SMJK CHONG HWA , JALAN GOMBAK, KUALA LUMPUR

RANCANGAN PELAJARAN TAHUNAN 2013CHEMISTRY

TINGKATAN LIMA

WEEK

THEME/LEARNING

OBJECTIVES

SUGGESTED ACTIVITIES LEARNING OUTCOMES NOTES

1

31/12 – 5/1

THEME : INTERACTION BETWEEN CHEMICALSCHAPTER 1 :RATE OF REACTION1.1Analysing rate ofreaction

* (a) the meaning of rate of reaction,(b) some examples of fast reactions,(c) some examples of slowreactions.Discuss to identify observable changesto reactants or products and its methodof measurement in order to determinethe rate of reaction.Carry out an activity involving a reactionbetween zinc and acid, and plot a graphto determine average rate of reactionand the rate of reaction at any giventime.Carry out problem solving activities

*A student is able to:state what rate of reaction is,identify observable changes toreactants or products fordetermining rate of reaction,determine average rate ofreaction,determine the rate of reactionat any given time from a graph,solve numerical problemsinvolving average rate ofreaction,

solve numerical problems involving rate of reaction

The rate of reactionat any given time isalso known asinstantaneous rateof reaction.reactant – bahantindak balasproducthasiltindak balasrate of reaction –kadar tindakbalasobservablechange –perubahan yangdapat

diperhatikan

2

7/1 – 12/1

Synthesisingfactors affectingthe rate of

reaction

*Discuss possible factors affecting the rate of reaction.Design and carry out activities toinvestigate factors affecting the rate of reaction, i.e. size of

*student is able to:• design experiments toinvestigate factors affecting therate of reaction,• give examples of reactions thatare affected by size of reactant,

Using examplesdiscuss themeaning andcharacteristics ofcatalyst.Size of reactants

YPCHEM/F5/2013 1

reactant,concentration, temperature andcatalyst.Some suggested reactions:

(a) a reaction between calciumcarbonate, CaCO3, andhydrochloric acid, HCl,(b) a reaction between sodiumthiosulphate, Na2S2O3, andsulphuric acid, H2SO4,(c) decomposition of hydrogenperoxide, H2O2, in the presence ofa catalyst.

*(a) combustion of charcoal,(b) storing food in a refrigerator,(c) cooking food in a pressure cooker,(d) industrial production of ammonia,sulphuric acid and nitric acid.

Solve problems involving rate

concentration, temperature andcatalyst,• explain how each factor affectsthe rate of reaction,• describe how factors affectingthe rate of reaction are applied

in daily life and in industrial factors affecting rate of reaction

isrelated to the totalsurface area.catalyst –mangkin

decompositionpenguraian

3

14/1 – 19/1

Synthesising

ideas on collision

*Carry out simulations on:(a) movement and collision of particlesin chemical reactions,(b) movement and collision ofparticles in reaction affected bytemperature, size of reactant,pressure, concentration and catalyst.

*A student is able to:• relate reaction with energyproduced by movement andeffective collision of particles,• describe activation energy,• sketch and describe energyprofile diagram,• relate the frequency ofeffective collisions with the rate relate the frequency ofeffective collisions with factorsinfluencing the rate of reaction,

effective collision– perlanggaranberkesanactivation energytenagapengaktifanfrequencyfrekuensi/kekerapanenergy profilediagramrajah

YPCHEM/F5/2013 2

Collect, interpret data and discuss thefollowing:(a) collision,(b) effective collision,(c) activation energy,(d) collision frequency,(e) effective collision frequency,

(f) energy profile diagram.

Discuss to conceptualise collision

• describe how a certain factoraffects the collision of particles in a reaction.Carry out some daily activities related to factors affecting the rate of reaction.Collect and interpret data on scientists’ contribution in enhancing the quality of life.

profil

4

21/1 – 26/1

1.4Practisingscientificknowledge toenhance qualityof life

1.5 Experiments

* Carry out problem solving activitiesinvolving rate of reaction in the field of science and technology throughexperiment and research.

student is able to:• apply knowledge on factorsaffecting the rate of reactionin everyday activities,• adopt problem solvingapproaches and make rational decisions based on research.

