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CHEMISTRY

FORM FOUR YEARLY PLAN

2011


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Learning Area : Introduction to Chemistry
Week Learning Suggested Learning Activities
No. Objectives
1 1.1 Collect and interpret the
Understanding meaning of the word
chemistry and ³chemistry´
its importance
Discuss some examples of
common chemicals used in
daily life such as sodium
chloride(common salt),
calcium carbonate(lime) and
acetic acid (vinegar).
Discuss the uses of these
chemicals in daily life.
View a video or computer
courseware on the following:
a. careers that need the
knowledge of chemistry
b. chemical-based industries
in Malaysia and its
contribution to their
development of the country.
Attend talks on chemical-
based industries in Malaysia
and their contribution to the
development of the country.
1 1.2 Observe a situation and
Synthesising identify all variables. Suggest
scientific a question suitable for a
method scientific investigation.
Carry out an activity to:
a. observe a situation
b. identify all variables
c. suggest a question
d. form a hypothesis
e. select suitable apparatus
f. list down work procedures
carry out an experiment and:
a. collect and tabulate data
b. present data in a suitable
form
c. interpret the data and draw
conclusions.
   
Theme : Introducing Chemistry
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to: Having an interest an curiosity 1
m explain the meaning of Interpreting data towards the environment
chemistry,
Being objective
m list some common
chemicals used in daily Classifying
life, Being thankful to God
Appreciate the contribution of
science and technology
m state the uses of common
chemicals in daily life, Collecting data Being flexible and open-
minded
Being responsible about the
m list examples of safety of oneself, others and
occupations that require the environment
the knowledge of Relating
chemistry,
m list chemical-based
industries in Malaysia, Communicating
m describe the contribution
of chemical-based
industries towards the Observing
development of the
country.
A student is able to: All thinking skills 2
m identify variables in a Being cooperative
given situation, Being objective
Being confident and
independent
m identify the relationship
between two variables to Daring to try
form a hypothesis,
Being honest and being
accurate in recording and
validating data
Having critical and analytical
m design and carry out a thinking
simple experiment to test
the hypothesis,
m record and present data in Being diligent and persevering
Having critical and analytical

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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
a suitable form, thinking
m interpret data to draw a Being systematic
conclusion,
d. write a complete report write a report of the
investigation.
1 1.3 View videos or read passages A student is able to: All thinking skills All the scientific attitudes and 1
Incorporate about scientific investigations. m identify scientific attitudes noble values
scientific Students discuss and identify and values practised by
attitudes and scientific attitudes and values scientists in carrying out
values in practiced by researchers and investigations,
conducting scientist in the videos or
scientific passages.
investigations
Students discuss and justify m practise scientific attitudes
the scientific attitudes and and values in conducting
values that should be scientific investigations.
practiced during scientific
investigations.


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Theme : MATTER AROUND US
Learning Area : 2. THE STRUCTURE OF THE ATOM

Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
2  A student is able to:
  Discuss and explain the m describe the particulate Generating ideas Having an interest and 2

 particulate nature of matter. nature of matter, grouping and classifying curiosity towards the
defining environment
Use models or view computer
simulation to discuss the Visualizing, comparing Appreciating the beauty of the
following: and constrasting, defining arrangement of particles.
a. the kinetic theory of matter, m state the kinetic theory of
matter, Relating Thinking rationally
b. the meaning of atoms, m define atoms, molecules
molecules and ions. and ions, Visualising Thinking rationally

Conduct an activity to m relate the change in the

investigate diffusion of state of matter to the
particles in solid, liquid and change in heat, Comparing and Thinking rationally
gas. contrasting

Investigate the change in the m relate the change in heat

state of matter based on the to the change in kinetic
kinetic theory of matter energy of particles,
through simulation or m explain the inter- experimenting Cooperative
computer animation. conversion of the states of Measuring and using Daring to try
matter in terms of kinetic numbers Being respectful and well-
Conduct an activity to theory of matter. Making inferences mannered
determine the melting and Being flexible and open-
freezing points of ethanamide minded
or naphthalene. Communicating Honesty in recording and
Making conclusions validating data
Plot and interpret the heating Realizing that science is a
and the cooling curves of means to understand nature
ecteminamide or naphthalene.

2  A student is able to:

   Discuss the development of m describe the development Generating ideas Daring to try 2
 

 atomic models proposed by of atomic model, Being thankful
scientists namely Dalton, m state the main subatomic Relating Having critical and analytical
Thomson, Rutherford, particles of an atom, Visualizing the models of thinking
Chadwick and Bohr. atom Being flexible and open-
minded
Use models or computer
simulation to illustrate the
structure of an atom as
containing protons and
neutrons in the nucleus and
electrons and neutrons of an
atom.
2
Use a table to compare and m compare and contrast the Comparing Having critical and analytical
contrast the relative mass and relative mass and the and contrasting thinking


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the relative charge of the relative charge of the
protons, electrons and protons, electrons and
neutrons. neutrons,
m define proton number, Generating ideas Being diligent and persevering
Investigate the proton and m define nucleon number, Using number in problem solving
nucleon numbers of different m determine the proton Problem solving
elements. number, conceptualizing
m determine the nucleon
Discuss: number,
a. the relationship between m relate the proton number Relating
proton number and to the nucleon number,
nucleon number, m relate the proton number
b. to make generalization that to the type of element,
each element has a
different proton number.

