Huraian Sukatan Pelajaran Kimia Tingkatan 5

8/14/2019 Huraian Sukatan Pelajaran Kimia Tingkatan 5

http://slidepdf.com/reader/full/huraian-sukatan-pelajaran-kimia-tingkatan-5 1/61

MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools

Curriculum Specifications

CHEMISTRYForm 5

Curriculum Development CentreMinistry of Education Malaysia

2006



Copyright © 2006Ministry of Education Malaysia

First published 2006

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical,including photocopying, and recording or by any information storage and retrieval system, without permission in writing from theDirector of Curriculum Development Centre, Level 4-8, Block E9, Government Complex Parcel E, 62604 Putrajaya, Malaysia.



TABLE OF CONTENTS

Page

The National Philosophyv

National Philosophy of Education vii

National Science Education Philosophy ix

Preface xi

Introduction 1

Aims and Objectives 2Scientific Skills 3

Thinking Skills 4

Scientific Attitudes and Noble Values 8

Teaching and Learning Strategies 10

Content Organisation 13



THEME: INTERACTION BETWEEN CHEMICALS

Learning Area: 1. Rate Of Reaction 14

Learning Area: 2. Carbon Compounds 18

Learning Area: 3. Oxidation And Reduction 34

Learning Area: 4. Thermochemistry 40

THEME: PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS

Learning Area: 1. Chemicals For Consumers 46

Acknowledgements 50

Panel of Writers 52



v

THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a greater unity of all her people; maintaining a democratic way of life;creating a just society in which the wealth of the nation shall be equitably shared; ensuring a liberal approach to her rich anddiverse cultural traditions; building a progressive society which shall be oriented towards modern science and technology.

We, the people of Malaysia, pledge our united efforts to attain these ends guided by the following principles:

BELIEF IN GODLOYALTY TO KING AND COUNTRY

SUPREMACY OF THE CONSTITUTIONRULE OF LAWGOOD BEHAVIOUR AND MORALITY



vii

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integratedmanner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious

based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who areknowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a highlevel of personal well being as well as being able to contribute to the harmony and betterment of the family, society and thenation at large.



ix

NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy,science education in Malaysia nurtures

a Science and Technology Culture by focusingon the development of individuals who are competitive,

dynamic, robust and resilient and ableto master scientific knowledge and technological competency.



xi

PREFACE

The aspiration of the nation to become an industrialisedsociety depends on science and technology. It is envisaged

that success in providing quality science education toMalaysians from an early age will serve to spearhead thenation into becoming a knowledge society and a competitiveplayer in the global arena. Towards this end, the Malaysianeducation system is giving greater emphasis to science andmathematics education.

The Chemistry curriculum has been designed not only toprovide opportunities for students to acquire scienceknowledge and skills, develop thinking skills and thinkingstrategies, and to apply this knowledge and skills in everyday

life, but also to inculcate in them noble values and the spirit ofpatriotism. It is hoped that the educational process en route toachieving these aims would produce well-balanced citizenscapable of contributing to the harmony and prosperity of thenation and its people.

The Chemistry curriculum aims at producing active learners.To this end, students are given ample opportunities to engagein scientific investigations through hands-on activities andexperimentations. The inquiry approach, incorporatingthinking skills, thinking strategies and thoughtful learning,should be emphasised throughout the teaching-learningprocess. The content and contexts suggested are chosenbased on their relevance and appeal to students so that theirinterest in the subject is enhanced.

In a recent development, the Government has made adecision to introduce English as the medium of instruction inthe teaching and learning of science and mathematics. This

measure will enable students to keep abreast ofdevelopments in science and technology in contemporarysociety by enhancing their capability and know-how to tap thediverse sources of information on science written in theEnglish language. At the same time, this move would alsoprovide opportunities for students to use the English languageand hence, increase their proficiency in the language. Thus, inimplementing the science curriculum, attention is given todeveloping students’ ability to use English for study andcommunication, especially in the early years of learning.

The development of this curriculum and the preparation of thecorresponding Curriculum Specifications have been the workof many individuals over a period of time. To all those whohave contributed in one way or another to this effort, may I, onbehalf of the Ministry of Education, express my sinceregratitude and thanks for the time and labour expended.

(MAHZAN BIN BAKAR SMP, AMP )DirectorCurriculum Development CentreMinistry of Education Malaysia



1

INTRODUCTION

As articulated in the National Education Policy, education inMalaysia is an on-going effort towards developing the potential of

individuals in a holistic and integrated manner to produceindividuals who are intellectually, spiritually, emotionally andphysically balanced and harmonious. The primary and secondaryschool science curriculum is developed with the aim of producingsuch individuals.

As a nation that is progressing towards a developed nationstatus, Malaysia needs to create a society that is scientificallyoriented, progressive, knowledgeable, having a high capacity forchange, forward-looking, innovative and a contributor to scientificand technological developments in the future. In line with this, thereis a need to produce citizens who are creative, critical, inquisitive,

open-minded and competent in science and technology.

The Malaysian science curriculum comprises three corescience subjects and four elective science subjects. The coresubjects are Science at primary school level, Science at lowersecondary level and Science at upper secondary level. Electivescience subjects are offered at the upper secondary level andconsist of Biology, Chemistry, Physics, and Additional Science.

The core science subjects for the primary and lowersecondary levels are designed to provide students with basicscience knowledge, prepare students to be literate in science, andenable students to continue their science education at the uppersecondary level. Core Science at the upper secondary level isdesigned to produce students who are literate in science,innovative, and able to apply scientific knowledge in decision-making and problem solving in everyday life.

The elective science subjects prepare students who aremore scientifically inclined to pursue the study of science at post-secondary level. This group of students would take up careers inthe field of science and technology and play a leading role in thisfield for national development.

