SEKOLAH MENENGAH KEBANGSAAN BAHAU 2 (MAHSAN)

YEARLY LESSON PLAN 2011

CHEMISTRTY FORM 5

THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA : RATE OF REACTION

Learning CCTS / TSTS /

Week Learning Outcomes Activities
Objectives SPS
1.1. A student is able to: 1. Discuss: Using space-time
1 Analysing rate of • state what rate of reaction is, (a) the meaning of rate of reaction, relationship
(3/1 -7/1) reaction • identify observable changes to (b) some examples of fast reactions, Predicting
reactants or products for determining (c) some examples of slow reactions. Controlling
rate of reaction. Laboratory Work 1.1: Slow and fast reaction. variable
• determine average rate of reaction Hypothesising
• determine the rate of reaction at any 2. Discuss to identify observable changes to
given time from a graph. reactants or products and its method of Communicating
• solve numerical problems involving measurement in order to determine the rate of Measuring and
average rate of reaction reaction. using numbers
Interpreting data
• solve numerical problems involving
3. Carry out an activity involving a reaction Analysing
rate of reaction at any given time
between zinc and acid, and plot a graph to
determine average rate of reaction and the
rate of reaction at any given time.
Laboratory Work .1.2: Average rate of reaction
and instantaneous rate of reaction.

4. Carry out problem solving activities involving

rates of reaction.

1.2 A student is able to : 1. Discuss possible factors affecting the rate of Communicating
2 Synthesising • design experiments to investigate reaction. Controlling
(10/1- factors affecting factors affecting the rate of reaction, variables
14/1) the rate of • give examples of reactions that 2. Design and carry out activities to investigate Making
reaction. are affected by size of reactant, factors affecting the rate of reaction, i.e. size hypothesis
concentration, temperature and of reactant, concentration, temperature and
catalyst. catalyst. Some suggested reactions: Interpreting data
• Explain how each factor affects (a) a reaction between calcium carbonate, Measuring and
the rate of reaction. CaCO3 and hydrochloric acid, HCl , using numbers
• Describe how factors affecting the (b) a reaction between sodium thiosulphate,

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 Learning CCTS / TSTS /
Week Learning Outcomes Activities
Objectives SPS
rate of reaction are applied in daily Na2S2O3 and sulphuric acid, H2SO4,
life and in industrial processes. (c) decomposition of hydrogen peroxide,H2O2 Communicating
• Solve problems involving factors in the presence of a catalyst. Defining
affecting rate of reaction. Experiment 1.1: Effect of surface area on the rate operationally
of reaction. Analysing
Experiment 1.2: Effect of concentration on the rate
of reaction. Synthesising
Experiment 1.3: Effect of temperature on the rate
of reaction.
Experiment 1.4: Effect of catalyst on the rate of
reaction.
Experiment 1.5: Effect of the amount of catalyst
on the rate of reaction.

3. View computer simulations to investigate how

the movement and collision of particles in a
reaction are affected by temperature, size of
reactant, pressure, concentration and catalyst.

4. Collect and interpret data to explain factors

affected 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.

5. Solve problems involving rate of reaction.

3 1.3 A student is able to: 1. Carry out simulations on:

(17/1 – Synthesising • relate reaction with energy produced (a) movement and collision of particles in Generating ideas
21/1) ideas on collision by movement and effective collision of chemical reactions, Relating
theory particles. (b) movement and
• describe activation (c) collision of particles in reaction affected Grouping and
energy, by temperature, size of reactant, pressure interpreting data
• sketch and describe concentration and catalyst. Conceptualising
energy profile diagram, Visualising
• relate the frequency of 2. Collect, interpret data and discuss the

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 Learning CCTS / TSTS /
Week Learning Outcomes Activities
Objectives SPS
effective collision with the rate of following: Synthesising
reaction, (a) collision
• relate the frequency of effective (b) effective collision,
collisions with factors influencing the (c) activation energy,
rate of reaction, (d) collision frequency,
• describe how a certain (e) effective collision frequency,
factor affects the collision of particles in (f) energy profile diagram.
a reaction.
3. Discuss to conceptualise collision theory

1.4 A student is able to: 1. Carry out some daily activities related to Relating
Practising • Apply knowledge on factors affecting factors affecting the rate of reaction. Evaluating
scientific the rate of reaction in everyday 2. Collect and interpret data on scientists’ Problem solving
knowledge to activities. contribution in enhancing the quality of life
enhance quality • Adopt problem solving approaches and 3. Carry out problem solving activities involving
of life make rational decisions based on rate of reaction in the field of science and
research technology through experiment and research.

