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13 f5 yearly lesson plan 2011

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  • 1. Yearly Lesson Plan – Form 5W Chapter Learning Outcomes Suggested Learning Activities A student is able to: state what rate of reaction is, Discuss : (a) the meaning of rate of reaction, (b) some examples of fast reactions, (c) some examples of slow reactions. identify observable changes to Discuss to identify observable changes to reactants or products for reactants or products and its method of determining rate of reaction, measurement in order to determine the rate of reaction. 1.1 determine average rate of Carry out an activity involving a reaction between2 Analysing rate of reaction, zinc and acid, and plot a graph to determine reaction average rate of reaction and the rate of reaction determine the rate of reaction at at any given time. any given time from a graph, solve numerical problems Carry out problem solving activities involving involving average rate of rates of reaction. reaction, solve numerical problem involving rate of reaction at any given time. A student is able to: Discuss possible factors affecting the rate of reaction. design experiment to investigate Design and carry out activities to investigate factors affecting the rate of factors affecting the rate of reaction, i.e. size of reaction, reactant, concentration, temperature and catalyst. give examples of reactions that Some suggested reactions: are affected by size of reactant, (a) a reaction between calcium carbonate, concentration, temperature and CaCO3 , and hydrochloric acid, HCl, catalyst, (b) a reaction between sodium thiosulphate, Na2S2O3, and sulphuric acid, H2SO4,3 1.2 (c) decomposition of hydrogen peroxide, H2O2, in/ Synthesising factors the presence of a catalyst.4 affecting the rate of reaction explain how each factor affects View computer stimulations to investigate how the rate of reaction, the movement and collision of particles in a reaction are affected by temperature, size of reactant, pressure, concentration and catalyst. describe how factors affecting Collect and interpret data to explain factors the rate of reaction are applied in affecting the rate of reaction in the following: daily life and industrial (a) combustion of charcoal, processes, (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 factors Solve problems involving rate of reaction. affecting rate of reaction. 1.3 A student is able to: Synthesising ideas on collision theory relate reaction with energy Carry out simulations on: produced by movement and (a) movement and collision of particles in6 effective collision of particles, chemical reactions,
  • 2. describe activation energy, (b) movement and collision of particles in sketch and describe energy reaction affected by temperature, size of profile diagram reactant, pressure, concentration and catalyst. relate the frequency of effective Collect, interpret data and discuss the following: collisions with the rate of reaction (a) collision (b) effective collision relate the frequency of effective (c) activation energy collisions with factors influencing (d) collision frequency the rate of reaction (e) effective collision frequency,6 (f) energy profile diagram. describe how a certain factor affects the collision of particles in a reaction. Discuss to conceptualise collision theory A student is able to: Apply knowledge on factors Carry out some daily activities related to factors affecting the rate of reaction in affecting the rate of reaction. 1.4 everyday activities. Practising scientific Collect and interpret data on scientists’6 knowledge to contribution in enhancing the quality of life. enhance quality of life Adopt problem solving Carry out problem solving activities involving rate approaches and make rational of reaction in the field of science and technology decisions based on research. through experiment and research. A student is able to: Collect and interpret data on: state what carbon compound is (a) the meaning of carbon compound state that carbon compounds can (b) the meaning of organic compound with be classified into two groups, i.e. respect to its sources, content and organic and inorganic combustion products, state what organic compound is 2.1 Understanding (c) the meaning of hydrocarbon, inclusive of carbon compounds saturated and unsaturated hydrocarbons,9 gives examples of organic and inorganic carbon compounds (d) sources of hydrocarbon state what hydrocarbon is lists the sources of hydrocarbon (e) examples of organic and inorganic compounds identify the combustion products of organic carbon compounds Carry out an activity to identify the products to the combustion of organic compounds, i.e. carbon dioxide and water9 2.2 Analysing A student is able to: alkanes - state what alkane is Collect and interpret data on: - state what structural formula is (a) the meaning of alkane -deduce the molecular formulae (b) the meaning of structural formula of the first ten alkanes -draw the structural formulae for Carry out an activity to construct molecular the first ten straight-chain models and draw structural formulae of the first alkanes ten straight-chain alkanes -deduce the general formulae of alkanes name the first ten alkanes Construct a table showing names, molecular formulae, structural formulae and physical properties of the fist ten straight-chain alkanes. relate changes in physical Collect and interpret data on: (a) physical properties of alkanes i.e. melting and
