SEKOLAH MENENGAH KEBANGSAAN PEREMPUAN PUDU, JALAN FOSS

KUALA LUMPUR

RANCANGAN PELAJARAN TAHUNAN

KIMIA

TINGKATAN EMPAT TAHUN 2019

Disediakan oleh, Disahkan oleh, Disahkan oleh,

…………………………… ……………………….. ……………………………

( Pn Norasikin Mohamad ) ( Guru Kanan Sains dan Matematik ) ( Pengetua)

1
 SCHEME OF WORK 2018

CHEMISTRY

FORM FOUR

FIRST TERM – 02.01.2018 to 8.06.2018 (22 weeks)

THEME : INTRODUCING CHEMISTRY

LEARNING AREA : 1. INTRODUCTION TO CHEMISTRY

No. of Scientific
Learning Teaching
week/ Suggested Learning Activities Learning Outcomes Attitudes And
Objectives Strategy/Resources
Weeks Noble Values
1 1.1 Underst Collect and interpret the A student is able to: -Having an interest
(2-5 anding meaning of the word  explain the meaning of HOTS and curiosity
Jan) chemistr ‘chemistry’. chemistry, -Attributing towards the
y and its  list some common -Grouping Environment.
importa Discuss some examples of chemicals used in daily -Classifying -Being objective
nce common chemicals used in daily life, -Analysing -Being thankful to
life such as sodium chloride,  state the uses of common -Relating God
calcium carbonate and acetic chemicals in daily life, -Visualising -Appreciating the
acid.  list examples of contribution of
occupations that require -Match the career science and
Discuss the uses of these the knowledge of related technology
chemicals in daily life. chemistry to chemistry. -Being flexible and
 list chemical-based -Internet open-minded.
View a video or computer industries in Malaysia -Being responsible
courseware on the following :  describe the contribution of Cicle map about the safety
a. careers that need the chemical-based industries Module of
knowledge of chemistry, towards the development oneself, others,
b. chemical-based industries in of the country. and the
Malaysia and its contribution to environment.
the development of the country. -Being cooperative.
-Being diligent &

2
No. of Scientific
Learning Teaching
week/ Suggested Learning Activities Learning Outcomes Attitudes And
Objectives Strategy/Resources
Weeks Noble Values
Attend talks on chemical-based persevering.
industries in Malaysia and their
contribution to the development
of the country.

2 1.2 Observe a situation and identify A student is able to: Having an interest
(8-12 Synthesisin all variables.  identify variables in a given HOTS and curiosity .
Jan) g scientific situation, -Attributing -Thinking
method Suggest a question suitable for  identify the relationship -Relating rationally
a scientific investigation. between two variables to -Grouping -Being objective
form a hypothesis, -Comparing -Being confident
Carry out an activity to:  design and carry out a -Contrasting and independent
a. observe a situation, simple experiment to test -Analysing -Having critical
b. identify all variables, the hypothesis, -Detecting and analytical
c. suggest a question,  record and present data in bias thinking
d. form a hypothesis, a suitable form, -Making -Daring to try
e. select suitable apparatus,  interpret data to draw a conclusions -Being honest and
f. list down work procedures. conclusion, -Generalising accurate in
 write a report of the -Evaluating recording and
Carry out an experiment and : investigation. -Generating validating data
a. collect and tabulate data , ideas -Being systematic
b. present data in a suitable -Making -Being cooperative.
form, hypothesis -Being diligent and
c. interpret the data and draw -Predicting persevering.
conclusions, -Synthesizing
d. write a complete report. Module
-Experiment: Effect of
temperature to the
solubility of water
1.3 View videos or read passages A student is able to: All thinking
Incorporate about scientific investigations.  identify scientific attitudes skills
scientific Students discuss and identify and values practised by
attitudes scientific attitudes and values scientists in carrying out
and values practiced by researchers and investigations,
in scientists in the videos or practise scientific attitudes
conducting passages. and values in conducting
scientific scientific investigations
investigatio Students discuss and justify the

3
No. of Scientific
Learning Teaching
week/ Suggested Learning Activities Learning Outcomes Attitudes And
Objectives Strategy/Resources
Weeks Noble Values
ns scientific attitudes and values
that should be practiced during
scientific investigatio

THEME : MATTER AROUND US

LEARNING AREA : 2. THE STRUCTURE OF THE ATOM

Scientific Attitudes
No. of
Learning Teaching Strategy / And
week/ Suggested Learning Activities Learning Outcomes
Objectives Resources Noble Values
Weeks
2.1 Analysing Discuss and explain the A student is able to:  Being
matter particulate nature of matter.  describe the particulate HOTS cooperative
nature of matter,  Analysing  Being confident
Use models or view computer  state the kinetic theory of  Comparing and
simulation to discuss the matter,  Contrasting independent
following:  define atoms, molecules  Classifying  Being thankful
a. the kinetic theory of matter, and ions,  Relating to god
b. the meaning of atoms,  relate the change in the  Being honest
molecules state of matter to the  Communicating  Being accurate
and ions. change in heat,  Experimenting in recording
 relate the change in heat  Observing and validating
Conduct an activity to to the change in kinetic  Classifying data
investigate diffusion of energy of particles,
particles in solid, liquid and  Controlling
 explain the inter- Variables
gas. conversion of the states  Hypothesising
of matter in term of  Defining
kinetic theory of matter
Investigate the change in the Atomic Models
state of matter based on the
kinetic theory of matter through Bridge map
simulation or computer
animation.