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THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 2. CARBON COMPOUNDS

Learning TSTS/ CCTS/

Learning Outcomes Activities
Week Objectives SPS
2.1 A student is able to: 1. Collect and interpret data on: Predicting
4 Understanding • State what carbon compound is, (a) the meaning of carbon compound, Communicating
(24/1 – Carbon • State the carbon compounds can be (b) the meaning of organic compound with Characteristing
28/1) Compounds classified into two groups, i.e. respect to its sources, content and Relating
organic and inorganic, combustion products,
• State what organic compound is, (c) the meaning of hydrocarbon, inclusive of
• Gives examples of organic and saturated and unsaturated hydrocarbons,
inorganic carbon compounds, (d) sources of hydrocarbon,
• State what a hydrocarbon is, (e) examples of organic and inorganic
compounds.
• List the sources of hydrocarbon,
• Identify the combustion products of
organic carbon compounds.
2. Carry out an activity to identify the products of Experimenting
the combustion of organic compounds, i.e. Communicating
carbon dioxide and water. Making
Laboratory work 2.1: Combustion products of conclusion
organic compounds. Use and handle
science
apparatus and
laboratory
substances
correctly
Relating
Making
inferences
Making
inferences
Generating ideas

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 Learning TSTS/ CCTS/
Learning Outcomes Activities
Week Objectives SPS
4 2.2 A student is able to : 1. Collect and interpret data on : Making
(24/1 – Analysing • state what alkane is, (a) the meaning of alkane, generalization
28/1) alkanes • state what structural formula is, (b) the meaning of structural formula, Sequencing
• deduce the molecular formulae of 2. Carry out an activity to construct molecular
the first ten alkanes models and draw structural formulae of the first Relating
• Draw the structural formulae for the ten straight-chain alkanes. Comparing and
first ten straight-chain alkanes, 3. Construct a table showing names, molecular contrasting
• Deduce the general formula of formulae, structural formulae and physical
alkanes properties i.e. melting and boiling points, Predicting
density, physical state at room temperature,
• Name the first ten alkanes,
solubility in water and electrical conductivity of
• Relate changes in physical
the first ten straight-chain alkanes.
properties with increase in the
4. Discuss :
number of carbon atoms in alkanes
(a) the relationship between changes in
molecules
physical properties with increase in the
• Explain the effect of the increase in number of carbon atoms in alkanes
number of carbon atoms in alkanes molecules. Classifying
molecules on the molecules boiling (b) the effect the boiling points of alkanes due
points, to increase in the number of carbon atoms
• Describe complete and incomplete in alkanes molecules
combustion of alkanes, 5. Collect and interpret data on chemical
• Describe the substitution reaction of properties of alkanes, i.e. combustion,
alkanes, substitution reaction with halogen. (using
• Write chemical equations for methane as example)
combustion and substitution reaction 6. Discuss the effect on:
of methane, (a) the combustion of alkanes
• Describe how methane affects (b) substitution reaction of alkanes due to Compare and
everyday life. increase in the number of carbon atoms in contrasting
alkanes molecules.
7. Write chemical equation for combustion and
substitution reaction of methane
8. Group discussion and presentation on Predicting
decomposition of organic matter produces
methane and how this may cause fire in land Generating ideas
fills and peat swamps.
5
(31/1– CHINESE NEW YEAR HOLIDAYS
4/2)

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 Learning
Learning Outcomes
Week Objectives
6 2.3 A student is able to:
(7/2– Analysing • state what alkene is,
11/2) alkenes • deduce the molecular formulae of the
first nine alkenes,
• deduce the general formula of
alkenes,
• name the first nine alkenes,
• draw the structural formulae for the
first nine straight –chain alkenes,
• relate changes in physical properties
with increase in the number of
carbon atoms in alkenes molecules,
• explain the effects on boiling points
of alkenes due to increase in the
number of carbon atoms in alkenes
molecules,
• describe chemicals properties of
alkenes,
• compare and contrast alkanes with
alkenes,
• relate the reactivities of alkanes and
alkenes to their chemicals bonds.
• Generalise the characteristics of
homologous series based on alkanes
and alkenes
TSTS/ CCTS/
Activities
SPS
1. Collect and interpret data on the meaning of Interpreting data
alkene
2. Carry out an activity to construct molecular Experimenting
models and draw structure formulae of the first
straight-chain alkenes with one double bond . Comparing and
3. Construct a table showing names, molecular contrasting
formulae , structural formulae and physical
properties of the first nine straight-chain Analysing
alkenes.
4. Collect and interpret data on: Detecting bias
(a) physical properties of alkenes, i.e melting
and boiling points, density, physical state Making
at room temperature , solubility in water conclusion
and electrical conductivity,
(b) chemical properties of alkenes i.e Generalising
combustion , addition reaction and
polimerisation . Evaluating
5. Discusss:
(a) the relationship between changes of physical
properties with increase in the number of
carbon atoms in alkenes molecules,
(b) how the increase in the number of carbon
atom in alkenes , affect their boiling points
(c) the combustion of alkenes
(d) the addition reaction of alkenes
(e) the polimerisation of alkenes
6. Write chemical equations for the combustion,
addition and polimerisation reaction of alkenes.
7. Carry out activities to compare properties of
alkanes and alkenes having the same number
of carbon atom 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 .
8. Compare qualitatively the sootiness of flame
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 Learning TSTS/ CCTS/
Learning Outcomes Activities
Week Objectives SPS
during combustion of an alkane with the
corresponding alkene.
Laboratory Work 2.2: Properties of alkanes and
alkenes.
9. Discuss to generalise the characteristics of
homologous series in terms of having the same
general formula, can be made by similar
methods, steady changes in physical
properties, and similar chemical properties
6 2.4 A student is able to: 1. Construct all possible models and draw Generating ideas
(7/2– Synthesising • Construct various structural formulae structural formulae for a particular alkane and Conceptualising
11/2) ideas on of a particular alkane and alkene. alkene. Comparing and
isomerism • Explain what isomerism is 2. Construct a table showing names and formulae contrasting
• Use IUPAC nomenclature to name of alkyl groups.
isomers 3. Discuss isomerism. Visualising
4. Discuss the existence of isomers. Sequencing
5. Draw structural formulae of alkane and alkene Systematic
isomers and name them. Conceptualising
6. Examine isomerism through models or
computer simulations.