  • 3. properties with increase in the boiling points, density, physical state at room number of carbon atoms in temperature, solubility in water and electrical alkane molecules conductivity (b) chemical properties of alkanes i.e. combustion, substitution reactions with halogen Discuss: explain the effect of the increase (a) the relationship between changes in physical in number of carbon atoms in properties with increase in the number of carbon alkane molecules on the boiling atoms in alkane molecules points (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 describe complete and alkane incomplete combustion of alkanes (d) the substitution reaction of alkanes describe the substitution reaction of alkanes Write chemical equations for combustion and write chemical equation for substitution reaction of methane. combustion and substitution reaction of methane Discuss that decomposition of organic matter describe how methane affects produces methane and how this may cause fire everyday life in land fills and peat swamps.10 2.3 Analysing alkenes A student is able: state what alkene is Collect and interpret data on the meaning of alkene. deduce the molecular formulae Carry out an activity to construct molecular of the first nine alkenes models and draw structural formulae of the first nine straight- chain alkenes with one double deduce the general formula of bond. alkenes name the first nine alkenes Construct a table showing names, molecular formulae, structural formulae and physical draw the structural formulae for properties of the first nine straight-chain alkenes. the first nine straight-chain alkenes relate changes in physical Collect and interpret data on: properties with increase in the (a) physical properties of alkenes i.e melting and alkene molecules boiling points, density, physical state at room temperature, solubility in water and electrical explain the effects on boiling conductivity points of alkenes due to increase in the number of carbon atoms in alkene molecules describe chemical properties of (b) chemical properties of alkenes i.e alkenes combustion, addition reaction and polymerization. Discuss: (a) the relationship between changes of physical properties with increase in the number of carbon atoms in alkene molecules (b) how the increase in the number of carbon atoms in 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.
  • 4. Investigate addition reactions of alkenes through computer simulation. Carry out activities to compare properties of compare and contrast alkanes alkanes and alkenes having the same number of with alkenes carbon atms 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 relate the reactivities of alkanes during combustion of an alkane with the and alkenes to their chemical corresponding alkene. bonds Discuss to generalize the characteristics of generalize the characteristics of homologous series in terms of having the same homologous series based on general formula, can be made by similar alkanes and alkenes. methods, steady changes in physical properties, and similar chemical properties. A student is able to: construct various structural Construct all possible models and draw structural formulae of a particular alkane formulae for a particular alkane and alkene. and alkene, Construct a table showing names and formulae of alkyl groups. 2.4 explain what isomerism is, Discuss isomerism.10 Synthesising ideas on isomerism use IUPAC nomenclature to Discuss the existence of isomers. name isomers, Draw structural formulae of alkane and alkene isomers and name them. Examine isomerism through models or computer simulations.11 2.5 A student is able to : Analysing alcohols state the general formula of Carry out an activity to derive the general formula alcohols, or alcohols and identify the functional group. identify the functional group of alcohols, Construct a table of names and molecular list the names and the molecular formulae for the first four alcohols. formulae of the first four alcohols, Carry out an activity to draw various possible draw structural formulae for structural formulae of the first four alcohols and isomers of propanol (C3H7OH) name them. and butanol (C4H8OH), name isomers of propanol and butanol using IUPAC nomenclature, Collect and interpret data on the industrial describe the industrial production production of ethanol of ethanol, Carry out an activity on the preparation of describe the preparation of ethanol in the laboratory through fermentation ethanol in the laboratory, and distillation. Collect and interpret data on the physical state the physical properties of properties of ethanol ( C2H5OH) i.e, colour, ethanol, odour, boiling point, physical state at room temperature, volatility and solubility.