4
 Scientific Attitudes
No. of
Learning Teaching Strategy / And
week/ Suggested Learning Activities Learning Outcomes
Objectives Resources Noble Values
Weeks

No. of Learning Suggested Learning Activities Learning Outcomes Teaching Scientific

week/ Objectives Strategy/Resources Attitudes And
Weeks
Conduct an activity to
determine the melting and
freezing points of ethanamide
or naphthalene

Plot and interpret the heating

and the cooling curves of
ethanamide or naphthalene

5
 2.2 Discuss the development of A student is able to :  Sequencing  Appreciating
(15-19 Synthesising atomic models proposed by  describe the development  Generating the
Jan) atomic structure scientists namely Dalton, of i contribution of
Thomson, Rutherford, Chadwick atomic model. d science and
and Bohr.  State the main subatomic e technology.
particles of an atom, a  Being
Use models or computers  Compare and contrast the s systematic.
simulation to illustrated the relative mass and the  Comparing  Being
structure of an atom as relative charge of the and cooperative.
containing protons and neutrons protons, electrons and contrasting
in the nucleus and electrons neutrons,  Relating
arranged in shells.  Define proton numbers,
 Define nucleon numbers,  Making
Conduct activities to determine  Determine the proton generalizations
the proton number, nucleon number,  Problem solving
number and the number of  Determine the nucleon
protons, electrons and neutrons number, Tree map
of an atom.
 Relate the proton number
to the nucleon number Module
Use the table to compare and
 Relate the proton number
contrast the relative mass and
to the type of element,
the relative charge of the
protons, electrons and neutrons.  Write the symbol of
elements,
Investigate the proton and  Determine the number of
nucleon numbers of different neutrons, protons and
elements. electrons from the proton
number and the nucleon
Discuss : number and vice versa,
a. the relationship between  Construct the atomic
proton number and structure.
nucleon number,
b. to make generalization
that each element has a
different proton number.
No. of Scientific
Learning Teacher Strategy/
week/ Suggested Learning Activities Learning Outcomes Attitudes And
Weeks Objectives Resources
Noble Values
Carry out an activity to write:
a. the symbols of elements,
b. the standard
representation for an

6
No. of Scientific
Learning Teacher Strategy/
week/ Suggested Learning Activities Learning Outcomes Attitudes And
Weeks Objectives Resources
Noble Values
atom of any element.

Where :
X = element
A = nucleon number
Z = proton number
Construct models or use
computer simulation to show the
atomic structure.

No. of
Scientific
week/ Learning Teacher Strategy/
Suggested Learning Activities Learning Outcomes Attitudes And
Week Objectives Resources
Noble Values
s
4 2.4 Study electron arrangements of A student is able to:  Generating  Being
(22-26 Understanding various atoms and identify their  Describe electron ideas cooperati
Jan) the electronic valence electrons. arrangements of ve
structure of an elements with proton  Daring to try
atom. Discuss the meaning of valence numbers 1 to 20.
electrons using illustration  Draw electron
arrangement of atoms in
Conduct activities to : an element.
a. illustrate electron
arrangements of  State the meaning of
elements with proton valence electrons
numbers 1 to 20.  Determine the number of
b. Write electron valence electrons from
arrangements of the electron arrangement
elements with proton of an atom.
numbers 1 to 20.
2.5 Discuss the contributions of A student is able to:  Being
Appreciate the scientists toward the  Describe the thankful to
orderliness and development of ideas on the contributions of scientists God.
uniqueness of atomic structure. towards the
the atomic understanding of the
structure Conduct a story-telling atomic structure,

7
No. of
Scientific
week/ Learning Teacher Strategy/
Suggested Learning Activities Learning Outcomes Attitudes And
Week Objectives Resources
Noble Values
s
competition on the historical  Describe the creative and
development of the atomic conscientious efforts of
structure with emphasis on the scientists to form a
creativity of scientists. complete picture of
matter.

THEME : MATTER AROUND US

LEARNING AREA : 3. CHEMICAL FORMULAE & EQUATIONS

8
No. of Scientific Attitudes And
Learning Teacher Strategy/
week/ Suggested Learning Activities Learning Outcomes Noble Values
Objectives Resources
Weeks
5 3.1 Collect and interpret data A student is able to: Relating
(29 Understanding concerning relative atomic  state the meaning of Relative atomic mass
Jan-2 and applying the mass and relative molecular relative atomic mass and relative molecular
Feb) concepts of mass based on carbon-12 based on carbon-12 scale, mass.
relative atomic scale.  state the meaning of
mass and relative molecular mass Problem Solving
relative Discuss the use of carbon-12 based on carbon-12 scale, Calculation of relative
molecular mass scale as a standard for  state why carbon-12 is molecular mass
determining relative atomic used as a standard for
mass and relative molecular determining relative atomic Double bubble map
mass. mass and relative
molecular mass,
Investigate the concept of  calculate the relative
relative atomic mass and molecular mass of
relative molecular using substances.
analogy or computer
animation.

Carry out a quiz to calculate

the relative molecular mass of
substances base on the given
chemical formulae for example
HCI, CO2, Na2(CO3)2,
Al(NO3)3, CuSO4.5H2O

No. of Scientific Attitudes

Learning Teacher Strategy/
week/ Suggested Learning Activities Learning Outcomes And
Objectives Resources
Weeks Noble Values

9
No. of Scientific Attitudes
Learning Teacher Strategy/
week/ Suggested Learning Activities Learning Outcomes And
Objectives Resources
Weeks Noble Values
6 3.2 Study the mole concept using A student is able to: Relating Being Systematic
(5-9 Analysing the analogy or computer  define a mole as the Between the number of
Feb) relationship simulation. amount of matter that particles in one mole of
between the contains as many particles a substance with the
number of Collect and interpret data on as the number of atoms in Avogadro constant
moles with the Avogadro constant. 12 g of 12C,
number of  state the meaning of Problem Solving
particles Discuss the relationship Avogadro constant, Activities to convert the
between the numbers of  relate the number of number
12 of moles to the
particles in one mole OF particles in one mole of a number of particles for
substance with the Avogadro substance with the a given substance and
constant. Avogadro constant vice versa.

Carry out problem solving
activities to convert the
number of moles to the
number of particles for a given
substance and vice versa.
Cicle map
 solve numerical problems
to convert the number of
moles to the number of
particles of a given
substance and vice versa.

