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RPT: CHEMISTRY FORM 5

YEARLY PLAN 2012

School
Subject
Year
Form
Week/
Date

: SMK RAJA MUDA
: CHEMISTRY
: 2012
: 5
Topic

Content

Rate of
reaction
1
4/1/2012
6/1/2012

1.1 Analyzing
rate of the
reaction

Rate of
reaction
2-3
9/1/2012
20/1/2012

1.2
Synthesizing
factors
affecting the
rate of
reaction.

Learning Outcomes
A student is able to:
 State what rate of reaction is
 Identify observable changes to reactants or products for
determining rate of reaction,
 Determine average rate of reaction,
 Determine the rate of reaction at any given time from a graph,
 Solve numerical problems involving average rate of reaction,
 Solve numerical problems involving rate of reaction at any
given time.
A student is able to:
 Design experiments to investigate factors affecting the rate of
reaction.
 Give examples of reactions that are affected by size of
reactant, concentration, temperature, and catalyst.
 Explain how each factor affects the rate of reaction.
 Describe how factors affecting the rate of reaction are applied
in daily life and in industrial processes.
 Solve problems involving factors affecting rate of reaction.

1

Completed Date
(Reason if not
achieved)

1 Understanding Carbon Compounds A student is able to:  State what carbon compound is  State that the carbon compounds can be classified into two groups i.  describe activation energy  sketch and describe energy profile diagram. 7 13/2/2012 27/2/2012 Carbon compounds 2.RPT: CHEMISTRY FORM 5 YEARLY PLAN 2012 4 2/1/2012 29/1/2012 Week/ Date CHINESE NEW YEAR Learning Outcomes Topic Content Rate of reaction 1. organic and inorganic 2 Completed Date (Reason if not achieved) .  relate the frequency of effective collision with the rate of reaction. 6 6/2/2012 10/2/2012 Rate of reaction 1.4 Practicing scientific knowledge to enhance quality of life.  Adopt problem solving approaches and make rational decisions based on research.  relate the frequency of effective collision with factors influencing the rate of reaction.3 Synthesizing ideas on collision theory 5 301/2012 3/2/2012 A student is able to :  Relate reaction with energy produced by movement and effective collision of particles.e. A student is able to :  Apply knowledge on factors affecting the rate of reaction in everyday activities.  Describe how a certain factor affects the collision of particles in a reaction.

RPT: CHEMISTRY FORM 5 YEARLY PLAN 2012 8 20/2/2012 24/2/2012 Week/ Date Carbon compounds Topic 2.3 Analysing alkenes Relate changes in physical properties with increase with the number of carbon atoms in alkane molecules  Explain the effect of the increase in number of carbon atoms in alkane molecules on the molecules boiling points  Describe complete and incomplete combustion of alkane  Describe the substitution reaction of alkanes  Write chemical equations for combustion and substitution reactions of methane  Describe how methane affects everyday life A student is able to:  State what alkene is  Deduce the molecular formulae of the first nine alkenes  Deduce the general formula of alkenes  Name the first nine alkenes  Draw the structural formulae for the first nine straight-chain alkenes  Relate changes in physical properties with increase in the number of carbon atoms in alkene molecules 3 Completed Date (Reason if not achieved) .2 Analysing alkanes  State what organic compound is  Give examples of organic and inorganic carbon compounds  State what a hydrocarbon is  List the sources of hydrocarbon  Identify the combustion products of organic carbon compounds A student is able to:  State what alkane is  State what structural formula is  Deduce the molecular formulae of the first ten alkanes  Draw the structural formulae for the first ten straight-chain alkanes  Deduce the general formula of alkanes  Name the first ten alkanes Content Learning Outcomes  9 27/2/2012 2/3/2012 Carbon compounds 2.

 Explain with examples the uses of alcohols in everyday life.  Identify the functional group of alcohols.6 Learning Outcomes A student is able to:  State the general formula of alcohols.  Draw structural formulae for isomers of propanol (C3H7 OH) and butanol (C4H9OH).  Predict the chemical properties of other members of alcohols.  Name isomers of propanol and butanol using IUPAC nomenclature.RPT: CHEMISTRY FORM 5 YEARLY PLAN 2012  10 5/3/2012 9/3/2012 Carbon compounds 2.  State the physical properties of ethanol.  List the name and the molecular formulae of the first four alcohols.  Describe the industrial production of ethanol. A student is able to: 4 Completed Date (Reason if not achieved) .  Explain the effects of the misuse and abuse of alcohols.5 Analysing Alcohols Carbon 2.  Describe the chemical properties of ethanol.  Describe the preparation of ethanol in the laboratory.4 Synthesizing ideas on Isomerism 11 12/3/2012 Week/ Date 12 19/3/2012 23/3/2012 13 Explain the effects on boiling points of alkenes due to increase in the number of carbon atoms in alkene molecules  Describe chemical properties of alkene  Compare and contrast alkanes with alkenes  Relate the activities of alkanes and alkenes to their chemical bonds  Generalise the characteristics of homologous series based on alkanes and alkenes A student is able to :  Construct various structural formulae of a particular alkane and alkene  Explain what isomerism is  Use IUPAC nomenclature to name isomer SCHOOL HOLIDAY Content Topic Carbon compounds 2.

