofheat and solvents,
(c) uses of natural rubber,(d) structural formula of a natural rubber.
Carry out an activity to investigate thecoagulation of latex and methods to preventcoagulation.
Carry out activities to produce latex productssuch as gloves and balloons.
Carry out an activity to produce vulcanizedrubber.
Investigate the process of rubbervulcanization using computer simulation.
Discuss :(a) how the presence of sulphur atoms in
vulcanized rubber changes theproperties of vulcanized rubber.
(b) Research on natural rubber in Malaysia.
Carry out an activity to compare the elasticityof vulcanized and unvulcalnized naturalrubber.
Visit a rubber plantation, a latex processingfactory, a rubber product manufacturing plantor a rubber research institute.
A student is able to:
list examples of naturalpolymers and theirmonomers,
draw the structural formulaof natural rubber,
state the properties ofnatural rubber,
state the uses of naturalrubber,
describe the coagulationprocess of latex,
describe the method used toprevent latex fromcoagulation,
describe the vulcanization ofrubber,
describe how the presence
of sulphur atoms changesthe properties of vulcanizedrubber.
Compare and contrast theproperties of vulcanized andunvulcanized natural rubber.
Interpreting data
Classifying
Collecting data
Relating
Communicating
Observing
Comparing and contrasting
Experimenting
Having an interest ancuriosity towards theenvironment
Being objective
Being thankful to God
Appreciate thecontribution of scienceand technology
Being flexible andopen-minded
Being responsibleabout the safety ofoneself, others and theenvironment
Students need onlyto draw a simple(molecular) structureformula of isopropane.
Unvulcanized rubberis also known as non-vulcanized rubber.
Elasticity-Kekenyalan
Vulcanized-Tervulkan
Coagulation-penggumpalan
172.10
Creating awareness oforder in homologousseries
Construct a table naming each member of thehomologous series according to the increasing
number of carbon atoms.
Discuss the order in the physical and chemicalproperties of compounds in homologous series
A student is able to :
Describe the systematic approachin naming members ofhomologous series
Describe the order in the physicaland chemical properties ofcompounds in homologous series.
Critical tinkingRational thinkingSystematic
18 Collect and interpret data on the existence of a A student is able to: Thankful to God Gratefulness-
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2.11Expressing gratefulnessfor the variety of organicmaterials in nature
variety of organic materials in consumer products.
Attend activities (talks, forum, exhibition) relatedto good nutrition for health.
Conduct a forum related to the contribution ofpalm oil and natural rubber industries with thecountrys economy
Describe the existence of variousorganic materials and their uses inevery day life,
Practice good nutrition for health,
Relate the contribution of palm oiland natural rubber to the economicdevelopment of the country.
Appreciating andpractice clean &healthy living
Appreciating thecontribution of scienceand Technology
kesyukuran
Theme: INTERACTION BETWEEN CHEMICALLearning Area : OXIDATION AND RERDUCTION
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
18 3.1Analysingredoxreactions
Collect and interpret data onoxidation, reduction, redoxreaction, oxidising agent andreducing agent based on :(a) loss or gain of oxygen(b) loss or gain of hydrogen(c) transfer of electron(d) change in oxidation
number.
Calculate the oxidation numberof an element in a compound.
Carry out an activity to identifythe oxidation number of anelement in a compound andname the compound using theIUPAC nomenclature.
Carry out an activity to identifyoxidation and reductionprocesses in chemicalequations :(a) using oxidation number,(b) in terms of electron
transfer.
A student is able to:
state what oxidation is,
state what reduction is,
explain what redoxreaction is,
state what oxidising agentis,
state what reducing agentis,
calculate the oxidationnumber of an element in acompound,
relate the oxidationnumber of an element tothe name of its compoundusing the IUPACnomenclature,
explain with examplesoxidation and reduction
processes in terms of thechange in oxidationnumber,
explain with examplesoxidation and reductionprocesses in terms ofelectron transfer,
Interpreting data
Comparing andcontrasting
Collecting data
Relating
Communicating
Observing
Think rationally
Being objective
Being thankful to God
Appreciating the contribution ofscience and technology
Being flexible and open-minded
Being responsible about thesafety of oneself, others andthe environment
Being systematic
5
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
Carry out activ it ies toinvestigate oxidation andreduction in the followingreactions :(a) combustion of metal in
oxygen or chlorine,(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 ofsolutions to be used ).