5

28/1 – 1/2

THEME : INTERACTION BETWEEN CHEMICALSCHAPTER 2: Carbon compounds

2.1 UnderstandingCarbon compounds

* Collect and interpret data on:(a) the meaning of carbon compound,(b) the meaning of organic compoundwith respect to its sources, content andcombustion products,(c) the meaning of hydrocarbon,inclusive of saturated andunsaturated hydrocarbons,(d) sources of hydrocarbon,(e) examples of organic and inorganiccompounds.Carry out an activity to identify theproducts of the combustion of organic

compounds, i.e. carbon dioxide

A student is able to:• state what carbon compound is,• state that carbon compoundscan be classified into twogroups, i.e. organic andinorganic,• state what organic compoundis,• gives examples of organic andinorganic carbon compounds,• state what a hydrocarbon is,• list the sources of hydrocarbon,• identify the combustion products

of organic carbon compounds*

The term ‘organic’should not belimited to carboncompounds derivedfrom livingorganisms.saturated –tepuunsaturated –tak tepucombustion -

pembakaran

YPCHEM/F5/2013 3

and water

6

4/2 – 8/2

Analysing Alkane * Collect and interpret data on:(a) the meaning of alkane,(b) the meaning of structural formula,Carry out an activity to constructmolecular models and draw structuralformulae of the first ten straight-chainalkanes.Construct a table showing names,molecular formulae, structural formulaeand physical properties of the first tenstraight-chain alkanes.Collect and interpret data on:(a) physical properties of alkanes, i.e.melting and boiling points, density,physical state at room temperature,solubility in water and electricalconductivity,(b) chemical properties of alkanes, i.e.combustion, substitution reactions with halogen.

A student is able to:• state what alkane is,• state what structural formula is,• deduce the molecular formulaeof the first ten alkanes,• draw the structural formulae forthe first ten straight-chainalkanes,• deduce the general formula ofalkanes,• name the first ten alkanes,• relate changes in physicalproperties with increase in thenumber of carbon atoms inalkane molecules,• explain the effect of the increasein number of carbon atoms inalkane molecules on the molecules

Methane may be usedas examples forcombustion andsubstitution reactions.straight-chainalkane –alkana rantailurussubstitution -

penukargantian

7

11/2 – 15/2

TAHUN BARU CINA, CUTI PERISTIWA, CUTI BERGANTI

8

18/2 –

Discuss:(a) the relationship between changes in

describe complete andincomplete combustion ofalkanes,

YPCHEM/F5/2013 4

23/2 physical properties with increase inthe number of carbon atoms inalkane molecules,(b) the effect on boiling points ofalkanes due to increase in thenumber of carbon atoms in alkanemolecules,(c) the complete and incompletecombustion of alkanes,(d) the substitution reactions ofalkanes.Write chemical equations forcombustion and substitution reactionsof methane.Discuss that decomposition of organicmatter produces methane and how this

may cause fire in land fills and peat swamps

• describe the substitutionreaction of alkanes,• write chemical equations forcombustion and substitutionreactions of methane.

• describe how methane affects every day life

9

25/2 – 1/3

2.3Analysing

alkenes

*Collect and interpret data on themeaning of alkene,Carry out an activity to constructmolecular models and draw structuralformulae of the first nine straight-chainalkenes with one double bond.Construct a table showing names,molecular formulae, structural formulaeand physical properties of the first nine

*A student is able to:• state what alkene is,• deduce the molecular formulaeof the first nine alkenes,• deduce the general formula ofalkenes,• name the first nine alkenes,• draw the structural formulae forthe first nine straight-chainalkenes,• relate changes in physicalproperties with increase in thenumber of carbon atoms inalkene molecules,• explain the effects on boilingpoints of alkenes due to

alkene.Addition –penambahansootiness –

kejelagaanHexene orcyclohexene can be

used

YPCHEM/F5/2013 5

straight-chain alkenes.Collect and interpret data on:(a) physical properties of alkenes,i.e. melting and boiling points,density, physical state at roomtemperature, solubility in water andelectrical conductivity,(b) chemical properties of alkenes, i.e.combustion, addition reaction and6ulcanized6on6.Discuss:18. the relationship between

changes ofphysical properties with increase in

the number of carbon atoms in (b) how the increase in the number ofcarbon atoms in alkenes, affecttheir boiling points,(c) the combustion of alkenes,(d) the addition reaction ofalkenes,(e) the 6ulcanized6on6 of alkenes.Write chemical equations forcombustion, addition and6ulcanized6on6 reactions of alkenes.Investigate addition reactions of alkenesthrough computer simulation.Carry out activities to compareproperties of alkanes and alkeneshaving the same number of carbon

increase in the number ofcarbon atoms in alkenemolecules,• describe chemical properties ofalkenes,Restrict to the firstthree members of* compare and contrast alkaneswith alkenes.• relate the reactivities of alkanesand alkenes to their chemicalbonds.6ulcanized the characteristics ofhomologous series based on

alkanes and alkenes..

