Yearly Lesson Plan (Chemistry F4)

RANCANGAN MENGAJAR KIMIA TINGKATAN 4INTRODUCTION TO CHEMISTRY Chemistry

DATE LearningObjectives

Suggested Learning Activities

Learning Outcomes Notes Vocabulary

5 -9 JAN 1.2Synthesisingscientific methodObserve a situation and identify allvariables.

Suggest a question suitablefor a 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 drawconclusions,d. write a complete report.

A student is able to:identify variables in a givensituation,identify the relationshipbetween two variables to form ahypothesis,design and carry out a simpleexperiment to test thehypothesis,record and present data in asuitable form,interpret data to draw aconclusion,write a report of theinvestigation.

Students haveknowledge ofscientific method inForm 1, 2 and 3.Scientific skills areapplied throughout.

solubility - keterlarutan

12 -16 JAN 1.3Incorporatescientificattitudes andvalues inconductingscientificinvestigations

View videos or read passages aboutscientific investigations. Studentsdiscuss and identify scientific attitudesand values practised by researchersand scientists in the videos orpassages.Students discuss and justify thescientific attitudes and values that

A student is able to:identify scientific attitudes andvalues practised by scientists incarrying out investigations,practise scientific attitudes andvalues in conducting scientificinvestigations.

Throughout thecourse, attentionshould also begiven to identifyingand practisingscientific attitudesand values.

should be practised during scientificinvestigations.

THEME : MATTER AROUND USLEARNING AREA : 2. THE STRUCTURE OF THE ATOM Chemistry – Form 4




19-29 JAN

2.1Analysing matterDiscuss and explain the particulatenature of matter.

Use models or view computersimulation to discuss the following:a. the kinetic theory of matter,b. the meaning of atoms, molecules andions.Conduct an activity to investigatediffusion of particles in solid, liquid andgas.Investigate the change in the state ofmatter based on the kinetic theory ofmatter through simulation or computeranimation.Conduct an activity to determine themelting and freezing

A student is able to:describe the particulate natureof matter,state the kinetic theory ofmatter,define atoms, molecules andions,relate the change in the state ofmatter to the change in heat,relate the change in heat to thechange in kinetic energy ofparticles,explain the inter-conversion ofthe states of matter in terms ofkinetic theory of matter.

Students haveacquired priorknowledge ofelements,compounds andmixtures in Form 2.Ethanamide is alsoknown asacetamide.

collision-perlanggarandiffusion - peresapanmelting point-takat leburfreezing point- takatbekusimulation-simulasiinter-conversionperubahankeadaan

points ofethanamide or naphthalene.Plot and interpret the heating and thecooling curves of ethanamide ornaphthalene.

2-6 FEB 2.2Synthesisingatomic structureDiscuss the development ofatomic models proposed by scientistsnamely Dalton, Thomson, Rutherford,Chadwick and Bohr.

Use models or computer simulation toillustrate the structure of an atom ascontaining protons and neutrons in thenucleus and electrons arranged inshells.Conduct activities to determine theproton number, nucleon number andthe number of protons, electronsand neutrons of an atom.Use a table to compare and contrast therelative mass and the relative charge ofthe protons, electrons and neutrons.Investigate the proton and nucleonnumbers of different elements.Discuss :

A student is able to:describe the development ofatomic model,state the main subatomicparticles of an atom,compare and contrast therelative mass and the relativecharge of the protons, electronsand neutrons,define proton number,define nucleon number,determine the proton number,determine the nucleon number,relate the proton number to thenucleon number,relate the proton number to thetype of element,write the symbol of elements,determine the number ofneutrons, protons and electronsfrom the proton number and thenucleon number and vice versa,construct the atomic structure.

Dates and howmodels aredeveloped are notneeded.Proton number isalso known asatomic number.Nucleon number isalso known asmass number.

make generalisation -mengitlak

a. the relationship between protonnumber and nucleon number,b. to make generalisation that eachelement has a different protonnumber.Carry out an activity to write:a. the symbols of elements,b. the standard representation for anatom of any element.where:X = elementA = nucleon numberZ = proton numberConstruct models or use computersimulation to show the atomic structure.

