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8/8/2019 Scheme of Work Chemistry Form 5
1/31
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 CHEMICALSLEARNING AREA : 1. RATE OF REACTION
No. ofweek/Weeks
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills Scientific SkillsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
1 1.1Analysing rate ofreaction
Discuss :(a) the meaning of rate ofreaction,(b) some examples of fastreactions,(c) some examples of slowreactions.
Discuss to identifyobservable changes toreactants or products and itsmethod of measurement inorder to determine the rateof reaction.
Carry out an activityinvolving a reaction betweenzinc and acid, and plot a
graph to determine averagerate of reaction and the rateof reaction at any given time.
Carry out problem solvingactivities involving rates ofreaction.
A student is able to:
state what rate of
reaction is,
identify observable
changes to reactantsor products fordetermining rate ofreaction,
determine average
rate of reaction,
determine the rate of
reaction at any giventime from a graph,
solve numerical
problems involvingaverage rate ofreaction,
solve numerical
problem involving rateof reaction at anygiven time.
generating
ideas
relating
makinghypothesis
makingconclusion
problemsolving
Observing
Hypothesising
Communicating
Interpretingdata
Beinghonest andaccurate inrecordingandvalidatingdata.
Beingcooperative
Beingsystematic
reactant-bahan tindakbalas
product-hasil tindak balas
rate of reaction-kadar tindak balas
observable change-perubahan yangdapatdiperhatikan
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No. ofweek/Weeks
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills Scientific SkillsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
2 1.2Synthesisingfactors affectingthe rate ofreaction
Discuss possible factorsaffecting the rate of reaction.
Design and carry outactivities to investigatefactors affecting the rate of
reaction, i.e. size of reactant,concentration, temperatureand catalyst.
Some suggested reactions:(a) a reaction betweencalcium carbonate, CaCO3 ,and hydrochloric acid, HCl,(b) a reaction betweensodium thiosulphate,Na2S2O3, and sulphuric acid,H2SO4,(c) decomposition ofhydrogen peroxide, H2O2, inthe presence of a catalyst.
View computer stimulationsto investigate how themovement and collision ofparticles in a reaction areaffected by temperature,size of reactant, pressure,concentration and catalyst.
Collect and interpret data toexplain factors affecting therate of reaction in the
following:(a) combustion of charcoal,(b) storing food in arefrigerator,(c) cooking food in apressure cooker,(d) industrial production ofammonia, sulphuric acidand nitric acid.
Solve problems involvingrate of reaction.
A student is able to: design experiment to
investigate factorsaffecting the rate ofreaction,
give examples of
reactions that areaffected by size ofreactant,concentration,temperature andcatalyst,
explain how each
factor affects the rateof reaction,
describe how factors
affecting the rate ofreaction are appliedin daily life andindustrial processes,
solve problems
involving factorsaffecting rate of
reaction.
generating
ideas
relating
makinghypothesi
s analyzing
contributing
makingconclusion
predicting
makinginferences
problemsolving
experimenting
predicting
interpretingdata
inferring
being honestand accurate inrecording andvalidating data
beingsystematic
beingcooperative
being confidentandindependent
catalyst -mangkin
decomposition-penguraian
2
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No. ofweek/Weeks
Learning Objectives Suggested Learning Activi ties Learning Outcomes Thinking Skills Scient if ic Skil lsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
3 1.3Synthesising ideason collision theory
Carry out simulations on:(a) movement and collision ofparticles in chemicalreactions,(b) movement and collision of
particles in reaction affectedby temperature, size ofreactant, pressure,concentration and catalyst.
Collect, interpret data anddiscuss the following:(a) collision(b) effective collision(c) activation energy(d) collision frequency(e) effective collisionfrequency,(f) energy profile diagram.
Discuss to conceptualisecollision theory
A student is able to:
relate reaction with
energy produced bymovement and effective
collision of particles,
describe activation
energy,
sketch and describe
energy profile diagram
relate the frequency of
effective collisions withthe rate of reaction
relate the frequency of
effective collisions withfactors influencing therate of reaction
describe how a certain
factor affects thecollision of particles in areaction.
Relating
Visualising
Inferring Being systematic. Effective collision-perlanggaranberkesan
Activation energy
tenagapengaktifan
Frequency frekuensi/kekerapan
Energy profilediagram-Rajah profiltenaga
4 1.4Practising scientificknowledge toenhance quality of
life
Carry out some daily activitiesrelated to factors affecting therate of reaction.
Collect and interpret data onscientists contribution inenhancing the quality of life.
Carry out problem solvingactivities involving rate ofreaction in the field of scienceand technology throughexperiment and research.
A student is able to:
Apply knowledge onfactors affecting the rate
of reaction in everydayactivities.
Adopt problem solvingapproaches and makerational decisions basedon research.
Thinkingrationally
Observing
Predicting
Appreciating thecontribution ofscience and
technology.
