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1.1 Discuss : A student is able to: The rate of reaction
Analysing rate (a) the meaning of rate of reaction, · state what rate of reaction is, at any given time is
of reaction (b) some examples of fast reactions, · identify observable changes to reactants also known as
(c) some examples of slow reactions. or products for determining rate of instantaneous rate of
reaction, reaction.
Discuss to identify observable changes to reactants or · determine average rate of reaction,
" products and its method of measurement in order to · determine the rate of reaction at any
%&"&'("" determine the rate of reaction. given time from a graph,
· solve numerical problems involving
Carry out an activity involving a reaction between zinc average rate of reaction,
and acid, and plot a graph to determine average rate of · solve numerical problem involving rate
reaction and the rate of reaction at any given time. of reaction at any given time.
Carry out problem solving activities involving rates of
reaction.
1.2 Discuss possible factors affecting the rate of reaction. A student is able to: Using examples
Synthesising Design and carry out activities to investigate factors · design experiment to investigate factors discuss the meaning
factors affecting affecting the rate of reaction, i.e. size of reactant, affecting the rate of reaction, and characteristics of
the rate of concentration, temperature and catalyst. · give examples of reactions that are catalyst.
reaction affected by size of reactant, Size of reactants is
Some suggested reactions: concentration, temperature and catalyst, related to the total
(a) a reaction between calcium carbonate, CaCO3, and · explain how each factor affects the rate surface area.
hydrochloric acid, HCl, of reaction,
(b) a reaction between sodium thiosulphate, Na2S2O3, · describe how factors affecting the rate
and sulphuric acid,H2SO4, of reaction are applied in daily life and catalyst ʹ
' (c) decomposition of hydrogen peroxide, H2O2, in the industrial processes, 2


"(&"&'("" presence of a catalyst. · solve problems involving factors 
affecting rate of reaction. decomposition-
View computer stimulations to investigate how the 
 

movement and collision of particles in a reaction are
affected by temperature, size of reactant, pressure,
concentration and catalyst. Collect and interpret data
to explain factors affecting the rate of reaction in the
following:
(a) combustion of charcoal,
(b) storing food in a refrigerator,
(c) cooking food in a pressure cooker,
 (d) industrial production of ammonia, sulphuric acid
and nitric acid.

Solve problems involving rate of reaction.

1.3 Carry out simulations on: A student is able to: Vocabulary:
Synthesising (a) movement and collision of particles in chemical · relate reaction with energy produced by Effective collision
ideas reactions, movement and effective collision of -



on collision (b) movement and collision of particles in reaction particles,  

theory affected by temperature, size of reactant, pressure, · describe activation energy, 
concentration and catalyst. · sketch and describe energy profile Activation energy
diagram ʹ 
 
Collect, interpret data and discuss the following: · relate the frequency of effective 
  

(a) collision collisions with the rate of reaction 
(b) effective collision · relate the frequency of effective Frequency ʹ
(c) activation energy collisions with factors influencing the  
 
% (d) collision frequency rate of reaction 

")&"&'("" (e) effective collision frequency, · describe how a certain factor affects the Energy profile
(f) energy profile diagram. collision of particles in a reaction. diagram-
Discuss to conceptualise collision theory
   

1.4 Carry out some daily activities related to factors 

Practising affecting the rate of reaction. A student is able to:
scientific Collect and interpret data on scientists͛ contribution in ͻ Apply knowledge on factors affecting
knowledge to enhancing the quality of life. the rate of reaction in everyday activities.
enhance quality Carry out problem solving activities involving rate of ͻ Adopt problem solving approaches and
of reaction in the field of science and technology through make rational decisions based on
life experiment and research. research.