Carry out an activity to writeoxidation and reduction half-equations and ionic equationsfor the above reactions.
explain with examplesoxidising and reducingagents in redox reactions,
write oxidation andreduction half-equationsand ionic equations.
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
19 3.2Analysingrusting as aredox reaction
Collect and interpret data on:(a) conditions for the
rusting of iron,(b) the meaning of
corrosion of metal,(c) the process of
rusting in terms ofoxidation andreduction
Discuss the redox reactions incorrosion of metals includingrusting.
Discuss on the use of othermetals to control rusting
Carry out an activity toinvestigate the effect on ironnails when it is in contact withother metals,
Collect and interpret data onmethods to control metal
A student is able to:
state the conditions for therusting of iron,
state what corrosion ofmetal is,
describe the process ofrusting in terms ofoxidation and reduction.
generate ideas on the use
of other metals to controlrusting,
explain with examples onthe uses of a moreelectropositive metal tocontrol metal corrosion,
explain with examples onthe use of a lesselectropositive metal to
Interpreting data
Generating ideas
Comparing andcontrasting
Experimenting
Relating
Having an interest and curiositytowards the environment
Being cooperative
2
2
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
corrosion using a moreelectropositive metal or a lesselectropositive metal.
control metal corrosion,
20 3.3Understandingthe reactivityseries of metals and itsapplication
Carry out an activity toinvestigate the reactivity ofsome metals with oxygen.
Arrange metals in terms oftheir reactivity with oxygen.
Carry out activity to determinethe position of carbon andhydrogen in the reactivityseries of metals.
Discuss to predict the positionof other metals in the reactivityseries.
Visit metal extraction factors orview a video on the extractionmetals.
A student is able to:
compare the differences inthe vigour of the reactionsof some metals withoxygen,
deduce the reactivityseries of metals,
determine the position ofcarbon and hydrogen inthe reactivity series ofmetals,
state what the reactivityseries of metals are,
describe the extraction ofiron and tin from their ores,
explain the use of carbonas the main reducingagent in metal extraction,
use the reactivity series ofmetals to predict possiblereactions involving metals.
Experimenting
Comparing andcontrasting
Making conclusion
Making inferences
Generating ideas
Predicting
Appreciating the contribution ofscience and technology
2
2
21 3.4Analysingredoxreactions inelectrolyticand chemicalcells
Carry out an activity toinvestigate oxidation andreduction reactions inelectrolytic and chemical cells,
Using computer simulation,study and discuss redoxreactions in various types ofcells.
Discuss the differencesbetween electrolytic and
A student is able to:
explain with examples theoxidation and reductionreactions at the electronsof various chemical cells,
explain with examples theoxidation and reductionreactions at the electrodesof various electrolyticcells,.
State the differences
Analysing
Comparing and
Thinking rationally
Being systematic
2
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
chemical cells in terms of(a) basic structure,
energy conversionand the trans fer ofelectrons at theelectrodes,
(b) oxidation andreduction processes.
between electrolytic andchemical cells in terms ofbasic structure, energyconversion and thetransfer of electrons at theelectrodes,
Compare and contrastelectrolytic ad chemicalcells with reference to theoxidation and reductionprocesses
contrasting
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
21 3.5Appreciatingthe ability ofelements tochange theiroxidationnumbers
Discuss the applications of thechange of oxidation number insubstances in the followingprocesses:
(a) extracting metalfrom 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:(a) the existence of
various types of orein our country
(b) methods ofpreventing corrosionof metal
(c) varieties of chemicalcell
(d) recycling of metalDiscuss:
(a) the contribution ofmetal extractionindustry to theeconomy of ourcountry
(b) the potential of newchemical cells to bedeveloped as analternative source ofrenewable energy.
A student is able to:
.- describe the variousapplications of the change ofoxidation number insubstances
- describe the existence ofvarious types of ores in ourcountry
- describe efforts to preventcorrosion of metals
- describe the contribution ofmetal extraction industry to theeconomy of our country
- appreciate chemical cell as asource of renewable energy.
Grouping and classifying
Collecting data
relating
Being systematic.Being cooperative.