A student is able to:
7 2.5 • state the general formula of alcohols,
(14/2 – Analysing • identify the functional group of
18/2) alcohols alcohols,
• list the names and molecular formulae
for the first four alcohols,
• draw structural formulae for isomers
of propanol (C3H7OH) and butanol
(C4H9OH),
• name isomers of propanol and butanol
using IUPAC nomenclature,
• describe the industrial production of
ethanol.
• describe the preparation of ethanol in
the laboratory,
1. Carry out an activity to derive general formula generating ideas
of alcohols and identify the functional group. observing
2. Construct a table of names and molecular classifying
formulae for the first four alcohols.
3. Carry out an activity to draw various possible
structural formulae of the first four alcohols and
name them. making
4. Collect and interpret data on the industrial inferences
production of ethanol.
5. Carry out an activity on the preparation of
ethanol in the laboratory through fermentation
and distillation. interpreting data
Laboratory Work 2.3: Preparation of ethanol by
fermentation.

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 Learning TSTS/ CCTS/
Learning Outcomes Activities
Week Objectives SPS
• state the physical properties of 6. Collect and interpret data on the physical
ethanol, properties of ethanol (C2H5OH), i.e. colour,
• predict the chemical properties for odour, boiling point, physical state at room
other members of alcohols, temperature, volatility and solubility.
• explain with examples the uses of
alcohol in everyday life, 7. Carry out activities to investigate the chemical
• explain the effects of the misuse and properties of ethanol in terms of : relating
abuse of alcohols. (a) combustion, experimenting
(b) oxidation
(c) dehydration generating ideas
Laboratory Work 2.4: Chemical properties of classifying
ethanol. attributing

8. Write chemical equations for the above

reactions involving ethanol, propanol and
butanol. Experimenting
9. Carry out an activity to predict the chemical
properties for other members of alcohols. Predicting
10. Collect and interpret data on:
(a) uses of alcohol in everyday life, Interpreting data
(b) effects of alcohol misuse and abuse.
Relating

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(21/2 – TEST 1
25/2)
2.6 A student is able to : 1. Carry out activity to derive the general formula Generating ideas
9 Analysing • state the general formula of carboxylic of carboxylic acids and identify the functional making
(28/2 – carboxylic acids acids, group. hypotheses
4/3) • identify the functional group of 2. Construct a table with names and molecular
carboxylic acids, formulae of the first four members of carboxylic
• list the names and molecular formulae acid, and draw their structural formulae Relating
of the first four members of carboxylic 3. Collect and interpret data on the preparation of attributing
acid, ethanoic acid (CH3COOH) in the laboratory classifying
• draw structural formulae of the first 4. Collect and interpret data on the physical
four members of carboxylic acid and properties of ethanoic acid, i.e. colour, odour,
name them using the IUPAC boiling point, physical state at room
nomenclature, temperature and solubility in water
5. Carry out activities to investigate the chemical

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 Learning TSTS/ CCTS/
Learning Outcomes Activities
Week Objectives SPS
• describe the preparation of ethanoic properties of ethanoic acid through its reactions
acid in the laboratory, with :
• state the physical properties of (a) base,
carboxylic acids, (b) metallic carbonate, Making inference
• state the chemical reactions of (c) metal, predicting
ethanoic acids with other chemicals, (d) alcohol. visualising
• predict the chemical properties for Laboratory Work 2.5: Chemical properties of
other members of carboxylic acid, ethanoic acid Experimenting
• explain with example the uses of 6. Carry out an activity to write chemical
carboxylic acids in everyday life equations for the above reactions involving
propanoic acid (C2H5COOH) and butanoic acid
(C3H7COOH)
7. Carry out an activity to predict the chemical
properties of other members of carboxylic acids
8. Collect and interpret data on the uses of Predicting
carboxylic acids in everyday life.