  • 5. Carry out activities to investigate the chemical describe the chemical properties properties of ethanol in terms of : of ethanol, (a) combustion, (b) oxidation, (c) dehydration. Write chemical equations for the above reactions predict the chemical properties of involving ethanol, propanol and butanol. other members of alcohols, Carry out an activity to predict the chemical explain with examples the uses properties for other members of alcohols. of alcohols in everyday life, Collect and interpret data on: explain the effects of the misuse (a) uses of alcohols in everyday life, and abuse of alcohols. (b) effects of alcohol misuse and abuse. A student is able to : state the general formula of Carry out an activity to derive the general formula carboxylic acids, of carboxylic acids and identify the functional group. identify the functional group of carboxylic acids, list the names and the molecular Construct a table with names and molecular formulae of the first four formulae of the first four members of carboxylic members of carboxylic acids, acid and draw their structural formulae. draw structural formulae of the first four members of carboxylic acid and name them using the IUPAC nomenclature, describe the preparation of Collect and interpret data on the preparation of ethanoic acid in the laboratory, ethanoic acid (CH3COOH) in the laboratory. 2.6 state the physical properties of Colllect and interpret data on the physical12 Analysing carboxylic carboxylic acids, properties of ethanoic acid, i.e colour, odour, acids boiling point , physical state at room temperature and solubility in water. state the chemical reactions of Carry out activities to investigate the chemical ethanoic acid with other properties of ethanoic acid through its reaction chemicals, 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). predict the chemical properties Carry out an activity to predict the chemical for other members of carboxylic properties of other members of carboxylic acids. acid, explain with examples the uses Collect and interpret data on the uses of of carboxylic acids in everyday carboxylic acids in everyday life. life.13 2.7 A student is able to: Analysing esters State the general formula of Carry out an activity to derive the general formula esters of esters and identify he functional group Identify the functional group of esters List the names and molecular Construct a table of molecular formulae and
  • 6. formulae of simples esters names of esters Draw structural formulae of simple esters and name them using the IUPAC nomenclature Describe the preparation of ester Carry out an activity to prepare ethyl ethanoate in in the laboratory the laboratory State the physical properties of Carry out an activity to investigate the physical ethyl ethanoate properties of ethyl ethanoate Predict the ester produced from Discuss to predict the esters produced from the the esterification reaction esterification between various carboxylic acids and alcohols Write equations for the Write equations for esterification reactions esterification reactions State the natural sources of ester Collect and interpret data on:- a) natural sources of ester b) uses of ester in everyday life State the uses of ester in Carry out a project to extract esters from plants everyday life A student is able to: - State what oils are Collect and interpret data on:- - State what fats are a) what oils and fats are State the importance of oils and b) why our body needs oils fats for body processes and fats State the sources of oils and fats c) sources and the uses of List the uses of oils and fats oils and fats State the differences between d) the difference between oils oils and fats and fats at room temperature in terms of physical state Identify structural formulae for e) structural formulae for fat fats molecule of certain fatty molecules of certain fatty acids acids 2.813 Evaluating fats State what saturated fats are Collect and interpret data on:- State what unsaturated fats are a) what saturated and unsaturated fats are b) sources and compositions of saturated and unsaturated fats Compare and contrast between c) the differences between saturated and saturated and unsaturated fats unsaturated fats Describe the process of d) the need to convert unsaturated to saturated changing unsaturated fats to fats saturated fats Describe the effects of eating e) effects of fats on health food high in fats on health Describe the industrial extraction Discuss the production of margarine by of palm oil hydrogenation Justify the uses of palm oil in Visit a palm oil factory, margarine manufacturing food production plant or palm oil research institute14 2.9 A student is able to: Analysing natural rubber List examples of natural Collect and interpret data on:- polymers and their monomers a) natural polymers i.e natural rubber, starch and protein Draw the structural formula of and their respective
