STEP (TIME)

Induction
set
(5
minutes)

CONTENT
INTRODUCTION
TO THE TOPIC

TEACHERS ACTIVITY
Teacher show a picture which is
the condition of a bread that
located
in
2
different
temperature.
What is the factor that
contribute
to
the
difference?
What
is
the
exact
reaction that happen to
the bread when it is put
in the refrigerator?

STATE THE
LEARNING
OUTCOMES

Step 1:
( 30
minutes)

GIVE THE
DEFINITION OF

Teacher discuss with students

the answer and relate it with the
lesson that students will learn.

STUDENTS ACTIVITY
Students
observe
analyze the video.

REMARK
and Teacher showing the
picture
of
products
from the experiment
Students try to predict the that
teacher
have
answer.
done.
Expected answer : the
Teaching aids :
different in
Powerpoint
temperature.
slideshow
Expected answer :The
Diagram (manila
reaction of
card)
microorganism in the
Simulation video
White board
two bread is different.
The bacteria or fungi
Science
process
grow slower in low
skills :
temperature.
Observing
Communicating

Teacher explain about the lesson

aims and tells the students what
they have to achieve in the end
of the lesson.

Teacher explain the meaning of

rate of reaction and stress on

Students listen to the

explanation and jot down the

Teacher explain the

definition by use the

RATE OF
REACTION

STATE THE FIVE

FACTOR THAT
AFFECTS THE
RATE OF
REACTION
EXPLAIN THE
CONCEPT ON THE
AFFECT OF
CONCENTRATION
TOWARDS RATE
OF REACTION
elaborates on
- number of
collision per
second
(collision
frequency)
- effective
collision
- collision theory
- activation
energy.

the main point they need to

remember.

important points.

Teacher guide the students to

list out the five factor that
contribute to the differences in
rate of reaction.

Students identify the factor.

Teacher elaborates on the affect

of concentration towards the
rate of reaction on the white
board.
When there is two solution
with difference
concentration what is
exactly the differences in
both solution?
Teacher use a diagram of 2
equal solution that have
different concentration to
explain the concept to the
students.
To enhance students
understanding on the number
of collision teacher use an

Students try to analyze the

question and make a
hypothesis in order to
answer the question.

Students observe the

diagram and analyze the
picture.

Students try to relate the

analogy with the concept.

bread condition as
reference.

Expected answer : the

number of particles in
the solution.

The diagrams will helps

students to see the
abstract concept more
clearly.
Creative thinking skills
Relating
Making
hypothesis
Predicting

analogy as an example.
Analogy : there are 2 rooms that
have the same size that contain
a different number of peoples
inside. So the tendency of the
peoples to collide with each
other is increase when there are
more people in the room.
Teacher asked the students
about the underlined words in
the slide.
What is meant by effective
collision?
After getting the answer from
the students, teacher discuss
about the effective coliision by
relate it with the collision theory.
Teacher stress on the 3 main
points in the collision theory
and elaborates the concepts by
the help of diagram that will be
show in the white board.
1st main point : the reacting

Students predict the answer

by their own idea and try to
relate with previous teacher
explanation about the
collision.

substance must collide.

Teacher use a diagram that
shows the collision between two
substances that will form a
transition state and then form a
new product.

Students predict the answer

by using their own
imagination based on
teacher explanation just now.

What will happen if the

substances are not collide?

2nd main point : reacting

substance must collide with
sufficient energy (Activation
energy, Ea).
Rationally, what do you
think the energy needed
for?

Students answer the

question by thinking
logically.

Expected answer : no
new products will form.

Expected answer : to
overcome the bond in
the transition state and
forms the product.
Expected answer : the
bonds in transition
state will not break.
Expected answer : no

If there unsufficent energy

what will happen to the
bond in the transition
state?
So, is there new product

Two diagram will be

formed?

Teacher elaborates on
activation energy by give the
definition of activation energy.
In order to determine the
activation energy from the
energy diagram :
How to determine the
activation energy from the
graph of enthalpy versus
time?
Teacher discuss the answer and
explain the analogy.
Analogy : There is a man that
push a rock to the upper level of
mountain and when he arrived
at the top, he let the rock fall
back to the below. So the energy
needed for the man to push the
rock to the top of the mountain
will be the activation energy.

show on the white

board as a reference
Students analyze the
for students to answer
diagrams and make a
the question asked by
connections between the two teacher
pictures in order to
determine a structure or
pattern of relationship.
Teacher use an analogy
to give the students an
easier way in order to
determine the
activation energy from
the energy diagram. So
the information will
long lasting in students
mind.

3rd main point : the reacting

substance must collide in correct
orientation.
Teacher use a diagram to explain
what is meant by the collision in
correct orientation.
To increase students
understanding, teacher show a
video simulation about the
differences of correct orientation
and incorrect orientation.
From the video what are
the difference between
incorrect and correct
orientation of collision?
For incorrect collision, is
there any new product
formed?
So what can you conclude
about correct and incorrect
orientation in terms of the
forming of product?

Thinking skills
Make conclusion
Students make a conclusion
on effective collision by
relate it with the collision
theory.