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2.1 Collect and interpret data on: A student is able to: The term ͚organic͛ should not be limited to
Understanding (a) the meaning of carbon compound · state what carbon carbon compounds derived from living
carbon (b) the meaning of organic compound with compound is organisms.
compounds respect to its sources, content and combustion · state that carbon
- products, compounds can be
'-&"&'("" (c) the meaning of hydrocarbon, inclusive classified into two groups,
of saturated and unsaturated hydrocarbons, i.e. organic and inorganic
(d) sources of hydrocarbon · state what organic
(e) examples of organic and inorganic compound is
compounds · gives examples of organic
 and inorganic carbon
Carry out an activity to identify the products to compounds
the combustion of organic · state what hydrocarbon is
compounds, i.e. carbon dioxide and water · lists the sources of
hydrocarbon
· identify the combustion
products of organic carbon
compounds
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CHINESE NEW YEAR HOLIDAY
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2.2 Analysing Collect and interpret data on: A student is able to: Methane may be
alkanes (a) the meaning of alkane · state what alkane is used
(b) the meaning of structural formula · state what structural formula is as examples for
· deduce the molecular alkanes combustion and
Carry out an activity to · draw the structural substitution
construct molecular models and draw structural formulae for the first ten straight-chain reactions
formulae of the first ten straight-chain alkanes alkanes
· deduce the general formulae of alkanes
Construct a table showing names, molecular formulae, · name the first ten alkanes
structural formulae and physical properties of the fist · relate changes in physical properties
ten straight-chain alkanes. with increase in the number of carbon
atoms in alkane molecules
Collect and interpret data on: · explain the effect of the increase in
(a) physical properties of alkanes i.e. melting and number of carbon atoms in alkane
. boiling points, density, physical state at room molecules on the boiling points
)&'&'("" temperature, solubility in water and electrical · describe complete and incomplete
conductivity combustion of alkanes
(b) chemical properties of alkanes i.e. combustion, · describe the substitution reaction of
substitution reactions with alkanes
halogen · write chemical equation for combustion
Discuss: and substitution reaction of methane
(a) the relationship between changes in physical · describe how methane affects everyday
properties with increase in the number of carbon life
atoms in alkane molecules
(b) the effect on boiling points of alkanes due to
increase in the number of carbon atoms in alkane
molecules
(C) the complete and incomplete combustion of alkane
(d) the substitution reaction of alkanes
Write chemical equations for combustion and
 substitution reaction of methane.
Discuss that decomposition of organic matter produces
methane and how this may cause fire in landfills and
peat swamps.
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UJIAN INTERVENSI TINGKATAN LIMA
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UJIAN INTERVENSI TINGKATAN LIMA
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2.3 Analysing Collect and interpret data on the meaning of alkene. A student is able: Restrict to the first
alkenes · state what alkene is three members of
Carry out an activity to construct molecular models and · deduce the molecular formulae of the alkene.
draw structural formulae of the first nine straight- chain first nine alkenes
alkenes with one double bond. · deduce the general formula of alkenes
· name the first nine alkenes Hexene or
Construct a table showing names, molecular formulae, · draw the structural formulae for the cyclohexene can be
structural formulae and physical properties of the first first nine straight-chain alkenes used.
nine straight-chain alkenes. · relate changes in physical properties
with increase in the alkene molecules
Collect and interpret data on: · explain the effects on boiling points of
(a) physical properties of alkenes i.e melting and boiling alkenes due to increase in the
points, density, physical state at room temperature, number of carbon atoms in alkene
solubility in water and electrical conductivity molecules
(b) chemical properties of alkenes i.e combustion, · describe chemical properties of alkenes
0 addition reaction and polymerization. · compare and contrast alkanes with
'/&'&'("" alkenes
Discuss: · relate the reactivities of alkanes and
(a) the relationship between changes of physical alkenes to their chemical bonds
properties with increase in the number of carbon · generalize the characteristics of
atoms in alkene molecules homologous series based on alkanes and
(b) how the increase in the number of carbon atoms in alkenes.
alkene affect their boiling
points
(c) the combustion of alkenes
(d) the addition reaction of Alkenes
(e) the polymerization of alkene
Write chemical equations for combustion, addition and
polymerization reaction of alkene.