For every science subject, the curriculum for the year isarticulated in two documents: the syllabus and the curriculumspecifications. The syllabus presents the aims, objectives and theoutline of the curriculum content for a period of 2 years for electivescience subjects and 5 years for core science subjects. Thecurriculum specifications provide the details of the curriculum whichincludes the aims and objectives of the curriculum, briefdescriptions on thinking skills and thinking strategies, scientific

skills, scientific attitudes and noble values, teaching and learningstrategies, and curriculum content. The curriculum content providesthe learning objectives, suggested learning activities, the intendedlearning outcomes, and vocabulary.



2

AIMS

The aims of the chemistry curriculum for secondary school are toprovide students with the knowledge and skills in chemistry andtechnology and enable them to solve problems and make decisions

in everyday life based on scientific attitudes and noble values.Students who have followed the secondary science curriculum willhave the foundation in science to enable them to pursue formal andinformal further education in chemistry and technology.

The curriculum also aims to develop a concerned, dynamic andprogressive society with a science and technology culture thatvalues nature and works towards the preservation and conservationof the environment.

OBJECTIVES

The chemistry curriculum for secondary school enables students to:

1. Acquire knowledge in science and technology in the contextof natural phenomena and everyday li fe experiences.

2. Understand developments in the field of science andtechnology.

3. Acquire scientific and thinking skills.

4. Apply knowledge and skills in a creative and critical mannerfor problem solving and decision-making.

5. Face challenges in the scientific and technological world andbe willing to contribute towards the development of scienceand technology.

6. Evaluate science- and technology-related information wiselyand effectively.

7. Practise and internalise scientific attitudes and good moralvalues.

8. Realise the importance of inter-dependence among livingthings and the management of nature for survival ofmankind.

9. Appreciate the contributions of science and technologytowards national development and the well-being ofmankind.

10. Realise that scientific discoveries are the result of humanendeavour to the best of his or her intellectual and mentalcapabilities to understand natural phenomena for thebetterment of mankind.

11. Create awareness on the need to love and care for theenvironment and play an active role in its preservation andconservation.



3

SCIENTIFIC SKILLS

Science emphasises inquiry and problem solving. In inquiry andproblem solving processes, scientific and thinking skills are utilised.Scientific skills are important in any scientific investigation such as

conducting experiments and carrying out projects.Scientific skills encompass science process skills and manipulativeskills.

Science Process Skills

Science process skills enable students to formulate their questionsand find out the answers systematically.

Descriptions of the science process skills are as follows:

Observing Using the sense of hearing, touch, smell,taste and sight to collect information aboutan object or a phenomenon.

Classifying Using observations to group objects orevents according to similarities ordifferences.

Measuring and

UsingNumbers

Making quantitative observations using

numbers and tools with standardised units.Measuring makes observation moreaccurate.

Inferring Using past experiences or previouslycollected data to draw conclusions andmake explanations of events.

Predicting Stating the outcome of a future event basedon prior knowledge gained throughexperiences or collected data.

Communicating Using words or graphic symbols such astables, graphs, figures or models to describean action, object or event.

Using Space-TimeRelationship

Describing changes in parameter with time.Examples of parameters are location,direction, shape, size, volume, weight andmass.

Interpreting Data Giving rational explanations about an object,event or pattern derived from collected data.

DefiningOperationally

Defining concepts by describing what mustbe done and what should be observed.

ControllingVariables

Identifying the fixed variable, manipulatedvariable, and responding variable in aninvestigation. The manipulated variable ischanged to observe its relationship with theresponding variable. At the same time, thefixed variable is kept constant.

Hypothesising Making a general statement about therelationship between a manipulated variableand a responding variable in order to explainan event or observation. This statement can

be tested to determine its validity.Experimenting Planning and conducting activities to test a

certain hypothesis. These activities includecollecting, analysing and interpreting dataand making conclusions.



4

Manipulative Skills

Manipulative skills in scientific investigation are psychomotor skillsthat enable students to:

? use and handle science apparatus and laboratory substancescorrectly.

? handle specimens correctly and carefully.? draw specimens, apparatus and laboratory substances

accurately.? clean science apparatus correctly, and? store science apparatus and laboratory substances correctly

and safely.

THINKING SKILLS

Thinking is a mental process that requires an individual to integrateknowledge, skills and attitude in an effort to understand theenvironment.

One of the objectives of the national education system is toenhance the thinking ability of students. This objective can beachieved through a curriculum that emphasises thoughtful learning.Teaching and learning that emphasises thinking skills is afoundation for thoughtful learning.

Thoughtful learning is achieved if students are actively involved inthe teaching and learning process. Activities should be organised toprovide opportunities for students to apply thinking skills inconceptualisation, problem solving and decision-making.

Thinking skills can be categorised into critical thinking skills andcreative thinking skills. A person who thinks critically always

evaluates an idea in a systematic manner before accepting it. Aperson who thinks creatively has a high level of imagination, is ableto generate original and innovative ideas, and modify ideas andproducts.

Thinking strategies are higher order thinking processes that involvevarious steps. Each step involves various critical and creativethinking skills. The ability to formulate thinking strategies is theultimate aim of introducing thinking activities in the teaching andlearning process.

Critical Thinking Skills

A brief description of each critical thinking skill i s as follows:

Attributing Identifying criteria such as characteristics,features, qualities and elements of aconcept or an object.

Comparing andContrasting

Finding similarities and differences basedon criteria such as characteristics,features, qualities and elements of aconcept or event.

Grouping andClassifying

Separating and grouping objects orphenomena into categories based oncertain criteria such as commoncharacteristics or features.

Sequencing Arranging objects and information in orderbased on the quality or quantity ofcommon characteristics or features suchas size, time, shape or number.



5

Prioritising Arranging objects and information in orderbased on their importance or priority.

