Form Four Yearly Plan Chemistry F.

CHEMISTRY

FORM FOUR YEARLY PLAN

2009

1
 Form Four Yearly Plan
Learning Area : Introduction to Chemistry
Week Learning Suggested Learning
No. Objectives Activities
1.1 Collect and interpret the
(JAN) Understandin meaning of the word
2 g chemistry “chemistry”
and its
importance Discuss some examples of
common chemicals used in
daily life such as sodium
chloride(common salt),
calcium carbonate(lime) and
acetic acid (vinegar).
Discuss the uses of these
chemicals in daily life.
View a video or computer
courseware on the following:
a. careers that need the
knowledge of chemistry
b. chemical-based industries
in Malaysia and its
contribution to their
development of the country.
Attend talks on chemical-
based industries in Malaysia
and their contribution to the
development of the country.
Chemistry F.4
Theme : Introducing Chemistry
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to: Interpreting data Having an interest an curiosity 1
 explain the meaning of towards the environment
chemistry, Classifying
 list some common Being objective
chemicals used in daily Collecting data
life, Being thankful to God
 state the uses of common Relating
chemicals in daily life, Appreciate the contribution of
 list examples of Communicating science and technology
occupations that require
the knowledge of Observing Being flexible and open-
chemistry, minded
 list chemical-based
industries in Malaysia, Being responsible about the
 describe the contribution safety of oneself, others and
of chemical-based the environment
industries towards the
development of the
country.
2
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
2 1.2 Observe a situation and A student is able to: All thinking skills Being cooperative 3
Synthesising identify all variables. Suggest a  identify variables in a
scientific question suitable for a given situation, Being confident and
method scientific investigation.  identify the relationship independent
between two variables to
Carry out an activity to: form a hypothesis, Having critical and analytical
a. observe a situation  design and carry out a thinking
b. identify all variables simple experiment to test
c. suggest a question the hypothesis, Being objective
d. form a hypothesis  record and present data in
e. select suitable apparatus a suitable form, Daring to try
f. list down work procedures  interpret data to draw a
conclusion, Being honest and being
carry our an experiment and: write a report of the accurate in recording and
a. collect and tabulate data investigation validating data
b. present data in a suitable
form Being diligent and persevering
c. interpret the data and draw
conclusions Being systematic
d. write a complete report

1.3 View videos or read passages
3 Incorporate about scientific investigations.
scientific Students discuss and identify
attitudes and scientific attitudes and values
values in practiced by researchers and
conducting scientist in the videos or
scientific passages.
investigations
Students discuss and justify
the scientific attitudes and
values that should be
practiced during scientific
investigations.
A student is able to: All thinking skills All the scientific attitudes and 1
 identify scientific attitudes noble values
and values practised by
scientists in carrying out
investigations,
 practise scientific attitudes
and values in conducting
scientific investigations.

3
 Form Four Yearly Plan Chemistry F.4

Theme : MATTER AROUND US

Learning Area : 2. THE STRUCTURE OF THE ATOM

3 2.1 Discuss and explain the A student is able to:

Analysing particulate nature of matter.  describe the particulate Generating ideas Having an interest and 2
matter nature of matter, grouping and classifying curiosity towards the
Use models or view computer  state the kinetic theory of environment
simulation to discuss the matter,
following:  define atoms, molecules Visualizing, comparing Appreciating the beauty of the
a. the kinetic theory of matter, and ions, and contrasting, defining arrangement of particles.
b. the meaning of atoms,  relate the change in the
molecules and ions. state of matter to the Relating
change in heat,
Conduct an activity to  relate the change in heat Visualising
investigate diffusion of to the change in kinetic
particles in solid, liquid and energy of particles, Comparing and
gas.  explain the inter- contrasting
conversion of the states of Cooperative
Investigate the change in the matter in terms of kinetic Daring to try
state of matter based on the theory of matter. Being respectful and well-
kinetic theory of matter mannered
through simulation or Being flexible and open-
computer animation. minded
experimenting Honesty in recording and
Conduct an activity to Measuring and using validating data
determine the melting and numbers
freezing points of ethanamide Making inferences
or naphthalene. Realizing that science is a
means to understand nature
Plot and interpret the heating Communicating
and the cooling curves of Making conclusions
ethanamide or naphthalene.

2.2 A student is able to: 2

3 Synthesising Discuss the development of
atomic atomic models proposed by
structure scientists namely Dalton,
Thomson, Rutherford,
Chadwick and Bohr.
 describe the development Generating ideas Having critical and analytical
of atomic model, thinking
 state the main subatomic Relating
particles of an atom, Visualizing the models of
atom

Use models or computer  compare and contrast the Comparing and Having critical and analytical
simulation to illustrate the relative mass and the contrasting thinking
structure of an atom as relative charge of the