YPCHEM/F5/2013 6

atoms such as hexane, C6H14, and7ulcan, C6H12, with respect to:(a) sootiness of flame,(b) reactions with bromine, Br2,(c) reaction with acidified potassiummanganate(VII), KmnO4.Compare qualitatively the sootiness of

flame during combustion of an alkane with the corresponding

alkene.Discuss to 7ulcanized thecharacteristics of homologous series in terms of having the same generalformula, can be made by similarmethods, steady changes in physical properties, and similar chemical properties

10

4/3 – 8/3

2.4Synthesisingideas on

isomerism

* Construct all possible models and drawstructural formulae for a particularalkane and alkene.Construct a table showing names andformulae of alkyl groups.Discuss isomerism.Discuss the existence of isomers.Draw structural formulae ofalkane andalkene isomers and name them.

Examine isomerism through models or computer simulations*

* A student is able to:• construct various structuralformulae of a particular alkaneand alkene,• explain what isomerism is,• use IUPAC nomenclature toname isomers.

18. Examples of

isomers shouldnot include cycliccarboncompounds.(b) Examples ofalkanes andalkenes shouldnot exceed fivecarbon atoms.IUPACnomenclaturesistempenamaan

IUPAC

YPCHEM/F5/2013 7

11

11/3 – 15/3

UJIAN INTERVENSI SPM

12

18/3-22/3

2.5

Analysing alcohol

* Carry out an activity to derive thegeneral formula of alcohols and identifythe functional group.Construct a table of names andmolecular formulae for the first fouralcohols.Carry out an activity to draw variouspossible structural formulae of the firstfour alcohols and name them.Collect and interpret data on theindustrial production of ethanol,Carry out an activity on the preparationof ethanol in the laboratory throughfermentation and distillation.Collect and interpret data on thephysical properties of ethanol(C2H5OH), i.e. colour, odour, boilingpoint, physical state at roomtemperature, volatility and solubility, Carry out activities to investigate thechemical properties of ethanol in termsof:(a) combustion,(b) oxidation,© dehydration.

A student is able to:• state the general formula ofalcohols,• identify the functional group ofalcohols,• list the names and themolecular formulae of the firstfour alcohols,draw structural formulae forisomers of propanol (C3H7OH)and butanol (C4H9OH),name isomers of propanol andbutanol using IUPACnomenclature,• describe the industrialproduction of ethanol,• describe the preparation ofethanol in the laboratory,• state the physical properties ofethanol,*• describe the chemicalproperties of ethanol,• predict the chemical propertiesof other members of alcohols,• explain with examples the usesof alcohols in everyday life,• explain the effects of the misuse

and abuse of alcohols

functionalgroupkumpulanberfungsiodour –baufermentationpenapaiandistillation –penyulinganvolatility –kemeruapan

dehydrationpendehidratan

YPCHEM/F5/2013 8

Write chemical equations for the abovereactions involving ethanol, 9ulcaniand butanol.Carry out an activity to predict thechemical properties for other membersof alcohols.Collect and interpret data on:(a) uses of alcohols in everyday life,(b) effects of alcohol misuse andabuse.

