RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

School Subject Year Form Week/ Date

: SMK TUN PERAK, MUAR : CHEMISTRY : 2013 : 5 Topic Content Learning Outcomes A student is able to: State what rate of reaction is Identify observable changes to reactants or products for determining rate of reaction, Determine average rate of reaction, Determine the rate of reaction at any given time from a graph, Solve numerical problems involving average rate of reaction, Solve numerical problems involving rate of reaction at any given time. A student is able to: Design experiments to investigate factors affecting the rate of reaction. Give examples of reactions that are affected by size of reactant, concentration, temperature, and catalyst. Explain how each factor affects the rate of reaction. Describe how factors affecting the rate of reaction are applied in daily life and in industrial processes. Solve problems involving factors affecting rate of reaction. A student is able to : Relate reaction with energy produced by movement and effective collision of particles, describe activation energy sketch and describe energy profile diagram, relate the frequency of effective collision with the rate of reaction, relate the frequency of effective collision with factors influencing the rate of reaction, Describe how a certain factor affects the collision of particles in a reaction. Thinking maps (I-THINK)

1 2-4 Jan

Rate of reaction

1.1 Analyzing rate of the reaction

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2-3 7-18 Jan

Rate of reaction

1.2 Synthesizing factors affecting the rate of reaction.

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4 21-25 Jan

Rate of reaction

1.3 Synthesizing ideas on collision theory

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RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

Week/ Date 4 21-25 Jan

Topic

Content 1.4 Practicing scientific knowledge to enhance quality of life.

Learning Outcomes A student is able to : Apply knowledge on factors affecting the rate of reaction in everyday activities, Adopt problem solving approaches and make rational decisions based on research. A student is able to: State what carbon compound is State that the carbon compounds can be classified into two groups i.e. organic and inorganic State what organic compound is Give examples of organic and inorganic carbon compounds State what a hydrocarbon is List the sources of hydrocarbon Identify the combustion products of organic carbon compounds Ujian Ulangkaji Tingkatan 5 Chinese New Year A student is able to: State what alkane is State what structural formula is Deduce the molecular formulae of the first ten alkanes Draw the structural formulae for the first ten straight-chain alkanes Deduce the general formula of alkanes Name the first ten alkanes Relate changes in physical properties with increase with the number of carbon atoms in alkane molecules

Thinking maps (I-THINK)

Rate of reaction

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5 28 Jan 1 Feb

Carbon compounds

2.1 Understanding Carbon Compounds

6 4-8 Feb 7 11-15 Feb

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8 18-22 Feb

Carbon compounds

2.2 Analysing alkanes

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RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

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Topic

Content

Learning Outcomes Explain the effect of the increase in number of carbon atoms in alkane molecules on the molecules boiling points Describe complete and incomplete combustion of alkane Describe the substitution reaction of alkanes Write chemical equations for combustion and substitution reactions of methane Describe how methane affects everyday life A student is able to: State what alkene is 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 alkene molecules Explain the effects on boiling points of alkenes due to increase in the number of carbon atoms in alkene molecules Describe chemical properties of alkene Compare and contrast alkanes with alkenes Relate the activities of alkanes and alkenes to their chemical bonds Generalise the characteristics of homologous series based on alkanes and alkenes A student is able to : Construct various structural formulae of a particular alkane and alkene Explain what isomerism is Use IUPAC nomenclature to name isomer Ujian Setara 1

Thinking maps (I-THINK)

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9 25 Feb 1 Mac

Carbon compounds

2.3 Analysing alkenes

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10 4 8 Mac 11 11 15 Mac

Carbon compounds

2.4 Synthesizing ideas on Isomerism

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RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

Week/ Date

Topic

Content

Learning Outcomes A student is able to: State the general formula of alcohols. Identify the functional group of alcohols. List the name and the molecular formulae of the first four alcohols. Draw structural formulae for isomers of propanol (C3H7 OH) 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. State the physical properties of ethanol. Describe the chemical properties of ethanol. Predict the chemical properties of other members of alcohols. Explain with examples the uses of alcohols in everyday life. Explain the effects of the misuse and abuse of alcohols. Cuti Pertengahan Penggal 1