4
Form Four Yearly Plan
containing protons and
neutrons in the nucleus and
electrons and neutrons of an
atom.
Use a table to compare and
contrast the relative mass and
the relative charge of the
protons, electrons and
neutrons.
Investigate the proton and
nucleon numbers of different
elements.
Discuss:
a. the relationship between
proton number and
nucleon number,
b. to make generalization that
each element has a
different proton number.
Carry out an activity to write :
a. the symbols of elements,
b. the standard
representation for an atom
of any element.
Where :
A X = element
Z  A = nucleon
number
z = proton
number
Construct models or use
computer simulation to show
the atomic structure.
Chemistry F.4
protons, electrons and
neutrons, Generating ideas Being diligent and persevering
 define proton number, in problem solving
 define nucleon number, Using number
 determine the proton Problem solving
number, conceptualizing
 determine the nucleon
number, Relating
 relate the proton number
to the nucleon number,
 relate the proton number
to the type of element,
 write the symbol of
elements, Conceptualizing Thinking rationally
 determine the number of Problem solving
neutrons, protons and
electrons from the proton
number and the nucleon Being confident and
number and vice versa, synthesizing independent in problem solving
 construct the atomic
structure.
5
 Form Four Yearly Plan
2.3 Collect and interpret
4 Understandin information on :
g isotopes and a. the meaning of isotope,
assessing their b. isotopes of hydrogen,
importance oxygen, carbon, chlorine
and bromine.
Conduct activities to
determine the number of
subatomic particles of
isotopes from their proton
numbers and their nucleon
numbers.
Gather information from the
internet or from printed
materials and discuss the uses
of isotope.
2.4 Study electron arrangements
4 Understandin of various atoms and identify
g the their valence electrons.
electronic
structure of an Discuss the meaning of
atom valence electrons using
illustrations.
Conduct activities to :
a. illustrate electron
arrangements of elements
with proton numbers 1 to
20.
b. write electron
arrangements of elements
with proton numbers 1 to
20.
5
Chemistry F.4
A student is able to: defining the meaning of Having critical and analytical 2
 state the meaning of isotopes thinking
isotope,
 list examples of elements
with isotopes, generating ideas
 determine the number of problem solving
subatomic particles of
isotopes, relating Being diligent and persevering
 justify the uses of isotope in problem solving
in daily life.
Generating ideas Being confident and
Resources searching independent in problem solving
A student is able to: 2
 describe electron Visualizing
arrangements of elements
with proton numbers 1 to
20,
 draw electron
arrangement of an atom
in an element, Thinking rationally
 state the meaning of Relating the configuration
valence electrons, of electron with its Having interest and curiosity
determine the number of location within periodic towards the discovery of
valence electrons from the table atomic model
electron arrangement of an
atom.
Problem solving
CUTI TAHUN BARU CINA
6
 Form Four Yearly Plan Chemistry F.4

2.5 Discuss the contributions of
(FEB) Appreciate the scientists toward the
6 orderliness development of ideas on the
and atomic structure.
uniqueness of
the atomic Conduct a story-telling
structure competition on the historical
development of the atomic
structure with emphasis on
the creativity of scientists.
A student is able to: Appreciating the contribution 1
 describe the contributions Generating ideas of scientists in discovering
of scientists towards the atomic model.
understanding of the Comparing and
atomic structure, Evaluating the
 describe the creative and contributions of scientists.
conscientious efforts of
scientists to form a
complete picture of
matter.

7
 Form Four Yearly Plan Chemistry F.4

Theme : MATTER AROUND US

Learning Area : 3. CHEMICAL FORMULAE AND EQUATIONS

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
3.1 Collect and interpret data A student is able to: Observing Having an interest and 2
6 Understandin concerning relative atomic  state the meaning of Classifying curiosity
g and mass and relative molecular relative atomic mass Thinking rationally
applying the mass based on carbon-12 based on carbon-12 scale,
concepts of scale  state the meaning of
relative atomic relative molecular mass Relating
mass and Discuss the use of carbon-12 based on carbon-12 scale,
relative scale as a standard for  state why carbon-12 is
molecular determining relative atomic used as a standard for
mass mass and relative molecular determining relative Grouping and classifying
mass. atomic mass and relative Making analogies
molecular mass,
Investigate the concepts of  calculate the relative
relative atomic mass and molecular mass of
relative molecular mass using substances. Measuring and using Daring to try
analogy or computer numbers Being confident and
animation. Relating independent
Problem solving
Carry out a quiz to calculate Making inferences 2
the relative molecular mass of
substances based on the given
chemical formulae, for
example HCl, CO2, Na2CO3,
Al(NO3)3, CuSO4.5H2O

3.2 Study the mole concept using A student is able to: 2

7 Analysing the analogy or computer  define a mole as the Making analogy Being systematic
relationship simulation. amount of matter that
between the contains as many particles
number of Collect and interpret data on as the number of atoms in
12
moles with the Avogadro constant. 12 g of C,
number of  state the meaning of Relating
particles Discuss the relationship Avogadro constant,
between the number of  relate the number of
12
particles in one mole of a particles in one mole of a
substance with the Avogadro substance with the
constant. Avogadro constant,
 solve numerical problems

8
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
Carry out problem solving to convert the number of Having critical and analytical 2
activities to convert the moles to the number of thinking
number of moles to the particles of a given
number of particles for given substance and vice versa.
substance and vice versa

3.3 Discuss the meaning of molar A student is able to: Analyzing Having critical and analytical 1
8 Analysing the mass.  state the meaning of thinking
relationship molar mass,
between the Using the analogy or  relate molar mass to the
number of computer simulation, discuss Avogadro constant, Being confident and
moles of a to relate:  relate molar mass of a independent
substance a. molar mass with the substance to its relative Relating 1
with its mass Avogadro constant, atomic mass or relative
b. molar mass of a substance molecular mass,
with its relative atomic mass solve numerical problems to Being systematic
or relative molecular mass convert the number of moles Classifying Daring to try
of a given substance to its Problem solving
Carry out problem solving mass and vice versa. 2
activities to convert the
number of moles of a given
substance to its mass and vice
versa.

9
 Form Four Yearly Plan
Theme : Matter Around Us
Learning Area : 4 Periodic Table Of Elements
Week Learning Suggested Learning
No. Objectives Activities
4.1 Collect information on the
9 Analysing the contributions of various
Periodic Table scientist toward the
of Elements development of the Periodic
Table.
Study the arrangement of
elements in the Periodic table
from the following aspects:
a. group and periods,
b. proton number,
c. electron arrangement.
Carry out and activity to relate
the electron arrangement of
the element to its group and
period.
Discuss the advantages of
grouping the elements in the
Periodic Table.
Conduct activities to predict
the group and period of an
element based on its electron
arrangement.
Chemistry F.4
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to:  Comparing and  Having an interest and 1
 describe the contributions contrasting, curiosity towards the
of scientists in the  Attributing, environment,
historical development of  Grouping and  Appreciating the
the Periodic Table, classifying, contributions of science
 identify groups and  Relating, and technology,
periods in the Periodic  Analysing  Having critical and
Table, analytical thinking,
 state the basic principle of  Being systematic,
arranging the elements in  Being confident and
the Periodic Table from independent,
their proton numbers,  Being diligent and
 relate the electron persevering,
arrangement of an  Being objective,
element to its group and  Daring to try,
period,  Thinking rationally
 explain the advantages of
grouping elements in the 2
Periodic Table,
 predict the group and the
period of an element 1
based on its electron
arrangement.
10
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
(MAR) 4.2 Use a table to use all the A student is able to:  Grouping and  Having critical and
10 Analysing elements in Group 18.  list all Group 18 elements, contrasting, analytical thinking, 1
Group 18  state in general the  Analysing,  Being systematic,
elements Describe the physical physical properties of  Relating  Appreciating the
properties such as the physical Group 18 elements, contribution of science
state, density and boiling  describe the changes in technology 1
points of Group 18 elements. the physical properties of
Group 18 elements,
Discuss:  describe the inert nature
a. changes in the physical of elements of Group 18,
properties of Group 18  relate the inert nature of 1
elements. Group 18 elements to
b. the inert nature of Group 18 their electron
elements. arrangements,
 relate the duplet and
Discuss the relationship octet electron
between the electron arrangements of Group 18
arrangement and the inert elements to their stability
nature of the Group 18  describe uses of Group 18
elements. elements in daily life.