2.7. A student is able to:
10 Analysing Esters • state the general formula of esters,
(7/3 – • identify the functional group of esters,
11/3) • list the names and molecular formulae
of simple esters,
• Draw structural formulae of simple
esters and name them using the
IUPAC nomenclature,
• Describe the preparation of ester in the
laboratory,
• State the physical properties of
ethyl ethanoate,
• Predict the ester produced from
the esterification reaction,
• Write equations for the esterification
reactions,
• state the natural sources of ester,
• state the uses of ester in everyday life.
1. Carry out an activity to derive the general Generating idea
formula of esters and identify the functional interpreting data
group. relating
2. Construct a table of molecular formulae and
names of esters.
3. Carry out an activity to prepare ethyl ethanoate
(CH3COOC2H5) in the laboratory.
4. Carry out an activity to investigate the physical
properties of ethyl ethanoate, i.e. the odour and
solubility.
Laboratory Work 2.6; Esters – Laboratory
preparation and physical properties.
5. Discuss to predict the esters produced from the Experimenting
esterification between various carboxylic acids attributing
and alcohols.
6. Write equations for esterification reactions. Predicting
Making inference
7. Collect and interpret data on:
(a) natural sources of ester visualising
(b) uses of ester in everyday life.
8. Carry out a project to extract esters from

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 Learning TSTS/ CCTS/
Learning Outcomes Activities
Week Objectives SPS
plants.

11
(12/3- MID TERM BREAK I
20/3)
12 2.8 A student is able to: 1. Group activity: Grouping and
(21/3 – Evaluating fats • State what oils are Collect and interpret data on: classifying
25/3) • State what fats are (a) what oils and fats are Comparing and
• State the importance of oils and (b) why our body needs oils and fats contrasting
fats for body processes (c) sources and the uses of oils and fats Evaluating
• State the sources of oils and fats (d) the difference between oils and fats at
• List the uses of oils and fats room temperature in terms of physical
• State the differences between oils state
and fats (e) structural formulae for fat molecules of
• Identify structural formulae for fat certain fatty acids
molecules of certain fatty acids 2. Group activity:
• State what saturated fats are Collect and interpret data on:
(a) what saturated and unsaturated fats are Grouping and
• State what unsaturated fats are classifying
• Compare and contrast between (b) sources and compositions of saturated and
unsaturated fats Comparing and
saturated and unsaturated fats contrasting
(c) the differences between saturated and
• Describe the effects of eating Generalising
unsaturated fats
food high in fats on health Evaluating
(d) the need to convert unsaturated to
• Describe the industrial extraction
saturated fats
of palm oil
(e) effects of fats on health
• Justify the use of palm oil in the 3. Discuss the production of margarine by Visualising
food production hydrogenation,
4. Visit a palm oil factory, margarine
manufacturing plant or palm oil research
institute.
5. Panel speakers:
Discuss:
(a) the advantages of palm oil as compared to
other vegetable oils
(b) research on oil palm in Malaysia Justifying
(c) the importance of palm oil industry to the

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 Learning TSTS/ CCTS/
Learning Outcomes Activities
Week Objectives SPS
development of the country

13 2.9 A student is able to : 1. Collect and interpret data on :

( 28/3- Analysing natural • List examples of natural polymers and (a) natural polymer i.e natural rubber, starch Prioritising
1/4) rubber their monomers, and protein and their respective monomers
• Draw the structural formula of natural (b) properties of natural rubber in terms of
rubber, elasticity, oxidation and the effects of heat
• State the properties of natural rubber, and solvents. Synthesising
• State the uses of natural rubber (c) Uses of natural rubber,
• Describe the coagulation process of (d) Structural formula of natural rubber. Attributing
latex 2. Carry out an activity to investigate the Attributing
coagulation of latex and methods to prevent
• Describe the method used to prevent
coagulation.
latex from coagulating,
Laboratory Work 2.7: Coagulation of latex Defining
• Describe the vulcanization of rubber,
3. Carry out activities to produce latex products operationally
• Describe how the presence of sulphur such as gloves and balloons.
atoms changes the properties of
vulcanised rubber,
4. Carry out an activity to produce vulcanised
rubber. Defining
• Compare and contrast the properties operationally
Laboratory Work 2.8: Vulcanised rubber
of vulcanised and unvulcanised
5. Investigate the process of rubber vulcanisation
natural rubber.
using computer simulation.
6. Discuss :
(a) how the presence of sulphur atom in
vulcanized rubber changes the properties Defining
of vulcanized rubber. operationally
(b) Research on natural rubber in Malaysia
7. Carry out an activity to compare the elasticity of
vulcanised and unvulcanised natural rubber.
Experiment 2.1: Elasticity of vulcanised and
unvulcanized rubber.
Laboratory Work 2.9: Latex product.
8. Visit a rubber plantation, a latex processing
factory, a rubber product manufacturing plant Defining
or a rubber research institute. operationally
13 2.10 A student is able to : 1. Construct a table naming each member of the Comparing and
( 28/3- Creating • describe the systematic approach in homologous series according to the increasing contrasting
1/4) awareness of naming members of homologous number of carbon atoms. Attributes
order in series. 2. Discuss the order in the physical and chemical Predicting

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 Learning TSTS/ CCTS/
Learning Outcomes Activities
Week Objectives SPS
homologous • describe the order in the physical and properties and compounds in homologous Inferring
series chemical properties in homologous series. Sequencing
series. Classifying
3. View computer simulations about the subtopic
13 2.11 A student is able to : 1. Collect and interpret data on the existence of a
( 28/3- Expressing • describe the existence of various variety of organic materials in consumer
1/4) gratefulness for organic materials and their uses in products.
the variety of everyday life 2. Attend activities (talks, forum, exhibition) Generating ideas
organic materials • practice good nutrition for health related to good nutrition for health. Interpreting data
in nature • relate the contribution of palm oil and 3. Conduct a forum related to the contribution of
natural rubber to the economic palm oil and natural rubber industries with the
development of the country country’s economy.

THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA : 3. OXIDATION AND REDUCTION

Learning CCTS / TSTS /

Week Learning Outcomes Activities
Objectives SPS
14 3.1 A student is able to: 1. Collect and interpret data on oxidation, Defining
(4/4– 8/4) Analysing redox • state what oxidation is, reduction, redox reaction, oxidising agent and operationally
reactions • state what reduction is, reducing agent based on Classifying
• explain what redox reaction is, (a) loss or gain of oxygen
• state what oxidising agent is, (b) loss or gain of hydrogen Interpreting data
• state what reducing agent is, (c) transfer of electron Communicating
(d) change in oxidation number data
• calculate the oxidation number of an
Laboratory Work 3.1: Redox reaction as loss or
element in a compound,
gain of oxygen. Measuring and
• relate the oxidation number of an
Acttivity 3.1: Oxidation and reduction as loss or using number
element to the name of its compound
gain of oxygen or hydrogen. Relating
using the IUPAC nomenclature,
Activity 3.2: Oxidation and reduction as transfer of Evaluation
• explain with examples oxidation and electrons.
reduction processes in terms of the
change in oxidation number, 2. Calculate the oxidation number of an element
• explain with examples oxidation and in a compound.

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 Learning
Week Learning Outcomes
Objectives
reduction processes in terms of electron
transfer,
• explain with examples oxidation and
reducing agents in redox reactions,
• write oxidation and reducing half-
equations and ionic equations.
CCTS / TSTS /
Activities
SPS
Activity 3.3: Oxidation number.
3. Carry out an activity to identify the oxidation
number of an element in a compound and
name the compound using the IUPAC
nomenclature.
Activity 3.4: Naming of compounds.

4. Carry out an activity to identify oxidation and

reduction processes in chemical equations:
(a) using oxidation number Observing
(b) in terms of electron transfer Making
inferences
5. Carry out activities to investigate oxidation Experimenting
and reduction in the followinng reactions: Making
a. combustion of metals or chlorine, conclusion
b. heating of metallic oxide with carbon, Predicting
c. change of Fe2+ions to Fe3+ and Fe3+ to Controlling
Fe2+ variables
d. displacement of halogen from its halide Communicating
solution,
e. transfer of electrons at a distance (a Grouping and
variety of solutions to be used). classifying
Laboratory Work 3.2: Change of iron(II) ions to
iron(III) ions and vice versa. Synthesising
Laboratory Work 3.3: Displacement of metals. Grouping and
Laboratory Work 3.4: Displacement of halogens. classifying
Laboratory Work 3.5: Transfer of electrons at a
distance.
Activity 3.5: Half equations and ionic equations.
Activity 3.6: Examples of oxidising and reducing
agents.
15
(11/4 TEST 2
-15/4)
16 3.2 A student is able to: 1. Collect and integrate data on : Making
(18/4 – Analysing rusting • State the conditions for the rusting of a. Conditions for the rusting of iron, hypothesis
22/4) as a redox iron, b. The meaning of corrosion of metal, Analysing

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 Learning CCTS / TSTS /
Week Learning Outcomes Activities
Objectives SPS
reaction • State what corrosion of metal is c. The process of rusting in terms of Relating
• Describe the process of rusting in oxidation and reduction. Making
terms of oxidation and reduction, inferences
• Generate ideas on the use of other 2. Discuss the redox reactions in corrosion of Predicting
metals to control rusting, metals including rusting. Making
• Explain with examples on the use of a conclusions
more electropositive metal to control 3. Discuss on the use of other metals to control
metal corrosion, rusting.
• Explain with examples on the use of a
less electropositive metal to control 4. Carry out an activity to investigate the effect Making
metal corrosion. on iron nails when it is in contact with other hypothesis
metals. Controlling
Experiment 3.1: Effects of other metals on rusting. variables
5. Collect and interpret data on methods to Experimenting
control metal corrosion using a more
electropositive metal or a less electropositive Communicating
metal. Observing
Activity 3.7: Rusting and controls of rusting. Making
Activity 3.8: Control of rsuting. inferences
Predicting
Interpreting data
17 3.3 A student is able to: 1. Carry out an activity to investigate the Observing
(25/4– Understanding • compare the differences in the vigour reactivity of some metals with oxygen. Inferring
29/4) the reactivity of the reactions of some metals with Laboratory Work 3.6: Reactivity of metals with
series of metals oxygen. oxygen. Sequencing
and its • deduce the reactivity series of metals. Analyzing
application • determine the position of carbon and 2. Arrange metals in terms of their reactivity with Comparing and
hydrogen in the reactivity series of oxygen. contrasting
metals.
• state what the reactivity series of 3. Carry out activity to determine the position of
metals are. carbon and hydrogen in the reactivity series of
• describe the extraction of iron and tin metals.
from their ores. Laboratory Work 3.7: The position of carbon in the
reactivity series of metals.
• explain the use of carbon as the main
Laboratory Work 3.8: The position of hydrogen in
reducing agent in metal extraction.
the reactivity series of metals.
• use the reactivity series of metals to
predict possible reactions involving
4. Discuss to predict the position of other metals
metals.