Honest and accurate inrecording & validating data
Having an interest andcuriosity towards theenvironment,
having critical and
analytical thinking, Being confident and
independent,
Being diligent andpersevering,
Flexible and open-minded
Appreciating thecontribution of science andtechnology
1
Look into cells/technologies suchas:- rechargeable- alkaline- lithium- photo/ solar
-
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Theme: Interaction between chemicalsLearning Area : Thermochemistry
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
22 4.1Evaluatingenergychanges inchemicalreactions
Discuss the meaning ofexothermic and endothermicand endothermic reactions.
Carry out activities to studyexothermic and endothermicreactions in the:(a) reaction between sodium
hydrogen carbonate,NaHCO3 and an acid.
(b) reaction between sodiumhydroxide, NaOH andhydrochloric acid HCl.
(c) Dissolving of sodiumhydroxide in water,
(d) Dissolving of ammoniumsalts, such as ammoniumchloride, NH4Cl,ammonium ni trate,NH4NO3 and ammoniumsulphate, (NH4)2SO4, inwater.
Carry out an activ ity toconstruct energy leveldiagrams for exothermic andendothermic reactions.
Discuss to interprect an energy
level diagram.
Discuss the release or theabsorption of energy duringformation and breaking ofbonds using simulation,computer animation, games orother methods.
Show and d iscuss theapplication of exothermic and
A student is able to:
State what exothermicreaction is,
State what endothermicreaction is
Identify exothermicreactions
Identify endothermicreactions.
Give examples of exothermic reactions.
Give examples of
endothermic reactions.
Construct energy leveldiagrams for exothermicreactions.
Construct energy leveldiagrams for endothermic
reactions Interpret energy level
diagram.
Interrelate energy changewith format ion andbreaking of bonds.
Describe the application ofknowledge of exothermicand endothermic reactionsin everyday life.
Defining
ExperimentingInterpreting data
Comparing andcontrasting
Measuring using number
Relating
Communicating
Observing
All thinking skills
Relating
Applying
Having an interest an curiositytowards the environment
Being objective
Being thankful to God
Appreciate the contribution ofscience and technology
Being flexible and open-
minded
Being responsible about thesafety of oneself, others andthe environment
1
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
endothermic reactions such asin cold or hot packs.
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
25 4.2Understandingheat of precipitation.
Discuss the meaning of heat ofreaction for the following typesof reactions:(a) precipitation(b) displacement(c) neutralization(d) combustion
Carry out an activity todetermine the heat ofprecipitation for a reaction andconstruct its energy leveldiagram.
Carry out an activity to solvenumerical problems related toheat of precipitation usinginformation based onthermochemical equations.
A student is able to:
State what heat ofreaction is
State what precipitation
is, Determine the heat of
precipitation for thereaction.
Construct an energylevel diagram for aprecipitation reaction
Solve numericalproblems related to heatof precipitation.
Defining
Experimenting
Interpreting data
Making conclusion
Problems solving usingnumerical methods.
26 4.3Understandingheat of displacement
Discuss the meaning of heat ofdisplacement.
Carry out an activity todetermine the heat ofdisplacement for a reactionand construct the energy leveldiagram.
Calculate heat of displacementusing information based onthermochemical equations.
Carry out an activity to solvenumerical problems related toheat of displacement using theinformation based onthermochemical equations.
A student is able to:
State what heat ofdisplacement is,
Determine heat ofdisplacement,
Construct the energy leveldiagram for adisplacement reaction,
Solve numerical problemsrelated to heat ofdisplacement.
Defining
Experimenting
CommunicatingMaking conclusion.
Problems solving usingnumerical methods,
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
27 4.4Understandingheat ofneutralisation
Discuss the meaning of heat ofneutralisation
Carry out activities to
determine the heat ofneutralisation,and constructenergy level diagrams, for thefollowing types of reactionsbetween:(a) strong acid and strongalkali,(b) weak acid and strong alkali,(c) strong acid and weak alkali,(d) weak acid and weak alkali
Discuss the differencebetween the heat ofneutralization for a strong acidand/or strong alkali with heat ofneutralisation for a reaction
involving a weak acid andweak alkali.
Carry out an activity to solvenumerical problems related toheat of neutralisation usinginformation based onthermochemical equations.
A student is able to:
State what heat ofneutralisation is,
Determine the heat ofneutralisation,
Construct energy leveldiagrams for various typesof neutralisation reactions,
Compare the heat ofneutralisation for thereaction between strongacid and a strong alkaliwith the heat ofneutralisation for areaction between a weakacid and/or a weak alkali,
Explain the difference ofthe heat of neutralisationfor a strong acid and a
strong alkali with the heatof neutralisation for areaction involving a weakacid and/or a weak alkali
Solve numerical problemsrelated to heat ofneutralisation.