Use diagrams or computer

simulations to illustrate the
duplet and octet electron
arrangement of Group 18
elements to explain their
stability.

Gather information on the

reasons for the uses of Group
18 elements.
11 Ujian Bulanan Pertama

11
 Form Four Yearly Plan
Week Learning Suggested Learning
No. Objectives Activities
11 4.3 Gather information and
Analysing discuss:
Group 1 a. Group 1 elements,
elements b. general physical properties
of lithium, sodium and
potassium,
c. changes in the physical
properties from lithium to
potassium with respect to
hardness, density and melting
points,
d. chemical properties of
lithium, sodium and
potassium,
f. the relationship between the
chemical properties of Group
1 elements and their electron
arrangements.
Carry out experiments to
investigate the reactions of
lithium, sodium and potassium
with water and oxygen.
Study the reactions of lithium,
sodium and potassium with
chlorine and bromine through
computer simulation.
Discuss changes in the
reactivity of group 1 elements
down the group.
Predict physical and chemical
properties of group 1
elements other than lithium,
sodium and potassium.
Watch multimedia materials
on the safety precautions
when handling Group 1
Chemistry F.4
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to:  Observing,  Being responsible about
 list all Group 1 elements.  Attributing, the safety of one self 2
 state the general physical  Relating others and the
properties of lithium,  Comparing and environment,
sodium and potassium, contrasting,  Having and interest and
 describe changes in the  Interpreting data, curiosity towards the
physical properties from  Detecting bias, environment.
lithium to potassium,  Predicting,
 list the chemical  Visualising
properties of lithium,
sodium and potassium,
 describe the similarities in
chemical properties of
lithium, sodium and
potassium,
 relate the chemical
properties of Group 1
elements to their electron
arrangements,
 describe changes in 2
reactivity of Group 1
elements down the group,
 predict physical and
chemical properties of
other elements in Group
1,
 state the safety
precautions when
handling Group 1
elements.
12
 Form Four Yearly Plan
Week Learning Suggested Learning
No. Objectives Activities
elements.
12
4.4 Gather information and
13 Analysing discuss:
Group 17 a. Group 17 elements,
elements b. physical properties of
chlorine, bromine and iodine
with respect to their colour,
density and boiling points,
c. changes in the physical
properties from chlorine to
iodine,
d. describe the chemical
properties of chlorine, iodine
and bromine,
e. the similarities in chemical
properties of chlorine, iodine
and bromine,
f. the relationship between the
chemical properties of Group
17 arrangements.
Carry out experiments to
investigate the reactions of
chlorine, bromine and iodine
with:
a. water,
b. metals such as iron,
c. sodium hydroxide.
Discuss changes in the
Chemistry F.4
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
Cuti Pertengahan Penggal I
A student is able to:  Observing,  Being responsible about
 list all Group 17 elements,  Attributing, the safety of one self, 1
 state the general physical  Relating, others and the
properties of chlorine,  Comparing and environment,
bromine and iodine, contrasting,  Having an interest and
 describe changes in the  Interpreting data, curiosity towards the
physical properties from  Detecting bias environment
chlorine to iodine,
 list the chemical
properties of chlorine, 1
bromine and iodine,
 describe the similarities in
chemical properties of
chlorine, bromine and
iodine,
 relate the chemical
properties of Group 17
elements with their
electron arrangements,
 describe changes in
reactivity of Group 17
elements down the group,
 predict physical and 2
chemical properties of
other elements in Group
17
 state the safety
precautions when
handling Group 17
13
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
reactivity of Group 17 elements.
elements down the group.

Predict physical and chemical

properties of Group 17
elements other than chlorine,
bromine and iodine.

Watch multimedia materials

on the safety precautions
when handling Group 17
elements.
14 4.5 Collect and interpret data on
Analysing the properties of elements in
elements in a Periods 3 such as:
period a. proton number,
b. electron arrangement,
c. size of atom,
d. electronegativity,
e. physical state.
Discuss changes in the
properties of elements across
Period 3.
Carry out experiments to
study the oxides of elements
in Periods 3 and relate them
to their metallic properties.
A student is able to:  Relating,  Having an interest and
 list all elements in Period  Observing, curiosity towards the 1
3,  Comparing environment,
 write electron and contrasting,  Being cooperative,
arrangements of all  Predicting,  Realising that science is
elements in Period 3,  Visualising a means to understand
 describe changes in the nature. 1
properties of elements
across Period 3,
 state changes in the
properties of the oxides of
elements across Period 3,
 predict changes in the 2
properties of elements
across Period 2
 describe uses of semi-
metals.

Discuss in small groups and

make a presentation on the
changes of elements across
Period 3.

Discuss and predict changes in

the properties of elements in
Period 2.

Collect and interpret data on

uses of semi-metals, i.e. silicon

14
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
and germanium, in the
microelectronic industry.

4.6 Carry out an activity to identify
(April) Understandin the positions of transition
15 g transition elements in the Periodic Table.
elements
Collect an interpret data on
properties of transition
elements with respect to
melting points, density,
variable oxidations numbers
and ability to form colour
compounds.
A student is able to:  Observing,  Having an interest and
 identify the positions of  Attributing curiosity towards the 1
transition elements in the  Making inferences, environment,
Periodic Table,  Relating,  Being thankful to God
 give examples of  Comparing and
transition elements, contrasting,
 describe properties of  Interpreting data 1
transition elements
 state uses of transition
elements in industries.