Analysing Examining information in detail bybreaking it down into smaller parts to findimplicit meaning and relationships.

Detecting Bias Identifying views or opinions that have thetendency to support or oppose somethingin an unfair or misleading way.

Evaluating Making judgements on the quality or valueof something based on valid reasons orevidence.

MakingConclusions

Making a statement about the outcome ofan investigation that is based on ahypothesis.

Creative Thinking Skills

A brief description of each creative thinking skill i s as follows:

Generating Ideas Producing or giving ideas in a discussion.

Relating Making connections in a certain situationto determine a structure or pattern ofrelationship.

MakingInferences Using past experiences or previouslycollected data to draw conclusions and

make explanations of events.

Predicting Stating the outcome of a future eventbased on prior knowledge gained throughexperiences or collected data.

MakingGeneralisations

Making a general conclusion about agroup based on observations made on, orsome information from, samples of thegroup.

Visualising Recalling or forming mental images abouta particular idea, concept, situation orvision.

Synthesising Combining separate elements or parts toform a general picture in various formssuch as writing, drawing or artefact.

MakingHypotheses

Making a general statement on therelationship between manipulatedvariables and responding variables inorder to explain a certain thing orhappening. This statement is thought tobe true and can be tested to determine itsvalidity.

Making Analogies Understanding a certain abstract orcomplex concept by relating it to a simpleror concrete concept with similarcharacteristics.

Inventing Producing something new or adaptingsomething already in existence toovercome problems in a systematicmanner.



6

Thinking Strategy

Description of each thinking strategy is as follows:

Conceptualising Making generalisations based on inter-related and common characteristics in order

to construct meaning, concept or model.

Making Decisions Selecting the best solution from variousalternatives based on specific criteria toachieve a specific aim.

Problem Solving Finding solutions to challenging orunfamiliar situations or unanticipateddifficulties in a systematic manner.

Besides the above thinking skills and thinking strategies, anotherskill emphasised is reasoning. Reasoning is a skill used in makinglogical, just and rational judgements. Mastering of critical andcreative thinking skills and thinking strategies is made simpler if anindividual is able to reason in an inductive and deductive manner.Figure 1 gives a general picture of thinking skills and thinkingstrategies.

Mastering of thinking skills and thinking strategies (TSTS)through the teaching and learning of science can be developedthrough the following phases:

1. Introducing TSTS.2. Practising TSTS with teacher’s guidance.3. Practising TSTS without teacher’s guidance.4. Applying TSTS in new situations with teacher’s guidance.5. Applying TSTS together with other skills to accomplish

thinking tasks.

Further information about phases of implementing TSTS can befound in the guidebook “Buku Panduan Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan Pembelajaran Sains” (Curriculum Development Centre, 1999).

Figure 1 : TSTS Model in Science

Thinking Skills

Critical

? Attributing? Comparing and

contrasting? Grouping and

classifying? Sequencing? Prioritising? Analysing? Detecting bias? Evaluating? Making

conclusions

Creative

? Generating ideas? Relating? Making inferences? Predicting? Making

hypotheses? Synthesising? Making

generalisations? Visualising? Making analogies? Inventing

Thinking Strategies

? Conceptualising? Making decisions? Problem solving

Reasoning



7

Relationship between Thinking Skills andScience Process Skills

Science process skills are skills that are required in the process offinding solutions to a problem or making decisions in a systematicmanner. It is a mental process that promotes critical, creative,analytical and systematic thinking. Mastering of science processskills and the possession of suitable attitudes and knowledgeenable students to think effectively.

The mastering of science process skills involves themastering of the relevant thinking skills. The thinking skills that arerelated to a particular science process skill are as fol lows:

Science Process Skills Thinking Skills

Observing AttributingComparing and contrastingRelating

Classifying AttributingComparing and contrasting Groupingand classifying

Measuring and UsingNumbers

RelatingComparing and contrasting

Making Inferences RelatingComparing and contrastingAnalysingMaking inferences

Science Process Skills Thinking Skills

Predicting RelatingVisualising

Using Space-TimeRelationship SequencingPrioritising

Interpreting data Comparing and contrasting AnalysingDetecting biasMaking conclusionsGeneralisingEvaluating

Defining operationally RelatingMaking analogyVisualisingAnalysing

Controlling variables AttributingComparing and contrastingRelatingAnalysing

Making hypothesis AttributingRelatingComparing and contrasting GeneratingideasMaking hypothesisPredicting

SynthesisingExperimenting All thinking skills

Communicating All thinking skills



8

Teaching and Learning based on Thinking Skillsand Scientific Skills

This science curriculum emphasises thoughtful learning based onthinking skills and scientific skills. Mastery of thinking skills and

scientific skills are integrated with the acquisition of knowledge inthe intended learning outcomes. Thus, in teaching and learning,teachers need to emphasise the mastery of skills together with theacquisition of knowledge and the inculcation of noble values andscientific attitudes.

The following is an example and explanation of a learning outcomebased on thinking skills and scientific skills.

Example :

Learning Outcome:

Thinking Skills:

Compare and contrast metallicelements and non-metallic elements.

Comparing and contrasting

Explanation:

To achieve the above learning outcome, knowledge of thecharacteristics and uses of metals and non-metals in everydaylife are learned through comparing and contrasting. The masteryof the skill of comparing and contrasting is as important as theknowledge about the elements of metal and the elements ofnon-metal.