10
No. of Scientific Attitudes
Learning Teacher Strategy/
week/ Suggested Learning Activities Learning Outcomes And
Objectives Resources
Weeks Noble Values
7 3.3 Discuss the meaning of molar A student is able to: Relating Being systematic
(12-15 Analysing the mass.  state the meaning of molar
Feb) relationship mass, Problem solving
between the Using analogy or computer  relate molar mass to the
number of simulation, discuss to relate: Avogadro constant,
moles of a a. molar mass with the  relate molar mass of a
substance with Avogadro constant, substance to its relative
its mass b. molar mass of a substance atomic mass or relative
with its relative atomic mass molecular mass,
or relative  solve numerical problems
molecular mass. to convert the number of
moles of a given
Carry out problem solving to substance to its mass and
convert the number of moles vice versa.
of a given substance to its
mass and vice versa.

7 3.4 Collect and interpret data on A student is able to: Relating Being systematic
(12-15 Analysing the molar volume of a gas.  state the meaning of molar
Feb) relationship volume of a gas, Problem solving
between the Using computer simulation or  relate molar volume of a
number of graphic representation, gas to the Avogadro Making generalization
moles of a gas discuss: constant,
with its volume a. The relationship between  make generalization on the
molar volume and Avogadro molar volume of a gas at a Tree map
constant, given temperature and
b. to make generalization on pressure,
the molar volume of a gas at
STP or room conditions.

 calculate the volume of

Carry out an activity to
calculate the volume go
gasses at STP or room
Conditions from the number of
moles and vice versa.
gases at STP or room
conditions from the
number of moles and vice
versa,
 solve numerical problems

11
No. of
Learning
week/ Suggested Learning Activities
Objectives
Weeks
Construct a mind map to show
the relationship between
number of particle, number of
moles, mass of substances
and volume of gases at STP
and room conditions.
Scientific Attitudes
Teacher Strategy/
Learning Outcomes And
Resources
Noble Values
involving number of
particles, number of moles,
and mass of substances
and volume of gases at
STP or room conditions.

Carry out problem solving

activities involving number of
particles, number of moles,
and mass of a substance and
volume of gases at STP or
room condition.

12
No. of Scientific Attitudes
Learning Teacher Strategy/
week/ Suggested Learning Activities Learning Outcomes And
Objectives Resources
Weeks Noble Values
8 3.5 Collect and interpret and A student is able to: Comparing and Being honest and
(19-23 Synthesising chemical formula, empirical  state the meaning of Contrasting accurate in
Feb) chemical formula and molecular chemical formula, recording and
formulae formula.  state the meaning of Relating validating data.
empirical formula,
Conduct an activity to:  state the meaning of Problem solving Being diligent and
a. determine the empirical molecular formula, persevering
formula  determine empirical and Making conclusion
of copper(II) oxide using molecular formulae of Being objective,
computer simulation, substances, systematic and
b. determine the empirical  compare and contrast cooperative
formula empirical formula with
of magnesium oxide, molecular formula,
c. compare and contrast  solve numerical problems
empirical involving empirical and
formula with molecular molecular formulae,
formula.  write ionic formulae of
ions,
Carry out problem solving
 construct chemical
activities involving empirical
formulae of ionic
and molecular formula.
compounds,
 state names of chemical
Carry out exercises and
compounds using IUPAC
quizzes in writing ionic
nomenclature.
formula.

Conduct activities to:

a. construct chemical formula
of
compounds from a given
ionic
formula,
b. state names of chemical
compounds using IUPAC
nomenclature

13
No. of Scientific Attitudes
Learning Teacher Strategy/
week/ Suggested Learning Activities Learning Outcomes And
Objectives Resources
Weeks Noble Values
3.6 Discuss: A student is able to: Problem solving Being systematic,
8 Interpreting a. the meaning of chemical  state the meaning of cooperative.
(19-23 chemical equation, chemical equation, Flow map
Feb) equations b. the reactants and products  identify the reactants and Appreciating the
in a products of a chemical balance of nature
chemical equation. equation,
 write and balance
Construct balanced chemical chemical equations
equation for the following  interpret chemical
reactions: equations quantitatively
a. heating of copper(II) and qualitatively,
carbonate,  solve numerical problems
CuCO3, using chemical equations.
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)

3.7 Discuss the contributions of A student is able to: Being responsible

9 Practising scientist for their research on  identify positive scientific about the safety of
(26 scientific relative atomic mass, relative attitudes and values oneself, others,
Feb - attitudes and molecular mass, mole practised by scientists in and the
2 Mac) values in concept, formulae and doing research on mole environment.
investigating chemical equations. concept, chemical
matter formulae and chemical Being respectful
Discuss to justify the need for equations, and

14
No. of Scientific Attitudes
Learning Teacher Strategy/
week/ Suggested Learning Activities Learning Outcomes And
Objectives Resources
Weeks Noble Values
scientists to practice scientific  justify the need to practise well-mannered
attitudes and positive values in positive scientific attitudes
doing their research on atomic and good values in doing
structures, formulae and research on atomic
chemical equations. structures, chemical
formulae and chemical
equations,

Discuss the role of chemical  use symbols, chemical

symbols, formulae and formulae and equations for
equations easy and systematic
as tools of communication in communication in the field
chemistry. of chemistry.

15
 THEME : MATTER AROUND US
LEARNING AREA : 4. PERIODIC TABLE OF THE ELEMENTS

No. of
Scientific Attitudes
week/ Learning Suggested Learning Teacher Strategy/
Learning Outcomes And
Week Objectives Activities Resources
Noble Values
s
10
5-9 UJIAN 1
Mac
11 4.1 Collect information on A student is able to: Generating ideas Being appreciative
(12- Analysing the the contributions of  describe the
16 Periodic Table various scientists contributions of
Mac) of Elements towards the development scientists in the
of the Periodic Table. historical
development of the
Study the arrangement of Periodic Table, Grouping and classifying
elements in the periodic  Being systematic
table from the following  identify groups and Relating
aspects: periods in the Predicting
(a) Group and period Periodic Table,
(b) proton number  state the basic Flow map
(c) electron arrangement. principle of
arranging the
Carry out an activity to elements in the
relate the electron Periodic Table from
arrangement of an their proton
element to its group and numbers,
period.  relate the electron
arrangement of an
Discuss the advantages element to its group
of grouping elements in and period,
the Periodic Table.  explain the
advantages of
Conduct activities to grouping elements in
predict the group and the Periodic Table,
period of an element  predict the group
based on its electron and the period of an
arrangement element based on its
electron arrangement.

