STEP (TIME) CONTENT TEACHER’S ACTIVITY STUDENT’S ACTIVITY REMARKInduction set( ± 5 minutes)

INTRODUCTION TO THE TOPIC

STATE THE LEARNING OUTCOMES

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?

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

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

Students observe and analyze the video.

Students try to predict the answer. Expected answer : the

different in temperature.

Expected answer :The reaction of microorganism in the two bread is different. The bacteria or fungi grow slower in low temperature.

Teacher showing the picture of products from the experiment that teacher have done.

Teaching aids : Powerpoint

slideshow Diagram (manila

card) Simulation video White board

Science process skills : Observing Communicating

Step 1:(± 30 minutes) GIVE THE DEFINITION

OF RATE OF REACTION

STATE THE FIVE FACTOR THAT AFFECTS THE RATE OF REACTION

Teacher explain the meaning of rate of reaction and stress on the main point they need to remember.

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

Students listen to the explanation and jot down the important points.

Students identify the factor.

Teacher explain the definition by use the bread condition as reference.

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

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 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?

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.

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

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

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 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.

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

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.

If there unsufficent energy what will happen to the bond in the transition state?

So, is there new product 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.

Students analyze the diagrams and make a connections between the two pictures in order to determine a structure or pattern of relationship.

Expected answer : the bonds in transition state will not break.

Expected answer : no

Two diagram will be show on the white board as a reference for students to answer the question asked by teacher

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?

After discuss all three main points, teacher ask the students to make a conclusion about what is meant by effective collision.

Teacher stress on about the three important points on the collision theory.

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

Thinking skills Make conclusion

Step 2:(± 30 minutes) Experiment :

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

Teacher refreshes back the lesson that

students had learnt just now by asking a

few questions.

Questions:

- All of you have learnt that the

concentration effect the rate of

reaction. How is it affects?

- What is means by a high

concentration of reactant?

- And how about a low

concentration of reactant?

An experiment will be carried out to

prove the theory about the effect of the

concentration to the rate of reaction.

Teacher asks the students to tidy up

their table before doing the experiment

and ask for their safety.

Students refresh back what they

have learnt.

Expected answers:

- When the concentration of

reactant is increases, the

rate of reaction will also

increase.

- A lot of reactant per unit

volume.

- A few of reactant per unit

volume.

Students get ready to do an

experiment.

Students clean up their table from

any unrelated materials.

Teaching aids:

Powerpoint slides

Students realize the

important points that will be

used next in the experiment.

Before doing an experiment,

it is necessary to make sure

the students clean their

table and get ready for the

experiment.

Summary and wrap-up the lesson.

Teacher distributes an experiment

handout to the students and also one

graph paper and one mahjung paper to

each group. They need to write all the

experimental results on the mahjung

paper.

Teacher discusses the aim and the

problem statement with the students.

Teacher asks students to write the

hypothesis and also the variables by

referring to the aim and problem

statement that have been discussed.

Teacher gives a few minutes to the

students to read out the experimental

procedures. Then, teacher discusses the

procedure with the students by

explaining on how to get the different

Students receive an experiment

handout and start to read it. Each

group receives one graph paper and

one mahjung paper to write their

experimental results.

Students responds by giving the aim

and problem statement of the

experiment.

Students write hypothesis and

variables of the experiment.

Students read the procedures of the

experiment and try to understand it.

Students recall back on how to find

the different concentration by using

the formula given.

Scientific Attitudes and

Noble Values:

Being responsible

about the safety of

oneself, others, and

the environment.

concentration of the sodium

thiosulphate.

Teacher asks the students if there are

any questions regarding the procedures.

Before start the experiment, teacher

explains the safety precautions that

must be look into while doing the

experiment.

Each of the groups are given 20 minutes

to complete the experiment.

Teacher guides students to carry out the

experiment and also facilitate them if

there are any problems related to the

experiment.

Students ask questions if they are

not really understand with the

procedures.

Students understand the

precautions that must be take care

while handling the experiment.

Students carry out the experiments

and try to relate the concepts that

they have learnt about the effects of

the concentrations on the rate of

reaction.

Group leader plays an

important role to divide the

work equally among the

group members so that the

experiment will be smoothly

done.

Manipulative skills:

Use and handle

apparatus and

chemical materials

substances correctly.

Clean science

apparatus correctly

Store science

apparatus and

chemical materials

substances correctly

and safely.

Science process skills:

Teacher reminds the students to

complete the result on the mahjung

paper and also questions on the handout

given to them.

Teacher also ask them to plot one

graph, either;

Concentration against 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.

Teacher explains if there is any group

which didn’t obtained the required

result from the experiment.

Students complete the results on

the mahjung paper and also

questions on the handout given.

Students try to plot the graph from

the result that they obtained.

Each of the groups presents their

results in front of the class with

explaining on how to get the result

based on the data and graph

obtained. Each group compares the

result with the other groups.

Observe to collect

the data.

Scientific Attitudes And

Noble Values:

Being honest and

accurate in recording

and validating data.

Being responsible

about the safety of

oneself, others, and

the environment.

Being respectful and

well-mannered.

Having critical and

analytical thinking.

Having critical and

analytical thinking.

Being flexible and

open-minded.

Teacher discusses the results obtained

from the experiment with more details

by showing the result on the powerpoint

slide.

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 concentrations of

the sodium thiosulphate with the time

taken to complete the reaction.

Teacher asks the students to relate the

different concentration of the reactant

with the collision theory.

Students take part in the discussion

session.

Students make a comparison on

their result with the exact one

shown by the teacher.

Students try to apply their

knowledge and understanding to

respon the questions.

Being objective.

Being systematic.

Being cooperative.

Daring to try.

Being confident and

independent.

Closure (± 5 minutes)

Summary and wrap-up the lesson.

Teacher use concept map to summarize

the lesson.

Teacher shows incomplete concept map

to the students on the powerpoint slide.

Teacher discusses the concept map with

the student by asking them to give the

answer.

Students try to recall back what

they have learnt.

Students try to provides the best

answer regarding the concept map

shown to them.

Teaching aids:

Powerpoint slide

Teacher evaluates students’

understanding on the things

that they have learned during

the lesson.