SCIENTIFIC ATTITUDES AND NOBLE VALUES

Science learning experiences can be used as a means to inculcatescientific attitudes and noble values in students. These attitudesand values encompass the following:

? Having an interest and curiosity towards the environment.? Being honest and accurate in recording and validating data.? Being diligent and persevering.? Being responsible about the safety of oneself, others, and the

environment.? Realising that science is a means to understand nature.? Appreciating and practising clean and healthy living.? Appreciating the balance of nature.? Being respectful and well-mannered.? Appreciating the contribution of science and technology.? Being thankful to God.? Having critical and analytical thinking.? Being flexible and open-minded.? Being kind-hearted and caring.? Being objective.? Being systematic.? Being cooperative.? Being fair and just.? Daring to try. ? Thinking rationally.? Being confident and independent.

The inculcation of scientific attitudes and noble values generallyoccurs through the following stages:

? Being aware of the importance and the need for scientificattitudes and noble values.



9

? Giving emphasis to these attitudes and values.? Practising and internalising these scientific attitudes and noble

values.

When planning teaching and learning activities, teachersneed to give due consideration to the above stages to ensure thecontinuous and effective inculcation of scientific attitudes andvalues. For example, during science practical work, the teachershould remind pupils and ensure that they carry out experiments ina careful, cooperative and honest manner.

Proper planning is required for effective inculcation ofscientific attitudes and noble values during science lessons. Beforethe first lesson related to a learning objective, teachers shouldexamine all related learning outcomes and suggested teaching-learning activities that provide opportunities for the inculcation ofscientific attitudes and noble values.

The following is an example of a learning outcomepertaining to the inculcation of scientific attitudes and values.

Example :

Year:

Learning Area:

Learning Objective:

Learning Outcome:

Form 5

1. Rate of Reaction

1.4 Practising scientific knowledge toenhance quality of life

A student is able to apply knowledge onfactors affecting the rate of reaction ineveryday activities, and adopt problemsolving approaches and make rationaldecisions based on research.

Suggested LearningActivities

Scientific attitudes andnoble values

Carry out some daily activities related tofactors affecting the rate of reaction.

Collect and interpret data on scientists’contribution in enhancing the quality oflife.

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

Appreciating the contribution of scienceand technology.

Being thankful to God.

Having critical and analytical thinking.

Being honest and accurate in recordingand validating data

Inculcating Patriotism

The science curriculum provides an opportunity for the developmentand strengthening of patriotism among students. For example, inlearning about the earth’s resources, the richness and variety of

living things and the development of science and technology in thecountry, students will appreciate the diversity of natural and humanresources of the country and deepen their love for the country.



10

TEACHING AND LEARNING STRATEGIES

Teaching and learning strategies in the science curriculumemphasise thoughtful learning. Thoughtful learning is a process thathelps students acquire knowledge and master skills that will helpthem develop their minds to the optimum level. Thoughtful learningcan occur through various learning approaches such as inquiry,constructivism, contextual learning, and mastery learning. Learningactivities should therefore be geared towards activating students’critical and creative thinking skills and not be confined to routine orrote learning. Students should be made aware of the thinking skillsand thinking strategies that they use in their learning. They shouldbe challenged with higher order questions and problems and berequired to solve problems utilising their creativity and criticalthinking. The teaching and learning process should enable studentsto acquire knowledge, master skills and develop scientific attitudesand noble values in an integrated manner.

Teaching and Learning Approaches in Science

Inquiry-Discovery

Inquiry-discovery emphasises learning through experiences. Inquirygenerally means to find information, to question and to investigate aphenomenon that occurs in the environment. Discovery is the maincharacteristic of inquiry. Learning through discovery occurs whenthe main concepts and principles of science are investigated anddiscovered by students themselves. Through activities such asexperiments, students investigate a phenomenon and drawconclusions by themselves. Teachers then lead students tounderstand the science concepts through the results of the inquiry.Thinking skills and scientific skills are thus developed further duringthe inquiry process. However, the inquiry approach may not besuitable for all teaching and learning situations. Sometimes, it may

be more appropriate for teachers to present concepts and principlesdirectly to students.

Constructivism

Constructivism suggests that students learn about something whenthey construct their own understanding. The important attributes ofconstructivism are as follows:

? Taking into account students’ prior knowledge.? Learning occurring as a result of students’ own effort. ? Learning occurring when students restructure their

existing ideas by relating new ideas to old ones.? Providing opportunities to cooperate, sharing ideas and

experiences, and reflecting on their learning.

Science, Technology and Society

Meaningful learning occurs if students can relate their learning with

their daily experiences. Meaningful learning occurs in learningapproaches such as contextual learning and Science, Technologyand Society (STS).

Learning themes and learning objectives that carry elements of STSare incorporated into the curriculum. STS approach suggests thatscience learning takes place through investigation and discussionbased on science and technology issues in society. In the STSapproach, knowledge in science and technology is to be learnedwith the application of the principles of science and technology andtheir impact on society.

Contextual Learning

Contextual learning is an approach that associates learning withdaily experiences of students. In this way, students are able toappreciate the relevance of science learning to their lives. In



11

contextual learning, students learn through investigations as in theinquiry-discovery approach.

Mastery Learning

Mastery learning is an approach that ensures all students are ableto acquire and master the intended learning objectives. Thisapproach is based on the principle that students are able to learn ifthey are given adequate opportunities. Students should be allowedto learn at their own pace, with the incorporation of remedial andenrichment activities as part of the teaching-learning process.

Teaching and Learning Methods

Teaching and learning approaches can be implemented throughvarious methods such as experiments, discussions, simulations,projects, and visits. In this curriculum, the teaching-learningmethods suggested are stated under the column “SuggestedLearning Activities.” However, teachers can modify the suggestedactivities when the need arises.

The use of a variety of teaching and learning methods can enhancestudents’ interest in science. Science lessons that are notinteresting will not motivate students to learn and subsequently willaffect their performance. The choice of teaching methods should bebased on the curriculum content, students’ abilities, students’repertoire of intelligences, and the availability of resources andinfrastructure. Besides playing the role of knowledge presentersand experts, teachers need to act as facilitators in the process of

teaching and learning. Teachers need to be aware of the multipleintelligences that exist among students. Different teaching andlearning activities should be planned to cater for students withdifferent learning styles and intelligences.

