RPT: CHEMISTRY FORM 5

YEARLY PLAN 2015

School
Subject
Year
Form
Week/
Date

1
12-16 Jan

2-3
19-30 Jan

: SMK DERMA,KANGAR,PERLIS
: CHEMISTRY
: 2015
: 5
Topic

Rate of reaction

Rate of reaction

4
2-6 Feb

Rate of reaction

Week/
Date

Topic

Content

1.1 Analyzing
rate of the
reaction

1.2 Synthesizing
factors affecting
the rate of
reaction.

1.3 Synthesizing
ideas on
collision theory

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.
A student is able to :
Relate reaction with energy produced by movement and effective
collision of particles,
describe activation energy
sketch and describe energy profile diagram,
relate the frequency of effective collision with the rate of reaction,
relate the frequency of effective collision with factors influencing the
rate of reaction,
Describe how a certain factor affects the collision of particles in a
reaction.

Content

Learning Outcomes

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(I-THINK)

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RPT: CHEMISTRY FORM 5

4
2-6 Feb

5
9-13
Feb

Rate of reaction

Carbon
compounds

1.4 Practicing
scientific
knowledge to
enhance quality
of life.

2.1
Understanding
Carbon
Compounds

YEARLY PLAN 2015

A student is able to :
Apply knowledge on factors affecting the rate of reaction in everyday
activities,
Adopt problem solving approaches and make rational decisions
based on research.
A student is able to:
State what carbon compound is
State that the carbon compounds can be classified into two groups
i.e. organic and inorganic
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

5
9-13 Feb
6
16-20 Feb

7
23-27 Feb

Ujian Ulangkaji Tingkatan 5

Chinese New Year

Carbon
compounds

2.2
Analysing
alkanes

8-9
2-13 Mac
10
14-22 Mac

Week/
Date
11
23-27 Mac

Tree map

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
Relate changes in physical properties with increase with the
number of carbon atoms in alkane molecules

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PEPERIKSAAN AWAL TAHUN/UJIAN 1

CUTI PERTENGAHAN PENGAL PERTAMA

Topic
Carbon
Compounds

Content

Learning Outcomes

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

Thinking maps
(I-THINK)

RPT: CHEMISTRY FORM 5

12
30 Mac-3
April

12
30 mac-3
April

Week/
Date
12
30 mac-3
April

Carbon
compounds

2.3
Analysing
alkenes

Carbon
compounds

2.4 Synthesizing
ideas on
Isomerism

Topic

Content

Carbon
compounds

2.5 Analysing
Alcohols

YEARLY PLAN 2015

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
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
Learning Outcomes
A student is able to:
State the general formula of alcohols.
Identify the functional group of alcohols.
List the name and the molecular formulae of the first four alcohols.
Draw structural formulae for isomers of propanol (C3H7 OH) and
butanol (C4H9OH).
Name isomers of propanol and butanol using IUPAC nomenclature.
Describe the industrial production of ethanol.
Describe the preparation of ethanol in the laboratory.
State the physical properties of ethanol.
Describe the chemical properties of ethanol.
Predict the chemical properties of other members of alcohols.

Circle map

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Bridge map

Thinking maps
(I-THINK)
Circle map

Bridge map

RPT: CHEMISTRY FORM 5

2.6
Analysing
carboxylic acid
13
6-10 April

Carbon
compounds

Week/
Date

Topic

13
6-10 April

13
6-10 April

Carbon
compounds

YEARLY PLAN 2015

Explain with examples the uses of alcohols in everyday life.
Explain the effects of the misuse and abuse of alcohols.
A student is able to:
State the general formula of carboxcylic acids,
Identify the functional group of carboxylic acids,
List the names and molecular formula of the first four members of
carboxylic acid ,
Draw structural formulae of the first four members of carboxcylic acid
and mane them using the IUPAC nomenclature.
Describe the preparation of ethanoic acid in the laboratory,
State the physical properties of carboxylic acid
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

Content

2.7 Analyzing
esters

Carbon

2.8 Evaluating

compounds

fats

Learning Outcome
A student is able to:
state the general formula of ester
identify the functional group of esters,
list the names and molecular formulae of simple esters,
draw the structural formula of simple esters and name them using
IUPAC nomenclature.
Describe the preparation of ester in the laboratory,
State the physical properties of ethyl ethanoate,
Predict the ester produced from the esterification
Write equation for the esterification reaction,
State the natural sources of ester,
State the uses of ester in everyday life.
A student is able to:
State what oils are,
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

Tree map

Thinking maps
(I-THINK)

Tree map

Double bubble map

RPT: CHEMISTRY FORM 5

Week/
Date

14
13-17 April

Topic

Carbon
compounds

Content

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

14
13-17 April

15
20-24 April

YEARLY PLAN 2015

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

Oxidation and
reduction

3.1
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,
explain what redox reaction is,
state what oxidising agent is,
state what reducing agent is,
calculate the oxidation number of an element in a compound,
relate the oxidation number of an element to the name of its
compound using the IUPAC nomenclature,
explain with examples oxidation and reduction processes in terms of
the change in oxidation number,
explain with examples oxidation and reduction processes in terms of
electron transfer
explain with examples oxidizing and redusing agents in redox
reactions,
write oxidation and reduction half-equations and ionic equations

