SMK BANDAR PUCHONG JAYA (A)

YEARLY PLAN OF CHEMISTRY FORM 4

2010

WEEK THEME/LEARNING LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES NOTES

AREA
JANUARY INTRODUCING A student is able to : Collect and interpret the meaning of the word
CHEMISTRY • Explain the meaning of “chemistry”.
1 chemistry,
(4-8/1) 1. • List some common chemicals Discuss some examples of common chemicals used in
INTRODUCTION TO used in daily life, daily life such as sodium chloride, calcium carbonate
CHEMISTRY • List examples of occupations and acetic acid.
that require the knowledge of
1.1 chemistry , Discuss the uses of these chemicals in daily life.
Understanding chemistry • List chemical-based industries View video or computer courseware on the following:
and its importance in Malaysia, a. careers that need the knowledge of
• Describe the contribution of chemistry,
chemical- based industries b. Chemical-based industries in Malaysia and
towards the development of the its contribution to the development of the
country. country.

Attend talks on chemical- based industries in

1.2 A student is able to:
Synthesising scientific • identify variables in a given
2 method situation,
(11-15/1) • identify the relationship
between two variables to form a
hypothesis,
• design and carry out a simple
experiment to test the
hypothesis
• record and present data in a
suitable form,
• interpret data to draw a
conclusion,
• Write a report of the
investigation.
Malaysia and their contribution to the development of
the country.
Observe situation and identify all variables. Suggest a Students have
question suitable for a scientific investigation. knowledge of
scientific
Carry out an activity to : method in
a. observe situation, Form 1, 2, and
b. identify all variables, 3.
c. suggest a question,
d. form a hypothesis, Scientific
e. select suitable apparatus, skills are
f. list down work procedures. applied
throughout.
Carry out an experiment and:
a. collect and tabulate data,
b. present data in a suitable form,
c. interpret the data and draw conclusions,
d. write a complete report.

1
WEEK THEME/LEARNING LEARNING OUTCOMES SUGGGESTED LEARNING ACTIVITIES NOTES
AREA
1.3 A student is able to : View videos or read passages about scientific Throughout
2 Incorporate scientific • identify scientific attitudes and investigations. Students discuss and identify scientific the course,
(11-15/1) attitudes and values in values practiced by scientists attitudes and values practiced by researchers and attention
conducting scientific in carrying out investigations, scientists in the videos or passage should also be
investigations • practice scientific attitudes and given to
values in conducting scientific identifying and
investigations. practicing
scientific
attitudes and
values.
MATTER AROUND US A student is able to: Discuss and explain the particulate nature of matter. Students have
• describe the particulate nature acquired prior
3 2. of matter, Use models or view computer simulation to discuss the knowledge of
(18-22/1) THE STRUCTURE OF • state the kinetic theory of following: elements,
THE ATOM matter, a. the kinetic theory of matter, compounds
• define atoms, molecules and b. the meaning of atoms, molecules and ions. and mixtures
2.1 ions, in Form 2.
Analysing matter • relate the change in heat, Conduct an activity to investigate diffusion of particles
• relate the change in heat to the in solid, liquid and gas.
change in kinetic energy of
particles, Investigate the change in the state of matter based on
the kinetic theory of matter through simulation or
• explain the inter-conversion of
computer animation. Ethanamide is
the state of matter in terms of
also known as
kinetic theory of matter.
Conduct an activity to determine the melting and acetamide.
freezing points of ethanamide or naphthalene.

Plot and interpret the heating and the cooling curves of

ethanamide or naphthalene.

2
WEEK THEME/LEARNING LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES NOTES
AREA
2.2 A student is able to : Discuss the development of atomic models proposed Dates and how
4 Synthesising atomic • describe the development of by scientists namely Dalton, Thomson, Rutherford, models are
(25-29/1) structure atomic model, Chadwick and Bohr. developed are
• state the main subatomic not needed.
particles of an atom, Use models or computer simulation to illustrate the
• compare and contrast the structure of an atom as containing protons and
relative mass and the relative neutrons in the nucleus and electrons arranged in
charge of the protons, electrons shells.
and neutrons, Proton number
• define nucleon number, Conduct activities to determine the proton number, is also known
• determine the proton number, nucleon number and the number of protons, electrons as atomic
and neutrons of an atoms. number.
• determine the nucleon number,
• relate the proton number to the Use a table to compare and contrast the relative mass Nucleon
nucleon number, and the relative charge of the protons, electrons and number is also
• relate the proton number to the neutrons. known as mass
type of element, number.
• write the symbol of elements, Investigate the proton and nucleon numbers of
• determine the number of different elements.
neutrons, protons and electrons
from the proton number and the Discuss:
nucleon number and vice versa, a. the relationship between proton number and
• construct the atomic structure. 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.