3
8/8/2019 Scheme of Work Chemistry Form 5
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THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 2. CARBON COMPOUNDS
No. ofweek/Weeks
Learning Objectives Suggested Learning Activi ties Learning Outcomes Thinking Skills Scient if ic Skil lsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
5
6
2.1 Understandingcarbon compounds
2.2 Analysingalkanes
Collect and interpret data on:(a) the meaning of carbon
compound(b) the meaning of organic
compound with respectto its sources, contentand combustionproducts,
(c) the meaning of
hydrocarbon, inclusiveof saturated andunsaturatedhydrocarbons,
(d) sources of hydrocarbon(e) examples of organic
and inorganiccompounds
Carry out an activity toidentify the products to thecombustion of organiccompounds, i.e. carbondioxide and water
Collect and interpret data on:(a) the meaning of alkane(b) the meaning of structuralformula
Carry out an activity toconstruct molecular models
and draw structural formulae
A student is able to:
state what carbon
compound is
state that carbon
compounds can beclassified into twogroups, i.e. organic andinorganic
state what organic
compound is
gives examples of
organic and inorganiccarbon compounds
state what hydrocarbon
is
lists the sources of
hydrocarbon
identify the combustion
products of organiccarbon compounds
A student is able to:
state what alkane is
state what structural
formula is
deduce the molecular
Making
hypotheses
Making
inferences
Relating
Synthesi-
sing
Making
conclusions
Comparin
g andcontrasting
Sequencin
g
Making
hypothses
Controlling
variables
Experimenti
ng
Communica-
ting
Observing
Interpreting
data
Inferring
Interpreting
data
Inferring
Being
responsibleabout the safetyof oneself ,others andenvironment
Being
cooperative
Daring to try
Being systematic
Being systematic
Thinking
rationally
Being confident
Saturated-tepu
Unsaturated-tak tepu
combustion-pembakaran
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Learning Objectives Suggested Learning Activi ties Learning Outcomes Thinking Skills Scient if ic Skil lsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
of the first ten straight-chainalkanes
Construct a table showingnames, molecular formulae,structural formulae and
physical properties of the fistten straight-chain alkanes.
Collect and interpret data on:(a) physical properties ofalkanes i.e. melting andboiling points, density,physical state at roomtemperature, solubility inwater and electricalconductivity(b) chemical properties ofalkanes i.e. combustion,substitution reactions withhalogen
Discuss:(a) the relationship betweenchanges in physicalproperties with increase in thenumber of carbon atoms inalkane molecules(b) the effect on boiling pointsof alkanes due to increase inthe number of carbon atomsin alkane molecules
(C) the complete andincomplete combustion ofalkane(d) the substitution reaction ofalkanes
Write chemical equations forcombustion and substitutionreaction of methane.
Discuss that decomposition oforganic matter producesmethane and how this may
formulae of the first tenalkanes
draw the structural
formulae for the first tenstraight-chain alkanes
deduce the general
formulae of alkanes name the first ten
alkanes
relate changes in
physical properties withincrease in the numberof carbon atoms inalkane molecules
explain the effect of the
increase in number ofcarbon atoms in alkanemolecules on the boilingpoints
describe complete and
incomplete combustionof alkanes
describe the substitution
reaction of alkanes
write chemical equation
for combustion andsubstitution reaction ofmethane
Making
inferences
and independent Straight-chainAlkane-Alkana rantailurus
substitution-
penukargantian
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Learning Objectives Suggested Learning Activi ties Learning Outcomes Thinking Skills Scient if ic Skil lsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
7
8
TEST 1
2.3 Analysingalkenes
cause fire in land fills andpeat swamps.
Collect and interpret data onthe meaning of alkene.
Carry out an activity toconstruct molecular modelsand draw structural formulaeof the first nine straight- chainalkenes with one doublebond.
Construct a table showingnames, molecular formulae,structural formulae andphysical properties of the firstnine straight-chain alkenes.
Collect and interpret data on:(a) physical properties ofalkenes i.e melting andboiling points, density,physical state at roomtemperature, solubility inwater and electricalconductivity(b) chemical properties ofalkenes i.e combustion,addition reaction andpolymerization.
Discuss:(a) the relationship betweenchanges of physicalproperties with increase in thenumber of carbon atoms inalkene molecules(b) how the increase in thenumber of carbon atoms inalkene affect their boilingpoints(c) the combustion of alkenes(d) the addition reaction ofalkenes
describe how methane
affects everyday life
A student is able:
state what alkene is
deduce the molecular
formulae of the first ninealkenes
deduce the general
formula of alkenes
name the first nine
alkenes draw the structural
formulae for the firstnine straight-chainalkenes
relate changes in
physical properties withincrease in the alkenemolecules
explain the effects onboiling points of alkenesdue to increase in thenumber of carbonatoms in alkenemolecules
describe chemical
properties of alkenes
Making
hypotheses
Visualising
Comparin
g andcontrasting
Analysing
Relating
Makingconclusions
Hypothesising
Controlling
variable
Experimenti
ng
Communica-
ting
Observing
Interpreting
data
Classifying
Being diligent
and persevering
Being
cooperative
Being systematic
Being confident
and independant
Addition-
Penambahan
Sootiness-kejelagaan
6
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Learning Objectives Suggested Learning Activi ties Learning Outcomes Thinking Skills Scient if ic Skil lsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
(e) the polymerization ofalkene
Write chemical equations forcombustion, addition andpolymerization reaction ofalkene.
Investigate addition reactionsof alkenes through computersimulation.
Carry out activities tocompare properties ofalkanes and alkenes havingthe same number of carbonatms such as hexane, C6H14,and hexane, C6H12, withrespect to:(a) sootiness of flame(b) reactions with bromine,
Br2,(c) reaction with acidifiedpotassium manganate(VII),KMnO4.