16
 4.2 Use a table to list all the
Analysing elements in group 18.
Group 18
elements Describe the physical
properties such as the
physical state, density
and boiling point of group
18 elements.
Discuss:
(a) changes in the
physical properties of
group 18 elements,
(b) the inert nature of
group 18 elements.
Discuss the relationship
between the electron
arrangement and the
inert nature of group 18
elements.
Use diagrams or
computer simulations to
illustrate the duplet and
octet arrangement of
group 18 elements to
explain their stability.
Gather information on
the reasons for the uses
of Group 18 elements.
12-13 4.3 Gather information and
(26 Analysing discuss :
Mac-6 Group 1 (a) Group 1 elements
April) elements (b) General physical
properties of lithium,
A student is able to: Making inferences Being systematic
 list all Group 18
elements,
 state in general the Making generaliisation
physical properties
of Group 18 Circle map
elements,
 describe the
changes in the
physical properties
of Group 18
elements,
 describe the inert
nature of elements
of Group 18,
 relate the inert
nature of Group 18
elements to their
electron
arrangements,
 relate the duplet and
octet electron
arrangements of
Group 18 elements
to their stability,
 describe uses of
Group 18 elements
in daily life.
A student is able to: Making generalisation Being thankful to God
 list all Group 1
elements. Comparing and contrasting
 state the general
physical properties Predicting
17
sodium and potassium of lithium, sodium Being systematic
(c) Changes in the and potassium, Double bubble map
physical properties from  describe changes in Thinking rationally
lithium to potassium with the physical
respects to hardness, properties from
density and melting lithium to
point. potassium,
(d) Chemical properties  list the chemical
of lithium, sodium and properties of lithium,
potassium. sodium and
(e) the similarities in potassium,
chemical properties of  describe the
lithium, sodium and similarities in
potassium. chemical properties
(f) the relationship of lithium, sodium Being systematic
between chemical and potassium,
properties of Group 1  relate the chemical Thinking rationally
elements and their properties of Group
electron arrangements. 1 elements to their
electron
Carry out experiments to arrangements,
investigate the reactions  describe changes in
of lithium, sodium and reactivity of Group 1
potassium with water and elements down the
oxygen. group,
 predict physical and
Study the reactions of chemical properties
lithium, sodium and of other elements in
potassium with chlorine Group 1,
and bromine through  state the safety
computer simulation. precautions when
handling Group 1
Discuss changes in the elements
reactivity of Group 1
elements down the
group.

Predict physical and

chemical properties of
group 1 elements other
than lithium, sodium and
potassium.

18
 14 4.4 Analysing Gather information and A student is able to: Relating
(9-13 group 17 discuss on :  list all Group 17
Apr) elements (a) group 17 elements elements, Sequencing
(b) physical properties of  state the general
chlorine, bromine and physical properties
iodine with respect to of chlorine, bromine Making analogies
their colours, density and and iodine,
boiling point  describe changes in Predicting
(c) changes in the the physical
physical properties from properties from Double bubble map
chlorine to iodine chlorine to iodine,
(d) describe the chemical  list the chemical
properties of chlorine, properties of
bromine and iodine. chlorine, bromine
(f) the relationship and iodine,
between the chemical  describe the
properties of group 17 similarities in
elements with their chemical properties
electron arrangements of chlorine, bromine
and iodine,
Carry out experiments to  relate the chemical
investigate the reactions properties of Group
of chlorine, bromine and 17 elements with
iodine with: their electron
(a) water arrangements,
(b) metals such as  describe changes in
iron reactivity of Group
(c) sodium hydroxide 17 elements down
the group,
Discuss changes in the
 predict physical and
reactivity of group 17
chemical properties
elements down the group
of other elements in
Group 17,
Predict physical and
 state the safety
chemical properties of
precautions when
group 17 elements other
handling Group 17
than chlorine, bromine
elements.
and iodine

15 4.5 Analysing Collect and interpret data A student is able to:  Analysing  Realising that
(16-20 elements in a on the properties of  list all elements  Relating science is a means
Apr) period elements in Period 3 in Period 3.  Comparing and to understand

19
 such as:  Write the contrasting nature.
a: proton number electron  Predicting
b: electron arrangement arrangements
c: size of atom of all elements
d: electronegativity in Period 3. Tree map
e: physical state  Describe
changes in the
Discuss changes in the properties of
properties of elements elements
across Period 3. across Period
3.
Carry out experiments to  State changes
study the oxides of in the properties
elements in Period 3 and of the oxides of
relate them to their elements
metallic properties. across period 3.
 Predict changes
Discuss in small groups in the properties
and make a presentation of elements
on the changes of across Period
properties of oxides of 2.
elements across Period  Describe uses
3. of semi-metals.
Discuss and predict
changes in the properties
of the elements in Period
2.

Collect and interpret data

on uses of semi-metals,
i.e. silicon and
germanium, in the
microelectronic industry.

4.6Understandin Carry out an activity to A student is able to:  Grouping and classifying  Realising that
g identify the position of  Identify the  Analyzing sciences a means
transition transition elements in the position of  Making generalisation to understand
elements Periodic Table. transition nature
elements in the
Collect and interpret data Periodic Table

20
 on properties of transition  Give example
elements with respect to of transition
melting points, density, elements
variable oxidation  Describe
numbers and ability to properties of
form coloured transition
compounds. elements
 State uses of
Observe the colour of : transition
elements in
a: a few compounds of industries.
transition elements,
b: products of the
reaction between
aqueous solution of
compounds of transition
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 as catalysts in
industries.

