Download pdf - YLP CHEMISTRY FORM 5 YEAR 2011

8/7/2019 YLP CHEMISTRY FORM 5 YEAR 2011

1/14

Chemistry Form 5 2011

YEARLY LESSON PLAN FOR CHEMISTRY FORM 5 YEAR 2011

THEME : INTERACTION BETWEEN CHEMICALSLEARNING AREA : 1. RATE OF REACTION

WEEK/ DATE LEARNING OBJECTIVES LEARNING OUTCOMES NOTES/ REMARKS1

( 3 7 JAN )1.1 Analyzing rate of reaction A student is able to:

state what rate of reaction is,

identify observable changes to reactantsor products for determining rate ofreaction,

determine average rate of reaction,

determine the rate of reaction at anygiven time from a graph,

solve numerical problems involvingaverage rate of reaction,

solve numerical problems involving rateof reaction at any given time.

- The rate of reaction at anygiven time is also known asinstantaneous rate of reaction.

2( 10 14 JAN )

1.2 Synthesizing factors affecting therate of reaction

A student is able to:

design experiments to investigate factorsaffecting the rate of reaction,

give examples of reactions that areaffected by size of reactant,concentration, temperature and catalyst,

explain how each factor affects the rate ofreaction,

describe how factors affecting the rate ofreaction are applied in daily life and inindustrial processes,

solve problems involving factors affectingrate of reaction.

- Using examples discuss themeaning and characteristics ofcatalyst.

- Size of reactants is related tothe total surface area.

- Experiment 1.2Effect of concentration on therate of reaction

3( 17 21 JAN)

1.3 Synthesizing ideas on collision theory A student is able to:

relate reaction with energy produced bymovement and effective collision ofparticles,

describe activation energy,

1

Nor Azeanti Zik


2/14


WEEK/ DATE LEARNING OBJECTIVES LEARNING OUTCOMES NOTES/ REMARKS

sketch and describe energy profilediagram,

relate the frequency of effective collisionswith the rate of reaction,

relate the frequency of effective collisionswith factors influencing the rate ofreaction,

describe how a certain factor affects thecollision of particles in a reaction.

1.4 Practicing scientific knowledge toenhance quality of life


apply knowledge on factors affecting therate of reaction in everyday activities,

adopt problem solving approaches andmake rational decisions based onresearch.

THEME : INTERACTION BETWEEN CHEMICALSLEARNING AREA : 2. CARBON COMPOUNDS

WEEK/ DATE LEARNING OBJECTIVES LEARNING OUTCOMES NOTES/ REMARKS4 2.1 Understanding carbon compounds A student is able to:

state what carbon compound is,

state that carbon compounds can beclassified into two groups, i.e. organic andinorganic,

state what organic compound is,

gives examples of organic and inorganic

carbon compounds, state what a hydrocarbon is,

list the sources of hydrocarbon,

identify the combustion products oforganic carbon compounds.

- The term organic should notbe limited to carboncompounds derived from livingorganisms.

CHINESE NEW YEARWEEK 5

6 2.2 Analyzing alkanes A student is able to:

state what alkane is,

state what structural formula is,

- Methane may be used asexamples for combustion andsubstitution reactions.

2

Nor Azeanti Zik


3/14



deduce the molecular formulae of the firstten alkanes,

draw the structural formulae for the firstten straight-chain alkanes,

deduce the general formula of alkanes, name the first ten alkanes,

relate changes in physical properties withincrease in the number of carbon atomsin

alkane molecules,

explain the effect of the increase Innumber of carbon atoms in alkanemolecules on the

molecules boiling points,

describe complete and incompletecombustion of alkanes,

describe the substitution reaction ofalkanes,

write chemical equations for combustionand substitution reactions of methane.

describe how

7 2.3 Analyzing alkenes A student is able to:

state what alkene is,

deduce the molecular formulae of the firstnine alkenes,

deduce the general formula of alkenes,

name the first nine alkenes,

draw the structural formulae for the firstnine straight-chain alkenes,

relate changes in physical properties withincrease in the number of carbon atomsin alkene molecules,

explain the effects on boiling points ofalkenes due to increase in the number ofcarbon atoms in alkene molecules,

describe chemical properties of alkenes,

compare and contrast alkanes with

- Restrict to the first threemembers of alkene.