Compare qualitatively thesootiness of flame duringcombustion of an alkane withthe corresponding alkene.
Discuss to generalize thecharacteristics of homologousseries in terms of having the
same general formula, can bemade by similar methods,steady changes in physicalproperties, and similarchemical properties.
compare and contrast
alkanes with alkenes
relate the reactivities of
alkanes and alkenes totheir chemical bonds
generalize the
characteristics ofhomologous seriesbased on alkanes andalkenes.
7
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LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills Scient ific SkillsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
9 2.4Synthesising ideason isomerism
Construct all possible modelsand draw structural formulaefor a particular alkane andalkene.
Construct a table showingnames and formulae of alkylgroups.
Discuss isomerism.
Discuss the existence of
isomers.
Draw structural formulae ofalkane and alkene isomersand name them.
Examine isomerism throughmodels or computersimulations.
A student is able to:
construct various
structural formulae of aparticular alkane andalkene,
explain what isomerism
is,
use IUPAC
nomenclature to nameisomers,
Grouping
Classifying
Relating
Visualising
Classifying
Observing
Predicting
Systematic
Daring to try
Confident
Independent
IUPACnomenclature-sistem penamaanIUPAC
10 2.5Analysing alcohols Carry out an activity to derive
the general formula or
alcohols and identify thefunctional group.
Construct a table of namesand molecular formulae for thefirst four alcohols.
Carry out an activity to drawvarious possible structuralformulae of the first fouralcohols and name them.
A student is able to :
state the general
formula of alcohols,
identify the functional
group of alcohols,
list the names and the
molecular formulae ofthe first four alcohols,
draw structural formulae
for isomers of propanol(C3H7OH) and butanol
Making
hypothesis
Attributing
Infererring Predicting
Making
conclusion
Controlling
variables
Experimentin
g Communicati
ng
Observing
Interpreting
data
Inferring
Having interest
and curiosity
towards the
environment Systematic
Being
cooperative
Functional group-kumpulanberfungsi
Odour- bau
Fermentation-penapaian
Distillation-penyulingan
Volatility-kemeruapan
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No. ofweek/Weeks
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills Scient ific SkillsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
Collect and interpret data onthe industrial production ofethanol
Carry out an activity on thepreparation of ethanol in thelaboratory throughfermentation and distillation.
(C4H8OH),
name isomers of
propanol and butanolusing IUPACnomenclature,
describe the industrial
production of ethanol,
describe the
preparation of ethanolin the laboratory,
Collect and interpret data on
the physical properties ofethanol ( C2H5OH) i.e,colour, odour, boiling point,physical state at roomtemperature, volatility andsolubility.
Carry out activities toinvestigate the chemicalproperties of ethanol in termsof :(a) combustion,(b) oxidation,(c) dehydration.
Write chemical equations forthe above reactions involvingethanol, propanol and butanol.
Carry out an activity to predictthe chemical properties forother members of alcohols.
Collect and interpret data on:(a) uses of alcohols in
everyday life,(b) effects of alcohol misuse
and abuse.
state the physical
properties of ethanol,
describe the chemical
properties of ethanol,
predict the chemical
properties of othermembers of alcohols,
explain with examples
the uses of alcohols in
Dehydration-
pendehidratan
9
8/8/2019 Scheme of Work Chemistry Form 5
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No. ofweek/Weeks
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills Scient ific SkillsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
everyday life,
explain the effects of
the misuse and abuseof alcohols.
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8/8/2019 Scheme of Work Chemistry Form 5
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No. ofweek/Weeks
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills Scientific SkillsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
11 2.6Analysingcarboxylic acids
Carry out an activity toderive the generalformula of carboxylicacids and identify the
functional group.
Construct a table withnames and molecularformulae of the first fourmembers of carboxylicacid and draw theirstructural formulae.
Collect and interpret dataon the preparation ofethanoic acid(CH3COOH) in thelaboratory.
Colllect and interpretdata on the physicalproperties of ethanoicacid, i.e colour, odour,
boiling point , physicalstate at room temperatureand solubility in water.
Carry out activities toinvestigate the chemicalproperties of ethanoicacid through its reactionwith:(a) base,(b) metallic carbonate,(c ) metal,(d) alcohol.
A student is able to :
state the general
formula of carboxylicacids,
identify the functional
group of carboxylicacids,
list the names and
the molecularformulae of the firstfour members ofcarboxylic acids,
draw structural
formulae of the first
four members ofcarboxylic acid andname them using theIUPACnomenclature,
describe the
preparation ofethanoic acid in thelaboratory,
state the physicalproperties ofcarboxylic acids,
state the chemical
reactions of ethanoicacid with otherchemicals,
Making
hypothesis
Attributing
Infererring
Predicting
Making
conclusion
Controlling
variables
Experimenting
Communicating
Observing
Interpreting data
Inferring
Systematic
Being
cooperative
Daring to try
Being
responsibleabout thesafety ofoneself,others, andtheenvironment
11
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LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills Scientific SkillsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
Carry out an activity towrite chemical equationsfor the above reactionsinvolving propanoic acid(C2H7COOH) andbutanoic acid
(C3H7COOH).
Carry out an activity topredict the chemicalproperties of othermembers of carboxylicacids.
Collect and interpret dataon the uses of carboxylicacids in everyday life.
predict the chemical
properties for othermembers ofcarboxylic acid,
explain with
examples the usesof carboxylic acids ineveryday life.