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 Learning CCTS / TSTS /
Week Learning Outcomes Activities
Objectives SPS
in the reactivity series.

5. Collect and interpret data on the extraction of

iron and tin.

6. Visit metal extraction factories or view a video

on the extraction of metals.
Activity 3.9: Extraction of metal.
Activity3.10: Extraction of iron and tin.
7. Discuss the use of the reactivity series of
metals to predict possible reactions involving
metals.
8.

18 3.4 A student is able to:
(2/5 – Analysing redox • explain with examples the oxidation
6/5) reactions in and reduction reactions at the
electrolytic and electrodes of various chemical cells,
chemical cells • explain with examples the oxidation
and reduction reactions at the
electrode of various electrolytic cells,
• state the differences between
• electrolytic and chemical cells in terms
of basic structure, energy conversion
and the transfer of electrons at the
electrodes,
• compare and contrast electrolytic and
chemical cells with reference to the
oxidation and reduction processes.
1. Carry out an activity to investigate oxidation Attributing
and reduction reactions in electrolytic and Comparing and
chemical cells. contrasting
Activity 3.12: Electrolytic and chemical cells.
Conceptualizing
2. Using computer simulation, study and discuss
redox reactions in various types of cells.
3. Discuss the differences between electrolytic
and chemical cells in terms of:
(b) basic structure, energy conversion and
the transfer of electrons at the electrodes,
(c) oxidation and reduction processes.
Laboratory Work 3.9: Oxidation and reduction in
electrolytic cells.
Laboratory Work 3.10: Oxidation and reduction in
chemical cells.

18 3.5 A student is able to:

(2/5 – Appreciating the • Describes the various applications of
6/5) ability of the change of oxidation number in
elements to substances,
change their • Describe the existence of various
oxidation types of ores in our country

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 Learning CCTS / TSTS /
Week Learning Outcomes Activities
Objectives SPS
numbers. • Describe efforts to prevent corrosion
of metals,
• Describe the contribution of metal
extraction industry to the economy of
our country
• Appreciate chemical cell as a source
of renewable energy

THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA : 4 THERMOCHEMISTRY

Learning CCTS / TSTS /

Week Learning Outcomes Activities
Objectives SPS
4.1 A student is able to: 1. Discuss the meaning of exothermic and Making
19 Evaluating • State what exothermic reaction is endothermic reactions. hypothesis
(9/5 – energy changes • State what endothermic reaction is Activity 4.1: Exothermic and endothermic reaction Controlling
13/5) in chemical variables
reaction
• Identify exothermic reactions Experimenting
2. Carry out activities to study exothermic and
• Identify endothermic reactions Communicating
endothermic reactions in the:
• Give examples of exothermic (a) Reaction between sodium hydrogen Observing
reactions carbonate, NaHCO3, and an acid, Interpreting data
• Give examples of endothermic (b) Reaction between sodium hydroxide Grouping and
reactions NaOH, and hydrochloric acid, HCl classifying
• Construct energy level diagrams for Making
(c) Dissolving of sodium hydroxide in water
exothermic reactions conclusion
(d) Dissolving of ammonium salts, such as
• Construct energy level diagrams for ammonium chloride, NH4Cl, ammonium
endothermic reactions sulphate, (NH4)2SO4, in water.
• Interpret energy level diagram Laboratory Work 4.1: Exothermic and
• Interrelate energy change with endothermic reaction.
formation and breaking of bonds
• Describe the application of knowledge 3. Carry out an activity to construct energy level
of exothermic and endothermic diagrams for exothermic and endothermic
reactions in everyday life. reactions.

16
 Learning CCTS / TSTS /
Week Learning Outcomes Activities
Objectives SPS
4. Discuss to interpret an energy level diagram.

5. Discuss the release or the absorption of

energy during formation and breaking of
bonds using simulation, computer animation,
games or other methods.
6. Show and discuss the application of
exothermic and endothermic reactions, such
as in cold or hot packs.
Activity 4.2: Application of exothermic and
endothermic reactions.
Activity 4.3: Hot or cold pack.