  • 7. natural rubber monomers State the properties of natural b) properties of natural rubber rubber in terms of elasticity, oxidation and the effects of heat and solvents State the uses of natural rubber c) uses of natural rubber d) structural formula of natural rubber - Describe the coagulation Carry out an activity to investigate the process of latex coagulation of latex and methods to prevent - Describe the method used to coagulation prevent latex from coagulating Describe the vulcanisation of Carry out activities to produce latex products rubber such as gloves and balloons Carry out an activity to produce vulcanized rubber Investigate the process of rubber vulcanization using computer simulation Describe how the presence of Discuss :- sulphur atoms changes the a) how the presence of properties of vulcanised rubber sulphur atoms in vulcanised rubber changes the properties of vulcanised rubber b) research on natural rubber in Malaysia Compare and contrast the Carry out an activity to compare the elasticity of properties of vulcanised and vulcanised and unvulcanised natural rubber unvulcanised natural rubber. Visit a rubber plantation, a latex processing factory , a rubber product manufacturing plant or a rubber research institute A student is able to: describe the systematic in Construct a table naming each member of the 2.10 naming members of homologous homologous series according to the increasing Creating awareness series number of carbon atoms14 of order in homologous series describe the order in the physical Discuss the order in the physical and chemical and chemical properties of properties of compound in homologous series compounds in homologous series A student is able to Describe the existence of Collect and interpret data on the existence of a various organic materials and variety of organic materials in consumer products 2.11 their uses in everyday life Expresing gratefulness for the Practise good nutrition for Attend activities (talks, forum, exhibition) related14 variety of the variety health to good nutrition or health of organic materials in nature Relate the contribution of palm Conduct a forum related to the contribution of oil and natural rubber to the palm oil and natural rubber industries with the economic development of the country’s economy. country.15 3.1 A student is able to : / Analysing redox Collect and interpret data on oxidation, reduction,16 reactions - state what oxidation is, redox reaction, oxidising agent and reducing - state what reduction is, agent based on: - explain what redox reaction is, a) loss or gain of oxygen, - state what oxidising agent is, b) loss or gain of hydrogen, - state what reducing agent is, c) transfer of electron ,
  • 8. d) change in oxidation number calculate the oxidation number of Calculate the oxidation number of an element in an element in a compound , a compound. relate the oxidation number of an Carry out an activity to identify the oxidation element to the name of its number of an element in a compound and name compound using the IUPAC the compound and name the compound using nomenclature, the IUPAC nomenclature. explain with examples oxidation Carry out an activity to identify oxidation and and reduction processes in terms reduction processes in chemical equations: of the change in oxidation a) using oxidation number number, explain with examples oxidation b) in terms of electron transfer and reduction processes in terms of electron transfer explain with examples oxidising Carry out activities to investigate oxidation and and reducing agents in redox reduction in the following reactions: reactions, a) combustion of metal in oxygen or chlorine, b) heating of metallic oxide with carbon, c) change of Fe2+ ions to Fe3+ ions and Fe3+ ions to Fe2+ ions, d) displacement of metal from its salt solution, e) displacement of halogen from its halide solution, f) transfer of electrons at a distance (a variety of solutions to be used). write oxidation and reduction Carry out an activity to write oxidation and half-equation and ionic reduction half-equations and ionic equations for equations. the above reactions.16 3.2 A student is able to: / Analysing rusting as a17 redox reaction State the conditions for the Collect and interpret data on rusting of iron • conditions for the rusting of iron • the meaning of corrosion of metal State what corrosion of metal is • the process of rusting in terms of oxidation and reduction Describe the process of rusting Discuss the redox reaction in corrosion of metals in terms of oxidation and including rusting reduction Generate ideas on the use of Discuss on the use of other metals to control other metals to control rusting rusting Explain with examples on the Carry out an activity to investigate the effect of use of a more electropositive iron nails when it is in contact with other metals. metal to control metal corrosion Collect and interpret data on methods to control Explain with examples on the metal corrosion using a more electropositive use of a less electropositive metal or a less electropositive metal metal to control metal corrosion
  • 9. A student is able : compare the differences in the Carry out an activity to investigate the reactivity vigour of reactions of some of some metals with oxygen. metals with oxygen deduce the reactivity series of Arrange metals in term of their reactivity with metals oxygen determine the position of carbon Carry out activity to determine and hydrogen in the reactivity The position of carbon and hydrogen in the series of metals reactivity series of metals 3.321 Understanding the state what the reactivity series of Discuss to predict the position of other metals in / reactivity series of metals are the reactivity series22 metals and its application describe the extraction of iron Collect and interprete data on the extraction of and tin from their ores iron and tin explain the use of carbon as the Visit metal extraction factories main reducing agent in metal or view a video on the extraction of metals extraction use the reactivirty series of Discuss the use of the reactivity series of metals metals to predict possible to predict possible reactions involving metals reaction involving metal A student is able to: 3.4 Analysing redox explain with examples the Carry out activity to investigate oxidation and reactions in oxidation