Topic Learning Outcome Content 14 2/4/2012 6/4/2012 Carbon compounds 15 9/4/2012 - Carbon 2.  list the names and molecular formulae of simple esters. State the physical properties of carboxylic acid State the chemical reactions of ethanoic acid with other chemicals. Identify the functional group of carboxylic acids.8 Evaluating compounds fats 2. Describe the preparation of ethanoic acid in the laboratory. A student is able to:  State what oils are.  State the physical properties of ethyl ethanoate. 5 Completed Date (Reason if not achieved) . Predict the chemical properties for other members of carboxylic acid.RPT: CHEMISTRY FORM 5 YEARLY PLAN 2012 compounds Analysing carboxylic acid     26/3/2012 30/3/2012      Week/ Date State the general formula of carboxcylic acids. Draw structural formulae of the first four members of carboxcylic acid and mane them using the IUPAC nomenclature.  Predict the ester produced from the esterification  Write equation for the esterification reaction.  draw the structural formula of simple esters and name them using IUPAC nomenclature.  State the natural sources of ester. Explain with examples the uses of carboxylic acids in everyday life.7 Analyzing esters A student is able to:  state the general formula of ester  identify the functional group of esters.  State the uses of ester in everyday life. List the names and molecular formula of the first four members of carboxylic acid .  Describe the preparation of ester in the laboratory.

RPT: CHEMISTRY FORM 5 YEARLY PLAN 2012          13/4/2012     Week/ Date 15 9/4/2012 13/4/2012 States what fats are States the importance of oils and fats for body processes State the sources of oils and fats list the uses of oils and fats State the differences between oils and fats Identify structural formulae for fat molecules of certain fatty acids States what saturated fats are States what unsaturated fats are Compare and contrast between saturated and unsaturated fats Describe the process of changing unsaturated fats to saturated fats Describe the effects of eating food high in fats on health Describe the industrial extraction of palm oil Justify the use of palm oil in food production Topic Content Carbon compounds 2.9 Analysing natural rubber Learning Outcomes A student is able to:  List examples of natural polymers and their monomers  Draw the structural formula of natural rubber  State the properties of natural rubber  State the uses of natural rubber 6 Completed Date (Reason if not achieved) .

 state what oxidising agent is.  explain what redox reaction is.  calculate the oxidation number of an element in a compound.  explain with examples oxidation and reduction processes in terms of the change in oxidation number.  state what reducing agent is.RPT: CHEMISTRY FORM 5 YEARLY PLAN 2012     Oxidation and reduction 16 16/4/2012 20/4/2012 3.  explain with examples oxidation and reduction processes in terms of electron transfer  explain with examples oxidizing and redusing agents in redox reactions.1 Analysing redox reactions Describe the coagulation process of latex Describe the method used to prevent latex from coagulating Describe the vulcanisation of rubber Describe how the presence of sulphur atoms changes the properties of vulcanised rubber  compare and contrast the properties of vulcanised and unvulcanised natural rubber A student is able to :  state what oxidation is.  state what reduction is.  relate the oxidation number of an element to the name of its compound using the IUPAC nomenclature.  write oxidation and reduction half-equations and ionic equations 7 .

 Determine the position of carbon and hydrogen in the reactivity series of metals.  Use the reactivity series of metals to predict possible reactions involving metals A student is able to:  Explain with examples the oxidation and reduction reactions at the electrodes of various chemical cells.RPT: CHEMISTRY FORM 5 YEARLY PLAN 2012 Week/ Date Topic Content Oxidation and reduction 17 23/4/2012 27/4/2012 3. energy conversion and the transfer of electons at the electrodes.  generate ideas on the use of other metals to control rusting.  Compare and contrast electrolytic and chemical cells with reference to the oxidation and reduction processes.  describe the process of rusting in terms of oxidation and reduction.  Explain with examples the oxidation and and reduction reactions at the electrodes of various electrolytic cells  State the differences between electrolytic and chemical cells in terms of basic structure.3 Understanding the reactivity series of metals and its application 18 30/4/2012 4/5/2012 19 7/5/2012 11/5/2012 Oxidation and reduction 3.4 Analysing redox reactions in electrolytic and chemical cells Learning Outcomes A student is able to:  state the conditions for the rusting iron. A student is able to:  Compare the differences in the vigour reactions of some metals with oxygen  Deduce the reactivity series of metals.2 Analysing rusting as a redox reaction Oxidation and reduction 3.  explain with examples on the use of a less electropositive metal to control metal corrosion. 8 Completed Date (Reason if not achieved) .  state what corrosion of metal is.  Explain the use of carbon as the main reducing agent in metal extraction.  State what the reactivity series of metals are  Describe the extraction of iron and tin from their ores.  explain with examples on the use of a more electropositive metal to control metal corrosion.