Investigate addition reactions of alkenes through

computer simulation.
 Carry out activities to compare properties of alkanes
and alkenes having the same number of carbon atoms
such as hexane, C6H14, and hexane, C6H12, with
respect to:
(a) sootiness of flame
(b) reactions with bromine, Br2,
(c) reaction with acidified potassium manganate(VII),
KMnO4.
Compare qualitatively the sootiness of flame during
combustion of an alkane with the corresponding
alkene.
Discuss to generalize the characteristics of homologous
series in terms of having the same general formula, can
be made by similar methods, steady changes in physical
properties, and similar chemical properties.
2.4 Construct all possible models and draw structural A student is able to:
Synthesising formulae for a particular alkane and alkene. · construct various structural formulae of Vocabulary:
ideas on Construct a table showing names and formulae of alkyl a particular alkane and IUPAC
isomerism groups. alkene, nomenclaturesistem
· explain what isomerism is, 
2

Discuss isomerism. · use IUPAC nomenclature to name 
"( Discuss the existence of isomers. isomers, 
)&%&'("" (a) Examples of

  Draw structural formulae of alkane and alkene isomers isomers should not
   and name them. include cyclic carbon
 ""&% Examine isomerism through models or computer compounds.
simulations.
(b) Examples of
alkanes and
alkenes should not
exceed five carbon
atoms.

CUTI PERTENGAHAN PENGGAL 1
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2.5 Carry out an activity to derive the general formula or A student is able to : Vocabulary:
Analysing alcohols and identify the functional group. · state the general formula of alcohols, Functional group
"" alcohols · identify the functional group of alcohols, 2


'"&%&'("" Construct a table of names and molecular formulae for · list the names and the molecular  

the first four alcohols. formulae of the first four alcohols,
Carry out an activity to draw various possible structural · draw structural formulae for isomers of Odour-  
 formulae of the first four alcohols and name them. propanol (C3H7OH) and butanol
(C4H8OH), Fermentation-
Collect and interpret data on the industrial production · name isomers of propanol and butanol 
 

of ethanol using IUPAC nomenclature,
Carry out an activity on the preparation of ethanol in · describe the industrial production of Distillation-
the laboratory through fermentation and distillation. ethanol, 




· describe the preparation of ethanol
Collect and interpret data on the physical properties of in the laboratory, Volatility-
ethanol ( C2H5OH) i.e, 2  

colour, odour, boiling point, physical state at room · state the physical properties of ethanol,
temperature, volatility and solubility. · describe the chemical properties of
ethanol,
· predict the chemical properties of other
Carry out activities to investigate the chemical members of alcohols,
properties of ethanol in terms of:
(a) combustion, · explain with examples the uses of
(b) oxidation, alcohols in everyday life,
(c) dehydration. · explain the effects of the misuse and
abuse of alcohols.
Write chemical equations for the above reactions
involving ethanol, propanol and butanol.

Carry out an activity to predict the chemical properties

for other members of alcohols.
Collect and interpret data on:
(a) uses of alcohols in everyday life,
(b) effects of alcohol misuse and abuse.
2.6 Carry out an activity to derive the general formula of
Analysing carboxylic acids and identify the functional group.
carboxylic acids Construct a table with names and molecular formulae
of the first four members of carboxylic acid and draw
their structural formulae.
"'
'/&%&'("" Collect and interpret data on the preparation of
ethanoic acid (CH3COOH) in the laboratory.
Colllect and interpret data on the physical properties of
ethanoic acid, i.e colour, odour, boiling point , physical
state at room temperature and solubility in water.
A student is able to :
· state the general formula of carboxylic
acids,
· identify the functional group of
carboxylic acids,
· list the names and the molecular
formulae of the first four members of
carboxylic acids,
· draw structural formulae of the first
four members of carboxylic acid and
name them using the IUPAC