The following are brief descriptions of some teaching and learningmethods.

Experiment

An experiment is a method commonly used in science lessons. Inexperiments, students test hypotheses through investigations todiscover specific science concepts and principles. Conducting anexperiment involves thinking skills, scientific skills, and manipulativeskills.

Usually, an experiment involves the following steps:

? Identifying a problem.? Making a hypothesis.? Planning the experiment

- controlling variables.- determining the equipment and materials needed.

- determining the procedure of the experiment and themethod of data collection and analysis.? Conducting the experiment.? Collecting data.? Analysing data.? Interpreting data.? Making conclusions.? Writing a report.

In the implementation of this curriculum, besides guiding studentsto do an experiment, where appropriate, teachers should providestudents with the opportunities to design their own experiments.This involves students drawing up plans as to how to conductexperiments, how to measure and analyse data, and how topresent the outcomes of their experiment.



12

Discussion

A discussion is an activity in which students exchange questionsand opinions based on valid reasons. Discussions can beconducted before , during or after an activity. Teachers should playthe role of a facilitator and lead a discussion by asking questionsthat stimulate thinking and getting students to express themselves .

Simulation

In simulation, an activity that resembles the actual situation iscarried out . Examples of simulation are role-play, games and theuse of models. In role-play, students play out a particular role basedon certain pre-determined conditions. Games require proceduresthat need to be followed. Students play games in order to learn aparticular principle or to understand the process of decision-making.Models are used to represent objects or actual situations so that students can visualise the said objects or situations and thus understand the concepts and principles to be learned.

Project

A project is a learning activity that is generally undertaken by anindividual or a group of students to achieve a certain learningobjective. A project generally requires several lessons to complete.The outcome of the project either in the form of a report, an artefactor in other forms needs to be presented to the teacher and otherstudents. Project work promotes the development of problem-solving skills, time management skills, and independent learning.

Visits and Use of External Resources

The learning of science is not limited to activities carried out in theschool compound. Learning of science can be enhanced throughthe use of external resources such as zoos, museums, sciencecentres, research institutes, mangrove swamps, and factories.Visits to these places make the learning of science more interesting, meaningful and effective. To optimise learningopportunities, visits need to be carefully planned. Students may beinvolved in the planning process and specific educational tasksshould be assigned during the visit. No educational visit is completewithout a post-visit discussion.

Use of Technology

Technology is a powerful tool that has great potential in enhancingthe learning of science. Through the use of technology such astelevision, radio, video, computer, and Internet, the teaching andlearning of science can be made more interesting and effective.

Computer simulation and animation are effective tools for theteaching and learning of abstract or difficult science concepts.

Computer simulation and animation can be presented throughcourseware or Web page. Application tools such, as wordprocessors, graphic presentation software and electronicspreadsheets are valuable tools for the analysis and presentation ofdata.

The use of other tools such as data loggers and computerinterfacing in experiments and projects also enhance theeffectiveness of teaching and learning of science .



13

CONTENT ORGANISATION

The science curriculum is organised around themes. Each themeconsists of various learning areas , each of which consists of anumber of learning objectives. A learning objective has one or morelearning outcomes.

Learning outcomes are written based on the hierarchy of thecognitive and affective domains. Levels in the cognitive domain are:knowledge, understanding, application, analysis, synthesis andevaluation. Levels in the affective domain are: to be aware of, to bein awe, to be appreciative, to be thankful, to love, to practise, and tointernalise. Where possible, learning outcomes relating to theaffective domain are explicitly stated. The inculcation of scientificattitudes and noble values should be integrated into every learningactivity. This ensures a more spontaneous and natural inculcationof attitudes and values. Learning areas in the psychomotor domainare implicit in the learning activities.

Learning outcomes are written in the form of measurablebehavioural terms. In general, the learning outcomes for a particularlearning objective are organised in order of complexity. However, inthe process of teaching and learning, learning activities should beplanned in a holistic and integrated manner that enables theachievement of multiple learning outcomes according to needs andcontext. Teachers should avoid employing a teaching strategy that

tries to achieve each learning outcome separately according to theorder stated in the curriculum specifications.

The Suggested Learning Activities provide information on the scopeand dimension of learning outcomes. The learning activities stated

under the column Suggested Learning Activities are given with theintention of providing some guidance as to how learning outcomescan be achieved. A suggested activity may cover one or morelearning outcomes. At the same time, more than one activity maybe suggested for a particular learning outcome. Teachers maymodify the suggested activity to suit the ability and style of learningof their students. Teachers are encouraged to design otherinnovative and effective learning activities to enhance the learningof science.



14

THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA : 1. RATE OF REACTION Chemistry - Form 5

LearningObjectives

Suggested Learning Activities Learning Outcomes Notes Vocabulary

1.1Analysing rate ofreaction Discuss:

(a) the meaning of rate of reaction,(b) some examples of fast reactions,(c) some examples of slow

reactions.

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 activitiesinvolving rates of reaction.

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 at anygiven time.

The rate of reactionat any given time isalso known asinstantaneous rateof reaction.

reactant – bahan tindak balas

product-hasil tindak balas

rate of reaction – kadar tindak balas

observablechange – perubahan yang dapat diperhatikan



15


LearningObjectives


1.2Synthesisingfactors affectingthe rate ofreaction

Discuss possible factors affecting therate of reaction.

Design and carry out activities toinvestigate factors affecting the rate ofreaction, i.e. size of reactant,concentration, temperature andcatalyst.