9-13 FEB 2.3Understandingisotopes andassessing theirimportance

Collect and interpret information on:a. the meaning of isotope,b. isotopes of hydrogen, oxygen,carbon, chlorine and bromine.Conduct activities to determine thenumber of subatomic particles of

A student is able to:state the meaning of isotope,list examples of elements withisotopes,determine the number ofsubatomic particles of isotopes,justify the uses of isotope indaily life.A

XZ

isotopes from their proton numbers andtheir nucleon numbers.Gather information from the internet orfrom printed materials and discuss theuses of isotope.

16-20 FEB

2.4Understandingthe electronicstructure of anatom

Study electron arrangements of variousatoms and identify their valenceelectrons.Discuss the meaning of valenceelectrons using illustrations.Conduct activities to:a. illustrate electron arrangements ofelements with proton numbers 1 to20,b. write electron arrangements ofelements with proton numbers 1 to20.

A student is able to:describe electron arrangementsof elements with protonnumbers 1 to 20,draw electron arrangement ofan atom in an element,state the meaning of valenceelectrons,determine the number ofvalence electrons from theelectron arrangement of anatom.

23-27 FEB

2.5Appreciate theorderliness anduniqueness ofthe atomicstructure

Discuss the contributions of scientiststowards the development of ideas onthe atomic structure.Conduct a story-telling

A student is able to:describe the contributions ofscientists towards theunderstanding of the atomicstructure,describe the creative and

Gratefulness –kesyukuran

competition onthe historical development of the atomicstructure with emphasis on the creativityof scientists.

conscientious efforts ofscientists to form a completepicture of matter.

THEME : MATTER AROUND USLEARNING AREA : 2. CHEMICAL FORMULAE AND EQUATIONS




2-6 MAR 3.1Understandingand applying theconcepts ofrelative atomicmass andrelativemolecular mass

Collect and interpret data concerningrelative atomic mass and relativemolecular mass based on carbon-12scale.Discuss the use of carbon-12 scale as astandard for determining relative atomicmass and relative molecular mass.Investigate the concepts of relativeatomic mass and relative molecularmass using analogy or computeranimation.Carry out a quiz to calculate the relativemolecular mass of

A student is able to:state the meaning of relativeatomic mass based on carbon-12 scale,state the meaning of relativemolecular mass based oncarbon-12 scale,state why carbon-12 is used asa standard for determiningrelative atomic mass andrelative molecular mass,calculate the relative molecularmass of substances.

Relative formulamass is introducedas the relativemass for ionicsubstances.

substances basedon the given chemical formulae, forexampleHCl, CO2, Na2CO3, Al(NO3)3,CuSO4.5H2O

9-13 MAR

3.2Analysing therelationshipbetween thenumber of moleswith the numberof particles

Study the mole concept using analogyor computer simulation.Collect and interpret data on Avogadroconstant.Discuss the relationship between thenumber of particles in one mole of asubstance with the Avogadro constant.Carry out problem solving activities toconvert the number of moles to thenumber of particles for a givensubstance and vice versa.the Avogadro constant,

A student is able to:define a mole as the amount ofmatter that contains as manyparticles as the number ofatoms in 12 g of 12C,state the meaning of Avogadroconstant,relate the number of particles inone mole of a substance with12C can also berepresented as12C or C-12solve numerical problems toconvert the number of moles tothe number of particles of agiven substance and vice versa.

Avogadro constantis also known asAvogadro number.

16-27 MAR

3.3Analysing therelationshipbetween thenumber of molesof a substancewith its mass

Discuss the meaning of molar mass.Using analogy or computer simulation,discuss to relate:a. molar mass with the Avogadro

A student is able to:state the meaning of molarmass,relate molar mass to theAvogadro constant,relate molar mass of a

Chemical formulaeof substances aregiven forcalculation.

constant,b. molar mass of a substance with itsrelative atomic mass or relativemolecular mass.Carry out problem solving activities toconvert the number of moles of a givensubstance to its mass and vice versa.

substance to its relative atomicmass or relative molecularmass,solve numerical problems toconvert the number of moles ofa given substance to its massand vice versa.

