1.

3 Carry out simulations on: A student is able to: effective

Synthesising (a) movement and collision of particles in chemical • relate reaction with energy collision
ideas on reactions, produced by movement and – perlanggaran
collision (b) movement and collision of particles in reaction effective collision of particles, Berkesan
theory affected by temperature, size of reactant, pressure, • describe activation energy,
concentration and catalyst. • sketch and describe energy activation
Collect, interpret data and discuss the profile diagram, energy
following: • relate the frequency of tenaga
(a) collision, effective collisions with the rate pengaktifan
(b) effective collision, of reaction,
(c) activation energy, • relate the frequency of frequency
(d) collision frequency, effective collisions with factors frekuensi/kekera
(e) effective collision frequency, influencing the rate of reaction, pan
(f) energy profile diagram. • describe how a certain factor
Discuss to conceptualise collision affects the collision of particles energy profile
theory. in a reaction. diagramrajah
profil
tenaga

1.4 Carry out some daily activities related to A student is able to:
Practising factors affecting the rate of reaction. • apply knowledge on factors
scientific Collect and interpret data on scientists’ affecting the rate of reaction
knowledge to contribution in enhancing the quality of in everyday activities,
enhance life. • adopt problem solving
quality Carry out problem solving activities approaches and make rational
of life involving rate of reaction in the field of decisions based on research.
science and technology through
experiment and research.

THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA : 2. CARBON COMPOUNDS

2.1 Collect and interpret data on: A student is able to: The term ‘organic’ saturated –
Understanding (a) the meaning of carbon compound, • state what carbon compound is, should not be tepu
carbon (b) the meaning of organic compound with respect to • state that carbon compounds can be limited to carbon unsaturated –
compounds its sources, content and combustion products, classified into two Groups, i.e. organic compounds tak tepu
(c) the meaning of hydrocarbon, inclusive of saturated and derived combustion -
and inorganic, from living pembakaran
unsaturated hydrocarbons, • state what organic compound is, organisms.
(d) sources of hydrocarbon, (e) examples of organic • gives examples of organic and
and inorganic inorganic carbon compounds,
compounds. • state what a hydrocarbon is,
Carry out an activity to identify the • list the sources of hydrocarbon,
products of the combustion of organic • identify the combustion products
compounds, i.e. carbon dioxide and of organic carbon compounds.
water.

2.2 Collect and interpret data on: A student is able to: Methane may be straight-chain
Analysing (a) the meaning of alkane, • state what alkane is, used alkane –
alkanes (b) the meaning of structural formula, • state what structural formula is, as examples for alkana rantai
Carry out an activity to construct molecular models • deduce the molecular formulae of the combustion and lurus
and draw structural formulae of the first ten straight- first ten alkanes, substitution substitution -
 chain alkanes.
Construct a table showing names, molecular formulae,
structural formulae and physical properties of the first
ten straight-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 electrical
conductivity,
(b) chemical properties of alkanes, i.e. combustion,
substitution Reactions with halogen.
Discuss:
(a) the relationship between changes in physical
properties with increase in the number of carbon
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
alkanes,
(d) the substitution reactions of alkanes.
Write chemical equations for combustion and
substitution reactions
of methane.
Discuss that decomposition of organic matter produces
methane and how this may cause fire in land fills and
peat swamps.
• draw the structural formulae for the reactions. penukargantia
first ten straight-chain alkanes, n
• deduce the general formula of
alkanes,
• name the first ten alkanes,
• relate changes in physical properties
with increase in 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 alkanes,
• describe the substitution reaction of
alkanes,
• write chemical equations for
combustion and substitution reactions
of methane.
• describe how methane affects
everyday life.

2.3 Collect and interpret data on the meaning of alkene, A student is able to: Restrict to the first addition –
Analysing Carry out an activity to construct molecular models • state what alkene is, three members of penambahan
alkenes and draw structural formulae of the first nine straight- • deduce the molecular formulae of the alkene. sootiness –
chain alkenes with one double bond. first nine alkenes, kejelagaan
Construct a table showing names, molecular formulae, • deduce the general formula of
structural formulae and physical properties of the first alkenes,
nine straight-chain alkenes. • name the first nine alkenes,
Collect and interpret data on: • draw the structural formulae for
(a) physical properties of alkenes, i.e. melting and the first nine straight-chain alkenes,
boiling points, • relate changes in physical properties
density, physical state at room temperature, solubility with increase in the number of carbon
in water and atoms in
electrical conductivity, alkene molecules,
(b) chemical properties of alkenes, i.e. combustion, • explain the effects on boiling points
addition reaction and polymerisation. of alkenes due to increase in the
Discuss: number of
(a) the relationship between changes of physical carbon atoms in alkene molecules,
properties with increase in the number of carbon • describe chemical properties of
atoms in alkene molecules, alkenes,

(b) how the increase in the number of carbon atoms in • compare and contrast alkanes with Hexene or
 alkenes, affect their boiling points, (c) the combustion alkenes. cyclohexene can
of alkenes, • relate the reactivities of alkanes be
(d) the addition reaction of alkenes, and alkenes to their chemical bonds. used
(e) the polymerisation of alkenes. • generalise the characteristics of
Write chemical equations for combustion, addition and homologous series based on alkanes
polymerisation reactions of alkenes. Investigate and alkenes.
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 hexene, 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 generalise 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 A student is able to: (a) Examples of IUPAC
Synthesisin structural formulae for a particular alkane and alkene. • construct various structural isomers should nomenclature
g Construct a table showing names and formulae of alkyl formulae of a particular alkane and not include cyclic sistem
groups. alkene, carbon penamaan
ideas on Discuss isomerism. • explain what isomerism is, compounds. IUPAC
isomerism Discuss the existence of isomers. • use IUPAC nomenclature to name (b) Examples of
Draw structural formulae of alkane and alkene isomers isomers. alkanes and
and name them. . alkenes should not
Examine isomerism through models or computer exceed five
simulations. carbon atoms

2.5 Carry out an activity to derive the A student is able to: functional
Analysing general formula of alcohols and identify the functional • state the general formula of alcohols, groupkumpula
alcohols group. • identify the functional group of n
Construct a table of names and molecular formulae for alcohols, berfungsi
the first four alcohols. • list the names and the molecular odour –
Carry out an activity to draw various possible formulae of the first four alcohols, bau
structural formulae of the first four alcohols and name ? draw structural formulae for isomers fermentationp
them. of propanol (C3H7OH) and butanol enapaian
Collect and interpret data on the industrial production (C4H9OH), distillation –
of ethanol, ? name isomers of propanol and penyulingan
Carry out an activity on the preparation of ethanol in butanol using IUPAC nomenclature, volatility –
the laboratory through fermentation and distillation. • describe the industrial production of kemeruapan
Collect and interpret data on the physical properties of ethanol, dehydrationpe
ethanol (C2H5OH), i.e. colour, odour, boiling point, • describe the preparation of ethanol in ndehidratan
physical state at room temperature, volatility and the laboratory,
solubility, • state the physical properties of
ethanol,