12
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Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientif ic SkillsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
12 2.7Analysing esters
Carry out an activity to derivethe general formula of esters
and identify he functionalgroup
Construct a table of molecularformulae and names of esters
Carry out an activity to
prepare ethyl ethanoate in thelaboratory
Carry out an activity toinvestigate the physicalproperties of ethyl ethanoate
Discuss to predict the estersproduced from theesterification between various
carboxylic acids and alcohols
Write equations foresterification reactions
Collect and interpret data on:-a) natural sources of esterb) uses of ester in everyday
life
Carry out a project to extractesters from plants
A student is able to:
State the general
formula of esters Identify the functional
group of esters
List the names and
molecular formulae ofsimples esters
Draw structural
formulae of simpleesters and name themusing the IUPACnomenclature
Describe thepreparation of ester inthe laboratory
State the physical
properties of ethylethanoate
Predict the ester
produced from theesterification reaction
Write equations for the
esterification reactions
State the natural
sources of ester
State the uses of ester
in everyday life
Critical Attributing
Creative -Generating Ideas
Critical -AttributingCreative -Generating ideas
Critical -Sequencing
Critical -Attributing
Creative Predicting
Creative MakingInferences
Observing,Classifying
Experimenting
Observing
Predicting
Interpretingdata
Experimenting
Having critical andanalytical science
and technology
Being responsible
about the safety ofoneself, others andthe environment
Realising thatscience is means tounderstand natureBeing thankful to God
Esterification
pengesteran
Extraction pengekstrakan
13
8/8/2019 Scheme of Work Chemistry Form 5
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No. ofweek/Weeks
Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientif ic SkillsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
13 2.8Evaluating fats
Collect and interpret data on:-a) what oils and fats areb) why our body needs oils
and fatsc) sources and the uses ofoils and fats
d) the difference between oilsand fats at roomtemperature in terms ofphysical state
e) structural formulae for fatmolecules of certain fattyacids
Collect and interpret data on:-a) what saturated andunsaturated fats areb) sources and compositionsof saturated and unsaturatedfatsc) the differences betweensaturated and unsaturated
fatsd) the need to convertunsaturated to saturated fatse) effects of fats on health
Discuss the production of
A student is able to:
State what oils are
State what fats are
State the importance ofoils and fats for bodyprocesses
State the sources of oils
and fats
List the uses of oils and
fats
State the differences
between oils and fats
Identify structural
formulae for fatsmolecule of certain fattyacids
State what saturated
fats are
State what unsaturated
fats are
Compare and contrast
between saturated andunsaturated fats
Describe the process of
changing unsaturated
fats to saturated fats Describe the effects of
eating food high in fatson health
Describe the industrial
extraction of palm oil
Justify the uses of palm
oil in food production
Critical -Attributing
Critical -Comparing andContrasting
Critical -Attributing
Critical -Comparing andContrasting
Critical Sequencing
Interpretingdata
Classifying
Classifying
Communicatin
Appreciating thecontribution ofscience and
technologyBeing thankful to God
Having critical andanalytical thinking
Appreciating thebalance of nature
Appreciating andpracticing clean andhealthy living
Appreciating the
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8/8/2019 Scheme of Work Chemistry Form 5
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No. ofweek/Weeks
Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientif ic SkillsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
margarine by hydrogenation
Visit a palm oil factory,margarine manufacturingplant or palm oil research
institute
g contribution of science andtechnology
14 2.9Analysing naturalrubber
Collect and interpret data on:-a) natural polymers i.e natural
rubber, starch and proteinand their respectivemonomers
b) properties of natural rubberin terms of elasticity,
oxidation and the effects ofheat and solvents
c) uses of natural rubberd) structural formula of naturalrubber
Carry out an activity toinvestigate the coagulation oflatex and methods to preventcoagulation
Carry out activities to producelatex products such as gloves
and balloons
Carry out an activity toproduce vulcanized rubber
Investigate the process ofrubber vulcanization usingcomputer simulation
Discuss :-a) how the presence of
sulphur atoms invulcanised rubber changesthe properties of vulcanised
A student is able to:
List examples of
natural polymers andtheir monomers
Draw the structural
formula of naturalrubber
State the properties ofnatural rubber
State the uses of
natural rubber
Describe the
coagulation process oflatex
Describe the method
used to prevent latexfrom coagulating
Describe the
vulcanisation of rubber
Describe how the
presence of sulphuratoms changes theproperties ofvulcanised rubber
Attributing Interpretingdata
Experimenting
Experimenting
Experimenting
Observing
Inferring
Appreciating thecontribution ofscience andtechnology
Being thankful to God
Realising thatscience is a means tounderstand nature
Being thankful to God
Appreciating thecontribution ofscience andtechnology
Elasticity-Kekenyalan
Vulcanised Tervulkan
coagulation penggumpalan
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Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientif ic SkillsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
rubberb) research on natural rubber
in Malaysia
Carry out an activity tocompare the elasticity ofvulcanised and unvulcanised
natural rubber
Visit a rubber plantation, alatex processing factory , arubber product manufacturingplant or a rubber researchinstitute
Compare and contrast
the properties ofvulcanised andunvulcanised naturalrubber.