Observe the colour of:

a. a few compounds of
transitions elements,
b. product of the reactions
between aqueous solutions of
transition of elements with
sodium hydroxide solution,
NaOH and ammonia solution ,
NH3 (aq).

Observe the colour of

precious stones and identify
the presence of transition
elements.

Give examples on the use of

transition elements of
catalysts in industries.

15
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
4.7 Gather information on efforts A student is able to:  Relating,  Having an interest and
15 Appreciating of scientist in discovering the  describe efforts of  Comparing and curiosity towards the 1
the existence properties of elements and scientists in discovering contrasting environment,
of elements make a multimedia the properties of  Being thankful to God
and their presentation. elements,
compounds  describe what life would
Discuss in a forum about life be without diverse
without various elements and elements and compounds,
compound.  identify different colours
in compounds of
Carry out projects to collect transition elements found
specimens or pictures of naturally,
various types of rocks.  handle chemicals wisely.

Discuss and practice ways to

handle chemicals safety and to
avoid their wastage.
Theme : Matter Around Us
Learning Area : 5 Chemical Bonds

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
15 5.1 Collect and interpret data on A student is able to: Analysing data Cooperative
Understandin the existence of various  explain the stability of 1
g formation of naturally occurring inert gases, Communicating Critical and analytical thinking
compounds compounds for example,  explain conditions for the
water, H2O, carbon dioxide, formation of chemical Attributing Think rationally
CO2, and minerals to bonds,
introduce the concept of  state types of chemical Comparing Create interest and curiosity
chemical bonds. bonds.
Grouping and classifying Think objectively
Discuss:
a. the stability of inert
gases with respect to
the electron
arrangement,
b. conditions for the
formation of chemical
bonds,
c. types of chemical bonds

16
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods

5.2 Use computer simulation to A student is able to: Cooperative

16 Synthesising explain formation of ions and  explain formation of ions, Generating idea 2 Ionic bond is
ideas on electron arrangement of ions.  write electron Dilligent and persevering synonymous with
formation of arrangements for the ions Communicating electrovalent bond
ionic bond Conduct an activity to prepare formed, Systematic
ionic compounds for example,  explain formation of ionic Describing
magnesium oxide, MgO, bond, Critical and analytical thinking
sodium chloride, Na”Cl and  illustrate electron Communications
iron(III) chloride, FeCl3. arrangement of an ionic
bond, Prioritising
Carry out an activity to  illustrate formation of 2
illustrate formation of ionic ionic bond. Communicating
bond through models,
diagrams or computer Observing
simulation.
Visualising
Use computer simulation to
illustrate the existence of communicating
electrostatic force between
ions of opposite charges in
ionic bond.

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods

17
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods

5.3 Collect and intepret data on A student is able to:

17 Synthesising the meaning of covalent  state the meaning of Generating ideas Being cooperative 2
ideas on bond. covalent bond,
formation of  explain formation of Communication Being deligent and
covalent bond Use models and computer covalent bond, perservering
simulation to illustrate  illustrate formation of a Prioritising
formation of: covalent bond by drawing Being systematic, deligent and
a. single bond in electron arrangement, Visualising analytical thinking
hydrogen, H2, chlorine,  illustrate formation of
Cl2, hydrogen chloride, covalent bond, Cooperative
HCl, water, H2O,  compare and contrast Observing
methane, CH4, formation of ionic and
ammonia, NH3, covalent bonds.
tetrachloromethane,
CCl 4,
b. double bond in
oxygen, O 2, carbon
dioxide, CO2,
c. triple bond in nitrogen,
N2.
2
Draw diagrams showing
electron arrangements for
the formation of covalent
bond including Lewis
structure.

Discuss and construct a mind

map to compare the
formation of covalent bond
with ionic bond.

18
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods

18 5.4 Collect and interpret data on A student is able to:

Analysing properties of ionic and  list properties of ionic Analysing 1 Solvent - pelarut
properties of covalent compounds. compounds, Interpreting data
ionic and  list properties of covalent Defining operationally
covalent Work in groups to carry out compounds,
compounds an activity to compare the  explain differences in the Attributing
following properties of ionic electrical conductivity of
and covalent compounds: ionic and covalent Comparing and
a. melting and boiling compounds, contrasting
points,  describe differences in
b. electrical conductivities, melting and boiling points
c. solubility in water and of ionic and covalent
organic solvents compounds,
 compare and contrast the
Discuss: solubility of ionic and Experimenting
a. differences in electrical covalent compounds, communicating 1
conductivities of ionic  state uses of covalent
and covalent compounds as solvents.
compounds due to the
presence of ions,
b. differences in the
melting and boiling
points of ionic and
covalent compounds

Gather information on uses of

covalent compounds as
solvents in daily life.

19
 Form Four Yearly Plan Chemistry F.4

Theme : Interaction Between Chemical

Learning Area : 6. Electrochemistry

Week Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Activities Scientific Skills values Periods
18 6.1 Conduct activities to A student is able to: Experimenting Being operationally 2
Understanding classify chemicals into  State the meaning Comparing and systematic
properties of electrolytes and non- of electrolyte, contrasting
electrolytes and electrolytes.  Classify substances
non-electrolytes into electrolytes
Discuss: and non- Communicating Thinking rationally
a. The meaning of electrolytes,
electrolytes  Relate the presence
b. The relationship of freely moving Relating
between the ions to electrical
presence of conductivity.
freely moving
ions and
electrical
conductivity.