and reduction reduction reactions in electrolytic and chemical electrolytic and reactions at the electrodes of cells chemical cells various chemical cells explain with examples the Using computer simulation, study and discuss oxidation and reduction redox reactions in various types of cells reactions at the electrodes of various electrolytic cells23 state the differences between Discuss the differences between electrolytic and electrolytic and chemical cells in chemical cells in term of : terms of basic structure, energy (a) basic structure, energy conversion and conversion and transfer of the transfer of electrons at the electrons at the electrodes electrodes, (b) oxidation and reduction processes compare and contrast electrolytic and chemical cells with reference to the oxidation and reduction processes.23 3.5 A student is able to: Appreaciating the ability of elements to Describe the various applications Discuss the applications of the change of change their oxidation of the change of oxidation oxidation number in substances in the following numbers number in substances processes: a. Extracting metal from its ore b. Corrosion of metal c. Preventing corrosion of metal d. Generation of electricity by cell e. Recycling of metals Describe the existence of various Collect and interpret data on: types of ores in our country a. The existence of various types of ores in our country Describe efforts to prevent b. Methods of preventing corrosion of metal corrosion of metals c. Varieties of chemical cells d. Recycling of metals Describe the contribution of Discuss:
  • 10. metal extraction industry ti the a. The contribution of metal extraction industry economy of our to the economy of our country country’appreciate chemical cell b. The potential of new chemical cells to be as a source of renewable energy developed as an alternative source of renewable energy A student is able to : 4.1 Evaluating energy State what exothermic reaction Discuss the meaning of exothermic and changes in chemical is, endothermic reactions. reactions Carry out activities to study exothermic and State what endothermic reaction endothermic reactions in the : is, a) reaction between sodium hydrogen carbonate, NaHCO3 , and an acid, Identify exothermic reactions, b) reaction between sodium hydroxide, NaOH , and hydrochloric acid,HCl, Identify endothermic reactions, c) dissolving of sodium hydroxide in water. d) Dissolving of ammonium chloride, NH4Cl, Give examples of exothermic ammonium nitrate, NH4NO3, and ammonium reactions, sulphate, ( NH4)2SO4, in water. Give example of endothermic reactions,24 Construct energy level diagrams Carry out an activity to construct energy level for exothermic reactions, diagrams for exothermic and endothermic reactions. Construct energy level diagrams Discuss to interpret an energy level diagram. for endothermic reactions, Interpret energy level diagram Discuss to interpret an energy level diagram. Interrelate energy change with Discuss the release or the absorption of energy formation and breaking of bonds during formation and breaking of bonds using simulation, computer animation,games or other Describe the application of methods. knowledge of exothermic and endothermic reactions in everyday life. A student is able : State what heat of reaction is, Show and discuss the application of exothermic and endothermic reactions, such as in cold or hot State what heat of precipitation is packs. Determine the heat of Discuss the meaning of heat of reaction for the precipitation for a reaction, following types of reactions: a) precipitation 4.2 Understanding b)displacement25 heat of precipitation c)neutralistion d)combustion Construct an energy level Carry out an activity to determine the heat of diagram for a precipitation precipitation for a reaction and construct its reaction, energy level diagram. Solve numerical problems Carry out an activity to solve numerical problems related to heat of precipitation. related to heat of precipitation using information based on thermochemical equations.26 4.3 Understanding A student is able to : heat of displacement State what heat of displacement Discuss the meaning of heat of displacement is, Determine heat of displacement, Carry out an activity to determine the heat of displacement for a reaction and construct the Construct the energy level energy level diagram
  • 11. diagram for a displacement reaction, Calculate heat of displacement using information based on thermochemical equations. Solve numerical problems Carry out an activity to solve numerical problem related to heat of displacement related to heat of displacement using information based on thermochemical equations A student is able to: State what heat of neutralisation Discuss the meaning of heat of neuralisation is, Determine the heat of Carry out activities to determine the heat of neutralisation, neutralization and construct energy level diagrams for the following types of reaction Construct energy level diagrams between: for various types of neutralisation a) Strong acid and strong alkali reactions, b) Weak acid and strong alkali c) Strong acid and weak alkali d) Weak acid and weak alkali Compare the heat of neutrlisation Discuss the difference between the heat of for the reaction between a strong neutralisation for a strong acid/or strong alkali 4.4 Understanding acid and a strong alkali with the with heat of neutrlisation for a reaction involving27 heat of neutralisation heat of neuralisation for a a weak acid and a weak alkali reaction between a weak acid and /or a weak alkali Explain the difference of the heat of neutralisation for a strong acid