16 4.7 Appreciating Gather information on A student is able to:  Visualising  Being

(23-27 the existence of efforts of scientists in  Describe the responsible
Apr) elements and their discovering the properties efforts of about the safety
compounds of elements and make a scientists in Bridge map of oneself,
multimedia presentation. discovering the others, and the
properties of environment
Discuss in a forum about elements
life without various  Describe what
elements and compounds. life would be
without diverse
Carry out project to collect elements and

21
specimens or pictures of compounds
various types of rocks.  Identify different
colours in
Discuss and practice ways compounds of
to handle chemicals safely transition
and to avoid their wastage. elements found
naturally,
 Handle chemicals
wisely

22
 THEME : MATTER AROUND US
LEARNING AREA : 5.0 CHEMICAL BONDS

No. of
Learning Suggested Learning Scientific Attitudes And
week/ Learning Outcomes Teacher Strategy/ Resources
Objectives Activities Noble Values
Weeks

17 5.1 Collect and interpret data A student is able to: Comparing and contrasting Thinking rationally
(30 Understanding on the existence of various  explain the stability of
Apr-4 Formation of naturally occurring inert gases, Double bubble map Systematic
Mei) Compound compounds for example  explain conditions for
water, H2O carbon dioxide the formation of
CO2 and minerals to chemical bonds,
introduce the concept of  state types of chemical
chemical bonds. bonds
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

18-19 5.3 Collect and interpret data A student is able to: Relating Appreciating the
(7-18 Synthesising on the meaning of covalent  state the meaning of Generating ideas balance of nature
Mei) ideas on bond. covalent bond,
formation of  explain formation of Visualising Being diligent and
covalent bond Use models and computer covalent bond, persevering
simulation to illustrate  illustrate formation of
formation of: a covalent bond by
a. single bond in hydrogen , drawing electron
H2 , chlorine, Cl2 , arrangement,
hydrogen chloride HCl,  illustrate formation of
water H2O, methane , CH4, covalent bond,
ammonia,, NH3,  compare and contrast
tetrachloromethane, CCl4 formation of ionic and
b. double bond in oxygen covalent bonds

23
No. of
Learning Suggested Learning
week/
Objectives Activities
Weeks
,O2, , carbon dioxide, CO2
c. triple bond in nitrogen,
N2
Draw diagrams showing
electron arrangement 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
5.4 Collect and interpret data
Analysing on properties of ionic and
properties of covalent compounds.
ionic and
covalent Work in groups to carry out
compounds an activity to compare the
following properties of
ionic and covalent
compounds:
a. melting and boiling
points
b. electrical conductivities
c. solubility in water and
organic solvents.
Discuss:
a. differences in electrical
conductivities of ionic and
covalent compounds due to
the presence of ions,
b. differences in the melting
and boiling points of ionic
and covalent compounds.
Scientific Attitudes And
Learning Outcomes Teacher Strategy/ Resources
Noble Values
.
A student is able to: Comparing and Contrasting Being honest and
 list properties of ionic accurate in recording
compounds, Grouping and Classifying and validating data
 list properties of
covalent compounds, Characterizing Cooperative
 explain differences in
the electrical Making Conclusion Being responsible about
conductivity of ionic the safety of oneself,
and covalent Double bubble map others and the
compounds, environment
 describe differences in
melting and boiling
points of ionic and
covalent compounds,
 compare and contrast
the solubility of ionic
and covalent
compounds,
state uses of covalent
compounds as
solvents.
24
No. of
Learning Suggested Learning Scientific Attitudes And
week/ Learning Outcomes Teacher Strategy/ Resources
Objectives Activities Noble Values
Weeks

Gather information on uses

of covalent compounds as
solvents in daily life.

20-21 PEPERIKSAAN
PERTENGAHAN TAHUN
(21-31 2018
Mei)

25
 SECOND TERM – 12.06.2017 to 24.11.2017( 21 weeks )

THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA : 6. ELECTROCHEMISTRY

No. of
Learning Suggested Learning Scientific Attitudes And
week/ Learning Outcomes Teacher Strategy/ Resources
Objectives Activities Noble Values
Weeks
22 6.1 Conduct activities to A student is able to:  Grouping  Being objectives
(4-8 Understanding classify chemicals into  state the meaning of  Classifying
Jun) properties of electrolytes and non- electrolytes
electrolytes and electrolytes.  classify substances Tree map
23 non-electrolytes into electrolytes and
(25-29 Discuss: non-electrolytes
Jun) a. the meaning of  relate the presence of
electrolytes freely moving ions to
b. the relationship between electrical conductivity.
the presence of freely
moving ions and
electrical conductivity.
24 6.2 Discuss: A student is able to:  Relating  Being responsible
(2-6 Analysing a. electrolysis process  describe electrolysis,  Predicting about the safety of
Jul) electrolysis of b. structure of electrolytic  describe electrolytic  Visualising oneself, others and
molten cell. cell,  making analogy the environment.
compounds  identify cations and  Daring to try.
Use computer simulation anions in a molten Bubble map
to: compound,
a. identify cations and  describe evidence for
anions in a molten the existence of ions
compound held in a lattice in
b. illustrate to show the solid state but move
existence of ions held in freely in molten state,
a lattice in solid state but  describe electrolysis of
move freely in molten a molten compound,
state.  write half-equations
Conduct an activity to for the discharge of
investigate the electrolysis ions at anode and
of molten lead(II) bromide, cathode,

26
No. of
Learning Suggested Learning Scientific Attitudes And
week/ Learning Outcomes Teacher Strategy/ Resources
Objectives Activities Noble Values
Weeks
PbBr2 to:  predict products of the
a. identify cations and electrolysis of molten
anions compounds.
b. describe the 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.

25-26 6.3 Conduct an activity to
(9-20 Analysing the investigate the electrolysis
Jul) electrolysis of of copper(II) sulphate
aqueous solutions 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
A student is able to:  Predicting  Being systematic
 identify cations and  Generating ideas  Being cooperative
anions in an aqueous  Analysing  Having critical and
solution,  Sequencing analytical thinking.
 describe the
electrolysis of an Flow map
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.