Some suggested reactions:(a) a reaction between calcium

carbonate, CaCO 3, andhydrochloric acid, HCl,

(b) a reaction between sodiumthiosulphate, Na 2S 2O3, andsulphuric acid, H 2SO 4,

(c) decomposition of hydrogenperoxide, H 2O2, in the presence ofa catalyst.

View computer simulations toinvestigate how the movement andcollision of part icles in a reaction areaffected by temperature, size of reactant, pressure, concentration andcatalyst.

Collect and interpret data to explainfactors affecting the rate of reaction in


• design experiments toinvestigate factors affecting therate of reaction,

• give examples of reactions thatare affected by size of reactant,concentration, temperature andcatalyst,

• explain how each factor affectsthe rate of reaction,

• describe how factors affectingthe rate of reaction are appliedin daily life and in industrialprocesses,

Using examplesdiscuss themeaning andcharacteristics ofcatalyst.

Size of reactants isrelated to the totalsurface area.

catalyst – mangkin

decomposition-penguraian



16


LearningObjectives


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.

Solve problems involving rate ofreaction.

• solve problems involvingfactors affecting rate ofreaction.

1.3Synthesisingideas on collisiontheory

Carry out simulations on:(a) movement and collision of particles

in chemical reactions,(b) movement and co llision of particles in reaction affected bytemperature, size of reactant,pressure, concentration and catalyst.

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.


• 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 rateof reaction,

effective collision – perlanggaran berkesan

activation energy-tenagapengaktifan

frequency-frekuensi / kekerapan

energy profilediagram-rajah profil tenaga





18

THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA : 2. CARBON COMPOUNDS Chemistry - Form 5

LearningObjectives Suggested Learning Activities Learning Outcomes Notes Vocabulary

2.1Understandingcarboncompounds

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 inorganic

compounds.

Carry out an activity to identify theproducts of the combustion of organiccompounds, i.e. carbon dioxide andwater.


• 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 productsof organic carbon compounds.

The term ‘organic’should not belimited to carboncompounds derivedfrom livingorganisms.

saturated – tepu

unsaturated – tak tepu

combustion - pembakaran



19



2.2Analysingalkanes 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.


• 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 boiling points,

Methane may be usedas examples forcombustion and

substitution reactions.

straight-chainalkane – alkana rantai lurus

substitution -penukargantian





21



2.3Analysingalkenes Collect and interpret data on the

meaning 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 ninestraight-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 andpolymerisation.

Discuss:(a) the relationship between changes ofphysical properties with increase inthe number of carbon atoms inalkene molecules,


• 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 toincrease in the number ofcarbon atoms in alkenemolecules,

• describe chemical properties ofalkenes,

Restrict to the firstthree members ofalkene.

addition – penambahan

sootiness – kejelagaan





23



Discuss to generalise thecharacteristics of homologous series interms of having the same generalformula, can be made by similarmethods, steady changes in physicalproperties, and similar chemicalproperties.

• generalise the characteristics ofhomologous series based onalkanes and alkenes.

2.4 Synthesisingideas onisomerism

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 of alkane andalkene isomers and name them.

Examine isomerism through models orcomputer simulations.


• construct various structuralformulae of a particular alkaneand alkene,

• explain what isomerism is,

• use IUPAC nomenclature toname isomers.

(a) Examples ofisomers shouldnot include cycliccarboncompounds.

(b) Examples ofalkanes andalkenes shouldnot exceed fivecarbon atoms.

IUPACnomenclature-sistem penamaan IUPAC





25



Carry out activities to investigate thechemical properties of ethanol in termsof:(a) combustion,(b) oxidation,(c) dehydration.

Write chemical equations for the abovereactions involving ethanol, propaneland 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 and

abuse.

• 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 misuseand abuse of alcohols.

2.6Analysingcarboxylic acids Carry out an activity to derive the

general formula of carboxylic acids andidentify the functional group.


• state the general formula ofcarboxylic acids,

• identify the functional group ofcarboxylic acids,



26



Construct a table with names andmolecular formulae of the first fourmembers of carboxylic acid, and drawtheir structural formulae

Collect and interpret data on thepreparation of ethanoic acid(CH 3COOH) in the laboratory,

Collect and interpret data on thephysical properties of ethanoic acid, i.e.colour, odour, boiling point, physicalstate at room temperature and solubilityin water,

Carry out activities to investigate thechemical properties of ethanoic acidthrough its reactions with:(a) base,(b) metallic carbonate,(c) metal,

(d) alcohol.

• 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 otherchemicals,



27



Carry out an activity to write chemicalequations for the above reactionsinvolving propanoic acid (C 2H5COOH)and butanoic acid (C 3H7COOH).

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.

• predict the chemical propertiesfor other members of carboxylicacid,

• explain with examples the usesof carboxylic acids in everydaylife.

2.7Analysing esters

Carry out an activity to derive thegeneral formula of esters and identifythe functional group.

Construct a table of molecular formulaeand names of esters.


? 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 them

using the IUPAC nomenclature,

The separationprocess is not neededin the preparation ofethyl ethanoate.

Esterification involvesmolecules requiringcatalyst, whereasneutralisation involvesions to form water.



28



Carry out an activity to prepare ethylethanoate (CH 3COOC 2H5) in thelaboratory.

Carry out an activity to investigate thephysical 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.

• describe the preparation ofester in the laboratory,

• state the physical properties ofethyl ethanoate,

• predict the ester produced fromthe esterification reaction,

• write equations for theesterification reactions,

• state the natural sources ofester,

• state the uses of ester ineveryday life.