Interpreting data
Classifying
Collecting data
Relating
Communicating
Observing
Having an interest an curiositytowards the environment
Being objective
Being thankful to God
Appreciate the contribution ofscience and technology
Being flexible and open-minded
Being responsible about thesafety of oneself, others andthe environment
1
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
28 4.5Understandingheat of combustion
Discuss the meaning of heatcombustion.
Carry out an activity todetermine heat of combustion
of various alcohols.
Discuss:a. the difference between heatof combustion of variousalcohols,b. the difference between fuelvalues of various fuels,c. the selection of suitable fuelfor specific purposes.Carry out an activity to solvenumerical problems related toheat of combustion usinginformation based onthermochemical equations.
A student is able to:
State what heat ofcombustion is,
Determine heat ofcombustion for a reaction,
Construct an energy leveldiagrams for a combustionreaction,
Compare the heat ofcombustion of variousalcohols,
State what fuel value is,
Describe the differencebetween heats ofcombustion of variousalcohols,
Describe the applicationsof fuel value,
Compare and contrast fuelvalues for various fuels,
Solve numerical problemsrelated to heat ofcombustion.
All thinking skillsBeing cooperativeBeing objective
Being confident and
independent
Daring to try
Being honest and beingaccurate in recording andvalidating data
Having critical and analyticalthinking
Being diligent and perseveringHaving critical and analyticalthinking
Being systematic
2
29 4.6Appreciatingthe existenceof variousenergy
sources
Carry out group work whereeach group:(a) brainstorm and identify thevarious energy sources,
(b) choose an energy source,
(c) identify technology used toharness this energy,
(d) discuss the pros and consin using this energy source,
Discuss the use of variousenergy sources and its effecton humans and the
A student is able to:
Describe a variety ofenergy sources,
Identify various technology
used to harness energy,
Justify the use of particularenergy source.
All thinking skills All the scientific attitudes andnoble values
1
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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
environment.
Theme:PRODUCTION ANDMANAGEMENT OFMANUFACTURED
CHEMICALSLearning Area :Chemicals forconsumers
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
33 5.4Apreciatingthe existenceof chemicals
Collect and interpret data on:a) Discovery of chemicals
that can improve thequality of life, such asantibiotic and detergent,
b) Side effects of chemicals
A student is able to :
Describe that the discoveryof chemicals improvesquality of life,
No. Objectives Scientific Skills values Periods
30 5.1Analysingsoap anddetergent
Collect and interpret data on :(a) the history of soapmanufacturing(b) what soap and detergentare(c) the additives in detergentsuch as biological enzymesand whitening agents(d) the preparation of detergent
Carry out an activity to preparesoap using saponificationprocess
Investigate the cleansingaction of soap and detergentusing simulation and computeranimation
Discuss(a) the cleansing action ofsoap and detergent(b) the differences of theeffectiveness of the cleansingaction of soap and detergent
Conduct a competition to carryout a project related to:(a) the manufacturing of soap(b) the preparation of detergent
for multiple purposes such asshampoo and dish cleaner
A student is able to:
State what soap is
State what detergent is
Describe soap preparationprocess
Describe detergentpreparation process
Describe the cleansingaction of soap anddetergent
Compare and contrast theeffectiveness of thecleansing action of soap
and detergent Identify the additives in
detergent and theirrespective function.
1
31 5.2Evaluating theuse of foodadditives
Collect and interpret data onthe various types of foodadditives in the market
Collect and interpret data onthe types of chemicals used inthe food additives and theirfunctions as:(a) preservatives andantioxidants, eg sodium nitrite,sodium benzoate, ascorbicacid(b) flavouring agents, e.gmonosodium glutamate(MSG),
aspartame(c) stabilizers and thickeningagents, eg gelatine, acaciagum(d) dyes, eg, azo compound,triphenyl
Carry out a project to collectand observe the labels on foodpacks and identify theadditives used
Discuss(a) the rationale for the use offood additives(b) the effect of food additives
A student is able to:
State the types of foodadditives and theirexamples
State the functions ofeach type of foodadditives
Justify the use as foodadditives
Describe the effects offood additives on health
2
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