3
 WEEK THEME/LEARNING LEARNING OUTCOMES
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FEBRUARY 2.3 A student is able to:
Understanding isotopes • state the meaning of isotope,
5 and assessing their • list examples of elements with
(1/2-5/2) importance isotopes,
• determine the number of
subatomic particles of isotopes,
• justify the uses of isotope in
daily life.
6 2.4 A student is able to:
(8-12/2) Understanding the • describe electron arrangements
electronic structure of an of elements with proton
atom numbers 1 to 20,
• draw electron arrangement of
an atom in an element,
• state the meaning of valence
electrons,
• determine the number of
valence electrons from the
electron arrangement of an
atom.
6 2.5 A student is able to:
(8-12/2) Appreciate the orderliness • describe the contributions of
and uniqueness of the scientists towards the
atomic structure understanding of the atomic
structure,
• describe the creative and
conscientious efforts of
scientists to form a complete
picture of matter.
7 Chinese New Year
(14-17/2)
SUGGESTED LEARNING ACTIVITIES NOTES
Collect and interpret information on:
a. the meaning of isotope,
b. isotopes of hydrogen , 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 isotopes.
Study electron arrangement of various atoms and
identify their valence electrons.
Discuss the meaning of 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.
Discuss the contributions of scientists toward the
development of ideas on the atomic structure.
Conduct a story-telling competition on the historical
development of the atomic structure with emphasis on
the creativity of scientists.
4
WEEK THEME/LEARNING LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES NOTES
AREA
7&8 MATTER AROUND US A student is able to: Collect and interpret data concerning relative atomic Relative
(18-25/2) • state the meaning of relative mass and relative molecular mass based on carbon-12 formula mass
3. atomic mass based on carbon- scale. is introduced
CHEMICAL 12 scale, as the relative
FORMULAE AND • state the meaning of relative Discuss the use of carbon-12 scale as a standard for mass for ionic
EQUATIONS molecular mass based on determining relative atomic mass and relative substances.
carbon-12 scale, molecular mass.
3.1 • state why carbon-12 is used as a
Understanding and standard for determining Investigate the concepts of relative atomic mass and
applying the concepts of relative atomic mass and relative molecular mass using analogy or computer
relative atomic mass and relative molecular mass, animation.
relative molecular mass • calculate the relative molecular
mass of substances. Carry out a quiz to calculate the relative molecular
mass of substances based on the given chemical
formulae, for example HCl, CO2 , Na2CO3, Al(NO3)3,
CuSO4.5H2O

8 3.2 A student is able to: Study the mole concept using analogy or computer Avogadro
(22-25/2) Analysing the relationship • define a mole as the amount of simulation. constant is also
between the number of matter that contains as many known as
moles with the number of particles as the number of Collect and interpret data on Avogadro constant. Avogadro
particles atoms in 12 g of 12C, number.
• state the meaning of Avogadro Discuss the relationship between the number of
12
constant, particles in one mole of a substance with the Avogadro C can also
constant. be
• relate the number of particles
represented as
in one mole of a substance 12
Carry out problem solving activities to convert the C or
with the Avogadro constant,
number of moles to the number of particles for a given 6
• solve numerical problems to
substance and vice versa.
convert the number of moles
C-12
to the number of particles of a
given substance and vice
versa.

5
WEEK THEME/LEARNING LEARNING OUTCOMES
AREA
MARCH 3.3 A student is able to:
Analysing the relationship • state the meaning of molar
9 between the number of mass,
(1-5/3) moles of a substance with • relate molar mass to the
its mass Avogadro constant,
• relate molar mass of a
substance to its relative atomic
mass or relative molecular
mass,
• solve numerical problems to
convert the number of moles
of a given substance to its
mass and vice versa.
3.4 A student is able to:
9 Analysing the relationship • state the meaning of molar
(1-5/3) between the number of volume of a gas,
moles of a gas with its • relate molar volume of a gas
volume to the Avogadro constant,
• make generalization on the
molar volume of a gas at a
given temperature and
pressure,
• calculate the volume of gases
at STP or room conditions
from the number of moles and
vice versa,
• solve numerical problems
involving number of particles,
number of moles, mass of
substances and volume of
gases at STP or room
conditions.
SUGGESTED ACTIVITIES NOTES
Discuss the meaning of molar mass. Chemical
formulae of
Using analogy or computer simulation, discuss to substances are
relate: given for
a. molar mass with the Avogadro constant, calculation.
b. molar mass of a substance with its relative
atomic mass or relative molecular mass.
Carry out problem solving activities to convert the
number of moles of a given substances to its mass and
vice versa.
Collect and interpret data on molar volume of a gas.
Using computer simulation or graphic representation,
discuss:
a. the relationship between molar volume and
Avogadro constant,
b. to make generalization on the molar volume
of a gas at STP or room conditions.
Carry out an activity to calculate the volume of gases at
STP or room conditions from the number of moles and STP –
vice versa. Standard
Temperature
Construct a mind map to show the relationship between and Pressure.
number of particles, number of moles , mass of
substances and volume of gases at STP and room
conditions.
Carry out problem solving activities involving number
of particles, number of moles, mass of a substance and
volume of gases at STP or room conditions.
6
WEEK THEME/LEARNING LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES NOTES
AREA
3.5 A student is able to : Collect and interpret data on chemical formula, The use of
Synthesizing chemical • state the meaning of chemical empirical formula and molecular formula. symbols and
formulae formula, chemical
10 • state the meaning of empirical Conduct an activity to: formulae
(8-12/3) formula, a. determine the empirical formula of copper(II) should be
• state the meaning of molecular oxide using computer simulation, widely
formula, b. determine the empirical formula of encouraged
• determine empirical and magnesium oxide, and not
molecular formulae of c. compare and contrast empirical formula with restricted to
substances, molecular formula. writing
• compare and contrast chemical
empirical formula with Carry out problem solving activities involving equations only.
molecular formula, empirical and molecular formulae.
• solve numerical problems
Carry out exercises and quizzes in writing ionic
involving empirical and
formulae. IUPAC- Inter-
molecular formulae,
national Union
• write ionic formulae of ions, Conduct activities to: of Pure and
• construct chemical formulae a. construct chemical formulae of compounds Applied
of ionic compounds, from a given ionic formula, Chemistry .
• state names of chemical b. state names of chemical compounds using
compounds using IUPAC IUPAC nomenclature.
nomenclature.