Carry out an activity to write : m write the symbol of Conceptualizing Thinking rationally
a. the symbols of elements, elements,
b. the standard
m determine the number of
representation for an atom Problem solving
neutrons, protons and
of any element. Being confident and
electrons from the proton
independent in problem solving
number and the nucleon
Where :
number and vice versa,
X = element
j
 A = nucleon
number
z = proton
number

Construct models or use

m construct the atomic
computer simulation to show synthesizing Realising that science is a
structure.
the atomic structure. means to understand

3  Collect and interprete A student is able to: 1


 information on :
   a. the meaning of isotope, m state the meaning of defining the meaning of
 
 b. isotopes of hydrogen, isotope, isotopes

 oxygen, carbon, chlorine m list examples of elements classifying
and bromine. with isotopes, generating ideas Being diligent and persevering
in problem solving

Conduct activities to m determine the number of problem solving

determine the number of subatomic particles of relating
subatomic particles of isotopes,
isotopes from their proton
numbers and their nucleon Being confident and
numbers. independent in problem solving
Appreciating the contribution of
Gather information from the m justify the uses of isotope Generating ideas science and technology
internet or from printed in daily life. Resources searching
materials and discuss the
uses of isotope.


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3  Study electron arrangements

 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.
   
A student is able to: 1
m describe electron
arrangements of elements
with proton numbers 1 to
20, Visualizing
m draw electron
arrangement of an atom
in an element,
m state the meaning of Relating the configuration Thinking rationally
valence electrons, of electron with its
determine the number of location within periodic Having interest and curiosity
valence electrons from the table towards the discovery of
electron arrangement of an atomic model
atom.
Problem solving

3  Discuss the contributions of A student is able to: 1


  scientists toward the m describe the contributions Generating ideas Appreciating the contribution


 development of ideas on the of scientists towards the of scientists in discovering
   atomic structure. understanding of the atomic model.
   atomic structure, Daring to try


 Conduct a story-telling m describe the creative and Comparing and Being diligent and persevering
competition on the historical conscientious efforts of Evaluating the Being confident and
development of the atomic scientists to form a contributions of scientists. independent
structure with emphasis on the complete picture of
creativity of scientists. matter.













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Theme : MATTER AROUND US
Learning Area : 3. CHEMICAL FORMULAE AND EQUATIONS

Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
4 3.1 Collect and interpret data A student is able to: Having an interest and 1
Understanding concerning relative atomic m state the meaning of Attributing curiosity
and applying mass and relative molecular relative atomic mass Observing Thinking rationally
the concepts mass based on carbon-12 based on carbon-12
of relative scale scale,
atomic mass
and relative Discuss the use of carbon-12 m state the meaning of
molecular scale as a standard for relative molecular mass Relating
mass determining relative atomic based on carbon-12
mass and relative molecular scale,
mass. m state why carbon-12 is
used as a standard for Grouping and classifying
Investigate the concepts of determining relative Making analogies
relative atomic mass and atomic mass and relative
relative molecular mass using molecular mass,
analogy or computer
animation.
m calculate the relative Measuring and using Daring to try
Carry out a quiz to calculate molecular mass of numbers Being confident and 1
the relative molecular mass of substances. Relating independent
substances based on the Problem solving
given chemical formulae, for Making inferences
example HCl, CO2, Na2CO3,
Al(NO3)3, CuSO4.5H2O

4 3.2 Study the mole concept using A student is able to: 1

Analysing the analogy or computer
relationship simulation.
between the
number of
moles with the
number of Collect and interpret data on
particles Avogadro constant.
Discuss the relationship
between the number of
particles in one mole of a
substance with the Avogadro
constant.
Carry out problem solving
activities to convert the
number of moles to the
number of particles for given
substance and vice versa
m define a mole as the Making analogy Being systematic
amount of matter that
contains as many
particles as the number of Visualising
12
atoms in 12 g of C,
m state the meaning of Relating
Avogadro constant,
m relate the number of
particles in one mole of a 
substance with the
Avogadro constant,
m solve numerical problems Having critical and analytical 1
to convert the number of thinking
moles to the number of
particles of a given
substance and vice versa.

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Week Learning Suggested Learning Activities
No. Objectives
6 3.3 Discuss the meaning of molar
Analysing the mass.
relationship
between the Using the analogy or
number of computer simulation, discuss
moles of a to relate:
substance a. molar mass with the
with its mass Avogadro constant,
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
substance to its mass and
vice versa.
7 3.4 Collect and interpret data on
Analysing the molar volume of a gas.
relationship Using computer simulation or
between the graphic representation,
number of discuss:
moles of a gas a. the relationship
with its between molar
volume volume and
Avogadro constant,
b. to make
generalization on
the molar volume of
a gas at STP or
room conditions.
Carry out activity to calculate
the volume of gases at STP or
room conditions from the
number of moles and vice
versa.
Construct a mind map to show
the relationship between
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.
   
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to: Analyzing Having critical and analytical 1
m state the meaning of thinking
molar mass,
Being confident and
independent
m relate molar mass to the Relating 1
Avogadro constant,
m relate molar mass of a
substance to its relative Being systematic
atomic mass or relative Daring to try
molecular mass,
solve numerical problems to Classifying
convert the number of moles Problem solving
of a given substance to its
mass and vice versa.
A student is able to:
m state the meaning of Analyzing 2
molar volume of a gas,
m relate molar volume of a
gas to the Avogadro
constant,
m make generalization on
the molar volume of a gas
at a given temperature
and pressure, Relating
m calculate the volume of
gases at STP or room Interpreting data
conditions from the
number of moles and vice
versa,
Thinking rationally *2
Being systematic
m solve numerical problems
involving number of Problem solving Being diligent and persevering
particles, number of
moles, mass of
substances and volume of
gases at STP or room
conditions.
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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
8 3.5 Collect and interpret data on A student is able to:
Synthesising chemical formula, empirical m state the meaning of
chemical formula and molecular chemical formula, 2
formulae formula. m state the meaning of
empirical formula,
Conduct an activity to: m state the meaning of Experimenting Honest and accurate
a. determine the molecular formula,
empirical formula of
copper(II) oxide
using computer
stimulation,
b. determine the m determine empirical and Defining operationally Thinking rationally
empirical formula of molecular formulae of
magnesium oxide, substances,
c. compare and
contrast empirical m compare and contrast
formula with empirical formula with
molecular formula. molecular formula,
Carry out problem solving m solve numerical problems Interpreting data Having critical and analytical
activities involving empirical involving empirical and thinking *2
and molecular formulae. molecular formulae,
Carry out exercises and m write ionic formulae of
quizzes in writing ionic ions,
formulae.