Carry out activities to investigate the chemical
properties of ethanoic acid through its reaction with:
(a) base,
(b) metallic carbonate,
(c ) metal,
(d) alcohol.
Carry out an activity to write chemical equations for the
above reactions involving propanoic acid (C2H7COOH)
and
butanoic acid (C3H7COOH).
Carry out an activity to predict the chemical properties
of other members of carboxylic acids.
nomenclature,
· describe the preparation of
ethanoic acid in the laboratory,
· state the physical properties of
carboxylic acids,
· state the chemical reactions of ethanoic
acid with other chemicals,
· predict the chemical properties for
other members of carboxylic acid,
· explain with examples the uses of
carboxylic acids in everyday life.

Collect and interpret data on the uses of carboxylic

acids in everyday life.

2.7 Carry out an activity to derive the general formula of A student is able to: The separation
Analysing esters esters and identify he functional group · State the general formula of esters process is not
· Identify the functional group of esters needed in the
Construct a table of molecular formulae and names of · List the names and molecular formulae preparation of ethyl
esters. of simples esters ethanoate.
Carry out an activity to prepare ethyl ethanoate in the · Draw structural formulae of simple Esterification
laboratory esters and name them using the IUPAC involves molecules
Carry out an activity to investigate the physical nomenclature requiring catalyst,
properties of ethyl ethanoate · Describe the preparation of ester in the whereas
laboratory neutralisation
Discuss to predict the esters produced from the · State the physical properties of ethyl involves ions to form
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esterification between various carboxylic acids and ethanoate water.
-&-&'("" alcohols · Predict the ester produced from the
esterification reaction Limit discussion to
· Write equations for the esterification esterification
reactions reactions between
Write equations for esterification reactions the first four
Collect and interpret data on:- · State the natural sources of ester members of alcohols
a) natural sources of ester · State the uses of ester in everyday life and the first four
b) uses of ester in everyday life members of
carboxylic acids.
Carry out a project to extract esters from plants
 2.8 Collect and interpret data on:- A student is able to: Suggested fatty
Evaluating fats a) what oils and fats are · State what oils are acids:
b) why our body needs oils and fats · State what fats are Palmitic acid,
c) sources and the uses of oils and fats · State the importance of oils and fats for CH3(CH2)14COOH
d) the difference between oils and fats at room body processes Stearic acid,
temperature in terms of physical state · State the sources of oils and fats CH3(CH2)16COOH
e) structural formulae for fat molecules of certain fatty · List the uses of oils and fats Linoleic acid,
acids · State the differences between oils and CH3(CH2)4CH=CH
fats CH2CH(CH2)7 -COOH
Collect and interpret data on:- · Identify structural formulae for fats Oleic acid,
a) what saturated and unsaturated fats are molecule of certain fatty acids CH3(CH2)7CH=CH(CH
b) sources and compositions of saturated and · State what saturated fats are 2)7COOH
unsaturated fats · State what unsaturated fats are
c) the differences between saturated and unsaturated · Compare and contrast between Students are not
fats saturated and unsaturated fats required to know
d) the need to convert unsaturated to saturated fats · Describe the process of changing how to draw the
e) effects of fats on health unsaturated fats to saturated fats structural formulae
· Describe the effects of eating food high of fat molecules.
Discuss the production of margarine by hydrogenation. in fats on health
"- Visit a palm oil factory, · Describe the industrial extraction of Margarine can also
""&-&'("" margarine manufacturing plant or palm oil research palm oil be produced by the
institute · Justify the uses of palm oil in food mechanical
production squeezing method.