Limit discussion toesterification reactionsbetween the first fourmembers of alcoholsand the first fourmembers ofcarboxylic acids.

esterification – pengesteran

extraction -pengekstrakan

2.8Evaluating fats Collect and interpret data on:

(a) what oils and fats are,

(b) why our body needs oils and fats,(c) sources and the uses of oilsand fats,

(d) the difference between oils and fatsat room temperature in terms ofphysical state,


• state what oils are,

• state what fats are,

• state the importance of oils andfats for body processes,

Suggested fatty acids:

Palmitic acid,CH 3(CH 2)14COOH

Stearic acid,CH 3(CH 2)16COOH







31



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.

(c) 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.

Carry out an activity to producevulcanised rubber.

Investigate the process of rubbervulcanisation using computersimulation.

Discuss:(a) how the presence of sulphur atoms

in vulcanised rubber changes theproperties of vulcanised rubber.


• list examples of natural

polymers 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 vulcanisation ofrubber,

• describe how the presence ofsulphur atoms changes the

properties of vulcanised rubber,

Students need only to

draw a simple(molecular) structureformula ofisopropane.

Unvulcanised rubberis also known as non-vulcanised rubber

elasticity-kekenyalan

vulcanised -tervulkan

coagulation-penggumpalan



32



(b) research on natural rubber in

Malaysia.Carry out an activity to compare theelasticity of vulcanised andunvulcanised natural rubber.

Visit a rubber plantation, a latexprocessing factory, a rubber productmanufacturing plant or a rubberresearch institute.

• compare and contrast theproperties of vulcanised andunvulcanised natural rubber.





34

THEME : INTERACTIONS BETWEEN CHEMICALS

LEARNING AREA : 3. OXIDATION AND REDUCTION Chemistry - Form 5

LearningObjectives


3.1

Analysing redoxreactions 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 anelement 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.


• 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 IUPACnomenclature,

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

• explain with examples oxidationand reduction processes interms of electron transfer,

Redox reactionsmust be clarifiedthrough half-equation and ionicequation.

Half-equation isalso known as half-reaction.

Oxidation numberis also known asoxidation state.

oxidising agent-

agen pengoksidaan

reducing agent-agen penurunan

oxidation state-keadaan pengoksidaan

metaldisplacement-penyesaran logam



35


LearningObjectives


Carry out activities to investigateoxidation and reduction in the following

reactions:(a) combustion of metal in oxygen orchlorine,

(b) heating of metallic oxide with carbon,(c) change of Fe 2+ ions to Fe 3+ ions and

Fe 3+ ions to Fe 2+ ions,(d) displacement of metal from its salt

solution,(e) displacement of halogen from its

halide solution,(f) transfer of electrons at a distance (a

variety of solutions to be used).

Carry out an activity to write oxidation andreduction half-equations and ionicequations for the above reactions.

• explain with examples oxidisingand reducing agents in redox

reactions,

• write oxidation and reductionhalf-equations and ionicequations.

Use 1,1,1-trichloroethane,

CH 3CCl 3, as asolvent to replacetetrachloromethaneCCl 4, in confirminghalogen displaced



36


LearningObjectives


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 tocontrol rusting.

Carry out an activity to investigate theeffect on iron nails when it i s in contactwith other metals.

Collect and interpret data on methods tocontrol metal corrosion using a moreelectropositive metal or a lesselectropositive metal.


• state the conditions for the

rusting 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 – kakisan

rusting – pengaratan



37


LearningObjectives


3.3Understandingthe reactivity

series of metalsand itsapplication

Carry out an activity to investigate the

reactivity 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.

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 ofmetals to predict possible reactionsinvolving metals.


• compare the differences in the

vigour 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 inmetal extraction,

• use the reactivity series ofmetals to predict possiblereactions involving metals.

reactivity series – siri kereaktifan

vigour – kecergasan

extraction – pengekstrakan



38


LearningObjectives


3.4Analysing redoxreactions in

electrolytic andchemical cells

Carry out an activity to investigate

oxidation 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 conversion

and the transfer of electrons at theelectrodes,

(b) oxidation and reduction processes.


• explain with examples the

oxidation 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, energy

conversion and the transfer ofelectrons at the electrodes,

• compare and contrastelectrolytic and chemicalcells with reference to theoxidation and reductionprocesses.

electrolytic cell – sel elektrolisis

chemical cell – sel kimia

energyconversion – pertukaran tenaga



39


LearningObjectives


3.5Appreciating theability of

elements tochange theiroxidationnumbers

Discuss the applications of the change of

oxidation number in substances in thefollowing processes:(a) extracting metal from its ore,(b) corrosion of metal,(c) preventing corrosion of metal,(d) generation of electricity by cell,(e) recycling of metals.

Collect and interpret data on:(a) the existence of various types of

ores in our country,(b) methods of preventing corrosion of

metal,(c) varieties of chemical cells,(d) recycling of metals.

Discuss:(a) the contribution of metal extraction

industry to the economy of our country,(b) the potential of new chemical cells to

be developed as an alternative sourceof renewable energy.


• describe the various

applications 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.

Look into cells/ technologies suchas:? rechargeable,? alkaline,? lithium,? photo/solar.





41

LEARNING AREA : 4. THERMOCHEMISTRY Chemistry - Form 5

LearningObjectives


Discuss 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.

? interrelate energy change withformation and breaking ofbonds,

? describe the application ofknowledge of exothermic andendothermic reactions ineveryday life.

4.2Understandingheat ofprecipitation

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 reaction andconstruct its energy level diagram.

Carry out an activity to solve numerical

problems related to heat of precipitationusing information based onthermochemical equations.


• state what heat of reaction is,

• state what heat of precipitation

is,

• determine the heat ofprecipitation for a reaction,

• construct an energy leveldiagram for a precipitationreaction,

• solve numerical problems

related to heat of precipitation.

Unit for energy is joule (J).