30 MAR-3 APRIL

3.4Analysing therelationshipbetween thenumber of molesof a gas with itsvolume

Collect and interpret data on molarvolume of a gas.Using computer simulation or graphicrepresentation, discuss:a. the relationship between molarvolume and Avogadro constant,b. to make generalization on the molarvolume of a gas at STP or roomconditions.Carry out an activity to calculate thevolume of gases at STP or roomconditions from the number of molesand vice versa.Construct a mind map to

A student is able to:state the meaning of molarvolume of a gas,relate molar volume of a gas tothe Avogadro constant,make generalization on themolar volume of a gas at agiven temperature andpressure,calculate the volume of gasesat STP or room conditions fromSTP – StandardTemperature andPressuresolve numerical problemsinvolving number of particles,number of moles, mass ofsubstances and volume ofgases at STP or roomconditions.

STP –suhu dantekanan piawai

show therelationship between number ofparticles, number of moles, mass ofsubstances and volume of gases atSTP and room conditions.Carry out problem solving activitiesinvolving number of particles, number ofmoles, mass of a substance andvolume of gases at STP or roomconditions.the number of moles and viceversa,

6-10 APR 3.5SynthesisingchemicalformulaeCollect and interpret data on chemicalformula, empirical formula andmolecular formula.

Conduct an activity to:a. determine the empirical formula ofcopper(II) oxide using computersimulation,b. determine the empirical formula ofmagnesium oxide,c. compare and contrast empiricalformula with molecular formula.Carry out problem solving activities

A student is able to:state the meaning of chemicalformula,state the meaning of empiricalformula,state the meaning of molecularformula,determine empirical andmolecular formulae ofsubstances,compare and contrast empiricalformula with molecular formula,solve numerical problemsinvolving empirical and involving

The use ofsymbols andchemical formulaeshould be widelyencouraged andnot restricted towriting chemicalequations only.

compounds using IUPACnomenclature.

Ionic formula – formulaion

Carry out exercises and quizzes inwriting ionic formulae.Conduct activities to:a. construct chemical formulae ofcompounds from a given ionicformula,b. state names of chemicalcompounds using IUPACnomenclature.molecular formulae,

empirical and molecularformulae.write ionic formulae of ions,construct chemical formulae ofionic compounds,state names of chemical

IUPAC –International Unionof Pure andApplied Chemistry.

6-10 APR 3.6Interpretingchemicalequations

Discuss:a. the meaning of chemical equation,b. the reactants and products in achemical equation.Construct balanced chemical equationsfor the following reactions:a. heating of copper(II) carbonate,CuCO3,

b. formation of ammonium chloride,NH4Cl,c. precipitation of lead(II) iodide, PbI2.

Carry out the following activities:a. write and balance chemicalequations,

A student is able to:state the meaning of chemicalequation,identify the reactants andproducts of a chemicalequation,write and balance chemicalequationsinterpret chemical equationsquantitatively and qualitatively,solve numerical problems usingchemical equations.

A computerspreadsheet can beused forbalancing chemicalequation exercises

precipitation -pemendakan

b. interpret chemical equationsquantitatively and qualitatively,c. solve numerical problems usingchemical equations (stoichiometry).

13-17 APR

3.7Practisingscientificattitudes andvalues ininvestigatingmatter

Discuss the contributions of scientistsfor their research on relative atomicmass, relative molecular mass, moleconcept, formulae and chemicalequations.Discuss to justify the need for scientiststo practise scientific attitudes andpositive values in doing their researchon atomic structures, formulae andchemical equations.Discuss the role of chemical symbols,formulae and equations as tools ofcommunication in chemistry.

A student is able to:identify positive scientificattitudes and values practisedby scientists in doing researchon mole concept, chemicalformulae and chemicalequations,justify the need to practisepositive scientific attitudes andgood values in doing researchon atomic structures, chemicalformulae and chemicalequations,use symbols, chemical formulaeand equations for easy andsystematic communication inthe field of chemistry.

THEME : MATTER AROUND USLEARNING AREA : 3. PERIODIC TABLE OF ELEMENTS Chemistry - Form 4


Suggested Learning Activities Learning Outcomes Notes Vocabulary

20-24 APR

4.1Analysing thePeriodic Table ofElements

Collect information on the contributionsof various scientists towards thedevelopment of the Periodic Table.Study the arrangement of elements inthe Periodic Table from the followingaspects:a. group and period,b. proton number,c. electron arrangement.Carry out an activity to relate theelectron arrangement of an element toits group and period.Discuss the advantages of groupingelements in the Periodic Table.Conduct activities to predict the groupand period of an element based on itselectron arrangement.