27
No. of
Learning Suggested Learning Scientific Attitudes And
week/ Learning Outcomes Teacher Strategy/ Resources
Objectives Activities Noble Values
Weeks
determining selective
discharge of ions at
electrodes based on:
a. positions of ions in
electrochemical series
b. concentration of ions in a
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.
27-28 6.4 Conduct experiments to A student is able to:  Relating  Appreciating the
(29 Evaluating study the purification and  state uses of  Generating ideas contribution of
Jul-3 electrolysis in electroplating of metals. electrolysis in  Evaluating science and
Ogos) industry industries, technology.
Using computer simulation,  explain the extraction,  Love and respect for
study and discuss: purification and the environment.
a. extraction of aluminium electroplating of
from aluminium oxide metals involving
b. purification of copper electrolysis in
c. electroplating of metals industries,
 write chemical
Carry out activities to write equations to represent
chemical equations for the electrolysis process
electrolysis in industries. in industries,
 justify uses of
Collect data and discuss the electrolysis in
benefits and harmful effects industries,
of electrolysis in industries.  describe the problem
of pollution from
electrolysis in
industry.

28
No. of
Learning Suggested Learning
week/
Objectives Activities
Weeks
29 6.5 Study the structure of a
(6-10 Analysing voltaic voltaic cell such as a simple
Ogos) cell voltaic cell and Daniell 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
reaction in each cell.
Collect data and discuss the
advantages and
disadvantages of various
voltaic cells including dry
cell, lead-acid accumulator,
mercury cell, alkaline cell
and nickel cadmium cell.
Discuss and compare an
electrolytic cell with a
voltaic cell.
30 6.6 Carry out an experiment to
(13-17 Synthesising construct the
Juli) electrochemical electrochemical series
series based on:
a. potential difference
between two metals
b. the ability of a metal to
displace another metal
from its salt solution.
Scientific Attitudes And
Learning Outcomes Teacher Strategy/ Resources
Noble Values
A student is able to:  Comparing and contrasting  Having critical and
 describe the structure  Grouping and classifying analytical thinking.
of a simple voltaic cell  Analyzing  Being cooperative
and Daniell cell,  Being systematic
 explain the production Double bubble map
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.
A student is able to:  Grouping and classifying  Being systematic
 describe the principles  Analysing  Being cooperative
used in constructing  Relating  Having critical and
the electrochemical  Making hypothesis analytical thinking
series,
 construct the Flow map
electrochemical series,
 explain the importance
of electrochemical
series,
29
No. of
Learning Suggested Learning
week/
Objectives Activities
Weeks
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 predictions on
the metal displacement
reaction.
Carry out an activity to
write the chermical
equations for metal
displacement reactions.
31 6.7 Discuss the importance of
(27-31 Develop electrochemical industries in
our daily life.
Ogos) awareness and
responsible
Collect data and discuss the
practices when
problems on pollution caused
handling by the industrial processes
chemicals used in involving electrochemical
electrochemical industries.
industries
Hold a forum to discuss the
importance of waste disposal
from electrochemical
industries in a safe and orderly
manner.
Show a video on the
importance of recycling and
systematic disposal of used
batteries in a safe and orderly
manner. Practise recycling
used batteries.
Scientific Attitudes And
Learning Outcomes Teacher Strategy/ Resources
Noble Values
 predict the ability of a
metal to displace
another metal from its
salt solution,
 write the chemical
equations for metal
displacement
reactions.
A student is able to:  Comparing and contrasting  Being thankful of
 justify the fact that  Grouping and classifying God
 Realising that science
electrochemical  Evaluating
industries can  Making conclusions is a means to
improve the quality of  Visualising understand nature
life,  Relating  Being responsible
 describe the problem about the safety of
of pollution caused by oneself, others and
the industrial the environment.
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.
30
 THEME: INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 7. ACIDS AND BASES
No. of
Learning Suggested Learning
week/
Objectives Activities
Weeks
32 Analysing Discuss:
(3-7 characteristics (a) the concept of acid,
Sept) and properties of base and alkali in
acids and bases terms of the ions
they contained or
produced in
aqueous solutions,
(b) uses of acids, bases
and alkalis in daily
life
carry out in experiment to
show that the presence of
water is essential for the
formation of hydrogen ions
that causes acidity.
carry out in experiment to
show that the presence of
water is essential for the
formation of hydroxide ions
that causes alkalinity.
Watch computer simulation
on the formation of
hydroxonium and
hydroxide ions in presence
of water.
Conduct activities to study
chemical properties of acids
and alkalis from the
following reactions:
a. acids with bases
Scientific Attitudes And
Learning Outcomes Teacher Strategy/ Resources
Noble Values
A student is able to: Comparing and contrasting  Having an interest
 state the meaning of and curiosity
acid, base and alkali, Relating towards the
 state uses of acids, environment.
bases and alkalis in Double bubble map  Being honest and
daily life, accurate in
 explain the role of recording and
water in the formation validating data
of hydrogen ions to  Being cooperative
show the properties of
acids,
 explain the role of
water in the formation
of hydroxide ions to
show the properties of
alkalis,
 describe chemical
properties of acids and
alkalis.
 Being honest and
accurate in
recording and
validating data
 Being diligent and
persevering
31
No. of
Learning Suggested Learning
week/
Objectives Activities
Weeks
b. acids with metals
c. acids with metallic
carbonates
write equations for the
respective reactions.
32 7.2 Carry out an activity using
Synthesising the pH scale to measure the pH
concepts of of solutions used in daily
strong acids, life such as soap solution,
weak acids, carbonated water, tap water
strong alkalis and or fruit juice.
weak alkalis
Carry out an activity to
measure the pH value of
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.
Based on the data obtained
from the above activity,
discuss the relationship
between:
a. pH values and acidity or
alkalinity of substance,
b. concentration of
hydrogen ions and the pH
values,
c. concentration of
hydroxide ions and the pH
values,
Scientific Attitudes And
Learning Outcomes Teacher Strategy/ Resources
Noble Values
A student is able to: Making inferences  Being honest and
 state the use of a pH accurate in
scale, Synthesising recording and
 relate pH value with validating data
acidic or alkaline Relating  Having critical and
properties of a analytical thinking
substance, Generating idea
 relate concentration of
hydrogen ions with pH inventing
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
32
No. of
Learning Suggested Learning Scientific Attitudes And
week/ Learning Outcomes Teacher Strategy/ Resources
Objectives Activities Noble Values
Weeks
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 on strong
acids, weak acids, strong
alkalis and weak alkalis.