13

1/4 – 5/4

2.6Analysing

carboxylic acids

Carry out an activity to derive thegeneral formula of carboxylic acids andidentify the functional group.* Construct a table with names andmolecular formulae of the first fourmembers of carboxylic acid, and drawtheir structural formulaeCollect and interpret data on thepreparation of ethanoic acid(CH3COOH) in the laboratory,Collect and interpret data on thephysical properties of ethanoic acid, i.e.colour, odour, boiling point, physicalstate at room temperature and solubility

* A student is able to:• state the general formula ofcarboxylic acids,• identify the functional group ofcarboxylic acids, • list the names and molecularformulae of the first fourmembers of carboxylic acid,draw structural formulae of thefirst four members of carboxylicacid and name them using theIUPAC nomenclature,• describe the preparation ofethanoic acid in the laboratory,• state the physical properties ofcarboxylic acids,• state the chemical reactions ofethanoic acid with other

chemicalspredict the chemical propertiesfor other members of carboxylicacid,• explain with examples the uses

YPCHEM/F5/2013 9

in water,Carry out activities to investigate thechemical properties of ethanoic acidthrough its reactions with:(a) base,(b) metallic carbonate,© metal,(d) alcohol.Carry out an activity to write chemicalequations for the above reactionsinvolving propanoic acid (C2H5COOH)and butanoic acid (C3H7COOH).Carry out an activity to predict thechemical properties of other membersof carboxylic acids.Collect and interpret data on the uses ofcarboxylic acids in everyday life.

•

of carboxylic acids in everyday

14

8/4 – 12/4

2.7

Analysing esters

* Carry out an activity to derive thegeneral formula of esters and identifythe functional group.Construct a table of molecular formulaeand names of esters.Carry out an activity to prepare ethylethanoate (CH3COOC2H5) in thelaboratory.Carry out an activity to investigate the

A student is able to:state the general formula ofesters,• identify the functional group ofesters,• list the names and molecularformulae of simple esters,draw structural formulae ofsimple esters and name themusing the IUPAC nomenclature, • describe the preparation ofester in the laboratory,• state the physical properties ofethyl ethanoate,

The separationprocess is not neededin the preparation ofethyl ethanoate.Esterification involvesmolecules requiringcatalyst, whereas10ulcanized10on10 involvesions to form

YPCHEM/F5/2013 10

physical properties of ethyl ethanoate,i.e. the odour and solubility.Discuss to predict the esters producedfrom the esterification between variouscarboxylic acids and alcohols.Write equations for esterificationreactions.Collect and interpret data on:(a) natural sources of ester,(b) uses of ester in everyday life.Carry out a project to extract estersfrom plants.

,

• predict the ester produced fromthe esterification reaction,• write equations for theesterification reactions,• state the natural sources ofEsterstate the uses of ester in

everyday life

water. Limit discussion toesterification reactionsbetween the first fourmembers of alcoholsand the first fourmembers ofcarboxylic acids.Esterification –pengesteranextraction –

pengekstrakan

15

15/4 – 19/4

2.8

Evaluating fats

*Collect and interpret data on:(a) what oils and fats are,(b) why our body needs oils and fats,© sources and the uses of oilsand fats,(d) the difference between oils and fatsat room temperature in terms ofphysical state,(e) structural formulae for fatmolecules of certain fatty acids.Discuss the production of margarine byhydrogenation,Visit a palm oil factory, margarinemanufacturing plant or palm oilresearch institute.Discuss:18. the advantages of palm

* A student is able to:• state what oils are,• state what fats are,• state the importance of oils andfats for body processes, Collect and interpret data on:18. what saturated and

unsaturatedfats are,(b) sources and compositions ofsaturated and unsaturated fats,© the differences between saturatedand unsaturated fats,(d) the need to convert unsaturated tosaturated fats,(j) effects of fats on health.• state the sources of oils andfats,• list the uses of oils and fats,• state the differences between

Suggested fatty acids:Palmitic acid,CH3(CH2)14COOHStearic acid,

CH3(CH2)16COOHLinoleic acid,CH3(CH2)4CH=CHCH2CH(CH2)7 –COOHOleic acid,CH3(CH2)7CH=CH(CH2)7COOHStudents are notrequired to know howto draw the structuralformulae of fatmolecules.Margarine can

YPCHEM/F5/2013 11

oil ascompared to other vegetable oils,(b) research on oil palm in Malaysia,© the importance of palm oilindustry to the development ofthe country.

oils and fats,identify structural formulae forfat molecules of certain fattyacids,• state what saturated fats are,• state what unsaturated fats are,• compare and contrast betweensaturated and unsaturated fats,• describe the process ofchanging unsaturated fats tosaturated fats,• describe the effects of eatingfood high in fats on health,• describe the industrialextraction of palm oil,• justify the use of palm oil in food

production

also beproduced by themechanical squeezingmethod.