 Give examples of endothermic reactions.5 Appreciating the ability of elements to change their oxidation numbers 20-21 14/5/2012 25/5/2012 MID YEAR EXAMINATION 22-23 28/5/2012 8/6/2012 24 11/6/2012 15/6/2012 MID YEAR HOLIDAY Thermochemistry 4.  State what endothermic reaction is.  describe the contribution of metal extraction industry to the economy of our country.  Interpret energy level diagram. Identify endothermic reactions.  Identify exothermic reactions.  Construct energy level diagrams for exothermic reactions  Construct energy level diagrams for endothermic reactions.RPT: CHEMISTRY FORM 5 YEARLY PLAN 2012 Week/ Date Learning Outcomes Topic Oxidation and reduction 19 7/5/2012 11/5/2012 Content A student is able to:  describe the various applications of the change of oxidation number in substances  describe the existence of various types of ores in our country  describe efforts to prevent corrosion of metals.  appreciate chemical cell as a source of renewable energy.  Describe the application of knowledge of exothermic and endothermics 9 Completed Date (Reason if not achieved) .  Give examples of exothermic reactions.  Interrelate energy change with formation and breaking of bonds. 3.1 Evaluating energy changes in chemical reactions  A student is able to :  State what exothermic reaction is.

RPT: CHEMISTRY FORM 5 YEARLY PLAN 2012 Week/ Date Learning Outcomes Topic Content 25 18/6/2012 22/6/2012 Thermochemistry 4.2 Understanding heat of precipitation 26 25/6/2012 - Thermochemistry 4.  construct an energy level diagram for a combustion reaction.  construct the energy level diagram for a displacement reaction  solve numerical problems related to heat of displacement 10 Completed Date (Reason if not achieved) .4 Understanding heat of neutralisation A student is able to:  state what heat of neutralisation is.  describe the difference between heats of combustion of various 29/6/2012 13/7/2012 A student is able to:  state what heat of reaction is.  determine heat of displacement is.  solve numerical problems A student is able to:  state what heat of displacement is.  state what heat of precipitation for a reaction  construct an energy level diagram for a precipitation reaction.3 Understanding heat of displacement 27 2/7/2012 6/7/2012 Thermochemistry 4.  compare the heat of combustion of various alcohols  state what fuel value is.  determine heat of combustion for a reaction.  construct an energy level diagram for a precipitation reaction.  determine heat of neutralisation  construct energy level diagrams for various type of neutralisation reaction  compare the heat of neutralisation for the reaction between a strong acid and a strong alkali with the heat of neutralisation for the reaction between a weak acid and/or a weak alkali  explain the difference of the heat of neutralisation for a strong acid and a strong alkali with the heat of neutralisation for a reaction involving a weak acid and/or a weak alkali  solve numerical problems related to heat of neutralization 28 9/7/2012 - Thermochemistry 4.5 Understanding heat of combustion A student is able to :  state what heat of combustion is.

 compare the contrast and effectiveness of the cleansing action of soap and detergent.3 understanding medicine Chemicals for consumers 5.  state what detergent is. describe the applications of fuel value.  state the function of each type of modern medicine.4 Appreciating A student is able to:  state what soap is.1 Analyzing soap and detergent 5.  state the types of modern medicine and their examples.  describe the effects of food additives on health and the environment. their sources and uses.  identify the additives in detergent and their respective functions.  describe the cleansing action of detergent.  describe the possible side effects of using modern and traditional medicine. Content Learning Outcomes solve numerical problems related to heat of combustion 29 16/7/2012 20/7/2012 30 23/7/2012 27/7/2012 31 30/7/2012 3/8/2012 32 6/8/2012 Chemicals for consumers Chemicals for consumers Chemicals for consumers 5.  justify the use of food additives. A student is able to  state the types of food additives and their examples. 11 Completed Date (Reason if not achieved) .RPT: CHEMISTRY FORM 5 YEARLY PLAN 2012   Week/ Date Topic alcohols.2 Evaluating the use of food additives Chemicals for consumers 5. A student is able to:  state examples of traditional medicine.  describe the correct usage of modern and traditional medicines A student is able to:  describe that the discovery of chemicals improve quality of life.  describe soap preparation process.  describe detergent preparation process. compare and contrast fuel values for various fuels.  state the functions of each type of food additives.

 state appreciation and support for proper management of chemicals. CONTENT LEARNING OUTCOMES COMPLETED DATE (REASON IF CAN’T ACHIEVED) SCHOOL HOLIDAY SPM TRIAL EXAMINATION INTENSIVE REVISION / DISCUSSION OF PAST YEAR QUESTIONS / DISCUSSION OF TRIAL EXAM QUESTIONS FROM OTHER STATE SCHOOL HOLIDAYS/SPM 12 .RPT: CHEMISTRY FORM 5 YEARLY PLAN 2012 11/8/2012 33 13/8/2012 17/8/2012 WEEK 34 20/8/2012 24/8/2012 35-37 27/8/2012 14/9/2012 38-45 17/9/2012 9/11/2012 46 12/11/2012 the existences of chemicals TOPIC  state the side effects of chemicals on humans and the environment.  describe life without chemicals.  describe common traits among scientists in carrying out research.

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