(13-21/3) Mid first semester Holiday

First Assessment
11
(22-26/3)

7
 WEEK THEME/LEARNING LEARNING OUTCOMES
AREA
3.6 A student is able to:
Interpreting chemical • state the meaning of chemical
11 equations equation,
(22-26/3) • identify the reactants and
products of a chemical
equation,
• write and balance chemical
equations,
• interpret chemical equations
quantitatively and
qualitatively,
• solve numerical problems
using chemical equations.
12 (29/3-2/4) First Assessment
APRIL 3.7 A student is able to:
Practicing scientific • identify positive scientific
13 attitudes and values in attitudes and values practiced
(5-9/4) investigating matter by scientists in doing research
on mole concept, chemical
formulae and chemical
equations,
• justify the need to practice
positive scientific attitudes and
good values in doing research
on atomic structures, chemical equations as tools of communication in chemistry.
equations,
• use symbols, chemical
formulae and equations for
easy and systematic
communication in the field of
SUGGESTED LEARNING ACTIVITIES NOTES
Discuss: A computer
a. the meaning of chemical equation, spreadsheet
b. the reactants and products in a chemical can be used for
equation. balancing
chemical
Construct balanced chemical equations for the equation
following reactions: exercises.
a. heating of copper(II) carbonate, CuCO3,
b. formation of ammonium chloride, NH4Cl,
c. precipitation of lead(II) iodide, PbI2.
Carry out the following activities:
a. write and balance chemical equations,
b. interpret chemical equations quantitatively
and qualitatively,
c. solve numerical problems using chemical
equations (stoichiometry).
Discuss the contributions of scientists for their research
on relative atomic mass, relative molecular mass, mole
concept, formulae and chemical equations.
Discuss to justify the need for scientists to practice
scientific attitudes and positive values in doing their
research on atomic structures, formulae and chemical
equations.
Discuss the role of chemical symbols, formulae and
8
 chemistry.
WEEK THEME/LEARNING LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES NOTES
AREA
14 MATTER AROUND US A student is able to: Collect information on the contributions of various Include
(12-16/4) • describe the contributions of scientists towards the development of the Periodic scientists like
4. scientists in the historical Table. Lavoisier,
PERIODIC TABLEOF development of the Periodic Dobereiner,
ELEMENTS Table, Study the arrangement of elements in the Periodic Newlands,
• identify groups and periods in Table from the following aspects: Meyer,
4.1 the Periodic Table, a. group and period, Mendeleev and
Analysing the Periodic • state the basic principle of b. proton number, Mosely.
Table of Elements arranging the elements in the c. electron arrangement.
Periodic Table from their
proton numbers, Carry out an activity to relate the electron arrangement
• relate the electron arrangement of an element to its group and period.
of an element to its group and
period, Discuss the advantages of grouping elements in the
• explain the advantages of Periodic Table.
grouping elements in the
Periodic Table, Conduct activities to predict the group and period of an
element based on its electron arrangement.
• predict the group and the
period of an element based on
its electron arrangement.
14 4.2 A student is able to : Use a table to list all the elements in Group 18. The elements
(12-16/4) Analysing Group 18 • list all Group 18 elements, in Group 18
elements • state in general the physical Describe the physical properties such as the physical can also be
properties of Group 18 state, density and boiling point of Group 18 elements. referred to as
elements noble gasses or
• describe the changes in the Discuss: inert gases
physical properties of Group a. change in the physical properties of Group 18
18 elements, elements,
• describe the inert nature of b. the inert nature of Group 18 elements.
elements of Group 18,
• relate the inert nature of Group Discuss the relationship between the electron
18 elements to their electron arrangement and the inert nature of Group 18 elements.
arrangements,

9
 • relate the duplet and octet
WEEK THEME/LEARNING LEARNING OUTCOMES
AREA
 electron arrangements of
Group 18 elements to their
stability,describe uses of
Group 18 elements in daily
life.
15 4.3 A student is able to:
(19-23/4) Analysing Group 1 • list all Group 1 elements.
elements • State the general physical
properties of lithium, sodium
and potassium,
• describe changes in the
physical properties from
lithium to potassium,
• list the chemical 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 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.
Use diagrams or computer simulations to illustrate the Students are
duplet and octet electron arrangement of Group 18 encouraged to
SUGGESTED LEARNING ACTIVITIES NOTES
elements to explain their stability. use multimedia
materials.
Gather information on the reasons for the uses of
Group 18 elements.
Gather information and discuss:
a. Group 1 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 point,
d. Chemical properties of lithium, sodium and
potassium, Teachers are
e. The similarities in chemical properties of encouraged to
lithium, sodium and potassium, use
f. The relationship between the chemical demonstrat-
properties of Group 1 elements and their tion for
electron arrangements. experiments
involving
Carry out experiments to investigate the reactions of sodium and
lithium,sodium and potassium with water and oxygen. potassium.
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
10