2.9
Analysing Collect and interpret data on:- A student is able to:
natural a) natural polymers i.e natural rubber, starch and · List examples of natural polymers and
rubber protein and their respective their monomers
monomers · Draw the structural formula of natural
b) properties of natural rubber in terms of elasticity, rubber
oxidation and the effects of · State the properties of natural rubber
heat and solvents · State the uses of natural rubber
c) uses of natural rubber · Describe the coagulation process of
d) structural formula of natural rubber latex
Carry out an activity to investigate the coagulation of · Describe the method used to prevent
latex and methods to prevent coagulation latex from coagulating
Carry out activities to produce latex products such as · Describe the vulcanisation of rubber
gloves and balloons · Describe how the presence of sulphur
Carry out an activity to produce vulcanized rubber atoms changes the properties of
Investigate the process of vulcanised rubber
 rubber vulcanization using computer simulation · Compare and contrast the properties of
Discuss :- vulcanised and unvulcanised natural
a) how the presence of sulphur atoms in rubber. Students need only
vulcanised rubber changes the properties of vulcanized to
rubber draw a simple
b) research on natural rubber in Malaysia (molecular) structure
Carry out an activity to compare the elasticity of formula of
vulcanised and unvulcanised natural rubber isopropane.
Unvulcanised rubber
Visit a rubber plantation, a latex processing factory , a is also known as
rubber product manufacturing nonvulcanised
plant or a rubber research institute rubber

2.10 Construct a table naming each member of the A student is able to:
Creating homologous series according to the increasing number · describe the systematic in naming
awareness of carbon atoms members of homologous series
of order in Discuss the order in the physical and chemical · describe the order in the physical and
homologous properties of compound in chemical properties of
series homologous series compounds in homologous series

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"/&-&'("" 2.11 Collect and interpret data on the existence of a variety A student is able to
Expresing of organic materials in consumer products · Describe the existence of various
gratefulness for Attend activities (talks, forum, exhibition) related to organic materials and their uses in
the variety of good nutrition or health everyday life
the variety of Conduct a forum related to the contribution of palm oil · Practise good nutrition for health
organic and natural rubber industries with the country͛s · Relate the contribution of palm oil and
materials economy. natural rubber to the economic
in nature development of the country.
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3.1 Collect and interpret data on A student is able to : Redox reactions
Analysing redox oxidation, reduction, redox · state what oxidation is, must be clarified
reactions reaction, oxidising agent and · state what reduction is, through half
reducing agent based on: · explain what redox reaction is, equation and ionic
".
a) loss or gain of oxygen, · state what oxidising agent equation.
'ü&-&'("" b) loss or gain of hydrogen, · state what reducing agent Half-equation is also
c) transfer of electron , · calculate the oxidation number of an known as half
d) change in oxidation number element in a compound , reaction.
· relate the oxidation number of an
 Calculate the oxidation number of an element in a element to the name of its compound
compound. using the IUPAC nomenclature, Oxidation number
· explain with examples oxidation and is also known as
reduction processes in terms of the Oxidation state.
Carry out an activity to identify the oxidation number of change in oxidation number,
an element in a compound and name the compound · explain with examples oxidation and
and name the compound using the IUPAC reduction processes in terms of electron
nomenclature. transfer

Carry out an activity to identify

oxidation and reduction processes
in chemical equations:
a) using oxidation number
b) in terms of electron transfer

3.1 Carry out activities to investigate oxidation and

Analysing redox reduction in the following reactions: · explain with examples oxidising and Use 1,1,1-
reactions a) combustion of metal in oxygen or chlorine, reducing agents in redox reactions trichloroethane,
b) heating of metallic oxide with carbon, · write oxidation and reduction half- CH3CCl3, as a
c) change of Fe2+ ions to Fe3+ ions and Fe3+ ions to equation and ionic equations. solvent to replace
Fe2+ ions, tetrachloromethane
") d) displacement of metal from its salt solution, CCl4, in confirming
%&ü&'("" e) displacement of halogen from its halide solution, halogen displaced
f) transfer of electrons at a distance
(a variety of solutions to be used).
Carry out an activity to write oxidation and reduction
half equations and ionic equations for the above
reactions.