Conduct activities to:

a. construct chemical Relating Being systematic
m construct chemical
formulae of
formulae of ionic
compounds from a
compounds,
given ionic formula, Synthesizing
m state names of chemical
b. state names fo
compounds using IUPAC
chemical cmpounds
nomenclature.
using IUPAC Grouping and classifying
nomenclature.

9 3.6 Discuss : A student is able to:

Interpreting a. the meaning of m state the meaning
chemical chemical equation, of chemical Observing 2
equations b. the reactants and equation,
products in a m identify the
chemical equation. reactants and
products of a
chemical equation,

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Week Learning Suggested Learning Activities
No. Objectives
Construct balances chemical
equations for the following
reactions:
a. heating of copper(II)
carbonate,CuCO3,
b. formation of
ammonium
choride,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(stoichiom
etry).
10 3.7 Discuss the contributions of
Practising scientists for their research on
scientific relative atomic mass, relative
attitudes and molecular mass, mole
values in concept, formulae and
investigating chemical equations.
matter
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
equations as tools of
communication in chemistry.
   
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
Interpreting data Being responsible about the
Making inferences safety of oneself, others, and
Problem solving the environment.
Being systematic.
Being cooperative.
m write and balance
chemical equations
m interpret chemical
equations
quantitatively and
qualitatively,
m solve numerical
problems using
chemical
equations.
A student is able to: Grouping and classifying Being honest and accurate 2
m identify positive scientific
attitudes and values Being diligent and persevering
practised by scientists in
doing research on mole
concept, chemical
formulae and chemical
equations,
m justify the need to practise
positive scientific attitudes
and good values in doing
research on atomic
structures, chemical
formulae and chemical
equations,
m use symbols, chemical
formulae and equations
for easy and systematic
communication in the field
of chemistry.
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Theme : Matter Around Us
Learning Area : 4 Periodic Table Of Elements
Week Learning Suggested Learning Activities
No. Objectives
12 4.1 Collect information on the
Analysing the contributions of various
Periodic Table scientist toward the
of Elements development of the Periodic
Table.
Study the arrangement of
elements in the Periodic table
from the following aspects:
a. group and periods,
b. proton number,
c. electron arrangement.
Carry out an activity to relate
the electron arrangement of
the element to its group and
period.
Discuss the advantages of
grouping the elements in the
Periodic Table.
Conduct activities to predict
the group and period of and
element based on its electron
arrangement.
13 4.2 Use a table to use all the
Analysing elements in Group 18.
Group 18
elements Describe the physical
properties such as the
physical state, density and
boiling points 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 the Group 18
elements.
   
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to: m Comparing and m Having an interest and 1
m describe the contributions contrasting, curiosity towards the
of scientists in the m Attributing, environment,
historical development of m Grouping and m Appreciating the
the Periodic Table, classifying, contributions of science
m identify groups and m Relating, and technology,
periods in the Periodic
Table,
m state the basic principle of m Relating
arranging the elements in
the Periodic Table from
their proton numbers,
m relate the electron m Relating m Having critical and
arrangement of an analytical thinking,
element to its group and m Being systematic,
period, m Being confident and
independent, 2
m explain the advantages of m Analyzing m Being diligent and
grouping elements in the persevering,
Periodic Table, 2
predict the group and the
m m Analyzing
period of an element m Being objective,
based on its electron m Daring to try,
arrangement. m Thinking rationally
A student is able to: m Having critical and
m list all Group 18 elements m Grouping and analytical thinking, 1
contrasting, m Being systematic,
m state in general the m Collecting data
physical properties of
Group 18 elements, 1
m describe the changes in
the physical properties of m Inferring m Being Flexible and open- 2
Group 18 elements, m Comparing and minded,
contrasting m Systematic,
m describe the inert nature m Relating
of elements of Group 18,
m relate the inert nature of m Analyzing, m Appreciating the
Group 18 elements to m Relating contribution of science
their electron technology
arrangements,
m Collecting data

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Week Learning Suggested Learning Activities
No. Objectives
Use diagrams or computer
simulations to illustrate the
duplet and octet electron
arrangement of Group 18
elements to explain their
stability.
Gather information on the
reasons for the uses of Group
18 elements.
14 Gather information and
4.3 discuss:
Analysing a. Group 1 elements,
Group 1 b. general physical properties
elements of lithium, sodium and
potassium,
c. changes in the physical
properties from lithium to
potassium with respect to
hardness, density and melting
points,
d. chemical properties of
lithium, sodium and
potassium,
f. the relationship between the
chemical properties of Group
1 elements and their electron
arrangements.
Carry out experiments to
investigate the reactions of
lithium, sodium and potassium
with water and oxygen.
Study the reactions of lithium,
sodium and potassium with
chlorine and bromine through
computer simulation.
Discuss changes in the
reactivity of group 1 elements
down the group.
Predict physical and chemical
properties of group 1 elements
other than lithium, sodium and
potassium.
Watch multimedia materials
on the safety precautions
when handling Group 1
elements.
   
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
m relate the duplet and octet m relating
electron arrangements of
Group 18 elements to
their stability
Being thankful to god
m describe uses of Group 18
elements in daily life.
A student is able to:
m list all Group 1 elements. 2
m state the general physical m Observing,
properties of lithium, m Attributing,
sodium and potassium,
m describe changes in the m Relating
physical properties from m Comparing and
lithium to potassium, contrasting,
m Experimenting m Having and interest and
m Observing curiosity towards the
m Attributing environment.
m list the chemical m Interpreting data,
properties of lithium, m Detecting bias,
sodium and potassium,
m describe the similarities in
chemical properties of
m Relating
lithium, sodium and
potassium,
m relate the chemical
properties of Group 1 1
elements to their electron
arrangements,
m describe changes in
reactivity of Group 1 m Being responsible about
m Comparing and
elements down the group, the safety of one self
contrasting
others and the
m predict physical and environment,
chemical properties of m Predicting,
other elements in Group
1,
m state the safety
precautions when m Visuallising
handling Group 1
elements.