Comparing andcontrasting
Interpret data
15 2.10Creating awarenessof order inhomologous series
Construct a table namingeach member of thehomologous series accordingto the increasing number ofcarbon atoms
Discuss the order in thephysical and chemicalproperties of compound inhomologous series
A student is able to:
describe the systematic
in naming members ofhomologous series
describe the order in the
physical and chemicalproperties ofcompounds inhomologous series
Grouping andclassifying
ClassifyingAppreciating thecontribution ofscience andtechnology
15 2.11Expresinggratefulness for thevariety of the varietyof organic materials
in nature
Collect and interpret data onthe existence of a variety oforganic materials in consumerproducts
Attend activities (talks, forum,exhibition) related to goodnutrition or health
Conduct a forum related tothe contribution of palm oiland natural rubber industrieswith the countrys economy.
A student is able to
Describe the existence
of various organicmaterials and theiruses in everyday life
Practise good nutrition
for health
Relate the contribution
of palm oil and naturalrubber to the economicdevelopment of thecountry.
Interpreting data
Communicating
Analysing
All thinkingskills
Appreciating andpracticing clean andhealthy living
Appreciating thecontribution ofscience andtechnology
Gratefulness-kesyukuran
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THEME : INTERACTIONS BETWEEN CHEMICALSLEARNING AREA : 3. OXIDATION AND REDUCTION
No. ofweek/Weeks
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills Scientific SkillsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
16 - 18 3.1Analysing redoxreactions
Collect and interpret data onoxidation, reduction, redoxreaction, oxidising agent and
reducing 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 number ofan element in a compound.
Carry out an activity to identify theoxidation number of an element ina compound and name thecompound and name thecompound using the IUPACnomenclature.
Carry out an activity to identifyoxidation and reduction processesin chemical equations:
a) using oxidation numberb) in terms of electron
transfer
Carry out activities to investigateoxidation and reduction in thefollowing reactions:
a) combustion of metal in oxygenor chlorine,
b) heating of metallic oxide withcarbon,
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 an element in acompound ,
relate the oxidation
number of an element tothe name of its compoundusing the IUPACnomenclature,
explain with examples
oxidation and reductionprocesses in terms of thechange in oxidationnumber,
explain with examplesoxidation and reductionprocesses in terms ofelectron transfer
explain with examples
oxidising and reducingagents in redox reactions,
Conceptualising
Problem solving
Relating
Makinginferences
Makinginferences
Interpreting data
Measuring andusing numbers
Communicating
Inferring
Inferring
Thinking rationally
Having critical andanalytical thinking
Being systematic
Being fair and just
Thinking rationally
Being flexible andopen-minded
Having critical andanalytical thinking
OxidizingAgent agen
pengoksidaan
ReducingAgent AgenPenurunan
Oxidationstate keadaanpengoksidaan
metaldisplacement-penyesaranlogam
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LearningObjectives
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AndNoble Values
Remarks/Vocabulary
c) change of Fe2+ ions to Fe3+ ionsand Fe3+ ions to Fe2+ ions,
d) displacement of metal from itssalt solution,
e) displacement of halogen from its
halide solution,
f) transfer of electrons at a distance(a variety of solutions to beused).
Carry out an activity to writeoxidation and reduction half-equations and ionic equations forthe above reactions.
write oxidation and
reduction half-equation
and ionic equations.
Synthesising Communicating Appreciating thebalance of nature
19 20 MID YEAR EXAM
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SECOND TERM 11.06.2007 to 17.08.2007 ( 10 weeks )27.08.2007 to 16.11.2007 ( 12 weeks )
No. ofweek/Weeks
Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills
Scientific
AttitudesAndNobleValues
Remarks/ Vocabulary
1 3.2Analysing rusting asa redox reaction
Collect and interpret data on conditions for the rusting of
iron the meaning of corrosion of
metal the process of rusting in
terms of oxidation andreduction
Discuss the redox reaction incorrosion of metals includingrusting
Discuss on the use of othermetals to control rusting
Carry out an activity toinvestigate the effect of iron nailswhen it is in contact with othermetals.
Collect and interpret data on
methods to control metalcorrosion using a moreelectropositive metal or a lesselectropositive metal
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 useof other metals to controlrusting
Explain with examples onthe use of a moreelectropositive metal tocontrol metal corrosion
Explain with examples onthe use of a lesselectropositive metal tocontrol metal corrosion
Generating ideas
Relating &visualising
Making conclusion
Grouping andclassifying
Evaluating
Sequencing
Interpreting dataObserving
Inferring
Predicting
Experimenting
Realisingthat scienceis a meanstounderstandnature
Havingcritical andanalyticalthinking
Beingcooperative
Beinghonest and
accurate inrecordingandvalidatingdata
corrosion kakisan
rusting pengaratan
2 3.3Understanding thereactivity series ofmetals and itsapplication
Carry out an activity toinvestigate the reactivity of somemetals with oxygen.