20 – 21
(16/5 – MID YEAR EXAMINATION
27/5)
22 - 23
(28/5- MID YEAR BREAK
12/6)
24 4.2 A student is able to: 1. Discuss the meaning of heat of reaction for Making
(13/6 Understanding • State what heat of reaction is, the following types of reactions: hypothesis
-17/6) heat of • State what heat of precipitation is, (a) Precipitation, Controlling
precipitation (b) Displacement, variables
• Determine the heat of precipitation for Experimenting
a reaction, (c) Neutralisation
(d) Combustion Communicating
• Construct an energy level diagram for Measuring and
a precipitation reaction, using numbers
2. Carry out an activity to determine the heat of
• Solve numerical problems related to Observing
precipitation for a reaction and construct its
heat of precipitation Interpreting data
energy level diagram.
Laboratory Work: Heat of precipitation. Making
inferences
3. Carry out an activity to solve numerical Comparing and
problems related to heat of precipitation using contrasting
information based on thermochemical Making
equations. conclusion
25 4.3 A student is able to: 1. Discuss the meaning of heat of displacement Making
(20/6 – Understanding • State what heat of displacement is hypothesis

17
 Learning CCTS / TSTS /
Week Learning Outcomes Activities
Objectives SPS
24/6) heat of • Determine heat of displacement 2. Carry out an activity to determine the heat of Controlling
displacement • Construct the energy level diagram displacement for a reaction and construct its variables
for a displacement reaction, energy level diagram. Experimenting
Laboratory Work 4.3: Heat of displacement Communicating
• Solve numerical problems related to
Measuring and
heat of displacement
3. Calculate heat of displacement using using numbers
information based on thermochemical Observing
equations. Interpreting data
Making
4. Carry out an activity to solve numerical inferences
problems related to heat of displacement Comparing and
using information based on thermochemical contrasting
equations. Making
conclusion

26 4.4 A student is able to:
(27/6 - Understanding • State what heat of neutralisation is,
1/7) heat of • Determine the heat of neutralisation,
neutralisation • Construct energy level diagrams for
various types of neutralisation
reactions,
• Compare the heat of neutralisation for
the reactions between a strong acid
and a strong alkali with the heat of
neutralisation for reaction between a
weak acid and/or weak alkali,
• Explain the difference between the
heat of neutralisation for a strong acid
and/or strong alkali with heat of
neutralisation for a reaction involving a
weak acid and a weak alkali.
• solve numerical problems related to
heat of neutralization
1. Discuss the meaning of heat of neutralisation. attributing
relating
2. Carry out an activities to determine the heat of comparing and
neutralization, and construct energy level contrasting
diagrams, for the following types of reactions analyzing
between: making
(a) Strong acid and strong alkali. inferences
(b) Weak acid and strong alkali. visualizing
(c) Strong acid and weak alkali. making analogies
(d) Weak acid and strong alkali.
Laboratory Work 4.4: Heat of neutralisation.
Laboratory Work 4.5: Heat of neutralisation of
acids and alkalis of different strenght.
3. Discuss the difference between the heat of
neutralisation for a strong acid and/or strong
alkali with heat of neutralization for a reaction
involving a weak acid and a weak alkali.
4. Carry out an activity to solve numerical
problems related to heat of neutralisation
using information based on the

18
 Learning CCTS / TSTS /
Week Learning Outcomes Activities
Objectives SPS
thermochemical equations.

27 4.5 A student is able to : 1. Discuss the meaning of heat of combustion. Attributing,

(4/7 – Understanding • state what heat of combustion is, relating,
8/7) heat of • determine heat of combustion for a 2. Carry outs activities to determine heat of observing,
combustion reaction combustion of various alcohols. interpreting data,
• construct an energy level diagram for Experiment 4.1: Heat of combustion for alcohols. hypothesizing,
a combustion reaction. making
• compare the heat of combustion of 3. Discuss: inferences,
various alcohols (a) the difference between heat of controlling
• State what fuel values is combustion of various alcohols. variables,
(b) The difference between fuel values of communicating,
• describe the difference between heat
various fuels. comparing and
of combustion of various alcohols.
(c) The selection of suitable fuel for specific contrasting
• describe the applications of fuel value.
purposes.
• compare and contrast fuel values for
various fuels. 4. Carry out an activity to solve numerical
• solve numerical problems related to problems related to heat of combustion using
heat of combustion. information based on thermochemical
equations.

27 4.6 A student is able to: 1. Carry out group work where each group: Communicating
(4/7 – Appreciating the  describe a variety of energy sources, (a) brainstorm and identify the various
8/7) existence of  identify various technology used to (b) energy sources,
various energy harness energy, (c) choose an energy source,
sources  justify the use of a particular energy (d) identify technology used to harness
source. (e) this energy,
(f) d) discuss the pros and cons in using this
(g) energy source.

2. Discuss the use of various energy sources

and its effect on humans and the
environment.