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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
15 4.4 Gather information and A student is able to:
Analysing discuss: m list all Group 17 2
Group 17 a. Group 17 elements, elements,
elements b. physical properties of m state the general physical m Observing,
chlorine, bromine and iodine properties of chlorine, m Attributing,
with respect to their colour, bromine and iodine,
density and boiling points, m describe changes in the m Relating
c. changes in the physical physical properties from m Comparing and
properties from chlorine to chlorine to iodine, contrasting,
iodine, m list the chemical m Experimenting m Having an interest and 1
d. describe the chemical properties of chlorine, m Observing curiosity towards the
properties of chlorine, iodine bromine and iodine, m Attributing environment
and bromine, m describe the similarities in m Interpreting data,
e. the similarities in chemical chemical properties of m Detecting bias,
properties of chlorine, iodine chlorine, bromine and
and bromine, iodine,
f. the relationship between the m relate the chemical
chemical properties of Group m Relating
properties of Group 17
17 arrangements. elements with their
electron arrangements,

Carry out experiments to m describe changes in

investigate the reactions of reactivity of Group 17
chlorine, bromine and iodine elements down the group,
with:
a. water,
b. metals such as iron,
c. sodium hydroxide.

Discuss changes in the m Comparing and

reactivity of Group 17 contrasting
elements down the group.

Predict physical and chemical m Predicting,

m predict physical and
properties of Group 17
chemical properties of
elements other than chlorine,
other elements in Group
bromine and iodine.
17
Watch multimedia materials m Being responsible about
m state the safety m Visuallising
on the safety precautions the safety of one self
precautions when
when handling Group 17 others and the
handling Group 17
elements. environment,
elements.


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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
16 4.5 Collect and interpret data on A student is able to:
Analysing the properties of elements in m list all elements in Period m Observing, 2
elements in a Periods 3 such as: 3, m Attributing
period a. proton number, m write electron
b. electron arrangement, arrangements of all
c. size of atom, elements in Period 3,
d. electronegativity, 1
e. physical state.

Discuss changes in the
properties of elements across
Period 3.
Carry out experiments to
study the oxides of elements
in Periods 3 and relate them
to their metallic properties.
Discuss in small groups and
make a presentation on the
changes of elements across
Period 3.
m describe changes in the
properties of elements
across Period 3,
m state changes in the
properties of the oxides of
elements across Period 3,
m Comparing
and contrasting,
m Experimenting
m Observing
m Relating
m Classifying
m Predicting,
m Having an interest and
curiosity towards the
environment,
m Being cooperative, 1
m Realising that science is
a means to understand
nature.

Discuss and predict changes m predict changes in the

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.
properties of elements
across Period 2
m describe uses of semi-
metals.

17 4.6 Carry out an activity to identify A student is able to:

Understanding the positions of transition
transition elements in the Periodic
elements Table.
Collect an interpret data on
properties of transition
elements with respect to
melting points, density,
variable oxidations numbers
and ability to form coloured
compounds.
(a) identify the positions of m Observing m Having an interest and 1
transition elements in the curiosity towards the
Periodic Table, environment,
(b) give examples of m Observing
transition elements, m Attributing
(c) describe properties of m Making inferences, 1
transition elements m Comparing and
contrasting
m Relating, m Being thankful to God
m Interpreting data

Observe the colour of:

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


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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
NH3 (aq).

Observe the colour of

precious stones and identify
the presence of transition
elements.

Give examples on the use of (d) state uses of transition

transition elements of elements in industries.
catalysts in industries.

18 4.7 Gather information on efforts A student is able to:

Appreciating of scientist in discovering the
the existence properties of elements and
of elements make a multimedia
and their presentation.
compounds
Discuss in a forum about life
without various elements and
compound.
Carry out projects to collect
specimens or pictures of
various types of rocks.
m describe efforts of 1
scientists in discovering
the properties of
elements,
m Relating m Being thankful to God
m describe what life would
be without diverse
elements and compounds,
m identify different colours in
compounds of transition m Comparing and m Having an interest and
elements found naturally, contrasting curiosity towards the
environment,

Discuss and practice ways to m handle chemicals wisely.

handle chemicals safety and
to avoid their wastage.







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Theme : Matter Around Us

Learning Area : 5 Chemical Bonds

Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
19 5.1 Collect and interpret data on A student is able to:
Understanding the existence of various 2
formation of naturally occurring
compounds compounds for example,
water, H2O, carbon dioxide,
CO2, and minerals to
introduce the concept of
chemical bonds.
Discuss: Analysing data Cooperative
a. the stability of inert
gases with respect to m explain the stability of Communicating Critical and analytical thinking
the electron inert gases,
arrangement, m explain conditions for the Attributing Think rationally
b. conditions for the formation of chemical
formation of chemical bonds, Comparing Create interest and curiosity
bonds, m state types of chemical
c. types of chemical bonds bonds. Grouping and classifiying Think objectively

20 5.2 Use computer simulation to A student is able to: Cooperative

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


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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
21 5.3 Collect and inteprete data on A student is able to:
Synthesising the meaning of covalent bond. m state the meaning of Generating ideas Being cooperative 2
ideas on covalent bond,
formation of Use models and computer m explain formation of Communication Being diligent and
covalent bond simulation to illustrate covalent bond, perservering
formation of: m illustrate formation of a Prioritising
 single bond in covalent bond by drawing Being systematic, diligent and
hydrogen, H2, chlorine, electron arrangement, Visualising analytical thinking
Cl2, hydrogen chloride, m illustrate formation of
HCl, water, H2O, covalent bond, Cooperative
methane, CH4, Observing
ammonia, NH3,
tetrachloromethane,
CCl4,
% double bond in oxygen,
O2, carbon dioxide,
CO2,
 triple bond in nitrogen,
N2 .