Thinking maps (I-THINK) Circle map

12 18 22 Mac

Carbon compounds

2.5 Analysing Alcohols

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13 25 29 Mac 14 1 5 April Carbon compounds 2.6 Analysing carboxylic acid

A student is able to: State the general formula of carboxcylic acids, Identify the functional group of carboxylic acids, List the names and molecular formula of the first four members of carboxylic acid , Draw structural formulae of the first four members of carboxcylic acid and mane them using the IUPAC nomenclature. Describe the preparation of ethanoic acid in the laboratory, State the physical properties of carboxylic acid State the chemical reactions of ethanoic acid with other chemicals, Predict the chemical properties for other members of

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RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

carboxylic acid, Explain with examples the uses of carboxylic acids in everyday

Week/ Date

Topic

Content

Learning Outcome A student is able to: state the general formula of ester identify the functional group of esters, list the names and molecular formulae of simple esters, draw the structural formula of simple esters and name them using IUPAC nomenclature. Describe the preparation of ester in the laboratory, State the physical properties of ethyl ethanoate, Predict the ester produced from the esterification Write equation for the esterification reaction, State the natural sources of ester, State the uses of ester in everyday life. A student is able to: State what oils are, States what fats are States the importance of oils and fats for body processes State the sources of oils and fats list the uses of oils and fats

Thinking maps (I-THINK)

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14 1 5 April

Carbon compounds

2.7 Analyzing esters

15 8-12 April

Carbon compounds

2.8 Evaluating fats

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RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

State the differences between oils and fats Identify structural formulae for fat molecules of certain fatty acids States what saturated fats are States what unsaturated fats are Compare and contrast between saturated and unsaturated fats Describe the process of changing unsaturated fats to saturated fats Describe the effects of eating food high in fats on health Describe the industrial extraction of palm oil Justify the use of palm oil in food production

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Topic

Content

Learning Outcomes A student is able to: List examples of natural polymers and their monomers Draw the structural formula of natural rubber State the properties of natural rubber State the uses of natural rubber

Thinking maps (I-THINK) Tree map

15 8-12 April

Carbon compounds

2.9 Analysing natural rubber

RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

RPT: CHEMISTRY FORM 5

16 15-19 April

Oxidation and reduction

3.1 Analysing redox reactions

Describe the coagulation process of latex Describe the method used to prevent latex from coagulating Describe the vulcanisation of rubber Describe how the presence of sulphur atoms changes the properties of vulcanised rubber compare and contrast the properties of vulcanised and unvulcanised natural rubber 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 a compound, relate the oxidation number of an element to the name of its compound using the IUPAC nomenclature, explain with examples oxidation and reduction processes in terms of the change in oxidation number, explain with examples oxidation and reduction processes in terms of electron transfer explain with examples oxidizing and redusing agents in redox reactions, write oxidation and reduction half-equations and ionic equations

YEARLY PLAN 2013

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Topic

Content

Learning Outcomes A student is able to: state the conditions for the rusting iron, state what corrosion of metal is, describe the process of rusting in terms of oxidation and reduction, generate ideas on the use of other metals to control rusting, explain with examples on the use of a more electropositive metal to control8 metal corrosion, explain with examples on the use of a less electropositive metal to control metal corrosion.

Thinking maps (I-THINK)

Flow map

17 22-26 April

Oxidation and reduction

3.2 Analysing rusting as a redox reaction

RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

18 29 April 3 Mei

Oxidation and reduction

3.3 Understanding the reactivity series of metals and its application

A student is able to: Compare the differences in the vigorous reactions of some metals with oxygen Deduce the reactivity series of metals, Determine the position of carbon and hydrogen in the reactivity series of metals, State what the reactivity series of metals are Describe the extraction of iron and tin from their ores, Explain the use of carbon as the main reducing agent in metal extraction, Use the reactivity series of metals to predict possible reactions involving metals

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RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

19 6-10 Mei

Oxidation and reduction

3.4 Analysing redox reactions in electrolytic and chemical cells

A student is able to: Explain with examples the oxidation and reduction reactions at the electrodes of various chemical cells, Explain with examples the oxidation and and reduction reactions at the electrodes of various electrolytic cells State the differences between electrolytic and chemical cells in terms of basic structure, energy conversion and the transfer of electons at the electrodes, Compare and contrast electrolytic and chemical cells with reference to the oxidation and reduction processes. Learning Outcomes A student is able to: describe the various applications of the change of oxidation number in substances describe the existence of various types of ores in our country 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. Peperiksaan Pertengahan Tahun Cuti pertengahan tahun