33 7.3 Discuss:
(10-14 Analysing a. the meaning of
Sept) concentration of concentration
acids and alkalis b.the meaning of molarity
c. the relationship between
the number of moles with
the molarity and the volume
of the solutions
d. methods for preparing
standard solutions
Solve numerical problems
involving conversion of
concentration units from g
dm-3 to mol dm-3 and vice
versa.
A student is able to: Analysing Having critical and
 state the meaning of analytical thinking
concentration, Attributing  Being systematic
 state the meaning of  Thinking rationally
molarity, Relating
 state the relationship
between the number of
moles with molarity
and volume of a
solution,
 describe methods for
preparing standard
solutions,  Being diligent and
 describe the persevering
preparation of a Sequences
solution with a
specified concentration Prioritising
using dilution method,  Being honest and
 relate pH value with accurate in

33
No. of
Learning Suggested Learning
week/
Objectives Activities
Weeks
Prepare a standard solution of
sodium hydroxide, NaOH or
potassium hydroxide, KOH
Prepare a solution with
specified concentration from
the prepared standard solution
through dilution.
Carry out an experiment to
investigate the relationship
between pH values with
molarity of a few diluted
solutions of an acid and an
alkali
Solve numerical problems on
the molarity of acids and
alkalis
34 7.4 Analysing Collect and interpret data
(17-21 neutralisation on neutralisation and its
Sept) application in daily life
Carry out activities to write
equations for neutralisation
reactions
Carry out acid-base
titrations and determine the
end point using indicators
or computer interface.
Carry out problem solving
activities involving
neutralisation reactions to
calculate either
concentration to volume of
solutions.
Scientific Attitudes And
Learning Outcomes Teacher Strategy/ Resources
Noble Values
molarity of acid and Manipulative skills recording and
alkali, validating data
 solve numerical  Thinking rationally
problems involving
molarity of acids and
alkalis.
A student is able to: Relating  Being diligent and
 explain the meaning of persevering
neutralisation, Analysing  Having critical and
 explain the application analytical thinking
of neutralisation in Making conclusions
daily life,
 write equations for Critical and creative skills
neutralisation
reactions, Cicle map
 describe acid-base
titration,  Having critical and
 determine the end analytical thinking
point of titration  Being systematic
during neutralisation,
 solve numerical
problems involving
neutralisation reactions
to calculate either
concentration or
volume of solutions.
34
 THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 8. SALTS
No. of
Learning Suggested Learning
week/
Objectives Activities
Weeks
35-36 8.1 Salts Prepare insoluble salts such
(24 as lead (II) iodide, PbI2,
Sept-5 lead (II) chromate (VI),
Okt) PbCrO4 and Barium
sulphate,BaSO4 through
precipitation reactions
Carry out activities to write
chemicals and ionic
equations for preparation of
soluble and insoluble salts.
Construct a flow chart to
select suitable method for
preparation of salts.
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.
Scientific Attitudes And
Learning Outcomes Teacher Strategy/ Resources
Noble Values
 describe the Circle map
preparation of
insoluble salts,
 write chemical and
ionic equations for
reactions used in the
preparation of salts.
 design an activity to
prepare a specified
salt,
 construct ionic
equations through the
continuous variation
method,
 solve problems
involving calculation
of quantities of
reactants or products
in stoichiometric
reactions
35
No. of
Learning Suggested Learning Scientific Attitudes And
week/ Learning Outcomes Teacher Strategy/ Resources
Objectives Activities Noble Values
Weeks
8.2 Synthesising Discuss the meaning of A student is able to:
qualitative qualitative analysis.  state the meaning of Making inferences Thinking rationally
analysis of salts qualitative analysis,
 make inferences on Circle map
salts based on their
Study and make inferences colour and solubility
on the colour and the in water,
solubility of various salts in  describe tests for the
water. identification of gases,
 describe the action of
Watch multimedia heat on salts,
presentation on methods  describe the tests for
used for identifying gases. anions, Visualising Analytical thinking

Observe and carry out

chemical tests to identify
oxygen, O2, hydrogen, H2, Daring to try
Carbon dioxide, CO2, Comparing and contrasting
ammonia, NH3, chlorine,
Cl2, Hydrogen chloride,
HCl, Sulphur dioxide, SO2
and Nitrogen dioxide, NO2
gases.

Carry out tests to study the

action of heat on carbonate Analysing
and nitrate salts. Observe Cooperative
changes in colour and
evolution of gases when the
salts are heated.

Carry out test to confirm

the presence of carbonate
sulphate chloride and
nitrate ions in aqueous
solutions.

36
No. of
Learning Suggested Learning
week/
Objectives Activities
Weeks
Carry out tests to identify
the presence of Cu2+, Mg2+,
Al3+, Fe2+, Fe3+, Pb2+, Zn2+,
NH4+, Ca2+ ions in aqueous
solution using sodium
hydroxide solution, NaOH
and ammonia solutions
NH3(q).
Carry out test to confirm
the presence of Fe2+, Fe3+,
Pb2+ and NH4+ ions in
aqueous solution.
Scientific Attitudes And
Learning Outcomes Teacher Strategy/ Resources
Noble Values
 state observation of
reaction of cations
with sodium hydroxide
solution and ammonia
solution,
 describe confirmatory
tests for Fe2+, Fe3+,
Pb2+ and NH4+,
 plan qualitative
analysis to identify
salts.

Construct a flow chart on

the qualitative analysis of
salts.

8.3 Plan and carry out tests to
Practising to be identify anions and cations
systematic and in unknown salts.
meticulous when
carrying out Carry out activities using
activities correct techniques during
titration, preparation of
standard solutions and
preparation of salts and
crystals.
A student is able to: All thinking skills Honest
 carry out activities
using the correct
techniques during
preparation of salts
and crystals.

Plan and carry out an

experiment, make
observations, record and
analyse data systematically
and carefully.