After discuss all three main

points, teacher ask the students
to make a conclusion about what
is meant by effective collision.

Step 2:
( 30
minutes)

Experiment :
To investigate the
effect of
concentration on
the rate of
reaction.

Teacher stress on about the

three important points on the
collision theory.
Teacher refreshes back the

Students refresh back what

lesson that students had learnt

they have learnt.

Teaching aids:

Powerpoint slides

just now by asking a few

questions.
Questions:
-

Expected answers:

Students realize the

When the

important points that

All of you have learnt that

concentration of

will be used next in the

the concentration effect

reactant is increases,

experiment.

the rate of reaction. How is

the rate of reaction will

it affects?
What is means by a high

also increase.
A lot of reactant per

concentration of reactant?
And how about a low

unit volume.
A few of reactant per

concentration of reactant?
An experiment will be carried out
to prove the theory about the

unit volume.
Students get ready to do an
experiment.

effect of the concentration to the

rate of reaction.
Teacher asks the students to tidy

Before doing an

from any unrelated

experiment, it is

materials.

necessary to make

up their table before doing the

sure the students clean

experiment and ask for their

their table and get

safety.

Summary and
wrap-up the
lesson.

Students clean up their table

Students receive an

ready for the

experiment handout and

experiment.

Teacher distributes an

start to read it. Each group

Scientific Attitudes

experiment handout to the

receives one graph paper

and Noble Values:

students and also one graph

and one mahjung paper to

paper and one mahjung paper to

write their experimental

responsible

each group. They need to write

results.

about the safety

Being

all the experimental results on

of oneself,

the mahjung paper.

others, and the

Students responds by giving

Teacher discusses the aim and

the aim and problem

the problem statement with the

statement of the experiment.

students.

Students write hypothesis

and variables of the

Teacher asks students to write

experiment.

environment.

the hypothesis and also the

variables by referring to the aim
and problem statement that
have been discussed.

Students read the

procedures of the

Teacher gives a few minutes to

experiment and try to

the students to read out the

understand it. Students

experimental procedures. Then,

recall back on how to find

teacher discusses the procedure

the different concentration

with the students by explaining

by using the formula given.

Group leader plays an

on how to get the different

important role to divide

concentration of the sodium

the work equally

thiosulphate.

Students ask questions if

among the group

Teacher asks the students if

they are not really

members so that the

there are any questions

understand with the

experiment will be

regarding the procedures.

procedures.

smoothly done.

Students understand the

Manipulative skills:

Before start the experiment,

precautions that must be

teacher explains the safety

take care while handling the

apparatus and

precautions that must be look

experiment.

chemical materials

Use and handle

substances correctly.

into while doing the experiment.

Each of the groups are given 20

Students carry out the

minutes to complete the

experiments and try to relate

experiment.

the concepts that they have

Clean science

apparatus correctly
Store science
apparatus and
chemical materials
substances correctly

learnt about the effects of

Teacher guides students to carry

the concentrations on the

out the experiment and also

rate of reaction.

facilitate them if there are any

and safely.

Science process

problems related to the

skills:

experiment.

collect the data.

Students complete the

Teacher reminds the students to

results on the mahjung paper

complete the result on the

and also questions on the

mahjung paper and also

handout given.

questions on the handout given

Scientific Attitudes
And Noble Values:

recording and

Students try to plot the

one graph, either;

Being honest and

accurate in

to them.
Teacher also ask them to plot

Observe to

graph from the result that

they obtained.

validating data.
Being
responsible

Concentration against

about the safety

of oneself,

time, or
Concentration against
1/time

After experiment is finished,

each of the groups needs to
present their results of the
experiment in front of the class
and compare with the other
groups.

others, and the

Each of the groups presents
their results in front of the

environment.
Being respectful

class with explaining on how

and well-

to get the result based on

mannered.
Having critical

the data and graph obtained.

and analytical

Each group compares the

result with the other groups.

thinking.
Having critical
and analytical

Teacher explains if there is any

group which didnt obtained the

required result from the
experiment.

and openStudents take part in the

discussion session.

Teacher discusses the results

obtained from the experiment
with more details by showing the
result on the powerpoint slide.

thinking.
Being flexible

Students make a comparison

on their result with the exact

minded.
Being objective.
Being

systematic.
Being

cooperative.
Daring to try.
Being confident
and independent.

one shown by the teacher.

Teacher also shows the exact
graphs that will be obtained
from the experiment. From the
graphs shown, the teacher
elaborates the relationship
between the different

Students try to apply their

concentrations of the sodium

knowledge and

thiosulphate with the time taken

understanding to respon the

to complete the reaction.

questions.

Teacher asks the students to

relate the different concentration
of the reactant with the collision
Closure
( 5
minutes)

Summary and
wrap-up the
lesson.

theory.
Teacher use concept map to

Teaching aids:

summarize the lesson.

Powerpoint slide

Teacher shows incomplete

Students try to recall back

Teacher evaluates students

concept map to the students on

what they have learnt.

understanding on the things

the powerpoint slide.

that they have learned during

Students try to provides the

the lesson.

Teacher discusses the concept

best answer regarding the

map with the student by asking

concept map shown to them.

them to give the answer.