- Hexene or cyclohexene can beused.

3

Nor Azeanti Zik


4/14


alkenes.


relate the reactivities of alkanes andalkenes to their chemical bonds.

8 2.4 Synthesizing ideas on isomerism A student is able to:

construct various structural formulae of aparticular alkane and alkene,

explain what isomerism is,

use IUPAC nomenclature to nameisomers.

- Examples of isomers should

not include cyclic carboncompounds.

- Examples of alkanes andalkenes should not exceed fivecarbon atoms.

9 2.5 Analyzing alcohols A student is able to:

state the general formula of alcohols,

identify the functional group of alcohols,

list the names and the molecular formulaeof the first four alcohols,

draw structural formulae for isomers of

propanol (C3H7OH) and butanol(C4H9OH),

name isomers of propanol and butanolusing IUPAC nomenclature,

describe the industrial production ofethanol,

describe the preparation of ethanol in thelaboratory,

state the physical properties of ethanol,

describe the chemical properties ofethanol,

predict the chemical properties of othermembers of alcohols,

explain with examples the uses ofalcohols in everyday life,

explain the effects of the misuse andabuse of alcohols.

10 2.6 Analyzing carboxylic acids A student is able to:

state the general formula of carboxylicacids,

identify the functional group of carboxylic

4

Nor Azeanti Zik


5/14


acids,


list the names and molecular formulae of

the first four members of carboxylic acid, draw structural formulae of the first four

members of carboxylic acid and namethem using the IUPAC nomenclature,

describe the preparation of ethanoic acidin the laboratory,

state the physical properties of carboxylicacids,

state the chemical reactions of ethanoicacid with other chemicals,

predict the chemical properties for other

members of carboxylic acid, explain with examples the uses of

carboxylic acids in everyday life.

1ST MID-TERM BREAK( WEEK 11 )

12 2.7 Analyzing esters A student is able to:

state the general formula of esters,

identify the functional group of esters,

list the names and molecular formulae ofsimple esters,

draw structural formulae of simple esters

and name them using the IUPACnomenclature,

describe the preparation of ester in thelaboratory,

state the physical properties of ethylethanoate,

predict the ester produced from theesterification reaction,

write equations for the esterificationreactions,

- The separation process is notneeded in the preparation ofethyl ethanoate.

- Esteri fication involvesmolecules requiring catalyst,whereas neutralizationinvolves ions to form water.

- Limit discussion toesterif ication reactionsbetween the first four membersof alcohols and the first fourmembers of carboxylic acids.

5

Nor Azeanti Zik


6/14


state the natural sources of ester,

state the uses of ester in everyday life.

WEEK/ DATE LEARNING OBJECTIVES LEARNING OUTCOMES NOTES/ REMARKS13 2.8 Evaluating fats A student is able to:

state what oils are,

state what fats are,

state the importance of oils and fats forbody processes,

state the sources of oils and fats,

list the uses of oils and fats,

state the differences between oils andfats,

identify structural formulae for fat

molecules of certain fatty acids, state what saturated fats are,

state what unsaturated fats are,

compare and contrast between saturatedand unsaturated fats,

describe the process of changingunsaturated fats to saturated fats,

describe the effects of eating food high infats on health,

describe the industrial extraction of palmoil,

justify the use of palm oil in food

production.

- Suggested fatty acids: Palmiticacid, CH3(CH2)14COOH

- Stearic acid,CH3(CH2)16COOH

- Linoleic acid,CH3(CH2)4CH=CHCH2CH(CH2)7 COOH

- Oleic acid,CH3(CH2)7CH=CH(CH2)7COOH

- Students are not required toknow how to draw thestructural formulae of fatmolecules.

- Margarine can also beproduced by the mechanicalsqueezing method.