Draw diagrams showing m compare and contrast

electron arrangements for the formation of ionic and
formation of covalent bond covalent bonds.
including Lewis structure.

Discuss and construct a mind

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

24 5.4 Collect and interpret data on A student is able to:

Analysing properties of ionic and m list properties of ionic Analysing Cooperative 2 Solvent - pelarut
properties of covalent compounds. compounds, Interpreting data
ionic and m list properties of covalent Defining operationally
covalent compounds,
compounds Work in groups to carry out an Attributing Think rationally
activity to compare the Challenge to do something
following properties of ionic Classifying and grouping Systematic
and covalent compounds: Confidence
a. melting and boiling m explain differences in the Comparing and
points, electrical conductivity of constrasting
b. electrical conductivities, ionic and covalent
c. solubilities in water and compounds,
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
1
m describe differences in Experimenting Appreciate the contribution of
melting and boiling points communicating science and technology
of ionic and covalent
compounds,
m compare and contrast the
solubility of ionic and
covalent compounds,
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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
points of ionic and
covalent compounds

Gather information on uses of m state uses of covalent

covalent compounds as compounds as solvents.
solvents in daily life.

Theme : Interaction Between Chemical
Learning Area : 6. Electrochemistry

Week Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and No. of Remarks
No. Scientific Skills noble values Periods
25 6.1 Conduct activities to classify chemicals into Being systematic 1
Understanding electrolytes and non-electrolytes. Thinking rationally
properties of Discuss: A student is able to:
electrolytes and a. The meaning of electrolytes m State the meaning of
non-electrolytes electrolyte,
b. The relationship between the m Classify substances into Communicating
presence of freely moving ions electrolytes and non-
and electrical conductivity. electrolytes, Relating

m Relate the presence of freely

moving ions to electrical
conductivity.

26 6.2 Discuss: A student is able to: Attributing Thinking rationally

Analysing a. Electrolysis process, m Describe electrolysis
electrolysis of b. Structure of electrolytic cell. m Describe electrolytic cell, Being confident and
molten independent
compounds Use computer simulation to: m Identify cations and anions in Attributing
a. Identify cations and anions in a a molten compound Relating Being cooperative
molten compound, m Describe evidens for the Being systematic 1
b. Illustrate to show the existence of existence of ions held in a Thinking rationally
ions held in a lattice in solid state lattice in solid state but move Visualising
but move freely in molten state. freely in molten state, Experimenting
Observing
Conduct an activity to investigate the
electrolysis of molten lead(II) bromide,
PbBr2 to:
a. Identify cations and anions, m Describe electrolysis of a Inferring Being honest and
b. Describe the ekectrolysis process, molten compound, Classsifying accurate in recording
c. Write half-equations for the discharge m Write half-equations for the Defining Operationally and validating data.
of ions at anode and cathode. discharge of ions at anode
and cathode, Communicating
Collect and interpret data on electrolysis
of molten ionic compounds with very high Having critical and 2
melting points, for example sodium m Predict products of the Interpreting data analytical thinking
choride, NaCl and lesd(II) oxide, PbO. electrolysis of molten Being confident and
Predict products from the electrolysis of compounds. indepedent 1
other molten compounds. Predicting

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Week Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and No. of Remarks
No. Scientific Skills noble values Periods
27 6.3 Conduct an activity to investigate the A student is able to: Observing Be cooperative 2
Analysing the electrolysis of copper(II) sulphate solutions m Identify cations and anions in Experimenting Having an interest and
electrolysis of and dilute sulphuric acid using carbon an aqueous solution, curiosity towards the
aqueous electrodes to: environment
solutions a. Identify cations and anions in the Communicating
aqueous solutions,
b. Describe the electrolysis of the m Describe the electrolysis of an Be cooporative
aqueous solutions, aqueous solution, Having critical and
m Explain using examples analytical thinking
factors affecting electrolysis Controlling variables Daring to try
of an aqueous solution, Experimenting Being systematic
c. Write half equations for the discharge m Write half equations for the Hypothesising Being responsible about
of ions at the anode and the cathode. discharge of ions at the Interpreting data the safety of oneself and
anode and the cathode, Observing others
Prioritising
Conduct experiments to investigate factors Analyzing
determining selective discharge of ions at
electrodes based on: 2
a. Positions of ions in electrochemical
series,
b. Concentrations of ions in a solution,
c. Type of electrodes. Communicating Having critical and
analytical thinking
Use computer simulation to explain factors
affecting electrolysis of an aqueous solution. Predicting
m Predict the products of Detecting Bias 1
Predict the products of electrolysis of electrolysis of aqueous
aqueous solutions and write their half solutions.
equations.
28 6.4 Conduct experiments to study the A student is able to: Generating ideas Being cooperative 2
Evaluating purifications and electroplating of metals. m State uses of electrolysis in Experimenting Appreciating the
electrolysis in industries, Observing contribution of science
industry Using computer simulation, study and m Explain the extraction, and technology
discuss: purification and electroplating Relating
a. Extraction of aluminium from of metals involving
aluminium oxide, electrolysis in industries, Making Inferences Daring to try
b. Purification of copper,
c. Electroplating of metals. Evaluating
m Write chemical equations to
Carry out activities to write chemical represent electrolysis process Appreciating the
equations for electrolysis in industries. in industries, balance of nature
m Justify uses of electrolysis in
Collect data and discuss the benefits and industries, 1
harmful effects of electolysis in industries. m Describe the problem of
pollution from electrolysis in
industry.