16

22/4 – 26/4

2.9Analysing naturalrubber

* Collect and interpret data on:(a) natural polymer i.e. naturalrubber, starch and protein, and theirrespective monomers,(b) properties of natural rubber in termsof elasticity, oxidation and theeffects of heat and solvents.© uses of natural rubber,(d) structural formula of natural rubber.Carry out an activity to investigate thecoagulation of latex and methods toprevent coagulation.Carry out activities to produce latexproducts such as gloves and balloons.

* A student is able to:• list examples of naturalpolymers and their monomers,• draw the structural formula ofnatural rubber,• state the properties of naturalrubber,• state the uses of natural rubber,• describe the coagulationprocess of latex,• describe the method used toprevent latex from coagulating,• describe the 12ulcanized12on ofrubber,• describe how the presence ofsulphur atoms changes the

properties of 12ulcanized rubber

Students need only todraw a simple(molecular) structureformula ofisopropane.Unvulcanised rubberis also known as nonvulcanisedrubberelasticitykekenyalan12ulcanized –tervulkan

coagulationpenggumpalancompare and contrast theproperties of 12ulcanized and

YPCHEM/F5/2013 12

Carry out an activity to produce13ulcanized rubber.Investigate the process of rubber13ulcanized13on using computersimulation.Discuss:18. how the presence of

sulphur atomsin 13ulcanized rubber changes theproperties of 13ulcanized rubber. (b) research on natural rubber inMalaysia.Carry out an activity to compare theelasticity of 13ulcanized andunvulcanised natural rubber.Visit a rubber plantation, a latexprocessing factory, a rubber productmanufacturing plant or a rubberresearch institute.

• menghafal dan memberi maksud nilai

* Memberi cara menjaga maruah maruah keluarga

unvulcanised natural rubber

17

29/4 – 3/5

Creatingawareness oforder inhomologousseries

2. 11Expressinggratefulness forthe variety of

* Construct a table naming each memberof the homologous series according tothe increasing number of carbon atoms.Discuss the order in the physical andchemical properties of compounds in

* A student is able to:describe the systematicapproach in naming membersof homologous series,• describe the order in thephysical and chemicalproperties of compounds inA student is able to:• describe the existence ofvarious organic materials and

Gratefulness –kesyukuran

YPCHEM/F5/2013 13

organic materials

in natural rubber

homologous series.

Homologous series.Collect and interpret data on theexistence of a variety of organicmaterials in consumer products.Attend activities (talks, forum,exhibition) related to good nutrition forhealth.Conduct a forum related to thecontribution of palm oil and naturalrubber industries with the country’seconomy.

their uses in everyday life,practise good nutrition forhealth,• relate the contribution of palmoil and natural rubber to theeconomic development of thecountry.

18 – 20

6/5 – 25/5

PEPERIKSAAN PERTENGAHAN TAHUN

21

10/6 – 15/6

THEME : INTERACTION BETWEEN CHEMICALSCHAPTER 4:THERMOCHEMISTRY4.1Evaluatingenergy changesin chemical

reactions

* Discuss the meaning of exothermic andendothermic reactions.Carry out activities to study exothermicand endothermic reactions in the:(a) reaction between sodium hydrogencarbonate, NaHCO3, and an acid,(b) reaction between sodium hydroxide,NaOH, and hydrochloric acid, HCl,(c) dissolving of sodium hydroxide in

A student is able to:state what exothermic reactionis,state what endothermic reactionis,identify exothermic reactions,identify endothermic reactions,give examples of exothermicreactions,give examples of endothermicreactions,construct energy level diagramsfor exothermic reactions,construct energy level diagrams

YPCHEM/F5/2013 14

water,(d) dissolving of ammonium salts, suchas ammonium chloride, NH4Cl,ammonium nitrate, NH4NO3, andammonium sulphate, (NH4)2SO4, inwater.Carry out an activity to construct energylevel diagrams for exothermic andendothermic reactions.Discuss to interpret an energy leveldiagramDiscuss the release or the absorption ofenergy during formation and breaking ofbonds using simulation, computeranimation, games or other methods.Show and discuss the application ofexothermic and endothermic reactions,such as in cold or hot packs.

for endothermic reactions,

interpret energy level diagraminterrelate energy change withformation and breaking ofbonds,describe the application ofknowledge of exothermic andendothermic reactions ineveryday.