Arrange metals in term of their
A student is able :
- compare thedifferences in thevigour of reactions ofsome metals with
oxygen
Comparing andcontrasting
Sequencing
Observing Having aninterest andcuriositytowards theenvirionment
Reactivity series- siri kereaktifan
Vigour
Kecergasan19
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Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills
ScientificAttitudes
AndNobleValues
Remarks/ Vocabulary
reactivity with oxygen
Carry out activity to determineThe position of carbon andhydrogen in the reactivity seriesof metals
Discuss to predict the position ofother metals in the reactivityseries
Collect and interprete data on theextraction of iron and tin
- deduce the reactivityseries of metals
- determine theposition of carbonand hydrogen in thereactivity series ofmetals
- state what thereactivity series ofmetals are
- describe theextraction of iron andtin from their ores
Predicting
Predicting ,MakinggeneralisationRelating
Classifying
Predicting
Definingoperationally
Experimenting
Appreciatingthecontributionof scienceandtechnology
Beingsystematic
Thinkingrationally
Extraction-Pengekstrakan
Visit metal extraction factories
or view a video on the extractionof metals
Discuss the use of the reactivityseries of metals to predictpossible reactions involvingmetals
- explain the use of
carbon as the mainreducing agent inmetal extraction
- use the reactivirtyseries of metals topredict possiblereaction involvingmetal
Making
generalisation
Inventing
Inferring
Predicting
3 3.4
Analysing redoxreactions inelectrolytic andchemical cells
Carry out activity to investigate
oxidation and reduction reactionsin electrolytic and chemical cells
Using computer simulation, studyand discuss redox reactions invarious types of cells
Discuss the differences betweenelectrolytic and chemical cells interm of :
(a) basic structure, energyconversion and thetransfer of electrons atthe electrodes,
A student is able to:
explain with examplesthe oxidation andreduction reactions at theelectrodes of variouschemical cells
explain with examples
the oxidation andreduction reactions at theelectrodes of variouselectrolytic cells
state the differences
between electrolytic andchemical cells in terms of
basic structure, energy
Comparasing and
contrasting
Analysing
Generating ideas
Relating
Observing
Inferring
Communicating
Appreciating
the balanceof nature
Havingcritical andanalyticalthinking
Beingcooperative
Electrolytic cell-
Sel elektrolisis
Chemical cell-Sel kimia
EnergyConversion-PertukaranTenaga
Transfer ofElectrons-Pemindahan
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Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific Skills
ScientificAttitudes
AndNobleValues
Remarks/ Vocabulary
4 3.5Appreaciating theability of elements tochange theiroxidation numbers
(b) oxidation and reductionprocesses
Discuss the applications of thechange of oxidation number insubstances in the followingprocesses:a. Extracting metal from its oreb. Corrosion of metalc. Preventing corrosion of
metald. Generation of electricity by
cell
e. Recycling of metals
Collect and interpret data on:a. The existence of various
types of ores in our countryb. Methods of preventing
corrosion of metalc. Varieties of chemical cellsd. Recycling of metals
Discuss:a. The contribution of metal
extraction industry to the
economy of our countryb. The potential of newchemical cells to bedeveloped as an alternativesource of renewable energy
conversion and transferof electrons at theelectrodes
compare and contrast
electrolytic and chemical
cells with reference to theoxidation and reductionprocesses.
A student is able to:
Describe the various
applications of the changeof oxidation number insubstances
Describe the existence of
various types of ores inour country
Describe efforts to prevent
corrosion of metalsDescribe the contribution ofmetal extraction industry ti theeconomy of ourcountryappreciate chemical
cell as a source of renewableenergy
AnalysingRelating
Generating ideasEvaluatingAttributing
Interpreting dataCommunicating
Communicating
Beingobjectives
Havingcritical
andanalyticalthinking
Being
cooperative
Beingresponsible aboutthe safetyof theenvironment
elektron
Oxidation number oroxidation state nombor pengoksidaan
Corrosion kakisan
Extraction of metal pengekstrakan loga
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THEME : INTERACTION BETWEEN CHEMICALSLEARNING AREA : 4. THERMOCHEMISTRY
No. ofweek/Weeks
Learning Objectives Suggested Learning Activi ties Learning Outcomes Thinking Skills Scient if ic Skil lsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
5 4.1 Evaluatingenergy changes inchemical reactions
Discuss the meaning ofexothermic and endothermicreactions.Carry out activities to studyexothermic and endothermicreactions in the :
a) reaction between sodiumhydrogen carbonate,NaHCO3 , and an acid,
b) reaction between sodiumhydroxide, NaOH , andhydrochloric acid,HCl,
c) dissolving of sodiumhydroxide in water.
d) Dissolving of ammoniumchloride, NH4Cl,ammonium nitrate,NH4NO3, and ammoniumsulphate, ( NH4)2SO4, inwater.
Carry out an activity toconstruct energy leveldiagrams for exothermicand endothermicreactions.
Discuss to interpret an energylevel diagram.Discuss to interpret an energylevel diagram.Discuss the release or theabsorption of energy duringformation and breaking ofbonds using simulation,computer animation,games orother methods.Show and discuss theapplication of exothermic andendothermic reactions, such
A 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 example of
endothermic reactions,
Construct energy level
diagrams for exothermicreactions,
Construct energy level
diagrams for
endothermic reactions, Interpret energy level
diagram
Interrelate energy
change with formationand breaking of bonds
Describe the application ofknowledge of exothermicand endothermic reactionsin everyday life.
GeneratingideasAttributing,Comparingandcontrasting,relating,Grouping andclassifying
RelatingComparingandcontrasting
Generatingideas
ObservingClassifying
InferringCommunicating
Interpreting dataCommunicatingPredicting
Having an interestand curiosity towards
environment.
Appreciating thebalance of nature
Having an interestAnd curiositytowards theenvironment
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Learning Objectives Suggested Learning Activi ties Learning Outcomes Thinking Skills Scient if ic Skil lsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
6
7
8
4.2 Understandingheat of precipitation
4.3 Understandingheat of displacement
4.4 Understandingheat of neutralisation
as in cold or hot packs.