WEEK THEME/LEARNING LEARNING OUTCOMES
AREA
4.4 A student is able to:
16 Analysing Group 17 • list all Group 17 elements,
(26-30/4) elements • state the general physical
properties of chlorine,
bromine and iodine,
• describe changes in the
physical properties from
chlorine to iodine,
• list the chemical properties of
chlorine, 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 chemical
properties of other elements in
Group 17,
• state the safety precautions
when handling Group 17
elements.
when handling Group 1 elements
SUGGESTED LEARNING ACTIVITIES NOTES
Gather information and discuss:
a. Group 17 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,
bromine and iodine,
e. the similarities in chemical properties of
chlorine, bromine and iodine,
f. the relationship between the chemical
properties of Group 17 elements with their
electron 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 reactivity of Group 17 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 element
11
WEEK THEME/LEARNING LEARNING OUTCOMES
AREA
MAY 4.5 A student is able to:
Analysing elements in a • list all elements in Period 3,
period • write electron arrangements of
17 all elements in Period 3,
(3-7/5) • describe changes in the
properties of elements across
Period 3,
• state changes in the properties
of the oxides of elements
across Period 3,
• predict changes in the
properties of elements across
Period 2,
• describe uses of semi-metals.
SUGGESTED LEARNING ACTIVITIES NOTES
Collect and interpret data on the properties of elements
in Period 3 such as:
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 Semi-metals
in Period 3 and relate them to their metallic properties. are also
known as
Discuss in small groups and make a presentation on the metalloids
changes of properties of oxides 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 and germanium, in the microelectronic industry.
12
WEEK THEME/LEARNING LEARNING OUTCOMES
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4.6 A student is able to:
17 Understanding transition • identify the positions of
(3-7/5) elements transition elements in the
Periodic Table,
• give examples of transition
elements,
• describe properties of
transition elements,
• state uses of transition
elements in industries.
17 4.7 A student is able to:
(3-7/5) Appreciating the existence • describe efforts of scientists in
of elements and their discovering the properties of
compounds elements,
• describe what life would be
without diverse elements and
compounds,
• identify different colours in
compounds of transition
elements found naturally,
• handle chemicals wisely.
SUGGESTED LEARNING ACTIVITIES NOTES
Carry out an activity to identify the positions of
transition elements in the Periodic Table.
Collect and interpret data on properties of transition Oxidation
elements with respect to melting points, density, number is
variable oxidation numbers and ability to form synonymous
coloured compounds. with oxidation
state.
Observe the colour of:
a. a few compounds of transition elements,
b. products of the reaction between aqueous Chemical
solution of compounds of transition elements equations are
with sodium hydroxide solution, NaOH, and not required.
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 as
catalysts in industries.
Gather information on efforts of scientists in
discovering the properties of elements and make a
multimedia presentation.
Discuss in a forum about life without various elements
and compounds.
Carry out projects to collect specimens or pictures of
various types of racks.
Discuss and practise ways to handle chemicals safely
13
 and to avoid their wastage.

WEEK THEME/LEARNING LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES NOTES

AREA
18-20
(10-27/5) Mid year exam
JUNE
21 Discussion exam papers
(31/5-4/6)

(5-20/6) Mid semester holiday

22 MATTER AROUND US A student is able to: Collect and interpret data on the existence of various
(21-25/6) • explain the stability of inert naturally occurring compounds for example, water,
5. gases, H2O, carbon dioxide, CO2, and minerals to introduce
CHEMICAL BONDS • explain conditions for the the concept of chemical bonds.
formation of chemical bonds,
5.1 • state types of chemical bonds. Discuss:
Understanding formation a. the stability of inert gases with respect to the
of compounds electron arrangement,
b. conditions for the formation of chemical
bonds,
c. types of chemical bonds