22

17/6 – 21/6

4.2Understandingheat of

precipitation

*Discuss the meaning of heat of reactionfor the following types of reactions:(a) precipitation,(b) displacement,(c) neutralisation,(d) combustion.Carry out an activity to determine theheat of precipitation for a

A student is able to:• state what heat of reaction is,• state what heat of precipitationis,• determine the heat ofprecipitation for a reaction,• construct an energy leveldiagram for a precipitationreaction,• solve numerical problems

related to heat of precipitation

YPCHEM/F5/2013 15

reaction andconstruct its energy level diagram.Carry out an activity to solve numericalproblems related to heat of precipitationusing information based on

thermochemical equations.

23

24/6 – 28/6

*4.3Understandingheat of

displacement

*Discuss the meaning of heat ofdisplacement.Carry out an activity to determine theheat of displacement for a reaction andconstruct the energy level diagram.Calculate heat of displacement usinginformation based on thermochemicalequations.Carry out an activity to solve numericalproblems related to heat ofdisplacement using information based on thermo chemical equations.

A student is able to:• state what heat of displacementis,• determine heat ofdisplacement,• construct the energy leveldiagram for a displacementreaction,• solve numerical problems

related to heat of displacement

24

1/7 – 5/7

*4.5Understandingheat ofcombustion

Discuss the meaning of heat ofcombustion.Carry out activities to determine heat ofcombustion of various alcohols.Discuss:(a) the difference between heat ofcombustion of various alcohols,(b) the difference between fuel values ofvarious fuels,(c) the selection of suitable fuel

A student is able to:• state what heat of combustionis,• determine heat of combustionfor a reaction,• construct an energy leveldiagram for a combustionreaction,• compare the heat ofcombustion of various alcohols,• state what fuel value is,• describe the differencebetween heats of combustion of

Fuel value is alsoknown as heatvalue. The unitused is kJ.fuel value –nilai haba bahan

api

YPCHEM/F5/2013 16

forspecific purposes.Carry out an activity to solve numericalproblems related to heat of combustionusing information based on thermochemical equationsusing information based on thermochemical equations

various alcohols,• describe the applications of fuelvalue,• compare and contrast fuelvalues for various fuels,• solve numerical problems related to heat of combustion.

25

8/7 – 12/7

4.6Appreciating theexistence ofvarious energysources

Carry out group work where eachgroup:(a) brainstorm and identify the variousenergy sources,(b) choose an energy source,(c) identify technology used to harnessthis energy,(d) discuss the pros and cons in usingthis energy source.Discuss the use of various energy

sources and its effect on humans and the environment.

A student is able to:describe a variety of energysources,identify various technology usedto harness energy,• justify the use of a particularenergy source.

harnessingenergy sources –penyadapansumber tenagaenvironmentalpollution –pencemaran

alam

26

15/7 – 19/7

THEME : INTERACTIONS BETWEEN CHEMICALS

CHAPTER 3: OXIDATION AND REDUCTION3.1Analysing redox

reactions18.Udara

* Collect and interpret data on oxidation,reduction, redox reaction, oxidising agentand 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 of an

*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 numberof an element in a compound,• relate the oxidation number ofan element to the name of itscompound using the IUPAC

Redox reactionsmust be clarifiedthrough halfequationand ionicequation.Half-equation isalso known as halfreaction.Oxidation number

YPCHEM/F5/2013 17

Bersih Hidup Selesa

element in a compound.Carry out an activity to identify theoxidation number of an element in acompound and name the compoundusing the IUPAC nomenclature.Carry out an activity to identify oxidationand reduction processes in chemicalequations:(a) using oxidation number,(b) in terms of electron transfer.,Carry out activities to investigateoxidation and reduction in the followingreactions:(a) combustion of metal in oxygen orchlorine,(b) heating of metallic oxide with carbon,(c) change of Fe2+ ions to Fe3+

ions andFe3+ ions to Fe2+ ions,(d) displacement of metal from its saltsolution,(e) displacement of halogen from itshalide solution,(f) transfer of electrons at a distance (avariety of solutions to be used).Carry out an activity to write oxidation andreduction half-equations and ionic

nomenclature,• explain with examples oxidationand reduction processes interms of the change in oxidationnumber,• explain with examples oxidationand reduction processes in

terms of electron transferexplain with examples oxidisingand reducing agents in redoxreactions,• write oxidation and reductionhalf-equations and ionicequations.

is also known asoxidation state.oxidising agentagenpengoksidaanreducing agentagenpenurunanoxidation statekeadaanpengoksidaanmetaldisplacementpenyesaran

logamUse 1,1,1-trichloroethane,CH3CCl3, as asolvent to replacetetrachloromethaneCCl4, in confirming

halogen displaced

YPCHEM/F5/2013 18

equations for the above reactions.