and strong alkali with the heat of neutralisation for a reaction involving a weak acid and/or a weak alkali Solve numerical problems Carry out an activity to solve numerical problem related to heat of neutralisation related to heat of neutralization using information based on thermochemical equations.28 4.5 A student is able to Understanding Heat of Combustion State what is meant by the heat Discuss the meaning of heat of combustion of combustion Determine the heat of Carry out activities to determine the heat of combustion for a reaction combustion of various alcohols Construct an energy level diagram for a combustion reaction Compare the heat of combustion Discuss: for various alcohols, a) the difference between heat of combustion of various alcohols, State what is meant by the fuel b) the difference between fuel values of various value, fuels, c) the selection of suitable fuels for specific Describe the differences purposes between heats of combustion of various alcohols, Describe the applications of fuel value Compare and contrast the fuel values for various fuels Solve numerical problems Carry out an activity to solve numerical problems
  • 12. related to heat of combustion related to heat of combustion using information based on thermo-chemical equations A student is able to: Carry out group activities where each group: a) brainstorm and identify the various describe a variety of energy energy sources, sources b) choose an energy source, 4.6 c) identify technology used to harness this Appreciating the identify various technologies energy,28 existence of various used to harness energy d) discuss the pros and cons in using this energy sources energy source Justify the use of a particular Discuss the use of various energy sources and energy source. its effects on humans and the environment A student is able to: - State what soap is, Collect and interpret data on : - State what detergent is, (a) the history of soap manufacturing, - Describe soap preparation (b) what soap and detergent are, process, (c) the additives in detergent such as biological - Describe detergent preparation enzymes and whitening agents, process, (d) the preparation of detergent. Carry out an activity to prepare soap using the saponification process. Describe the cleansing action of Investigate the cleansing action of soap and soap, detergent using simulation and computer 5.1 animation Analysing soap and Describe the cleansing action of detergent detergent, Compare and contrast the Discuss : effectiveness of the cleansing (a) the cleansing action of soap and detergent, action of soap and detergent, (b) the differences in the effectiveness of the cleansing action of soap and detergent. Identify the additives in detergent Conduct a competition or carry out a project and their respective functions related to : (a) the manufacturing of soap, (b) the preparation of detergent for multiple purposes such as shampoo and dish cleaner 5.2 A student is able to: Evaluating the use of food additives State the types of food additives Collect and interpret data on the various types of and their examples, food additives in the market. State the functions of each type Collect and interpret data on the types of of food additive, chemicals used in food additives and their functions as : (a) preservatives and antioxidants, e.g. sodium nitrite, sodium benzoate, ascorbic acid, (b) flavouring agents, e.g. monosodium glutamate (MSG), aspartame, (c) stabilizers and thickening agents, e.g. gelatine, acacia gum, Carry out a project to collect and observe the labels on food packs and identify the additives used. Justify the use of food additives, Discuss: (a) the rationale for the use of food additives, Describe the effects of food (b) the effect of food additives on health and the additives on health and the environment, environment. (c) life without food additives
  • 13. A student is able to: Collect and interpret data on various types and functions of medicine, i.e.: State examples of traditional (a) traditional medicines derived from plants medicine, their sources and and animals, uses, State the types of modern (b) analgesics such as aspirin, paracetamol and medicine and their examples, codeine, (c) antibiotics such as penicillin and 5.3 State the functions of each type streptomycin,Understanding of modern medicine, (d) psychotherapeutic medicine such as medicine stimulant, antidepressant and antipsychotic. Describe the possible side Collect and interpret data on : effects of using modern and (a) the side effects of modern and traditional traditional medicine, medicines, Describe the correct usage of (b) the correct usage of modern and traditional modern and traditional medicines. medicines. A student is able to: Describe that the discovery of Collect and interpret data on : chemicals improves quality of (a) discovery of chemicals that can improve the life, quality of life, such as antibiotic and detergent, State the side effects of (b) side effects of chemicals on life and the chemicals on humans and the environment, environment, 5.4Appreciating the Describe common traits among (c) describe common traits among scientists in existence of scientists in carrying out carrying out research out research, such as chemicals research, patience, meticulousness and perseverance. Describe life without chemicals, Carry out an activity to discuss and predict how life would be without chemicals. State appreciation and support Discuss and practice proper management of for proper management of chemicals towards better life, hygiene and chemicals. health.

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