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Week Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and No. of Remarks
No. Scientific Skills noble values Periods
29 6.5 Study the structure of voltiaic cell such as a A student is able to: Attributing Having critical and 2
Analysing voltaic simple voltaic cell and Daniell cell. m Describe the structure of a analytical thinking
cell simple voltaic cell and Daniell Appreciating the
cell, contribution of science
Conduct an experiment to show the m Explain the production of and technology
production of electricity from chemical electricity from a simple Experimenting
reactions in a simple voltaic cell. voltaic cell, Being cooperative

Carry out activities on a simple voltaic cell m Explain the reactions in a Experimenting Being systematic
and a Daniell cell to explain the reactions in simple voltaic cell and Daniell Being objective
each cell. cell, Comparing and
contrasting 1
Collect data and discuss the advantages m Compare and contrast the
and disadvantages of various voltaic cells advantages of various voltaic Evaluating Thinking rasionally
including dry cell, lead-acid accumulator, cells,
mercury cell, alkaline cell and nickel
cadmium cell.

Discuss and compare an electrolytic cell m Describe the differences Comparing and Being confident and
with a voltaic cell. between electrolytic and contrasting independent 1
voltaic cells. Communicating Having critical and
analytical thinking

30 6.6 Carry out an experiment to construct the A student is able to: Experimenting Cooperative 2
Synthesising electrochemical series based on: m Describe the principles used Observing Being honest
electrochemical a. Potential difference between two in constructing the Measuring and using Daring to try
series metals, electrochemical series, numbers 1
b. The ability of a metal to displace m Construct the electrochemical Relating Having critical and
another metal from its salt solution. series, Sequencing analytical thinking
Synthesising Thinking rationally
Discuss uses of the electrochemical series Confident and
to determine: m Explain the importance of Generating ideas independent
a. Cell terminal, electrochemical series,
b. Standard cell voltage, m Predict the ability of a metal
c. The ability of a metal to displace to displace another metal Communicating 1
another metal from its salt solution. from its salt solution, Predicting
Carry out experiments to confirm the
predictions on the metal displacement Cooperative
reaction. Experimenting Confident and
m Write the chemical equations independent
Carry out an activity to write the chemical for metal displacement
equations for metal displacement reactions. reactions. Communicating 1

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Week Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and No. of Remarks
No. Scientific Skills noble values Periods
30 6.7 Discuss the importance of electrochemical A student is able to: Generating idea Appreciating the 1
Develop industries in our daily life. m Justify the fact that Communicating contribution of science
awareness and electrochemical industries Relating and technology
responsible can improve the quality of life,
practices when Collect data and discuss the problems on m Describe the problem of Communicating Appreciating the
handing polluction caused by the industrial pollution caused by the Evaluating contribution of science
chemicals used processes involving electrochemical industrial processes involving and technology
in industries. electrolysis,
electrochemical
industries Hold a forum to discuss the importance of m Justify the need to dispose of Generating idea Being responsible the
waste disposal from electrochemical waste from electrochemical Communicating safety of oneself, others,
industries in a safe and orderly manner. industries in a safe and and the environment.
Show a video on the importance of recycling orderly manner,
and systematic disposal of used batteries in m Practice safe and systematic Appreciating and
a safe and orderly manner. Practise disposal of used batteries. Inventing practising clean and
recycling used batteries. Relating healthy living

Being responsible the

safety of oneself, others,
and the environment.
Theme : Interaction Between Chemicals
Learning Area : 7.Acid And Bases

Week Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Scientific Skills values Periods
31 7.1 Discuss: A student is able to: Having an interest and
Analysing characteristics a. the concept of acid, base and m state the meaning of acid, base Attributing curiosity towards the
and properties if acids and alkali in terms of the ions they and alkali, environment 7
bases contained or produced in aqueous Comparing and
solutions. contrasting
b. uses of acids, bases and alkalis in daily m state uses of acids, bases and
life. alkalis in daily life, Relating

Carry out an experiment to show that the m explain the role of water in the
presence of water is essential for the formation of hydrogen ions to
formation of hydrogen ions that causes show the properties of acids,
acidity.

Carry out an experiment to show that the m explain the role of water in the
presence of water is essential for the formation of hydroxide ions to Being cooperative
formation of hydroxide ions that causes show the properties of alkalis,
alkalinity. Experimenting Being honest

Watch computer simulation on the formation Observing Being responsible about the
of hydroxonium and safety of oneself, others and
hydroxide ions in the presence of water Comparing and environment
contrasting
Conduct activities Being honest and accurate
to study chemical properties of acids m describe chemical properties of Experimenting in recording and validating
and alkalis from the following reactions : acids and alkalis. data
a. acids with bases, Grouping and
b. acids with metals, Classifying


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Week Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Scientific Skills values Periods
c. acids wit metallic
carbonates.

Write equations for the respective reactions.

Week Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Scientific Skills values Periods
32 7.2 Carry out an activity using pH scale to A student is able to: Making inferences Being honest and accurate in
Synthesising the measure the pH of solutions used in m state the use of a pH scale, recording and validating data
concepts of strong daily life such as soap solution, m relate pH value with acidic or Synthesizing 4
acids, weak carbonated water, tap water or fruit alkaline properties of a substance, Having critical and analytical
acids, strong alkalis and juice. thinking
weak alkalis Relating
Carry out an activity to measure the pH
value of a few solutions with the same Observing
concentration. For example,
hydrochloric acid, ethanoic acid, Interpreting data
ammonia and sodium hydroxide with
the use of indicators, pH meter or
computer interface. Generating ideas

Based on the data obtained from the

above activity, discuss the relationship
between :
m relate concentration of hydrogen
a. pH values and acidity alkalinity ions with pH value,
of a substance, m relate concentration of hydroxide
b. concentration of hydrogen ions ions with pH value
and the pH values, m relate strong or weak acid with
c. concentrations of hydroxide degree of dissociation,
ions and the pH values, m relate strong or weak alkali with
d. strong acids and their degree degree of dissociation,
of dissociation,
e. weak acids and their degree of m conceptualise qualitatively strong
dissociation, and weak acids,
f. strong alkalis and their degree
of dissociation,
m conceptualise qualitatively strong
g. weak alkalis and their degree of
and weak alkali.
their dissociations.
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.