6.2 Discuss: A student is able to: Attributing Thinking rationally 2

(May) Analysing a. Electrolysis  Describe electrolysis
19/20 electrolysis of process,  Describe electrolytic
molten b. Structure of cell,
compounds electrolytic cell.  Identify cations and
anions in a molten
Use computer simulation compound 2
to:  Describe evidence
a. Identify cations for the existence of Attributing Being confident and
and anions in a ions held in a lattice Detecting Bias independent
molten in solid state but
compound, move freely in
b. Illustrate to show molten state, Visualising
the existence of  Describe electrolysis
ions held in a of a molten
lattice in solid compound,
state but move  Write half-
freely in molten equations for the
state. discharge of ions at
anode and cathode,
Conduct an activity to  Predict products of Experimenting Being cooperative 2
investigate the the electrolysis of Observing Being systematic

20
 Form Four Yearly Plan Chemistry F.4

Week Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Activities Scientific Skills values Periods
electrolysis of molten molten compounds.
lead(II) bromide, PbBr2
to:
a. Identify cations and Classifying
anions,
b. Describe the Generating ideas Thinking rationally
electrolysis process,
c. Write half-equations Sequencing Daring to try
for the discharge of Being systematic
ions at anode and
cathode.

Collect and interpret data Interpreting data Being honest and accurate in 2
on electrolysis of molten recording and validating data.
ionic compounds with
very high melting points,
for example sodium
chloride, NaCl and
lead(II) oxide, PbO.

Predict products from Predicting Being confident and

the electrolysis of other independent
molten compounds.

21 Peperiksaan Pertengahan Tahun

6.3 Conduct an activity to A student is able to: Observing Be cooperative 2

21/22 Analysing the investigate the electrolysis  Identify cations and Experimenting Having an interest and
electrolysis of of copper(II) sulphate anions in an Controlling variables curiosity
aqueous solutions and dilute aqueous solution,
solutions sulphuric acid using carbon  Describe the
electrodes to: electrolysis of an
a. Identify cations and aqueous solution, Classifying
anions in the  Explain using Detecting Bias
aqueous solutions, examples factors
b. Describe the affecting
electrolysis of the electrolysis of an
aqueous solutions, aqueous solution,
c. Write half equations  Write half equations Sequencing
for the discharge of for the discharge

21
 Form Four Yearly Plan Chemistry F.4

Week Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Activities Scientific Skills values Periods
ions at the anode of ions at the
and the cathode. anode and the
cathode,
Conduct experiments to  Predict the products Controlling variables Daring to try 2
investigate factors of electrolysis of Experimenting Being systematic
determining selective aqueous solutions. Hypothesising Being responsible about the
discharge of ions at Interpreting data safety of oneself and others
electrodes based on: Observing
a. Positions of ions in
electrochemical
series,
b. Concentrations of
ions in a solution,
c. Type of electrodes.

Use computer simulation Observing Appreciating the contribution 2

to explain factors affecting Analyzing of science and technology
electrolysis of an aqueous
solution.
Predicting
Predict the products of
electrolysis of aqueous
solutions and write their
half equations.

6.4 Conduct experiments to A student is able to: Experimenting Being cooperative 2

22 Evaluating study the purifications and  State uses of Observing Appreciating the contribution
electrolysis in electroplating of metals. electrolysis in Making hypothesis of science and technology
industry industries, Controlling variables
Using computer simulation,  Explain the 2
study and discuss: extraction,
a. Extraction of purification and
aluminium from electroplating of
aluminium oxide, metals involving
b. Purification of copper, electrolysis in
c. Electroplating of industries,
metals.  Write chemical
equations to
(June) Carry out activities to write represent to Sequencing Daring to try 2

22
 Form Four Yearly Plan Chemistry F.4

Week Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Activities Scientific Skills values Periods
chemical equations for electrolysis process
25 electrolysis in industries. in industries,
 Justify uses of
Collect data and discuss electrolysis in Making Inferences Appreciating the balance of
the benefits and harmful industries, nature
effects of electrolysis in  Describe the
industries. problem of
pollution from
electrolysis in
industry.

23 & 24 Cuti Pertengahan Tahun

6.5 Study the structure of A student is able to: Attributing Having critical and analytical 2
26 Analysing voltaic cell such as a simple  Describe the thinking
voltaic cell voltaic cell and Daniell cell. structure of a Appreciating the contribution
simple voltaic cell of science and technology
Conduct an experiment to and Daniell cell,
show the production of  Explain the Experimenting Being cooperative
electricity from chemical production of
reactions in a simple voltaic electricity from a
cell. simple voltaic cell,
 Explain the
Carry out activities on a reactions in a
simple voltaic cell and a simple voltaic cell Experimenting Being systematic
Daniell cell to explain the and Daniell cell, Being objective
reactions in each cell.  Compare and
contrast the
Collect data and discuss advantages of
the advantages and various voltaic cells, Comparing and Thinking rationally 1
disadvantages of various  Describe the contrasting
voltaic cells including dry differences
cell, lead-acid accumulator, between
mercury cell, alkaline cell electrolytic and
and nickel cadmium cell. voltaic cells.

Discuss and compare an

electrolytic cell with a Comparing and Being confident and 1
voltaic cell. contrasting independent
Communicating

23
 Form Four Yearly Plan Chemistry F.4

Week Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Activities Scientific Skills values Periods
(July) 6.6 Carry out an experiment to A student is able to: Experimenting Cooperative 2
27 Synthesising construct the  Describe the Observing Being honest
electrochemical electrochemical series principles used in Measuring and using Daring to try
series based on: constructing the numbers
a. Potential difference electrochemical
between two metals, series,
b. The ability of a metal  Construct the
to displace another electrochemical
metal from its salt series,
solution.  Explain the
importance of
Discuss uses of the electrochemical Communicating Thinking rationally 1
electrochemical series to series, Predicting Confident and independent
determine:  Predict the ability
a. Cell terminal, of a metal to
b. Standard cell voltage, displace another
c. The ability of a metal metal from its salt
to displace another solution,
metal from its salt  Write the chemical
solution. equations for metal
displacement
Carry out experiments to reactions. Experimenting Cooperative 2
confirm the predictions on Confident and independent
the metal displacement
reaction.
Sequencing
Carry out an activity to
write the chemical
equations for metal
displacement reactions.