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MID-YEAR EXAMINATION
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MID-YEAR EXAMINATION
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MID-YEAR EXAMINATION
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CUTI PERTENGAHAN PENGGAL 2
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CUTI PERTENGAHAN PENGGAL 2
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 3.2 Collect and interpret data on A student is able to:
Analysing rusting · conditions for the rusting of iron · State the conditions for the rusting of iron
as a redox · the meaning of corrosion of metal · State what corrosion of metal is
reaction · the process of rusting in terms of oxidation · Describe the process of rusting in terms of
and reduction oxidation and reduction
· Generate ideas on the use of other metals to
Discuss the redox reaction in corrosion of control rusting
metals including rusting · Explain with examples on the use of a more
electropositive metal to control metal corrosion
'"
Discuss on the use of other metals to control · Explain with examples on the use of a less
"%&.&'("" rusting electropositive metal to control metal corrosion
Carry out an activity to investigate the effect of
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

3.3 Carry out an activity to investigate the A student is able :

Understanding reactivity of some metals with oxygen. - compare the differences in the vigour of
the reactivity reactions of some metals with oxygen
series of metals Arrange metals in term of the irreactivity with - deduce the reactivity series of metals
and its oxygen - determine the position of carbon and hydrogen
application Carry out activity to determine the position of in the reactivity series of metals
carbon and hydrogen in the reactivity series of
metals - state what the reactivity series of metals are
- describe the extraction of iron and tin from
Discuss to predict the position of other metals their ores
''
in the reactivity series - explain the use of carbon as the main reducing
'(&.&'("" Collect and interpret data on the extraction of agent in metal extraction
iron and tin - use the reactivity series of metals to predict
possible reaction involving metal
Visit metal extraction factories
or view a video on the extraction of metals
Discuss the use of the reactivity
series of metals to predict
possible reactions involving
metals
 3.4 Carry out activity to investigate A student is able to:
Analysing redox oxidation and reduction reactions in electrolytic · explain with examples the oxidation and
reactions in and chemical cells reduction reactions at the electrodes of various
electrolytic and chemical cells
chemical cells Using computer simulation, study and discuss · explain with examples the oxidation and
redox reactions in various types of cells reduction reactions at the electrodes of various
'% electrolytic cells
')&.&'("" Discuss the differences between · state the differences between electrolytic and
electrolytic and chemical cells in chemical cells in terms of basic structure, energy
term of : of electrons at the electrodes
(a) basic structure, energy conversion and the · compare and contrast electrolytic and chemical
transfer of electrons at the electrodes, cells with reference to the oxidation and
(b) oxidation and reduction processes reduction processes.

3.5 Discuss the applications of the change of A student is able to: Look into cells/
Appreaciating oxidation number in substances in the · Describe the various applications of the change technologies such
the ability of following processes: of oxidation number in substances as:
elements to a. Extracting metal from its ore · Describe the existence of various types of ores ? rechargeable,
change their b. Corrosion of metal in our country ? alkaline,
oxidation c. Preventing corrosion of metal · Describe efforts to prevent corrosion of metals ? lithium,
numbers d. Generation of electricity by cell .Describe the contribution of metal extraction ? photo/solar.
e. Recycling of metals industry to the economy of our
country͛
.appreciate chemical cell as a source of
Collect and interpret data on: renewable energy
'- 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 source of
renewable energy