- Good Friday

14 2.9 Analyzing natural rubber A student is able to:

list examples of natural polymers andtheir monomers,

draw the structural formula of naturalrubber,

state the properties of natural rubber,

state the uses of natural rubber,

describe the coagulation process of latex,

- Students need only to draw asimple (molecular) structureformula of isopropane.

- Unvulcanized rubber is alsoknown as non- vulcanizedrubber

6

Nor Azeanti Zik


7/14


describe the method used to preventlatex from coagulating,

describe the vulcanization of rubber,

describe how the presence of sulphuratoms changes the properties of

vulcanized rubber,


compare and contrast the properties ofvulcanized and unvulcanised naturalrubber.

2.10 Creating awareness of order inhomologous series


describe the systematic approach innaming members of homologous series,

describe the order in the physical andchemical properties of compounds in

homologous series.2.11 Expressing gratefulness for the

variety of organic materials innature


describe the existence of various organicmaterials and their uses in everyday life,

practice good nutrition for health,

relate the contribution of palm oil andnatural rubber to the economicdevelopment of the country.

THEME : INTERACTIONS BETWEEN CHEMICALSLEARNING AREA : 3. OXIDATION AND REDUCTION

WEEK/ DATE LEARNING OBJECTIVES LEARNING OUTCOMES NOTES/ REMARKS15 3.1 Analyzing redox reactions A student is able to:

state what oxidation is,

state what reduction is,

explain what redox reaction is,

state what oxidising agent is,

state what reducing agent is,

calculate the oxidation number of anelement in a compound,

- Redox reactions must beclarified through half- equationand ionic equation.

- Half-equation is also known ashalfreaction.

- Oxidation number is alsoknown as oxidation state.

- Use 1,1,1- trichloroethane,

7

Nor Azeanti Zik


8/14


relate the oxidation number of an elementto the name of its compound using theIUPAC

nomenclature,

explain with examples oxidation and

reduction processes in terms of thechange in oxidation number,

CH3CCl3, as a solvent toreplace tetrachloromethaneCCl4, in confirming halogendisplaced.

- Gempur Minda 2


explain with examples oxidation andreduction processes in terms of electrontransfer,

explain with examples oxidizing andreducing agents in redox reactions,

write oxidation and reduction half-equations and ionic equations.

16 3.2 Ana lyzing rusting as a redox reaction A student is able to: state the conditions for the rusting of iron,

state what corrosion of metal is,

describe the process of rusting in terms ofoxidation and reduction,

generate ideas on the use of other metalsto control rusting,

explain with examples on the use of amore electropositive metal to controlmetal corrosion,

explain with examples on the use of aless electropositive metal to control metal

corrosion.17 3.3 Understanding the reactivity series of

metals and its applicationA student is able to:

compare the differences in the vigour ofthe reactions of some metals withoxygen,

deduce the reactivity series of metals,

determine the position of carbon andhydrogen in the reactivity series ofmetals,

state what the reactivity series of metals

8

Nor Azeanti Zik


9/14


are,

describe the extraction of iron and tinfrom their ores,

explain the use of carbon as the mainreducing agent in metal extraction,

use the reactivity series of metals topredict possible reactions involvingmetals.

WEEK/ DATE LEARNING OBJECTIVES LEARNING OUTCOMES NOTES/ REMARKS18 3.4 Analyzing redox reactions in

electrolytic and chemical cellsA student is able to:

explain with examples the oxidation andreduction reactions at the electrodes ofvarious chemical cells,

explain with examples the oxidation andreduction reactions at the electrodes ofvarious electrolytic cells,

state the differences between electrolyticand chemical cells in terms of basicstructure, energy conversion and thetransfer of electrons at the electrodes,

o compare and contrast electrolytic andchemical cells with reference to theoxidation and reduction processes.

3.5 Appreciating the ability of elements tochange their oxidation numbers


describe the various applications of thechange of oxidation number insubstances,

describe the existence of various types ofores in our country,

describe efforts to prevent corrosion ofmetals,

describe the contribution of metalextraction industry to the economy of ourcountry,

appreciate chemical cell as a source ofrenewable energy.