24
 Form Four Yearly Plan Chemistry F.4

Week Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Activities Scientific Skills values Periods
6.7 Discuss the importance of A student is able to: Communicating Appreciating the contribution 1
28 Develop electrochemical industries  Justify the fact that Relating of science and technology
awareness and in our daily life. electrochemical
responsible industries can
practices when Collect data and discuss improve the quality Communicating Appreciating the contribution 1
handing the problems on pollution of life, Generating idea of science and technology
chemicals used caused by the industrial  Describe the
in processes involving problem of
electrochemical electrochemical industries. pollution caused by
industries the industrial
Hold a forum to discuss processes involving Communicating Being responsible the safety of
the importance of waste electrolysis, Generating idea oneself, others, and the
disposal from  Justify the need to environment.
electrochemical industries dispose of waste
in a safe and orderly from
manner. electrochemical
industries in a safe
Show a video on the and orderly Inventing Being responsible the safety of
importance of recycling manner, Relating oneself, others, and the
and systematic disposal of  Practice safe and environment.
used batteries in a safe and systematic disposal
orderly manner. Practice of used batteries.
recycling used batteries.

25
Form Four Yearly Plan Chemistry F.4

Theme : Interaction Between Chemicals

Learning Area : 7.Acid And Bases

Week Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific attitudes and No. of Remarks
No. and Scientific noble values Periods
Skills
7.1 Discuss: A student is able to: Having an interest and 2
28/29 Analysing a. the concept of  state the meaning of Attributing curiosity towards the
characteristics and acid, base and acid, base and alkali, environment
properties if acids and alkali in terms  state uses of acids, bases Comparing and
bases of the ions they and alkalis in daily life, contrasting
contained or
produced in Relating
aqueous
solutions.
b. uses of acids,
bases and  explain the role of water
alkalis in daily in the formation of
life. hydrogen ions to show
the properties of acids,
Carry out an experiment to show that  explain the role of water Being cooperative 2
the presence of water is essential for in the formation of
the formation of hydrogen ions that hydroxide ions to show Experimenting Being honest
causes acidity. the properties of alkalis,
 describe chemical Observing Being responsible about
Carry out an experiment to show that properties of acids and the safety of oneself,
the presence of water is essential for alkalis. others and environment
the formation of hydroxide ions that
causes alkalinity. Being honest and
accurate in recording
Watch computer simulation on the and validating data
formation of hydroxonium and
hydroxide ions in the presence of
water

Conduct activities 3
to study chemical properties of acids
and alkalis from the following
reactions :
a. acids with bases, Comparing and
b. acids with metals, contrasting
c. acids wit metallic
carbonates. Experimenting

26
Form Four Yearly Plan Chemistry F.4

Week Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific attitudes and No. of Remarks
No. and Scientific noble values Periods
Skills

Write equations for the respective Grouping and

reactions. Classifying

Week Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific attitudes No. of Remarks
No. and Scientific and noble values Periods
Skills
7.2 Carry out an activity using pH scale to A student is able to: Making inferences Being honest and 2
30 Synthesising the measure the pH of solutions used in  state the use of a pH accurate in recording
concepts of strong daily life such as soap solution, scale, Synthesizing and validating data
acids, weak carbonated water, tap water or fruit  relate pH value with acidic
acids, strong alkalis juice. or alkaline properties of a Having critical and
and weak alkalis substance, Relating analytical thinking
Carry out an activity to measure the pH  relate concentration of
value of a few solutions with the same hydrogen ions with pH Observing
concentration. For example, value,
hydrochloric acid, ethanoic acid,  relate concentration of Interpreting data
ammonia and sodium hydroxide with hydroxide ions with pH
the use of indicators, pH meter or value,
computer interface.  relate strong or weak acid Generating ideas
with degree of
Based on the data obtained from the dissociation,
above activity, discuss the relationship  relate strong or weak 2
between : alkali with degree of
dissociation,

a. pH values and  conceptualise qualitatively

acidity alkalinity strong and weak acids,
of a substance,  conceptualise qualitatively
b. concentration of strong and weak.
hydrogen ions
and the pH

27
Form Four Yearly Plan Chemistry F.4

Week Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific attitudes No. of Remarks
No. and Scientific and noble values Periods
Skills
values,
c. concentrations
of hydroxide
ions and the pH
values,
d. strong acids
and their degree
of dissociation,
e. weak acids and
their degree of
dissociation,
f. strong alkalis
and their degree
of dissociation,
g. weak alkalis and
their degree of
their
dissociations.

Week Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific attitudes and No. of Remarks
No. and Scientific noble values Periods
Skills
Use computer simulation to show the
degree of dissociation of strong and
weak acids as well as strong and weak
alkalis.

Build a mind map on strong acids, weak

acids, strong alkalis and weak alkalis.
7.3 Discuss A student is able to: Analyzing Having critical and 4
31/32 Analysing a. the meaning of  state the meaning of analytical thinking
concentration of concentration, concentration, Attributing
acids and alkalis b. the meaning of  state the meaning of Being systematic
molarity, molarity, Relating
c. the relationship  state the relationship Thinking rationally

28
 Form Four Yearly Plan Chemistry F.4

between the between the number of Sequencing

number of moles with molarity and Being responsible about
moles with the volume of Priortising the safety of oneself,
molarity and a solution, others and the
the volume of a . describe methods for environment
solution preparing standard
d. methods for solutions, Being honest and
preparing accurate in recording and
standard  describe the preparation validating data
solutions. of
a solution Being cooperative
Solve numerical problems involving with a specified
conversion of concentration units from concentration Thinking rationally
-3
gdm and vice versa. using dilution
method,
Prepare a standard solution of sodium
hydroxide, NaOH or potassium hydroxide,  relate pH value with
KOH. molarity of acid and
alkali,
Prepare a solutions with specified  solve numerical
concentration from the prepared problems involving
standard solution through dilution. molarity of acids and
alkalis.
Carry out an experiment to investigate 2
the relationship between pH values with
the molarity of a few diluted solutions of
an acid and an alkali.

Solve numerical problems on the molarity

of acids and alkalis.