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Week/ Date

Topic

Content 3.5 Appreciating the ability of elements to change their oxidation numbers

Thinking maps (I-THINK)

19 6-10 Mei

Oxidation and reduction

20-21 13-24 Mei 22-23 27 Mei 7 Jun 24 10-14 Jun

Thermochemistry

4.1 Evaluating energy changes in chemical reactions

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 examples of endothermic reactions, Construct energy level diagrams for exothermic reactions Construct energy level diagrams for endothermic reactions,

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10

RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

Interpret energy level diagram, Interrelate energy change with formation and breaking of bonds, Describe the application of knowledge of exothermic and endothermics Bridge map

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Topic

Content 4.2 Understanding heat of precipitation 4.3 Understanding heat of displacement

Learning Outcomes A student is able to: state what heat of reaction is, state what heat of precipitation for a reaction construct an energy level diagram for a precipitation reaction, construct an energy level diagram for a precipitation reaction, solve numerical problems A student is able to: state what heat of displacement is, determine heat of displacement is, construct the energy level diagram for a displacement reaction solve numerical problems related to heat of displacement A student is able to: state what heat of neutralisation is, determine heat of neutralisation construct energy level diagrams for various type of neutralisation reaction compare the heat of neutralisation for the reaction between a strong acid and a strong alkali with the heat of neutralisation for the reaction between a weak acid and/or a weak alkali explain the difference of the heat of neutralisation for a strong acid and a strong alkali with the heat of neutralisation for a reaction involving a weak acid and/or a weak alkali solve numerical problems related to heat of neutralization

Thinking maps (I-THINK) Circle map

25 17-21 Jun

Thermochemistry

26 24-28 Jun

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Thermochemistry

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27 1-5 Julai

Thermochemistry

4.4 Understanding heat of neutralisation

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11

RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

28 8-11 Julai

Thermochemistry

4.5 Understanding heat of combustion

A student is able to : state what heat of combustion is, determine heat of combustion for a reaction, construct an energy level diagram for a combustion reaction, compare the heat of combustion of various alcohols state what fuel value is, describe the difference between heats of combustion of various alcohols, describe the applications of fuel value, compare and contrast fuel values for various fuels, solve numerical problems related to heat of combustion. Learning Outcomes 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 detergent, compare the contrast and effectiveness of the cleansing action of soap and detergent, identify the additives in detergent and their respective functions. A student is able to state the types of food additives and their examples, state the functions of each type of food additives, justify the use of food additives, describe the effects of food additives on health and the environment. A student is able to: state examples of traditional medicine, their sources and uses, state the types of modern medicine and their examples, state the function of each type of modern medicine, describe the possible side effects of using modern and traditional medicine,

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Week/ Date

Topic

Content

Thinking maps (I-THINK) Flow map

29 15-19 Julai

Chemicals for consumers

5.1 Analyzing soap and detergent

30 22-26 Julai

Chemicals for consumers Chemicals for consumers Chemicals for consumers

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5.2 Evaluating the use of food additives 5.3 understanding medicine

31 21 Julai 2 Ogos

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12

RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

describe the correct usage of modern and traditional medicines

32-33 5-16 Ogos

Cuti Hari Raya & Cuti Pertengahan Penggal 2

Week/ Date

Topic

Content

Learning Outcomes A student is able to: describe that the discovery of chemicals improve quality of life, state the side effects of chemicals on humans 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. Intensive Revision . Trial exam paper from other states Past years questions SPM TRIAL EXAM Intensive Revision . Trial exam paper from other states Past years questions SPM EXAM 2013

Thinking maps (I-THINK)

34

Chemicals for consumers

5.4 Appreciating the existences of chemicals

35-36 26 Ogos 6 Sept 37-40 9 Sept 4 Okt 41-45 7 Okt 8 Nov 46-50 11 Nov

13

RPT: CHEMISTRY FORM 5 YEARLY PLAN 2013

12 Dis

14