- Look into cells/ technologiessuch as:

rechargeable,alkaline,

lithium,

photo/solar.

MID-YEAR EXAMINATION WEEKS

9

Nor Azeanti Zik


10/14


( WEEK 19 & 20 )

THEME : INTERACTION BETWEEN CHEMICALSLEARNING AREA : 4. THERMOCHEMISTRY

WEEK/ DATE LEARNING OBJECTIVES LEARNING OUTCOMES NOTES/ REMARKS21 4.1 Evaluating energy changes in

chemical reactionsA student is able to:

state what exothermic reaction is,

state what endothermic reaction is,

identify exothermic reactions,


identify endothermic reactions,

give examples of exothermic reactions,

give examples of endothermic reactions,

construct energy level diagrams forexothermic reactions,

construct energy level diagrams forendothermic reactions,

interpret energy level diagram,

interrelate energy change with formationand breaking of bonds,

describe the application of knowledge ofexothermic and endothermic reactions ineveryday life.

MID-YEAR BREAK( WEEK 22 & 23)

24 4.2 Understanding heat of precipitation A student is able to:

state what heat of reaction is,

state what heat of precipitation is,

determine the heat of precipitation for areaction,

construct an energy level diagram for aprecipitation reaction,

solve numerical problems related to heatof precipitation.

- Unit for energy is joule (J).- Calculations should be based

on the assumption that there isno heat loss to thesurrounding.

4.3 Understanding heat of displacement A student is able to:

state what heat of displacement is,

determine heat of displacement,

10

Nor Azeanti Zik


11/14


12/14


solve numerical problems related to heatof combustion.

4.6 Appreciating the existence of variousenergy sources


describe a variety of energy sources,

identify various technology used to

harness energy, justify the use of a particular energy

source.

THEME : PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALSLEARNING AREA : 5. CHEMICALS FOR CONSUMERS


27 5.1 Analyzing soap and detergent A student is able to: state what soap is,

state what detergent is,

describe soap preparation process,

describe detergent preparation process,

describe the cleansing action of soap,

describe the cleansing action ofdetergent,

compare and contrast the effectiveness ofthe cleansing action of soap anddetergent,

identify the additives in detergent andtheir respective functions.

- The use of banned substancessuch as alkyl benzenesulphonate to i llustratedetergent preparation shouldbe avoided.

- Gempur Minda 3

5.2 Evaluating the use of foodadditives


state the types of food additives and theirexamples,

state the functions of each type of foodadditive,

justify the use of food additives,

describe the effects of food additives onhealth and the environment.

12

Nor Azeanti Zik


13/14


28 5.3 Understanding medicine A student is able to:

state examples of traditional medicine,their sources and uses,

state the types of modern medicine andtheir examples,

state the functions of each type ofmodern medicine,

describe the possible side effects of usingmodern and traditional medicine,

describe the correct usage of modern andtraditional medicines.

- Any natural or artificially madechemical which is used as amedicine is called drug.

- Teacher should also discussrelevant drugs such as Viagra,

ecstacy pills and the like.

WEEK/ DATE LEARNING OBJECTIVES LEARNING OUTCOMES NOTES/ REMARKS5.4 Appreciating the existence of

chemicalsA student is able to:

describe that the discovery of chemicalsimproves quality of life,

state the side effects of chemicals onhumans and the environment,

describe common traits among scientistsin carrying out research,

describe life without chemicals,

state appreciation and support for propermanagement of chemicals.

~ END OF SYLLABUS ~

29 35 REVISION

2ND MID-TERM BREAK( WEEK 36 & 37 )

38 & 39 REVISION

PMR EXAMINATION WEEK( WEEK 40 )

41 REVISION

FINAL EXAMINATION WEEKS( WEEK 42 & 43 )

44 & 45 REVISION

13

Nor Azeanti Zik


14/14


SPM EXAMINATION WEEKS( WEEK 46 49 )

END OF YEAR BREAK

14

Nor Azeanti Zik