Calculations should

be based on theassumption thatthere is no heatloss to thesurrounding.

precipitation – pemendakan

displacement – penyesaran

neutralisation – peneutralan

thermochemicalequations – persamaan termokimia

specific heatcapacity – muatan haba

tentu



42


LearningObjectives


4.3Understandingheat ofdisplacement

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 basedon thermochemical equations.


• state what heat of displacementis,

• determine heat ofdisplacement,

• construct the energy leveldiagram for a displacementreaction,

• solve numerical problemsrelated to heat of displacement.



43


LearningObjectives


4.4Understandingheat ofneutralisation

Discuss the meaning of heat ofneutralisation.

Carry out activities to determine theheat of neutralisation, and constructenergy level diagrams, for the followingtypes of reactions between:(a) strong acid and strong alkali,(b) weak acid and strong alkali,(c) strong acid and weak alkali,(d) weak acid and weak alkali.

Discuss the difference between the heatof neutralisation for a strong acid and/or

strong alkali with heat of neutralisationfor a reaction involving a weak acid anda weak alkali.

Carry out an activity to solve numericalproblems related to heat ofneutralisation using information basedon thermochemical equations.


• state what heat of neutralisationis,

• determine the heat ofneutralisation,

• construct energy level diagramsfor various types ofneutralisation reactions,

• compare the heat ofneutralisation for the reaction

between a strong acid and astrong alkali with the heat ofneutralisation for a reactionbetween a weak acid and/or aweak alkali,

• explain the difference of theheat of neutralisation for astrong acid and a strong alkaliwith the heat of neutralisationfor a reaction involving a weakacid and/or a weak alkali,

• solve numerical problemsrelated to heat ofneutralisation.







46

THEME : PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS

LEARNING AREA : 5. CHEMICALS FOR CONSUMERS Chemistry - Form 5

LearningObjectives


5.1Analysingsoap anddetergent

Collect and interpret data on:(a) the history of soap manufacturing,(b) what soap and detergent are,(c) the additives in detergent such

as biological enzymes andwhitening agents,

(d) the preparation of detergent.

Carry out an activity to prepare soapusing the saponification process.

Investigate the cleansing action of soapand detergent using simulation andcomputer animation.

Discuss:(a) the cleansing action of soap and

detergent,(b) the differences in the

effectiveness of the cleansingaction of soap and detergent.


• 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,

• identify the additives indetergent and their respective

functions.

The use of bannedsubstances such asalkyl benzenesulphonate toillustrate detergentpreparation should

be avoided.

additive – bahan tambahan

biological enzyme – enzim biologi

detergent – detergen

saponification -saponifikasi



47


LearningObjectives


Conduct a competition or carry out aproject related to:(a) the manufacturing of soap,(b) the preparation of detergent for

multiple purposes such asshampoo and dish cleaner.

5.2Evaluating theuse of foodadditives

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 and

their 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,

(d) dyes, e.g. azo compound, triphenylcompound.

Carry out a project to collect andobserve the labels on food packs andidentify the additives used.


• state the types of food additivesand their examples,

• state the functions of each type

of food additive,

preservative – pengawet

antioxidant – pengantioksida/ antipeongsida

flavouring – agen perisa

stabiliser – pengstabil

thickener agent – agen pemekat



48


LearningObjectives


Discuss:(a) the rationale for the use of food

additives,(b) the effect of food additives on

health and the environment,(b) life without food additives.

• justify the use of food additives,

• describe the effects of foodadditives on health and theenvironment.

5.3Understandingmedicine Collect and interpret data on various

types and functions of medicine, i.e:(a) traditional medicines derived from

plants and animals,(b) analgesics such as aspirin,

paracetamol and codeine,

(c) antibiotics such as penicillin andstreptomycin,

(d) psychotherapeutic medicine suchas stimulant, antidepressant andantipsychotic.

Collect and interpret data on:(a) the side effects of modern and

traditional medicines,(b) the correct usage of modern and

traditional medicines.


• 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.

Any natural orartificially madechemical which isused as a medicineis called drug.

Teacher should

also discussrelevant drugs suchas Viagra, ecstacypills and the like.



49


LearningObjectives


5.4Appreciating theexistence ofchemicals

Collect and interpret data on:(a) discovery of chemicals that can

improve the quality of life, such asantibiotic and detergent,

(b) side effects of chemicals on life andthe environment,

(c) describe common traits amongscientists in carrying out research,such as patience, meticulousnessand perseverance.

Carry out an activity to discuss and

predict how life would be withoutchemicals.

Discuss and practise propermanagement of chemicals towardsbetter life, hygiene and health.


• describe that the discovery ofchemicals improves quality oflife,

• state the side effects ofchemicals on humans and theenvironment,

? describe common traits amongscientists in carrying outresearch,

• describe life without chemicals,

• state appreciation and supportfor proper management ofchemicals.



50

ACKNOWLEDGEMENTS

Advisors Mahzan Bakar SMP, AMP DirectorCurriculum Development Centre

Zulkifly Mohd Wazir Deputy DirectorCurriculum Development Centre(July 2005 until August 2006)

Maznah Abdul Hamid Deputy DirectorCurriculum Development Centre

Editorial Advisors Cheah Eng Joo Principal Assistant Director

(Head of Science and Mathematics Section)

Curriculum Development Centre

Yeap Chin Heng (Ph.D) Assistant Director

(Head of Core Science Unit)


(until July 2005)

Ho Heng Ling Assistant Director

(Head of Core Science Unit)




51

Zaidi Yazid Assistant Director

(Head of Elective Science Unit)


(until Dec. 2005)

Zaidah Mohd Yusoff Assistant Director

(Head of Elective Science Unit)


Editors Yusof bin Ismail Assistant Director


Lanita binti Md. Yusof Assistant Director






Curriculum Development CentreMinistry of Education Malaysia

2006

Documents

Huraian Sukatan Pelajaran Kimia Tingkatan 5