27

22/7 – 26/7

3.2Analysing rustingas a redox

reaction

* Collect and interpret data on:(a) conditions for the rusting of iron,(b) the meaning of corrosion ofmetal,(c) the process of rusting in terms ofoxidation and reduction.Discuss the redox reactions in corrosionof metals including rusting.Discuss on the use of other metals to control rusting.Carry out an activity to investigate the effect on iron nails when it is in contact with other metals.Collect and interpret data on methods to control metal corrosion using a more electropositive metal or a less electropositive metal.

* A student is able to:• state the conditions for therusting of iron,• state what corrosion of metal is,• describe the process of rustingin terms of oxidation andreduction,• generate ideas on the use ofother metals to control rusting,• explain with examples on theuse of a more electropositivemetal to control metal corrosion,• explain with examples on theuse of a less electropositivemetal to control metal corrosion.

corrosion –kakisanrusting –

pengaratan

28

29/7 – 2/8

3.3Understandingthe reactivityseries of metalsand its

application3.4Analysing redoxreactions inelectrolytic and

chemical cells3.5Appreciating theability ofelements to

* Carry out an activity to investigate thereactivity of some metals with oxygen.Arrange metals in terms of their reactivitywith oxygen.Carry out activity to determine theposition of carbon and hydrogen in thereactivity series of metals.Discuss to predict the position of othermetals in the reactivity series.

* A student is able to:• compare the differences in thevigour of the reactions of somemetals with oxygen,• deduce the reactivity series ofmetals,• determine the position ofcarbon and hydrogen in thereactivity series of metals,• state what the reactivity seriesof metals are,• describe the extraction of ironand tin from their ores,• explain the use of carbon asthe main reducing agent in

reactivity series –siri kereaktifanvigour –kecergasanextraction –

pengekstrakanelectrolytic cell –sel elektrolisischemical cell –sel kimiaenergyconversion –pertukaran

tenagaLook into cells/

YPCHEM/F5/2013 19

change theiroxidation

numbers

Collect and interpret data on theextraction of iron and tin.Visit metal extraction factories or view avideo on the extraction of metals.Discuss the use of the reactivity series of

metals to predict possible reactionsCarry out an activity to investigateoxidation and reduction reactions inelectrolytic and chemical cells.Using computer simulation, study anddiscuss redox reactions in various typesof cells.Discuss the differences betweenelectrolytic and chemical cells in terms of:(a) basic structure, energy conversionand the transfer of electrons at theelectrodes,

(b) oxidation and reduction processesDiscuss the applications of the change ofoxidation number in substances in thefollowing processes:(a) extracting metal from its ore,(b) corrosion of metal,(c) preventing corrosion of

metal extraction,• use the reactivity series ofmetals to predict possible

reactions involving metals.A student is able to:• explain with examples theoxidation and reductionreactions at the electrodes ofvarious chemical cells,• explain with examples theoxidation and reductionreactions at the electrodes ofvarious electrolytic cells,• state the differences betweenelectrolytic and chemical cells interms of basic structure, energyconversion and the transfer ofelectrons at the electrodes,• compare and contrastelectrolytic and chemicalcells with reference to the

oxidation and reductionA student is able to:• describe the variousapplications of the change ofoxidation number insubstances,• describe the existence ofvarious types of ores in ourcountry,• describe efforts to preventcorrosion of metals,• describe the contribution ofmetal extraction industry to theeconomy of our country,• appreciate chemical cell as asource of renewable energy.

technologies suchas:rechargeable,alkaline,lithium,

photo/solar.