14
 22 5.2 A student is able to:
(21-25/6) Synthesising ideas on • explain formation of ions,
formation of ionic bond • write electron arrangements
for the ions formed,
• explain formation of ionic
bond,
• illustrate electron arrangement
of an ionic bond,
• illustrate formation of ionic
bond
WEEK THEME/LEARNING LEARNING OUTCOMES
AREA
23 5.3 A student is able to:
(28/6-2/7) Synthesising ideas on • state the meaning of covalent
formation of covalent bond,
bond • explain formation of covalent
bond,
• illustrate formation of a
covalent bond by drawing
electron arrangement,
• illustrate formation of
covalent bond,
• compare and contrast
formation of ionic and
covalent bonds.
Use computer simulation to explain formation of ions
and electron arrangement of ions.
Conduct an activity to prepare ionic compounds for
example, magnesium oxide, MgO, sodium chloride,
NaCl and iron(III) chloride, FeCl3.
Ionic bond is
synonymous
Carry out an activity to illustrate formation of ionic with electro-
bond through models, diagrams or computer valent bond.
simulation.
Use computer simulation to illustrate the existence of
electrostatic force between ions of opposite charges in
ionic bond.
SUGGESTED LEARNING ACTIVITIES NOTES
Collect and interpret data on the meaning of covalent
bond.
Use models and computer simulation to illustrate
formation of:
a. single bond in hydrogen, H2, Chlorine, Cl2,
hydrogen chloride, HCl, water, H2O, methane,
CH4, ammonia, NH3, tetrachloromethane,
CCl4,
b. double bond in oksigen, O2, carbon dioxide,
CO2,
c. triple bond in nitrogen, N2.
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.
15
 JULY 5.4 A student is able to: Collect and interpret data on properties of ionic and
Analysing properties of • list properties of ionic covalent compounds.
24 ionic and covalent compounds,
(5-9/7) compounds • list properties of covalent Work in group to carry out an activity to compare the
compounds, following properties of ionic and covalent compounds:
• explain differences in the a. melting and boiling points,
electrical conductivity of ionic b. electrical conductivities,
and covalent compounds, c. solubilities in water and organic solvents.
• describe differences in melting Discuss:
and boiling points of ionic and a. differences in electrical conductivities of ionic
covalent compounds, and covalent compounds due to the presence
• compare and contrast the of ions,
solubility of ionic and b. differences in the melting and boiling points
covalent compounds, of ionic and covalent compounds.
Gather information on uses of covalent compounds as
• state uses of covalent
solvents in daily life.
compounds as solvents.
WEEK THEME/LEARNING LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES NOTES
AREA
25 INTERACTION A student is able to: Conduct activities to classify chemicals into Students have
(12-16/7) BETWEEN • state the meaning of electrolytes and non electrolytes. basic
CHEMICALS electrolyte, knowledge that
6. • classify substances into Discuss: electrical
ELECTRO- electrolytes, a. the meaning of electrolytes, circuit can be
CHEMISTRY • relate the presence of freely b. the relationship between the presence of freely built using
6.1 moving ions to electrical moving ions and electrical conductivity. solutions and
Understanding properties conductivity. electrolysis of
of electrolytes and non- water.
electrolytes

16
 25 A student is able to:
(12-16/7) 6.2 • describe electrolysis,
Analysing electrolysis of • describe electrolytic cell,
molten compounds • identify cations and anions in
a molten compounds,
• describe evidence for the
existence of ions held in a
lattice in solid state but move
freely in molten state,
• describe electrolysis of a
molten compound,
• write half-equations for the
discharge of ions at anode and
cathode,
• predict products of the
electrolysis of molten
compounds.
WEEK THEME/LEARNING LEARNING OUTCOMES
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Discuss:
a. electrolysis process,
b. structure of electrolytic cell.
Use computer simulation to:
a. identify cations and anions in a molten The term and
compound , skill in writing
b. illustrate to show the existence of ions held in half equation
a lattice in solid state but move freely in or half-reaction
molten state. is new to
students.
Conduct an activity to investigate the electrolysis of
molten lead(II) bromide, PbBr2, to:
a. identify cations and anions,
b. describe electrolysis process,
c. write half-equations for the discharge of ions
at anode and cathode.
Collect and interpret data on electrolysis of molten
ionic compounds with very high melting points, for
example sodium chloride, NaCl and lead(II) oxide,
PbO.
Predict products from the electrolysis of other molten
compounds.
SUGGESTED LEARNING ACTIVITIES NOTES
17
 26 A student is able to:
(19-23/7) 6.3 • identify cations and anions in
Analysing electrolysis of an aqueous solution,
aqueous solutions • describe the electrolysis of an
aqueous solution,
• explain using examples factors
affecting electrolysis of an
aqueous solution,
• write half equations for the
discharge of ions at the anode
and the cathode,
• predict the products of
electrolysis of aqueous
solutions.
Conduct an activity to investigate the electrolysis of
copper(II) sulphate solution and dilute sulphuric acid
using carbon electrodes to:
a. identify cations and anions in the aqueous
solutions,
b. describe the electrolysis of the aqueous
solutions,
c. write half equations for the discharge of ions
at the anode and the cathode.
Conduct experiments to investigate factors determining
selective discharge of ions at electrodes based on:
a. positions of ions in electrochemical series,
b. concentration of ions in solution,
c. types of electrodes.

Use computer simulation to explain factors affecting

electrolysis of an aqueous solution.
Predict the products of electrolysis of aqueous
solutions and write their half equations.