Week No. Learning Suggested Learning Activities Learning Outcomes Thinking Skills Scientific attitudes and No. of Remarks
Objectives and Scientific noble values Periods
Skills
7.4 Collect and interpret data on A student is able to: Interpreting data Having critical and 1
(August) Analysing neutralisation and its application in  explain the meaning of analytical thinking
32/33 neutralisation daily life. neutralisation, Relating
 explain the application of
Carry out activities to write equations neutralisation in daily life, Experimenting Being systematic 3
for neutralization reactions.  write equations for neutralisation
reactions, Analyzing Being responsible about

29
Form Four Yearly Plan
Carry out acid-base titrations and
determine the end point using
indicators or computer interface.
Carry out problem solving activities
involving neutralization reactions to
calculate either concentration or
volume of solutions
Chemistry F.4
 describe acid-base titration, the safety of oneself,
 determine the end point of Making others and environment
titration during neutralisation, conclusions
 solve numerical problems Being honest and 2
involving neutralisation reactions accurate in recording
to calculate either concentration and validating data
or volume of solutions
Being cooperative
30
 Form Four Yearly Plan Chemistry F.4

Theme : Interaction Between Chemicals

Learning Area : 8. Salts

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
34 Ujian Bulanan Kedua

8.1 Collect and interpret data on:
34 Synthesising a. naturally existing salts
salts b. the meaning of salt
b. uses of salts in agriculture,
medicinal field, preparation
and preservation of food.
A student is able to: Grouping and classifying Being honest and accurate in 1
 state examples of salts Interpreting data recording and validating data
used in daily life,
 explain the meaning of
salt

Carry out experiments to  identify soluble and Experimenting Being cooperative 2

study the solubilities of nitrate, insoluble salts Analysing Daring to try
sulphate, carbonate and Having critical & analytical
chloride salts. thinking

Prepare soluble salts by  describe the preparation Experimenting Thinking rationally 2

(Sept) reacting: of soluble salts Analysing Daring to try
36/37/38 a. acid with alkali Sequencing
b. acid with metallic oxide
c. acid with metal
d. acid with metallic carbonate

Carry out an activity to purify  describe the purification Being confident and 2
soluble salts by of soluble salts by Experimenting independent
recrystallisation. Discuss the recrystallisation
need to purify salts.

Observe to identify physical  list physical characteristics Comparing & Contrasting Being honest and accurate in
characteristics of crystals such of crystals Attributing recording and validating data 1
as copper(II) sulphate, CuSO4, Being systematic
sodium chloride, NaCl,
potassium chromate(VI),
K2CrO4 and potassium
dichromate, K2Cr2O7.

Prepare insoluble salt such as  describe the preparation Inventing Thinking rationally 2
lead(II) iodide, PbI2, lead(II) of insoluble salts Sequencing Being flexible and open-
chromate(VI), PbCrO 4 and Making Conclusions minded
barium sulphate, BaSO4

31
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
through precipitation
reactions.

Carry out activities to write  write chemical and ionic

chemical and ionic equations equations for reactions Relating Appreciating the balance of 1
for preparation of soluble and used in the preparation of Generating ideas nature
insoluble salts. salts
Construct a flow chart to  design an activity to Sequencing Thinking rationally 1
select suitable methods for prepare a specified salt Prioritising
preparation of salts.

Plan and carry out an activity Visualising Daring to try

to prepare a specified salt.

Carry out an experiment to  construct ionic equations Experimenting Being cooperative 2

construct ionic equations through the continuous Relating
through continuous variation variation method Predicting
method. Synthesising
Making inferences

Calculate quantities of  solve problems involving Evaluating Being fair and just 1
reactant or products in calculation of quantities of Making conclusions
stoichiometric. reactants or products in
stoichiometric reactions.

35 Cuti Pertengahan Penggal II

39 Cuti Hari Raya Aidil Adha

8.2 A student is able to:

(Oct) Synthesising Discuss the meaning of  state the meaning of Defining operationally Being objective 1
40/41/42 qualitative qualitative analysis. qualitative analysis,
analysis of
salts
Study and make inferences on  make inferences on salts Attributing Having critical & analytical 1
the colour and the solubility of based on their colour and Making inferences thinking
various salts in water. solubility in water

Watch multimedia  describe tests for the Comparing & contrasting Thinking rationally 2
presentation on methods used identification of gases Analysing

32
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
for identifying gases. Making conclusions

Observe and carry out Daring to try

chemical tests to identify Being confident and
oxygen, O 2, hydrogen, H2, independent
carbon dioxide, CO2, ammonia Being honest and accurate in
NH3, chlorine, Cl2, hydrogen recording and validating data
chloride HCl, sulphur dioxide, Being systematic
SO2, and nitrogen dioxide, Thinking rationally
NO2, gases.

Carry out tests to study the  describe the action of Attributing 2

action of heat on carbonate heat on salts Making conclusions
and nitrate salts. Observe Experimenting
changes in colour and
evolution of gases when the
salts are heated.

Carry out tests to confirm the  describe the tests for Experimenting 2
presence of carbonate, anions Attributing
sulphate, chloride and nitrate Making conclusions
ions in aqueous solutions.

Carry out tests to identify the  state observation of

2+ 2+ 3+
presence of Cu , Mg , Al , reaction of cations with
2+ 3+ 2+ 2+ +
Fe , Fe , Pb , Zn , NH4 , sodium hydroxide
2+
Ca ions in aqueous solution solution and ammonia
using sodium hydroxide solution
solution, NaOH, and ammonia
solution, NH3(aq).

Carry out tests to confirm the

2+ 3+ 2+
presence of Fe , Fe , Pb  describe confirmatory
+ 2+ 3+ 2+
and NH4 ions in aqueous tests for Fe , Fe , Pb
+
solution. and NH4

Construct a flow chat on the Generating ideas Being systematic 2

qualitative analysis of salts.  plan qualitative analysis to Comparing & Contrasting
identify salts. Inventing
Plan and carry out tests to
identify anions and cations in

33
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
unknown salts.

42 8.3 Carry out activities using A student is able to: Experimenting Being systematic 2
Practising to correct techniques during carry out activities using the Sequencing Being confident and
be systematic titration, preparation of correct techniques during Interpreting data independent
and standard solutions and preparation of salts and Analysing Thinking rationally
meticulous preparation of salts and crystals. Inventing
when carrying crystals.
out activities
Plan and carry out an
experiment, make
observations, record and
analyse data systematically
and carefully.