YPCHEM/F5/2013 20

metal,(d) generation of electricity by cell,(e) recycling of metals.Collect and interpret data on:(a) the existence of various types ofores in our country,(b) methods of preventing corrosion ofmetal,(c) varieties of chemical cells,(d) recycling of metals.Discuss:(a) the contribution of metal extractionindustry to the economy of our country,(b) the potential of new chemical cells tobe developed as an alternative sourceof renewable energy.

29

5/8 – 9/8

THEME : PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS

CHAPTER 5: CHEMICALS FOR CONSUMERS5.1Analysingsoap and

detergent

Collect and interpret data on:(a) the history of soap manufacturing,(b) what soap and detergent are,(c) the additives in detergent suchas biological enzymes andwhitening agents,(d) the preparation of detergent.Carry out an activity to prepare soapusing the saponification

A student is able to:• state what soap is,• state what detergent is,• describe soap preparationprocess,• describe detergent preparationprocess,describe the cleansing action ofsoap,describe the cleansing action ofdetergent,• compare and contrast theeffectiveness of the cleansingaction of soap and detergent,

The use of bannedsubstances such asalkyl benzenesulphonate toillustrate detergentpreparation shouldbe avoided.additive – bahantambahanbiological

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process.Investigate the cleansing action of soapand detergent using simulation andcomputer animation.Discuss:(a) the cleansing action of soap anddetergent,(b) the differences in the

effectiveness of the cleansing action of soap and detergentConduct a competition or carry out aproject related to:(a) the manufacturing of soap,(b) the preparation of detergent formultiple purposes such as shampoo and dish cleaner.

• identify the additives indetergent and their respectivefunctions.

enzyme–enzim biologidetergent –detergensaponification - saponifikasi

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5.2Evaluating theuse of food

additives

Collect and interpret data on the varioustypes of food additives in the market.Collect and interpret data on the typesof chemicals used in food additives andtheir functions as:(a) preservatives and antioxidants, e.g.sodium nitrite, sodium benzoate,ascorbic acid,(b) flavouring agents, e.g.monosodium glutamate (MSG),aspartame,(c) stabilizers and thickening agents,e.g. gelatine, acacia gum,

A student is able to:• state the types of food additivesand their examples,• state the functions of each typeof food additive,• justify the use of food additives,• describe the effects of food

additives on health and the environment

preservative –pengawetantioxidant –pengantioksida/antipeongsidaflavouring – agenperisastabiliser –pengstabilthickener agent –

agen pemekat

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(d) dyes, e.g. azo compound, triphenylcompound.Carry out a project to collect andobserve the labels on food packs and identify the additives used. Discuss:(a) the rationale for the use of foodadditives,(b) the effect of food additives onhealth and the environment,(b) life without food additives.

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5.3Understandingmedicine5.4Appreciating theexistence ofchemicalsCollect and interpret data on:

Collect and interpret data on varioustypes and functions of medicine, i.e:(a) traditional medicines derived fromplants and animals,(b) analgesics such as aspirin,paracetamol and codeine,(c) antibiotics such as penicillin andstreptomycin,(d) psychotherapeutic medicine such as stimulant, antidepressant and antipsychotic.Collect and interpret data on:(a) the side effects of modern andtraditional medicines,

(b) the correct usage of modern and traditional medicinesCollect and interpret data on:(a) discovery of chemicals that can

.A student is able to:• state examples of traditionalmedicine, their sources anduses,• state the types of modernmedicine and their examples,• state the functions of each typeof modern medicine,• describe the possible sideeffects of using modern andtraditional medicine,• describe the correct usage ofmodern and traditionalmedicines..A student is able to:• describe that the discovery ofchemicals improves quality oflife,• state the side effects ofchemicals on humans and theenvironment,describe common traits amongscientists in carrying outresearch,

Any natural orartificially madechemical which isused as a medicineis called drug.Teacher shouldalso discussrelevant drugs suchas Viagra, ecstacy

pills and the like

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improve the quality of life, such asantibiotic and detergent,(b) side effects of chemicals on life and the environment,(c) describe common traits amongscientists in carrying out research,such as patience, meticulousnessand perseverance.Carry out an activity to discuss andpredict how life would be withoutchemicals.Discuss and practise proper management of chemicals towards better life, hygiene and health

• describe life without chemicals,• state appreciation and supportfor proper management of

chemicals.

31-33 PEPERIKSAAN PERCUBAAN SPM

34-41 SPM REVISION

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