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 A student is able to:
27 6.4 • state uses of electrolysis in
(26-30/7) Evaluating electrolysis in industries,
industry • explain in extraction,
purification and electroplating
of metals involving
electrolysis in industries,
• write chemical equations to
represent the electrolysis
process in industries,
• justify uses of electrolysis in
industries,
• describe the problem of
pollution from electrolysis in
industry.
6.5 A student is able to:
27 Analysing voltaic cell • describe the structure of a
(26-30/7) simple voltaic cell and Daniell
cell,
• explain the production of
electricity from a simple
voltaic cell,
• explain the reactions in a
simple voltaic cell and Daniell
cell,
• compare and contrast the
advantages and disadvantages
of various voltaic cells,
• describe the differences
between electrolytic and
voltaic cells.
WEEK THEME/LEARNING LEARNING OUTCOMES
AREA
Conduct experiments to study purification and
electroplating of metals.
Using computer simulation, study and discuss:
a. extraction of aluminium from aluminium
oxide,
b. purification of copper,
c. electroplating of metals.
Carry out activities to write chemical equations for
electrolysis in industries.
Collect data and discuss the benefits and harmful
effects of electrolysis in industries.
Study the structure of a voltaic cell such as a simple A voltaic cell
voltaic cell and Daniell cell. is also called
galvanic cell
Conduct an experiment to show the production of
electricity from chemical reactions in a simple voltaic
cell.
Carry out activities on a simple voltaic cell and a
Daniell cell to explain the reactions In each cell.
Collect data and discuss the advantages and Mention new
disadvantages of various voltaic cells including dry cells such as
cell, lead-acid accumulator, mercury cell, alkaline cell lithium ion,
and nickel cadmium cell. nickel hydride
and polymeric
Discuss and compare an electrolytic cell with a voltaic cells.
cell.
SUGGESTED LEARNING ACTIVITIES NOTES
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 6.6 A student is able to:
AUGUST Synthesising • describe the principles used in
electrochemical series constructing the
28 electrochemical series,
(2-6/8) • construct the electrochemical
series,
• explain the importance of
electrochemical series,
• predict the ability of a metal to
displace another metal from its
salt solution,
• write the chemical equations
for metal displacement
reactions.
6.7 A student is able to:
28 Develop awareness and • justify the fact that
(2-6/8) responsible practices electrochemical industries can
when handling chemicals improve the quality of life,
used in electrochemical • describe the problem of
industries pollution caused by the
industrial processes involving
electrolysis,
• justify the need to dispose of
waste from electrochemical
industries in a safe and orderly
manner,
• practise safe and systematic
disposal of used batteries.
29 Second assessment
(9-13/8)
WEEK THEME/LEARNING LEARNING OUTCOMES
AREA
Carry out an experiment to construct the
electrochemical series based on:
a. potential difference between two metals,
b. the ability of a metal to displace another metal
from its salt solution.
Discuss uses of the electrochemical series to determine:
a. cell terminal,
b. standard cell voltage,
c. the ability of a metal to displace another metal
from its salt solution.
Carry out experiments to confirm the chemical
equations for metal displacement reactions.
Carry out an experiment to construct the
electrochemical series based on:
c. potential difference between two metals,
d. the ability of a metal to displace another metal
from its salt solution.
Discuss uses of the electrochemical series to determine:
d. cell terminal,
e. standard cell voltage,
f. the ability of a metal to displace another metal
from its salt solution.
Carry out experiments to confirm the chemical
equations for metal displacement reactions.
SUGGESTED LEARNING ACTIVITIES NOTES
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 INTERACTION A student is able to: Discuss: The formation
BETWEEN • state the meaning of acid, base a. the concept of acid, base and alkali in terms of of hydro-
CHEMICALS and alkali, the ions they contained or produced in xonium ion,
30 • state uses of acids, bases and aqueous solutions, H3O+, is
(16-20/8) 7 alkalis in daily life, b. uses of acids, bases and alkalis in daily life. introduced.
ACIDS AND BASES • explain the role of water in the
formation of hydrogen ions to Carry out an experiment to show that the presence of
7.1 show the properties of acids, water is essential for the formation of hydrogen ions Monoprotic
Analysing characteristics • explain the role of water in the that causes acidity. and diprotic
and properties of acids formation of hydroxide ions acid is
and bases to show the properties of Carry out an experiment to show that the presence of introduced.
alkalis, water is essential for the formation of hydroxide ions
• describe chemical properties that causes alkalinity.
of acids and alkalis.
Watch computer simulation on the formation of
hydroxonium and hydroxide ions in the presence of
water.

Conduct activities to study chemical properties of acids

and alkalis from the following reactions;
a. acids with bases,
b. acids with metals,
c. acids with metallic carbonates.