Discuss the meaning of heatof reaction for the followingtypes of reactions:a) precipitationb)displacementc)neutralistiond)combustion
Carry out an activity todetermine the heat ofprecipitation for a reactionand construct its energy leveldiagram.
Carry out an activity to solvenumerical problems related toheat of precipitation usinginformation based on
thermochemical equations.
Discuss the meaning of
heat of displacement
Carry out an activity to
determine the heat ofdisplacement for areaction and constructthe energy level diagram
Calculate heat of
displacement using
information based onthermochemicalequations.
Carry out an activity to
solve numerical problemrelated to heat ofdisplacement usinginformation based onthermochemicalequations
A student is able :
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.
A student is able to :
State what heat of
displacement is,
Determine heat of
displacement,
Construct the energy
level diagram for adisplacement reaction,
Solve numericalproblems related to heatof displacement
Attributing
Comparingandcontrasting
Analyzing
Makingconclusions
AttributingAnalysing
relating
Conceptualisin
Interpreting dataClassifying
ObservingMeasuring andusing numbers
CommunicatingInterpreting data
Classifying
Measuring andusing numbersExperimentingObserving
Having critical andanalytical thinking
Being honest andaccurate in recording
Andvalidating data
Being diligent andpersevering
Having critical andanalytical thinking
Being confident andindependent
Being systematic
Being thankful to god
Precipitation-pemendakan
Displacement-penyesaran
Neutralization-peneutralan
ThermochemicalEquations-PersamaanTermokimia
Specific heatCapacity-muatan habatentu
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Learning Objectives Suggested Learning Activi ties Learning Outcomes Thinking Skills Scient if ic Skil lsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
Discuss the meaning of
heat of neuralisation
Carry out activities to
determine the heat ofneutralization andconstruct energy leveldiagrams for the
following types ofreaction between:a) Strong acid and strong
alkalib) Weak acid and strong
alkalic) Strong acid and weak
alkalid) Weak acid and weak
alkali
Discuss the difference
between the heat ofneutralisation for a strongacid/or strong alkali withheat of neutrlisation for areaction involving a weakacid and a weak alkali
Carry out an activity to solvenumerical problem related toheat of neutralization usinginformation based onthermochemical equations.
A student is able to:
State what heat of
neutralisation is,
Determine the heat of
neutralisation,
Construct energy level
diagrams for various
types of neutralisationreactions,
Compare the heat of
neutrlisation for thereaction between astrong acid and a strongalkali with the heat ofneuralisation for areaction between aweak acid and /or aweak alkali
Explain the difference of
the heat ofneutralisation for astrong acid and strongalkali with the heat ofneutralisation for a
reaction involving aweak acid and/or aweak alkali
Solve numerical
problems related to heatof neutralisation
g
Comparing
Comparing
relating
Classifying
Controllingvariables
Measuring andusing numbers
Being respectful
Appreciating thecontribution ofscience andtechnology
Being cooperativeBeing responsible
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Learning Objectives Suggested Learning Activi ties Learning Outcomes Thinking Skills Scient if ic Skil lsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
9
9
4.5Understanding Heatof Combustion
4.6Appreciating theexistence ofvarious energysources
Discuss the meaning of heatof combustion
Carry out activ it ies todetermine the heat of combustion of variousalcohols
Discuss:a) the difference between
heat of combustion ofvarious alcohols,
b) the difference betweenfuel values of variousfuels,
c) the selection of suitablefuels for specificpurposes
Carry out an activity to solvenumerical problems related toheat of combustion using
information based on thermo-chemical equations
Carry out group activitieswhere each group:
a) brainstorm andidentify the variousenergy sources,
b) choose an energy
A student is able to
State what is meant by
the heat of combustion
Determine the heat of
combustion for areaction
Construct an energy
level diagram for acombustion reaction
Compare the heat of
combustion for variousalcohols,
State what is meant by
the fuel value,
Describe the differences
between heats of combustion of variousalcohols,
Describe the
applications of fuelvalue
Compare and contrast
the fuel values for
various fuels
Solve numerical problemsrelated to heat ofcombustion
A student is able to:
describe a variety of
Grouping andclassifying
All thinkingskills
All thinkingskills
ComparingandcontrastingAttributing
Comparingandcontrasting
All thinkingskillsComparingandcontrasting
Problemsolving
Visualising,synthesizing,generatingideasMakingdecisions,
Classifying
Experimentingand manipulativeskillsCommunicating
Interpreting data
Classifying
Interpreting data
Communicating
Measuring andusing numbers
Predicting,Interpreting data
Being responsibleabout the safety ofoneself, others andthe environment
Appreciating thecontribution ofscience andtechnology
Having analytical andcritical thinking
Being objective andrational
Having critical andanalytical thinking
Appreciating thecontribution ofscience and
technology, beingthankful to God,
being responsible
Heat ofCombustion:HabaPembakaran
Fuel- bahan api
Fuel valueNilai haba bahanapi
Harnessingenergy sourcespenyadapansumber tenaga
Environmentalpollution
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Remarks/Vocabulary
source,c) identify technology
used to harness thisenergy,
d) discuss the pros andcons in using thisenergy source
Discuss the use of variousenergy sources and its effectson humans and theenvironment
energy sources
identify various
technologies used toharness energy
Justify the use of a particularenergy source.