19
THEME : PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS
LEARNING AREA : 5. CHEMICALS FOR CONSUMERS

Week Learning CCTS / TSTS /

Learning Outcomes Activities
Objectives SPS
28 5.1 A student is able to: 1. Collect and interpret data on: Analysing
(11//7 – Analysing soap • state what soap is, (a) the history of soap manufacturing. Being
15/7) and detergent • state what detergent is, (b) what soap and detergent are, cooperative
• describe soap preparation process, (c) the additives in detergents such as
• describe detergent preparation biological enzymes whitening agents, Data interpreting
process, (d) the preparation of detergent
• describe the cleansing action of soap, 2. Carry out an activity to prepare soap using the
saponification process
• compare and contrast the
Laboratory Work 5.1: Soap preparation process.
effectiveness of the cleansing action
3. Investigate the cleansing action of soap and
of soap and detergent
detergent using simulation and computer
animation
4. Discuss Experimenting
• identify the additives in detergent and
(a) the cleansing action of soap and Sequencing
their respective functions
detergent Being honest and
(b) The differences in the effectiveness of the accurate
cleansing action of soap and detergent. Being responsible
(c) Activity 5.1 Emulsifying property of soap Communication
and detergent
Activity 5.2: The cleansing action of soap and
detergent.
5. Conduct a competition or carry out a project Differentiate
related to Daring to try
(a) The manufacturing of soap
(b) The preparation of detergent for multiple
purposes such as shampoo and dish
cleaner.

29
( 18/7- TEST 3
22/7)

20
 Week Learning CCTS / TSTS /
Learning Outcomes Activities
Objectives SPS
30 5.2 A student is able to: 1. Collect and interpret data on the various types Analysing
(25/7 – Evaluating the • state the types of food additives and of food additives in the market.
29/7) use of food their examples, Activity 5.6: Food additives Interpreting data
additives • state the function of each type of food 2. Collect and interpret data on the types of Comparing and
additive, chemicals used in food additives and their contrasting
• justify the use of food additives, function as:
• describe the effects of food additives (a) preservatives and antioxidants, e.g.
on health and the environment. sodium nitrate, sodium benzoate, Evaluating
ascorbic acid,
(b) flavouring agents, e.g. monosodium
glutamate (MSG), aspartame, Making
(c) stabilizers and thickening agents, e.g. conclusions
gelatine, acacia gum,
(d) dyes, e.g. azo compound, triphenyl
compound. Generalising

3. Carry out a project to collect and observe the

labels on food packs and identify the additives
used.
Activity 5.7: Food label.

4. Discuss:
(a) the rationale for the use of food additives,
(b) the effect of food additives on health and
the environment,
(c) life without food additives
31 5.3 A student is able to : 1. Collect and interpret data on various types Grouping and
(1/8-5/8) Understanding • state examples of traditional medicine, and functions, i.e : classifying
medicine their sources and uses, (a) traditional medicines derived from plants
• state the types of modern medicine and animals, Interpreting data
and their examples, (b) analgesics such as aspirin, paracetamol
• state the functions of each type of and codeine,
modern medicine, (c) antibiotics such as penicillin and
• describe the possible side effects of streptomycin,
using modern and traditional medicine (d) psychotherapeutic medicine such as
, stimulant, antidepressant and
antipsychotic.

21
Week Learning
Learning Outcomes
Objectives
• describe the correct usage of modern
and traditional medicines.
32 5.4 A student is able to ;
(8/8- Appreciating the • describe that the discovery of
12/8) existence of chemicals improves quality of life,
chemicals • state the side effects of chemicals on
human and the environment,
• describe common traits among
scientists in carrying out research,
• describe life without chemicals,
• state appreciation and support for
proper management of chemicals.
CCTS / TSTS /
Activities
SPS
Activity 5.8: Medicines
Predicting,
2. Collect and interpret data on : Interpreting data
(a) the side effects of modern and traditional
medicines,
(b) the correct usage of modern and
traditional medicines.
Activity 5.9: Drug abuse
1. Collect and interpret data on: Classifying
(a) discovery of chemicals that can improve Comparing and
the quality of life, such as antibiotic and contrasting
detergent, Attributing
(b) side effects of chemicals on life and the
environment,
(c) describe common traits among scientists
in carrying out research, such as
patience, meticulousness and
perseverance.
Activity 5.10: The discovery of chemicals

2. Carry out an activity to discuss and predict

how life would be without chemicals.

3. Discuss and practice proper management of

chemicals towards better life, hygiene and
health.
33 - 34
(15/8 – REVISION & SPM’S BASED EXERCISE
26/8)
35
(27/8 – MID TERM BREAK II
4/9)
36
(5/9 – REVISION & SPM’S BASED EXERCISE
9//9)
37-38
(12/9 - SPM TRIAL

22
 Week Learning CCTS / TSTS /
Learning Outcomes Activities
Objectives SPS
23/9)

39 SPM TRIAL/
(26/9 – TEST 4
30/9)
40 – 42
(3/10 – REVISION & SPM’S BASED EXERCISE
21/10)
43
(22/10- DEEPAVALI
30/10)
44 – 45
(31/10- FINAL YEAR EXAM
11/11)
46
(14/11- PENGURUSAN SEKOLAH
18/11)
47
(starting SCHOOL HOLIDAYS/ SPM EXAMINATION
from
19/11)

Prepared by,

…………………………………..
(PN.DEWI NAIWAN BT HASHIM )

23