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33 7.3 Discuss A student is able to: Analyzing Having critical and analytical
Analysing concentration a. the meaning of concentration. m state the meaning of thinking
of acids and alkalis concentration, Attributing 6
b. the meaning of molarity, m state the meaning of molarity, Being systematic
c. the relationship between the m state the relationship between the Relating
number of moles with the molarity number of moles with molarity Thinking rationally
and the volume of a solutionm and volume of a solution, Sequencing
d. methods for preparing standard m describe methods for Being responsible about the
solutions. preparing standard Priotising safety of oneself, others and
solutions, the environment
Solve numerical problems involving
conversion of concentration units from Being honest and accurate in
-3
gdm and vice versa. recording and validating data

Prepare a standard solution of sodium Being cooperative

hydroxide, NaOH or potassium
hydroxide, KOH. Thinking rationally

Prepare a solutions with specified m describe the preparation of

concentration from the prepared
standard solution through dilution.
Carry out an experiment to investigate
the relationship between pH values with
the molarity of a few diluted solutions of
an acid and an alkali.
Solve numerical problems on the
molarity of acids and alkalis.
a solution with a specified
concentration using dilution
method,
m relate pH value with molarity of
acid and alkali,
m solve numerical problems
involving molarity of acids and
alkalis.

Week No. Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Objectives Scientific Skills values Periods
34 7.4 Collecct and interpret data on neutralisation A student is able to: Interpreting data Having critical and analytical
Analysing and its application in daily life. m explain the meaning of neutralisation, thinking
neutralisation m explain the application of neutralisation Relating 5
in daily life,
Carry out activities to write equations for m write equations for neutralisation Experimenting Being systematic
neutralization reactions. reactions,
Analyzing Being responsible about the
Carry out acid-base titrations and determine m describe acid-base titration, safety of oneself, others and
the end point using indicators or computer m determine the end point of titration Making conclusions environment
interface. during neutralisation,
m solve numerical problems involving Being honest and accurate in
Carry out problem solving activities involving neutralisation reactions to calculate recording and validating data
neutralization reactions to calculate either either concentration or volume of
concentration or volume of solutions solutions Being cooperative


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Interaction Between Chemicals

Learning Area : 8. Salts

Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
36 8.1 Collect and interpret data on: A student is able to: Groupling and classifying Being honest and accurate in 1
Synthesising a. naturally existing salts m state examples of salts Interpreting data recording and validating data
salts b. the meaning of salt used in daily life,
b. uses of salts in agriculture, m explain the meaning of
medicinal field, preparation salt
and preservation of food.

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

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

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

reacting: of soluble salts Analysing Daring to try
a. acid with alkali Sequencing
b. acid with metallic oxide
c. acid with metal
d. acid with metallic carbonate

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

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

Prepare insoluble salt such as m describe the preparation Inventing Thinking rationally 2
lead(II) iodide, PbI2, lead(II) of insoluble salts Sequencing Being flexible and open-
chromate(VI), PbCrO4 and Making Conclusions minded
barium sulphate, BaSO4
through precipitation
reactions.

Carry out activities to write

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

Plan and carry out an activity Visualising Daring to try


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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
to prepare a specified salt.

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

construct ionic equations through the continuous Relating
through continuous variation variation method Predicitng
method. Synthesisisng
Making inferences

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

37 8.2 A student is able to:

Synthesising Discuss the meaning of
qualitative qualitative analysis.
analysis of
salts Study and make inferences on
the colour and the solubility of
various salts in water.
Watch multimedia
presentation on methods used
for identifying gases.
Observe and carry out
chemical tests to identify
oxygen, O2, hydrogen, H2,
carbon dioxide, CO2, ammonia
NH3, chlorine, Cl2, hydrogen
chloride HCl, sulphur dioxide,
SO2, and nitrogen dioxide,
NO2, gases.
m state the meaning of Defining operationally Being objective 1
qualitative analysis,
m make inferences on salts Attributing Having critical & analytical 1
based on their colour and Making inferences thinking
solubility in water
m describe tests for the Comparing & contrasting Thinking rationally 2
identification of gases Analysing
Making conclusions
Daring to try
Being confident and
independent
Being honest and accurate in
recording and validating data
Being systematic
Thinking rationally

Carry out tests to study the m describe the action of heat Attributing
action of heat on carbonate on salts Making conclusions 2
and nitrate salts. Observe Experimenting
changes in colour and
evolution of gases when the
salts are heated.

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

Carry out tests to identify the m state observation of

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


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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
solution, NH3(aq).

Carry out tests to confirm the m describe confirmatory

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

Construct a flow chat on the m plan qualitative analysis to Generating ideas

qualitative analysis of salts. identify salts. Comparing & Contrasting Being systematic 2
Inventing
Plan and carry out tests to
identify anions and cations in
unknown salts.

38
8.3 Carry out activities using A student is able to: Experimenting Being systematic 2
Practising to correct techniques during carry out activities using the Sequencing Being confident and
be systematic titration, preparation of correct techniques during Interpreting data independent
and standard solutions and preparation of salts and Analysing Thinking rationally
meticulous preparation of salts and crystals. Inventing
when carrying crystals.
out activities
Plan and carry out an
experiment, make
observations, record and
analyse data systematically
and carefully.