37
 THEME : PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS
LEARNING AREA : 9. MANUFACTURED SUBSTANCES IN INDUSTRY

No. of
Learning Suggested Learning
week/
Objectives Activities
Weeks
9.1 Discuss uses of sulphuric
37 Understanding acid in daily life such as in
(8-12 the manufacture the making of paints,
Okt) of sulphuric acid. detergents, fertilizers and
accumulators.
Collect and interpret data
on the manufacture of
sulphuric acid.
Construct a flow chat to
show 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.
Scientific Attitudes And
Learning Outcomes Teacher Strategy/ Resources
Noble Values
grouping and classifying.  appreciating the
A student is able to: Analysing contribution of science
 list uses of sulphuric and technology / being
acid, Flow map thankful to god.
 to explain industrial  Being systematic
process in  Being responsible
manufacture of about the safety of
sulphuric acid, oneself, others and the
 explain that sulphur environment/
dioxide causes appreciating and
environmental practicing clean and
pollution. healthy living.

9.2 Synthesising Discuss uses of ammonia in A student is able to: analysing  appreciating the
the manufacture daily life, e.g. in the  list uses of ammonia, grouping and classifying. contribution of science
of ammonia and manufacture of fertilizers  state the properties of Analysing and technology / being
its salts. and nitric acid. ammonia, Attributing, relating, making thankful to god
Carry out an activity to  explain the industrial hypothesis and synthesizing.  being systematic
investigate properties of process in the  being responsible
ammonia. manufacture of about the safety of
Collect data from various ammonia, oneself others and the
sources and construct the  design an activity to environment / being
flow chart to show the prepare ammonium cooperative
stages in the manufacture of fertilizer.
ammonia as in the haber
process.

38
No. of
Learning Suggested Learning Scientific Attitudes And
week/ Learning Outcomes Teacher Strategy/ Resources
Objectives Activities Noble Values
Weeks
9.3 Look at some example of A student is able to:  relating and visualising.  having critical and
Understanding pure metals and materials  relate the arrangement  Relating analytical thinking.
alloys. made of alloys in daily life, of atoms in metals to  Attributing  being thankful to god.
list and discuss their their ductile and  Grouping and classifying.  realising that science
properties. malleable properties, is a means to
 state the meaning of understand nature.
Carry out an activity to alloy,  Grouping and classifying.
compare the strength and  state the aim of  Relating and visualising.
hardness of alloys with that making alloys,  Grouping and classifying.  appreciating the
of their pure metals.  list examples of contribution of science
alloys, Tree map and technology.
Study the arrangement of  list compositions and  thinking rationally.
atoms in metals and alloys properties of alloys,
through computer  relate the arrangement
simulation. of atoms in alloys to
their strength and
hardness,
Work in group to discuss;
a. the meaning of  relate properties of
alloy
alloys to their uses.
b. the purpose of
making alloys such
as duralumin, brass,
steel, bronze and
pewter.
c. Composition,
properties and uses
of alloys.
Carry out experiments to
compare the rate of
corrosion of iron, steel and
stainless steel.

Study various local product

made from alloys.

39
No. of
Learning Suggested Learning Scientific Attitudes And
week/ Learning Outcomes Teacher Strategy/ Resources
Objectives Activities Noble Values
Weeks
9 .4 Evaluating Discuss the meaning of A student is able to:  Relating  Appreciating the
uses of synthetic polymers.  State the meaning of  Attributing balance of nature
polymers polymers  Being thankful to
Observe exhibits of materials
 List naturally God
made of polymers and classify
them into naturally occurring occurring polymers
polymers and synthetic  List synthetic
polymers. polymers and their
uses
Identify the monomers in  Identify the monomers
synthetic polymers using in the synthetic
models or computer polymers
simulation.
 Justify uses of
Collect information on the synthetic polymers in
quantity and types of daily life
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 Applying Collect and interpret data A student is able to:  Synthesising  Appreciating the
uses of glass and on types, composition,  List uses of glass  Grouping and classifying balance of nature
ceramics properties and uses of glass  List uses of ceramics  Having an interest
and ceramics.  List types of glass and and curiosity towards
their properties the environment
Prepare a folio  State properties of
incorporating video clips ceramics
and pictures on uses of
glass and ceramics that
have been used for a
specific purpose, e.g. photo
chromic glass and
conducting glass.

40
No. of
Learning Suggested Learning
week/
Objectives Activities
Weeks
9.6 Evaluating Watch a multimedia
uses of composite presentation and prepare a
materials folio on:
a. The meaning of
composite materials,
b. A list of composite
materials such as
reinforced concrete,
specific super conductor,
fiber optic, fiber glass
and photo chromic glass
c. Components of
composite materials
d. Uses of composite
materials
Compare the superior
properties of composite
materials to their original
component by computer
simulation.
Discuss and justify the uses
of composite materials.
Watch the production of
composite materials in
factories.
9.7 Appreciating Discuss the importance of
various synthetic synthetic materials in daily
industrial life,
materials
Hold a forum to discuss
importance of research and
development for the
continuous well being of
mankind.
Watch a multimedia
Scientific Attitudes And
Learning Outcomes Teacher Strategy/ Resources
Noble Values
A student is able to:  Comparing and contrasting  Appreciating the
 Describe needs to  Analysing contribution of
produce new materials  Making inferences science and
for specific purposes,  Generating idea technology
 State the meaning of  Being flexible and
composite materials, open –minded
 List examples of
composite materials
and their component,
 Justify uses of
composite materials,
 Generate ideas to
produce advanced
materials to fulfill
specific needs.
A student is able to:  Relating  Being responsible
 Justify the importance  Visualising about the safety of
of doing research and one self, others and
development the environment.
continuously
 Act responsibly when
handling synthetic
materials and their
wastes,
 Describe the
importance of
41
No. of
Learning Suggested Learning Scientific Attitudes And
week/ Learning Outcomes Teacher Strategy/ Resources
Objectives Activities Noble Values
Weeks
presentation or computer synthetic materials in
simulation on pollution daily life.
caused by the disposal of
synthetic materials.
38-40
(15
PEPERIKSAAN AKHIR TAHUN 2018
Okt-2
Nov)
41-43
(5-23 PROGRAM LEPASAN PEPERIKSAAN AKHIR TAHUN
Nov)
24
Nov-31 CUTI AKHIR TAHUN 2018
Dis

42
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