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!-#2
 4.1 Evaluating Discuss the meaning of exothermic and endothermic
Energy changes reactions.
in
chemical Carry out activities to study exothermic and
reactions endothermic reactions in the :
a) reaction between sodium hydrogen carbonate,
NaHCO3 , and an acid,
b) reaction between sodium hydroxide, NaOH , and
hydrochloric acid,HCl,
c) dissolving of sodium hydroxide in water.
d) Dissolving of ammonium chloride, NH4Cl,
ammonium nitrate, NH4NO3, and ammonium
'ü sulphate, ( NH4)2SO4, in water.
""&)&'(""
Carry out an activity to construct energy level diagrams
for exothermic and endothermic reactions.
Discuss to interpret an energy level diagram.
Discuss to interpret an energy level diagram.
Discuss the release or the absorption of energy during
formation and breaking of bonds using simulation,
computer animation, games or other methods.
Show and discuss the application of exothermic and
endothermic reactions, such as in cold or hot packs.
4.2 Discuss the meaning of heat of reaction for the
Understanding following types of reactions:
heat of a) precipitation
precipitation b)displacement
c)neutralistion
d)combustion
'.
"/&)&'("" Carry out an activity to determine the heat of
precipitation for a reaction and construct its energy
level diagram.
Carry out an activity to solve numerical problems
related to heat of precipitation using information based
on thermochemical equations.
A student is able to :
· State what exothermic reaction is,
· State what endothermic reaction is,
· Identify exothermic reactions,
· Identify endothermic reactions,
· Give examples of exothermic reactions,
· Give example of endothermic reactions,
· Construct energy level diagrams for
exothermic reactions,
· Construct energy level diagrams for
endothermic reactions,
· Interpret energy level diagram
· Interrelate energy change with
formation and breaking of bonds
Describe the application of knowledge of
exothermic and endothermic reactions
in everyday life.
A student is able : Unit for energy is
· State what heat of reaction is, joule (J).
· State what heat of precipitation is
· Determine the heat of precipitation for Calculations should
a reaction, be based on the
· Construct an energy level diagram for a assumption that
precipitation reaction, there is no heat
· Solve numerical problems related to loss to the
heat of precipitation. surrounding.
 4.3 · Discuss the meaning of heat of displacement
Understanding · Carry out an activity to determine the heat of
heat of displacement for a reaction and construct
displacement the energy level diagram
· Calculate heat of displacement using information
based on thermochemical equations.
· Carry out an activity to solve numerical problem
related to heat of displacement using
information based on thermochemical equations
A student is able to :
· State what heat of displacement is,
· Determine heat of displacement,
· Construct the energy level diagram for a
displacement reaction,
· Solve numerical problems related to
heat of displacement

') · State what heat of neutralisation is,

· Discuss the meaning of heat of neuralisation · Determine the heat of neutralisation,
'ü&)&'(""
4.4 · Carry out activities to determine the heat of · Construct energy level diagrams for

 
Understanding neutralization and construct energy level various types of neutralization reactions,

 heat of diagrams for the following types of reaction between: · Compare the heat of neutrlisation for
'/&)&'("" neutralization a) Strong acid and strong alkali the reaction between a strong acid and a
b) Weak acid and strong alkali strong alkali with the heat of
c) Strong acid and weak alkali neuralisation for a reaction between a
d) Weak acid and weak alkali weak acid and /or a weak alkali
· Discuss the difference between the heat of · Explain the difference of the heat of
neutralisation for a strong acid/or strong alkali with neutralisation for a strong acid and
heat of neutrlisation for a reaction involving a weak strong alkali with the heat of
acid and a weak alkali neutralisation for a reaction involving a
Carry out an activity to solve numerical problem related weak acid and/or a weak alkali
to heat of neutralization using information based on · Solve numerical problems related to
thermochemical equations heat of neutralisation
4.5 Carry out activities to determine the heat of A student is able to Fuel value is also
Understanding combustion of various alcohols · State what is meant by the heat of known as heat value.
Heat of Discuss: combustion The unit used is kJ.
Combustion a) the difference between heat of combustion of · Determine the heat of combustion for a
various alcohols, reaction
b) the difference between fuel values of various · Construct an energy level diagram for a
'/ fuels, combustion reaction
"&/&'("" c) the selection of suitable fuels for specific · Compare the heat of combustion for
purposes various alcohols,
· State what is meant by the fuel value,
Carry out an activity to solve numerical problems · Describe the differences between heats
related to heat of combustion using information based of combustion of various alcohols,
on thermochemical equations · Describe the applications of fuel value
· Compare and contrast the fuel values
 for various fuels
Carry out group activities Solve numerical problems related to heat
4.6 where each group: of combustion
Appreciating the a) brainstorm and identify the various
existence of energy sources, A student is able to:
various energy b) choose an energy source, · describe a variety of energy sources
sources c) identify technology used to harness this energy, · identify various technologies used to
d) discuss the pros and cons in using this energy source harness energy
Discuss the use of various energy sources and its effects Justify the use of a particular energy
on humans and the environment source.
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5.1 Collect and interpret data on: A student is able to: The use of banned
Analysing soap (a) the history of soap manufacturing, ͻ state what soap is, substances such as
and Detergent (b) what soap and detergent are, ͻ state what detergent is, alkyl benzene
(c) the additives in detergent such as biological ͻ describe soap preparation process, sulphonate to
enzymes and whitening agents, ͻ describe detergent preparation illustrate detergent
(d) the preparation of detergent. process, preparation should
? describe the cleansing action of soap, be avoided.
Carry out an activity to prepare soap using the ? describe the cleansing action of
saponification process. detergent,