Tree

map

Thinking maps
(I-THINK)
Tree map

Flow map

Circle map

Tree map

RPT: CHEMISTRY FORM 5

YEARLY PLAN 2015
Week/
Date

17
22-26 April

18-19
27 April
8 Mei

20
11-15 Mei

21-22
13-28 Mei
Week/
Date

Topic

Oxidation and
reduction

Oxidation and
reduction

Oxidation and
reduction

Content

3.2
Analysing
rusting as a
redox reaction

3.3
Understanding
the reactivity
series of metals
and its
application

3.4 Analysing
redox reactions
in electrolytic
and chemical
cells

Learning Outcomes
A student is able to:
state the conditions for the rusting iron,
state what corrosion of metal is,
describe the process of rusting in terms of oxidation and reduction,
generate ideas on the use of other metals to control rusting,
explain with examples on the use of a more electropositive metal to
control metal corrosion,
explain with examples on the use of a less electropositive metal to
control metal corrosion.
A student is able to:
Compare the differences in the vigorous reactions of some metals
with oxygen
Deduce the reactivity series of metals,
Determine the position of 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 their ores,
Explain the use of carbon as the main reducing agent in metal
extraction,
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,
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, energy conversion and the transfer of
electons at the electrodes,
Compare and contrast electrolytic and chemical cells with reference
to the oxidation and reduction processes.

Thinking maps
(I-THINK)

Flow map

Double bubble map

Tree map

PEPERIKSAAN PERTENGAHAN TAHUN

Topic

Learning Outcomes

Content

Thinking maps
(I-THINK)

RPT: CHEMISTRY FORM 5

19
6-10 Mei

Oxidation and
reduction

3.5 Appreciating
the ability of
elements to
change their
oxidation
numbers

20-21
13-24 Mei
30 Mei-14
Jun

22
1 -5 Jun

Week/
Date

22
1-5 Jun

22
1-5 Jun

YEARLY PLAN 2015

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,
describe the contribution of metal extraction industry to the economy
of our country,
appreciate chemical cell as a source of renewable energy.
Peperiksaan Pertengahan Tahun
Cuti pertengahan tahun

Thermochemistry

Topic

4.1
Evaluating
energy changes
in chemical
reactions

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 examples 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 endothermics

Content

Thermochemistry

4.2
Understanding
heat of
precipitation

Thermochemistry

4.3
Understanding
heat of
displacement

Learning Outcomes
A student is able to:
state what heat of reaction is,
state what heat of precipitation for a reaction
construct an energy level diagram for a precipitation reaction,
construct an energy level diagram for a precipitation reaction,
solve numerical problems
A student is able to:
state what heat of displacement is,
determine heat of displacement is,
construct the energy level diagram for a displacement reaction
solve numerical problems related to heat of displacement

Circle map

Bubble map

Bridge map

Thinking maps
(I-THINK)
Circle map

Circle map

RPT: CHEMISTRY FORM 5

22
1-5 Jun

Thermochemistry

4.4
Understanding
heat of
neutralisation

22
1-5 Jun

Thermochemistry

4.5
Understanding
heat of
combustion

Week/
Date

Topic

Content

23
8-12 Jun

Chemicals for
consumers

5.1 Analyzing
soap and
detergent

YEARLY PLAN 2015

A student is able to:
state what heat of neutralisation is,
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
A student is able to :
state what heat of combustion is,
determine heat of combustion for a reaction,
construct an energy level diagram for a combustion reaction,
compare the heat of combustion of various alcohols
state what fuel value is,
describe the difference between heats of combustion of various
alcohols,
describe the applications of fuel value,
compare and contrast fuel values for various fuels,
solve numerical problems related to heat of combustion.
Learning Outcomes
A student is able to:
state what soap is,
state what detergent is,
describe soap preparation process,
describe detergent preparation process,
describe the cleansing action of detergent,
compare the contrast and effectiveness of the cleansing action of soap
and detergent,
identify the additives in detergent and their respective functions.

Bubble map

Double bubble map

Circle map

Thinking maps
(I-THINK)
Flow map

RPT: CHEMISTRY FORM 5

23
8-12 Jun

Chemicals for
consumers
Chemicals for
consumers

5.2 Evaluating
the use of food
additives

23
8-12 Jun

Chemicals for
consumers

5.3
understanding
medicine

Week/
Date

Topic

Content

23
8-12 Jun

24-32
15 Jun
10 julai
15 -20 Julai
33-34
21 Julai
13 Ogos
14-28 Ogos
41-45
1 Okt
30 Okt
46-50
2 Nov
3 Dis

Chemicals for
consumers

5.4 Appreciating
the existences of
chemicals

YEARLY PLAN 2015

A student is able to
state the types of food additives and their examples,
state the functions of each type of food additives,
justify the use of food additives,
describe the effects of food additives on health and the environment.
A student is able to:
state examples of traditional medicine, their sources and uses,
state the types of modern medicine and their examples,
state the function of each type of modern medicine,
describe the possible side effects of using modern and traditional
medicine,
describe the correct usage of modern and traditional medicines
Learning Outcomes
A student is able to:
describe that the discovery of chemicals improve quality of life,
state the side effects of chemicals on humans and the environment,
describe common traits among scientists in carrying out research,
describe life without chemicals,
state appreciation and support for proper management of chemicals.
Intensive Revision .
Trial exam paper from other states
Past years questions
CUTI HARI RAYA PUASA
Intensive Revision .
Trial exam paper from other states
Past years questions
SPM TRIAL EXAM
Intensive Revision .
Trial exam paper from other states
Past years questions
SPM EXAM 2015

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RPT: CHEMISTRY FORM 5

YEARLY PLAN 2015

10