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Theme : Production and Management Of Manufactured Chemicals
Learning Area : 9. Manufactured Substances In Industry

Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
39 9.1 Discuss uses of sulphuric acid A student is able to: ƒ Attributing ƒ Cooperative
Understanding in daily life such as in the m list uses of sulphuric acid, ƒ Classifying ƒ Objective 2
the making of paints, detergents, ƒ Interpreting data ƒ Flexible and open-minded
manufacture fertilizers and accumulators ƒ Inventing ƒ Honest and accurate in
of sulphuric ƒ Communication recording & validating data
acid Collect and interpret data on m explain industrial process ƒ Thinking rationally
the manufacture of sulphuric in the manufacture of ƒ Appreciating and
acid sulphuric acid, practising clean & healthy
living
Construct a flow chart to show
te stages in the manufacture
of sulphuric acid as in the
contact process.

Gather information and write m explain that sulphur

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

39 9.2 Discuss uses of ammonia in A student is able to: ƒ Attributing ƒ Cooperative

Synthesising daily life, e.g. in the m list uses of ammonia, ƒ Classifying ƒ Flexible and open-minded 1
the manufacture of fertilizers and ƒ Experimenting ƒ Diligent and persevering
manufacture nitric acid. ƒ Interpreting data ƒ Honest and accurate in
of ammonia recording & validating data
and its salts Carry out an activity to m state the properties of ƒ Confident & independent
investigate properties of ammonia, ƒ Systematic
ammonia. ƒ Thinking rationally

Collect data from various m explain the industrial 1

sources and construct a flow process in the
chart to show the stages in the manufacture of ammonia,
manufacture of ammonia as in
the Haber process.

Design an activity to prepare m design an activity to 1

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

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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
40 9.3 Look at some examples of A student is able to: ƒ Attributing ƒ Having an interest and
Understanding pure metals and materials m relate the arrangement of ƒ Comparing & curiosity towards the 1
alloys made of alloys in daily life. atoms in metals to their contrasting environment
List and discuss their ductile and malleable ƒ Interpreting data ƒ Honest and accurate in
properties. properties, ƒ Relating recording and validating
ƒ Experimenting data
Carry out an activity to ƒ Inventing ƒ Diligent and persevering
compare the strength and ƒ Communication ƒ Having critical and
hardness of alloys with their analytical thinking
pure metals.

Study the arrangement of

atoms in metals and alloys
through computer simulation.

Work in groups to discuss:

a. the meaning of alloy,
b. the purpose of making
alloys such as duralumin,
brass, steel, stainless
steel, bronze and pewter,
c. compositions, properties
and uses of alloys.
Carry out experiments to
compare the rate of corrosion
of iron, steel and stainless
steel.
Study various local products
made from alloys.
m state the meaning of alloy,
m state the aim of making
alloys,
m list examples of alloys
m list compositions and
properties of alloys, relate
the arrangement of atoms
in alloys to their strength 1
and hardness, relate
properties of alloys to their
uses.

40 9.4 Discuss the meaning of A student is able to: ƒ Attributing ƒ Flexible and open-minded
Evaluating polymers. m state the meaning of ƒ Interpreting data ƒ Honest and accurate in 1
uses of polymers, ƒ Comparing & recording & validating data
synthetic Observe exhibits of materials m list naturally occurring contrasting ƒ Appreciating the
polymers made of polymers and classify polymers, ƒ Communication contribution of science and
them into naturally occurring technology
polymers and synthetic
polymers.

Identify the monomers in m list synthetic polymers and 1

synthetic polymers using their uses,
models or computer m identify the monomers in
simulation. the synthetic polymers,

Collect information on the

quantity and types of m justify uses of synthetic
household synthetic polymers polymers in daily life.
disposed of over a certain
period of time.

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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
Discuss the environmental
pollution resulting from the
disposal of synthetic
polymers.
1
Hold a debate on uses and
the environmental effects of
non-biodegradable synthetic
polymers in daily life.

41 9.5 Collect and interpret data on A student is able to: ƒ Interpreting data ƒ Honest and accurate in
Applying uses types, composition, properties m list uses of glass, ƒ Attributing recording & validating data 1
of glass and and uses of glass and m list uses of ceramics, ƒ Communication ƒ Cooperative
ceramics ceramics. m list types of glass and ƒ Classifying ƒ Appreciating the
their properties, ƒ Making contribution of science and
Prepare a folio incorporating m state properties of generalisationing technology
video clips and pictures on ceramics. 1
uses of glass and ceramics
that have been used for a
specific purpose, e.g. photo
chromic glass and conducting
glass.
41 9.6 Watch a multimedia ƒ Communication ƒ Cooperative
Evaluating presentation and prepare a ƒ Attributing ƒ Appreciating and 1
uses of folio on: ƒ Comparing & practising clean & healthy
composite A student is able to: contrasting living
materials a. the meaning of composite m describe needs to ƒ Generating ideas ƒ Having critical and
materials, produce new materials for ƒ Inventing analytical thinking
b. a list of composite specific purposes, ƒ Observing
materials such as m state the meaning of
reinforced concrete, composite materials,
specific super conductor, m list examples of composite
fibre optic, fibre glass and materials and their
photo chromic glass, components,
c. components of composite
materials,

d. uses of composites 1
materials.

Compare the superior m compare and contrast

properties of composite properties of composite
materials to their original materials with those of
component by computer their original component, 1
simulation.

Discuss and justify the uses of m justify uses of composite

composite materials. materials,
m generate ideas to produce
Watch the production of advanced materials to
composite materials in fulfil specific needs.
factories.

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Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Scientific Skills values Periods
41 9.7 A student is able to: m Communication ƒ Diligent and persevering
Appreciating Discuss the importance of m justify the importance of m Observing ƒ Appreciating the 1
various synthetic materials in daily life. doing research and contribution of science and
synthetic development technology
industrial Hold a forum to discuss continuously, ƒ Appreciating and
materials importance of research and m act responsibly when practising clean & healthy
development for the handling synthetic living
continuous well being of materials and their
mankind. wastes,
m describe the importance 1
Watch a multimedia of synthetic materials in
presentation or computer daily life.
simulation on pollution caused
by the disposal of synthetic
materials.




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