'0 Investigate the cleansing action of soap and detergent
/&/&'("" using simulation and computer animation.
Discuss:
(a) the cleansing action of soap and detergent,
(b) the differences in the effectiveness of the cleansing
action of soap and detergent.
ͻ compare and contrast the effectiveness
of the cleansing action of soap and
detergent,
ͻ identify the additives in detergent and
their respective functions.

Conduct a competition or carry out a project related

to:
(a) the manufacturing of soap,
(b) the preparation of detergent for multiple purposes
such as shampoo and dish cleaner.
5.2 Collect and interpret data on the various types of food A student is able to:
Evaluating the additives in the market. ͻ state the types of food additives and
%( use of food Collect and interpret data on the types of chemicals their examples,
"ü&/&'("" additives used in food additives and their functions as: ͻ state the functions of each type of food
(a) preservatives and antioxidants, e.g. additive,
sodium nitrite, sodium benzoate, ascorbic acid, ͻ justify the use of food additives,
 (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, triphenyl compound.
Carry out a project to collect and observe the labels on
food packs and identify the additives used.
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.
5.3 Collect and interpret data on various
Understanding types and functions of medicine, i.e:
Medicine (a) traditional medicines derived from
plants and animals,
(b) analgesics such as aspirin,
paracetamol and codeine,
(c) antibiotics such as penicillin and streptomycin,
(d) psychotherapeutic medicine such as stimulant,
antidepressant and antipsychotic.
Collect and interpret data on:
(a) the side effects of modern and traditional
medicines,
(b) the correct usage of modern and traditional
%"
medicines.
''&/&'(""
Collect and interpret data on:
5.4 (a) discovery of chemicals that can improve the quality
Appreciating of life, such as antibiotic and detergent,
the existence (b) side effects of chemicals on life and the
of chemicals environment,
(c) describe common traits among scientists in carrying
out research, such as patience, meticulousness and
perseverance.
Carry out an activity to discuss and predict how life
would be without chemicals.
Discuss and practise proper management of chemicals
towards better life, hygiene and health.
ͻ describe the effects of food additives
on health and the environment.
A student is able to:
ͻ state examples of traditional medicine,
their sources and uses,
ͻ state the types of modern medicine and
their examples,
ͻ state the functions of each type of
modern medicine,
ͻ describe the possible side
effects of using modern and traditional
medicine,
ͻ describe the correct usage of modern
and traditional medicines.
A student is able to:
ͻ describe that the discovery of chemicals
improves quality of life,
ͻ state the side effects of chemicals on
humans and the environment,
? describe common traits among
scientists in carrying out research,
ͻ describe life without chemicals,
ͻ state appreciation and support for
proper management of chemicals.
 
CUTI PERTENGAHAN PENGGAL 3
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