Evaluating
Makingdecisions
Interpreting data
about the safety ofoneself, others, and
the environment
pencemaranalam
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THEME : PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALSLEARNING AREA : 5. CHEMICALS FOR COMSUMERS
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10 5.1Analysing soap anddetergent
Collect and interpret data on :(a) the history of soap
manufacturing,(b) what soap and detergent
are,(c) the additives in detergent
such as biologicalenzymes and whiteningagents,
(d) the preparation ofdetergent.
Carry out an activity toprepare soap using thesaponification process.
Investigate the cleansingaction of soap and detergentusing simulation andcomputer animation
Discuss :(a) the cleansing action of
soap and detergent,(b) the differences in the
effectiveness of thecleansing action of soapand detergent.
Conduct a competition orcarry out a project related to :(a) the manufacturing of
soap,(b) the preparation of
detergent for multiplepurposes such asshampoo and dishcleaner
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 of detergent,
Compare and contrast
the effectiveness of thecleansing action of soapand detergent,
Identify the additives in
detergent and theirrespective functions
Comparing &contrasting
Grouping &classifying
Evaluating
Makingconclusions
ClassifyingObserving
ExperimentingObserving
Interpreting DataCommunicating
Manipulativeskills
Appreciating thecontribution ofscience & technology
Being responsibleabout the safety ofoneself, others andthe environment
Being cooperativediligent andpersevering
additive bahantambahan
biologicalenzyme-enzim biologi
detergent detergen
saponification saponifikasi
TA :Detergent box,soap,examples ofdetergent and
soap
TA:Lab apparatusforsaponificationprocess, chart
The use ofbannedsubstancessuchas alkylbenzenesulphonate toillustratedetergentpreparationshould beavoided.
TA :Materials fordetergentproduction
project28
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Learning Objectives Suggested Learning Activi ties Learning Outcomes Thinking Skills Scient if ic Skil lsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
10 5.1Analysing soap anddetergent
Collect and interpret data on :(a) the history of soap
manufacturing,(b) what soap and detergent
are,(c) the additives in detergent
such as biologicalenzymes and whiteningagents,
(d) the preparation ofdetergent.
Carry out an activity toprepare soap using thesaponification process.
Investigate the cleansingaction of soap and detergentusing simulation andcomputer animation
Discuss :(a) the cleansing action of
soap and detergent,(b) the differences in the
effectiveness of thecleansing action of soapand detergent.
Conduct a competition orcarry out a project related to :(a) the manufacturing of
soap,(b) the preparation of
detergent for multiplepurposes such asshampoo and dishcleaner
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 of detergent,
Compare and contrast
the effectiveness of thecleansing action of soapand detergent,
Identify the additives in
detergent and theirrespective functions
Comparing &contrasting
Grouping &classifying
Evaluating
Makingconclusions
ClassifyingObserving
ExperimentingObserving
Interpreting DataCommunicating
Manipulativeskills
Appreciating thecontribution ofscience & technology
Being responsibleabout the safety ofoneself, others andthe environment
Being cooperativediligent andpersevering
additive bahantambahan
biologicalenzyme-enzim biologi
detergent detergen
saponification saponifikasi
TA :Detergent box,soap,examples ofdetergent and
soap
TA:Lab apparatusforsaponificationprocess, chart
The use ofbannedsubstancessuchas alkylbenzenesulphonate toillustratedetergentpreparationshould beavoided.
TA :Materials fordetergentproduction
project29
8/8/2019 Scheme of Work Chemistry Form 5
30/31
No. ofweek/Weeks
Learning Objectives Suggested Learning Activi ties Learning Outcomes Thinking Skills Scient if ic Skil lsScientific Attitudes
AndNoble Values
Remarks/Vocabulary
10 5.1Analysing soap anddetergent
Collect and interpret data on :(a) the history of soap
manufacturing,(b) what soap and detergent
are,(c) the additives in detergent
such as biologicalenzymes and whiteningagents,
(d) the preparation ofdetergent.
Carry out an activity toprepare soap using thesaponification process.
Investigate the cleansingaction of soap and detergentusing simulation andcomputer animation
Discuss :(a) the cleansing action of
soap and detergent,(b) the differences in the
effectiveness of thecleansing action of soapand detergent.
Conduct a competition orcarry out a project related to :(a) the manufacturing of
soap,(b) the preparation of
detergent for multiplepurposes such asshampoo and dishcleaner
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 of detergent,
Compare and contrast
the effectiveness of thecleansing action of soapand detergent,
Identify the additives in
detergent and theirrespective functions
Comparing &contrasting
Grouping &classifying
Evaluating
Makingconclusions
ClassifyingObserving
ExperimentingObserving
Interpreting DataCommunicating
Manipulativeskills
Appreciating thecontribution ofscience & technology
Being responsibleabout the safety ofoneself, others andthe environment
Being cooperativediligent andpersevering
additive bahantambahan
biologicalenzyme-enzim biologi
detergent detergen
saponification saponifikasi
TA :Detergent box,soap,examples ofdetergent and
soap
TA:Lab apparatusforsaponificationprocess, chart
The use ofbannedsubstancessuchas alkylbenzenesulphonate toillustratedetergentpreparationshould beavoided.
TA :Materials fordetergentproduction
project30
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