Write equations for the respective reactions

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 7.2 A student is able to:
SEPTEMBER Synthesising the concepts • state the use of pH scale,
of strong acids, weak • relate pH value with acidic or
acids, strong alkalis and alkaline properties of a
32 weak alkalis substance,
(1-3/9) • relate concentration of
hydrogen ions with pH value,
• relate concentration of
hydroxide ions with pH value,
• relate strong or weak acid with
degree of dissociation,
• relate strong or weak alkali
with degree of dissociation,
• conceptualise qualitatively
strong and weak acids,
• conceptualise qualitatively
strong and weak alkalis.
(4-12/9) Second Mid year holiday
WEEK THEME/LEARNING LEARNING OUTCOMES
AREA
Carry out an activity using pH scale to measure the pH The formula
of solutions used in daily life such as soap solution, pH =
carbonated water, tap water or fruit juice. -log [H]+ is
not required.
Carry out activity to measure the pH value of a few
solutions with the same concentration. For example,
hydrochloric acid, ethanoic acid, ammonia and sodium
hydroxide with the use of indicators, pH meter or
computer interface. Dissociation is
also known as
Based on the data obtained from the above activity, ionization.
discuss the relationship between:
a. pH values and acidity or alkalinity of a
substance,
b. concentration of hydrogen ions and the pH
values,
c. concentration 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 dissociation.
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 o strong acids, weak acids, strong
alkalis and weak alkalis
SUGGESTED LEARNING ACTIVITIES NOTES
22
 7.3 A student is able to: Discuss: The use of pH
Analysing concentration • state the meaning of a. the meaning of concentration, meter is
33 of acids and alkalis concentration, b. the meaning of molarity, recommend-
(13-17/9) • state the meaning of molarity c. the relationship between the number of moles ed.
• state the relationship between with molarity and volume of a solution,
the number of moles with d. methods for preparing standard solutions, Salt solution
molarity and volume of a can be
solution, Solve numerical problems involving conversion of included in the
• describe methods for concentration units from discussion.
preparing standard solutions, g dm-3 to mol dm-3 and vice versa.
• describe the preparation of a Molarity or
solution with a specified Prepare a standard solution of sodium hydroxide, molar con-
concentration using dilution NaOH or potassium hydroxide, KOH. centration.
method,
Prepare a solution with specified concentration from Sodium
• relate pH value with molarity
the prepared standard solution through dilution. hydroxide is
of acid and alkali,
not stable and
• solve numerical problems Carry out an experiment to investigate the relationship absorbs
involving molarity of acids between pH values with the molarity of a few diluted moisture, thus
and alkalis. solutions of an acid and an alkali. the concentra-
tion is only
Solve numerical problems on the molarity of acids and approximate.
alkalis. Oxalic acid,
H2C2O4.
2H20 or
sodium
carbonate,
Na2CO3 is
recommend-ed
as a primary
standard
solution.

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 7.4 A student is able to:
Analysing neutralisation • explain the meaning of
34 neutalisation,
(20-24/9) • explain the application of
neutralization in daily life,
• write equations for neutralisation
reactions
• describe acid-base titration,
• determine the end point of titration
during neutralisation,
• solve numerical problems
involving neutralisation reactions
to calculate either concentration or
volume of solutions.
INTERACTION A student is able to:
BETWEEN CHEMICALS • state examples of salts used in
daily life,
34 8 • explain the meaning of salt
(20-24/9) SALTS • identify soluble salts and insoluble
salts,
8.1 • describe the preparation of soluble
Synthesising salts salts,
• describe the purification of soluble
salts by recrystallisation ,
• list physical characteristics of
crystals,
• describe the preparation of
insoluble salts,
• write chemical and ionic equations
for reactions used in the
preparation of salts,
Collect and interpret data on neutralization and its Neutralise soil
application in daily life. using lime or
ammonia, use of
Carry out activities to write equations for anti-acid.
neutralization reactions.
Teacher should
Carry out acid-base titrations and determine the end emphasise
point using indicators or computer interface. on using correct
techniques.
Carry out problem solving activities involving
neutralization reactions to calculate either
concentration or volume of solutions.
Collect and interpret data on: The soluble salts
a. naturally existing salts, prepared are
b. the meaning of salt, purified by
c. uses of salts in agriculture, medical field, recrystalisation.
preparation and preservation of food.
Carry out experiments to study the solubilities of
nitrate, sulphate, carbonate and chloride salts.
Prepare soluble salts by reacting:
a. acid with alkali,
b. acid with metallic oxide,
c. acid with metal,
d. acid with metallic carbonate.

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 35 • design an activity to prepare a
(27/9-1/10) specified salt,
• construct ionic equations through
the continuous variation method,
• solve problems involving
calculation of quantities of
reactants or products in
stoichiometric reactions
WEEK THEME/LEARNING LEARNING OUTCOMES
AREA
Carry out activity to purify soluble salts by Use prepared
recrystallisation. Discuss the need to purify salts. crystals of salts
Observe to identify physical characteristics of
crystals such as copper(II) sulphate, CuSO4, sodium
chloride, NaCl, potassium chromate(VI), K2CrO4,
and potassium dichromate, K2Cr2O7.
Prepare insoluble salts such as lead(II) iodide,
PbI2, lead(II) chromate(VI), PbCrO4, and barium
sulphate, BaSO4, through precipitation reactions.
Carry out activities to write chemical and ionic
equations for preparation of soluble and insoluble
salts.
Construct a flow chart to select suitable methods for
preparation of salts. Use worksheets
or quizzes.
Plan and carry out an activity to prepare a specified
salt.
Plan and carry out an activity to prepare a specified
salt.
Carry out an experiment to construct ionic equations
through continuous variation method.
Calculate quantities of reactants or products in
stoichiometric reactions.
SUGGESTED LEARNING ACTIVITIES NOTES
25
 8.3 A student is able to: Carry out activities using correct techniques during
35 Practising to be systematic • carry out activities using the titration
(27/9-1/10) and meticulous when correct techniques during
carrying out activities preparation of salts and crystals. Preparation of standard solutions and preparation
of salts and crystals.
Plan and carry out an experiment, make
observations, record and analyse data
systematically and carefully.
PRODUCTION AND A student is able to: Discuss uses of sulfuric acid in daily life such as in
OCTOBER MANAGEMENT OF • list uses of sulfuric acid, the making of paints, detergent, fertilizers and
MANUFACTURED • explain industrial process in the accumulators.
36 CHEMICALS manufacture of sulfuric acid,
(4-8/10) • explain that sulfur dioxide causes Collect and interpret data on the manufacture of
9 environmental pollution. sulfuric acid.
MANUFACTURED
SUBSTANCED IN Construct a flow chart to show the stages in the
INDUSTRY manufacture of sulfuric acid as in the contact
process.
9.1
Understanding the Gather information and write an essay on how
manufacture of sulfuric sulfur dioxide, SO2, causes environmental
acid pollution.
9.2 A student is able to: Discuss uses of ammonia in daily life, e.g. in the
36 Synthesising the • list uses of ammonia, manufacture of fertilizers and nitric acid.
(4-8/10) manufacture of ammonia • state the properties of ammonia, Carry out an activity to investigate properties of
and its salts • explain the industrial process in the ammonia.
manufacture of ammonia,
• design an activity to prepare Collect data from various sources and construct a
ammonium fertilizer. 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.