34
 Form Four Yearly Plan Chemistry F.4

Theme : Production and Management Of Manufactured Chemicals

Learning Area : 9. Manufactured Substances In Industry

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
9.1 Discuss uses of sulphuric acid A student is able to:  Attributing  Cooperative
43 Understandin in daily life such as in the  list uses of sulphuric acid,  Classifying  Objective 2
g the making of paints, detergents,  explain industrial process  Interpreting data  Flexible and open-minded
manufacture fertilizers and accumulators in the manufacture of  Inventing  Honest and accurate in
of sulphuric sulphuric acid,  Communication recording & validating
acid Collect and interpret data on  explain that sulphur data
the manufacture of sulphuric dioxide causes  Thinking rationally
acid environmental pollution.  Appreciating and
practising clean & healthy
Construct a flow chart to show living
the stages in the manufacture
of sulphuric acid as in the
contact process.

Gather information and write

an essay on how sulphur
dioxide, SO2, causes
environmental pollution.

9.2 Discuss uses of ammonia in A student is able to:  Attributing  Cooperative

43 Synthesising daily life, e.g. in the  list uses of ammonia,  Classifying  Flexible and open-minded 1
the manufacture of fertilizers and  state the properties of  Experimenting  Diligent and persevering
manufacture nitric acid. ammonia,  Interpreting data  Honest and accurate in
of ammonia  explain the industrial recording & validating
and its salts Carry out an activity to process in the data
investigate properties of manufacture of ammonia,  Confident & independent
ammonia.  design an activity to  Systematic
prepare ammonium  Thinking rationally
Collect data from various fertilizer.
sources and construct a flow
chart to show the stages in the
manufacture of ammonia as in
the Haber process.

Design an activity to prepare

an ammonium fertilizer, for
example ammonium sulphate,
(NH4)2SO4.

35
 Form Four Yearly Plan
Week Learning Suggested Learning
No. Objectives Activities
9.3 Look at some examples of
44 Understandin pure metals and materials
g alloys made of alloys in daily life.
List and discuss their
properties.
Carry out an activity to
compare the strength and
hardness of alloys with their
pure metals.
Study the arrangement of
atoms in metals and alloys
through computer simulation.
Work in groups to discuss:
a. the meaning of alloy,
b. the purpose of making
alloys such as duralumin,
brass, steel, stainless steel,
bronze and pewter,
c. compositions, properties
and uses of alloys.
Carry out experiments to
compare the rate of corrosion
of iron, steel and stainless
steel.
Study various local products
made from alloys.
Learning Outcomes
A student is able to:
 relate the arrangement of
atoms in metals to their
ductile and malleable
properties,
 state the meaning of alloy,
 state the aim of making
alloys,
 list examples of alloys,
 list compositions and
properties of alloys, relate
the arrangement of atoms
in alloys to their strength
and hardness, relate
properties of alloys to
their uses.
36
Chemistry F.4
Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
 Attributing  Having an interest and
 Comparing & curiosity towards the 1
contrasting environment
 Interpreting data  Honest and accurate in
 Relating recording and validating
 Experimenting data
 Inventing  Diligent and persevering
 Communication  Having critical and
analytical thinking
1
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
9.4 Discuss the meaning of A student is able to:  Attributing  Flexible and open-minded
44 Evaluating polymers.  state the meaning of  Interpreting data  Honest and accurate in 1
uses of polymers,  Comparing & recording & validating
synthetic Observe exhibits of materials  list naturally occurring contrasting data
polymers made of polymers and classify polymers,  Communication  Appreciating the
them into naturally occurring  list synthetic polymers and contribution of science and
polymers and synthetic their uses, technology
polymers.  identify the monomers in
the synthetic polymers,
Identify the monomers in  justify uses of synthetic 1
synthetic polymers using polymers in daily life.
models or computer
simulation.

Collect information on the

quantity and types of
household synthetic polymers
disposed of over a certain
period of time.

Discuss the environmental

pollution resulting from the
disposal of synthetic polymers.

Hold a debate on uses and the

environmental effects of non-
biodegradable synthetic
polymers in daily life.

9.5 Collect and interpret data on
Applying uses types, composition, properties
44 of glass and and uses of glass and
ceramics ceramics.
Prepare a folio incorporating
video clips and pictures on
uses of glass and ceramics
that have been used for a
specific purpose, e.g. photo
chromic glass and conducting
A student is able to:  Interpreting data  Honest and accurate in
 list uses of glass,  Attributing recording & validating 1
 list uses of ceramics,  Communication data
 list types of glass and their  Classifying  Cooperative
properties,  Making  Appreciating the
 state properties of generalisationing contribution of science and
ceramics. technology

37
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
glass.

9.6 Watch a multimedia A student is able to:  Communication  Cooperative

44 Evaluating presentation and prepare a  describe needs to produce  Attributing  Appreciating and 1
uses of folio on: new materials for specific  Comparing & practising clean & healthy
composite a. the meaning of composite purposes, contrasting living
materials materials,  state the meaning of  Generating ideas  Having critical and
b. a list of composite composite materials,  Inventing analytical thinking
materials such as  list examples of composite  Observing
reinforced concrete, materials and their
specific super conductor, components,
fibre optic, fibre glass and  compare and contrast
photo chromic glass, properties of composite
c. components of composite materials with those of
materials, their original component,
d. uses of composites  justify uses of composite
materials. materials,
 generate ideas to produce
Compare the superior advanced materials to
properties of composite fulfill specific needs.
materials to their original
component by computer
simulation.
1
Discuss and justify the uses of
composite materials.

Watch the production of

composite materials in
factories.

38
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
9.7 Discuss the importance of A student is able to:  Communication  Diligent and persevering
44 Appreciating synthetic materials in daily life.  justify the importance of  Observing  Appreciating the 1
various doing research and contribution of science and
synthetic Hold a forum to discuss development technology
industrial importance of research and continuously,  Appreciating and
materials development for the  act responsibly when practising clean & healthy
continuous well being of handling synthetic living
mankind. materials and their wastes,
 describe the importance
Watch a multimedia of synthetic materials in
presentation or computer daily life.
simulation on pollution caused
by the disposal of synthetic
materials.
Peperiksaan Akhir Tahun
(NOV)
45
48-53 Cuti Akhir Tahun 2009

39