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 AREA
36 9.3 A student is able to: Look at some examples of pure metals and
(4-8/10) Understanding alloys • relate the arrangement of atoms in materials made of alloys in daily life. List and Properties
metals to their ductile and discuss their properties include
malleable properties conductivity,
• state the meaning of alloy, Carry out an activity to compare the strength and ductility,
• state the aim of making alloys, hardness of alloys with that of their pure metals. malleability
• list examples of alloys, and lustre.
• list compositions and properties of Study the arrangement of atoms in metals and
alloys, alloys through computer simulation. Discuss the
making of
• relate the arrangement of atoms in
Work in groups to discuss: alloys, for
alloys to their strength and
a. the meaning of alloys, example steel
hardness,
b. the purpose of making alloys such as and pewter as
• relate properties of alloys to their duralumin, brass, steel, stainless steel, an enrichment
uses bronze and pewter, exercise.
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.

9.4 A student is able to: Discuss the meaning of polymers. Natural
37 Evaluating uses of • state the meaning of polymers, polymers to be
(11-15/10) synthetic polymers • list naturally occurring polymers, Observe exhibits of materials made of polymers discussed are
• list synthetic polymers and their and classify them into naturally occurring rubber,
uses, polymers and synthetic polymers. cellulose and
• identify the monomers in the starch.
synthetic polymers, Identify the monomers in synthetic polymers using Synthetic
• justify uses of synthetic polymers models or computer simulation. polymers to be
in daily life. discussed are
Collect information on the quantity and types of PVC,
household synthetic polymers disposed of over a polythene,
certain period of time. polypropene,
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 37 Discuss the environmental pollution resulting from Perspex, nylon
(11-15/10) the disposal of synthetic polymers. and terylene.

Hold a debate on uses and the environmental Recycling as a

effects on non-biodegradable synthetic polymers disposal
in daily life. method can be
discussed.

Uses of
biodegradable
Polymers can
be discussed.
37 9.5 A student is able to: Collect and interpret data on types, composition, Glass types
(11-15/10) Applying uses of glass and • list uses of glass, properties and uses of glass and ceramics. include soda-
ceramics • list uses of ceramics, lime glass,
• list types of glass and their Prepare a folio incorporating video clips and fused glass,
properties, pictures on uses of glass and ceramics that have borosilicate
• state properties of ceramics. been used for a specific purpose, e.g. photo glass and lead
chromic glass and conducting glass. crystal glass.

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 37 9.6 A student is able to: Watch a multimedia presentation and prepare a folio
(11-15/10) Evaluating uses of • describe needs to produce on:
composite materials new materials for specific a. the meaning of composite materials,
purposes, b. a list of composite materials such as
• state the meaning of reinforced concrete, specific super conductor,
composite materials, fibre optic, fibre glass and photo chromic
• list examples of composite glass,
materials and their c. components of composite materials,
components, d. uses of composite materials.
• compare and contrast
properties of composite Compare the superior properties of composite materials
materials with those of their to their original component by computer simulation.
original component,
• justify uses of composite Discuss and justify the uses of composite materials.
materials,
Watch the production of composite materials in
• generate ideas to produce factories.
advanced materials to fulfill
specific needs
37 9.7 A student is able to: Discuss the importance of synthetic materials in daily
(11-15/10) Appreciating • justify the importance of life.
various synthetic doing research and
industrial materials development continuously, Hold a forum to discuss importance of research and
• act responsibly when development for the continuous well being of mankind.
handling synthetic materials
and their wastes, Watch a multimedia presentation or computer
• describe the importance of simulation on pollution caused by disposal of synthetic
synthetic materials in daily materials.
life.
38-40 Final Exam
(18/10-3/11)
NOVEMBER Discussion & Make exercises
40-42 (4-19/11/09)
(20/11 – 31/12) Final Year Holiday

Prepared by

……………………………
(MAZNAH MOHAMED)

29