A student is able to:describe the contributions ofscientists in the historicaldevelopment of the PeriodicTable,identify groups and periods in thePeriodic Table,state the basic principle ofarranging the elements in thePeriodic Table from their protonnumbers,relate the electron arrangementof an element to its group andperiod,explain the advantages ofgrouping elements in the PeriodicTable,predict the group and the periodof an element based on itselectron arrangement.

Include scientistslikeLavoisier,Dobereiner,Newlands, Meyer,Mendeleev andMosely.

20-24 APR

4.2Analysing Group18 elementsUse a table to list all the elements inGroup 18.

Describe the physical properties suchas the physical state, density andboiling point of Group 18 elements.Discuss:a. changes in the physicalproperties of Group 18elements,b. the inert nature of Group 18elements.Discuss the relationship between theelectron arrangement and the inertnature of Group 18 elements.Use diagrams or computer simulationsto illustrate the duplet and octet electronarrangement of Group 18 elements toexplain their stability.Gather information on the reasons forthe uses of Group 18 elements.

A student is able to:list all Group 18 elements,state in general the physicalproperties of Group 18 elements,describe the changes in thephysical properties of Group 18elements,describe the inert nature ofelements of Group 18,relate the inert nature of Group18 elements to their electronarrangements,relate the duplet and octetelectron arrangements of Group18 elements to their stability,describe uses of Group 18elements in daily life.

The elements inGroup 18 canalso be referredto as noble gasesor inert gases.Students areencouraged touse multimediamaterials.

Inert –lengai

4.3Analysing Group1 elements

Gather information and discuss:a. Group 1 elements,b. general physical properties of lithium,sodium and potassium,c. changes in the physical properties

A student is able to:list all Group 1 elements.state the general physicalproperties of lithium, sodium andpotassium,describe changes in the

Teachers areencouraged tousedemonstration foractivities involvingsodium andpotassium.

from lithium to potassium withrespect to hardness, density andmelting point,d. chemical properties of lithium,sodium and potassium,e. the similarities in chemical propertiesof lithium, sodium and potassium,f. the relationship between thechemical properties of Group 1elements and their electronarrangements.Carry out experiments to investigate thereactions of lithium, sodium andpotassium with water and oxygen.Study the reactions of lithium, sodiumand potassium with chlorine andbromine through computer simulation.Discuss changes in the reactivity ofGroup 1 elements down the group.Predict physical and chemicalproperties of Group 1 elements otherthan lithium, sodium and potassium.

physicalproperties from lithium topotassium,list the chemical properties oflithium, sodium and potassium,describe the similarities inchemical properties of lithium,sodium and potassium,relate the chemical properties ofGroup 1 elements to theirelectron arrangements,describe changes in reactivity ofGroup 1 elements down thegroup,predict physical and chemicalproperties of other elements inGroup 1,state the safety precautions whenhandling Group 1 elements.Watch multimedia materials on thesafety precautions when handlingGroup 1 elements.

27-31 APR

4.4Analysing Group17 elements

Gather information and discuss on:a. Group 17 elements,

A student is able to:list all Group 17 elements,state the general physical

b. physical properties of chlorine,bromine and iodine with respect totheir colour, density and boiling point,c. changes in the physical propertiesfrom chlorine to iodine,d. describe the chemical properties ofchlorine, bromine and iodine,e. the similarities in chemical propertiesof chlorine, bromine and iodine,f. the relationship between thechemical properties of Group 17elements with their electronarrangements.Carry out experiments to investigate thereactions of chlorine, bromine andiodine with:a. water,b. metals such as iron,c. sodium hydroxide.Discuss changes in the reactivity ofGroup 17 elements down the group.

properties of chlorine, bromineand iodine,describe changes in the physicalproperties from chlorine to iodine,list the chemical properties ofchlorine, bromine and iodine,describe the similarities inchemical properties of chlorine,bromine and iodine,relate the chemical properties ofGroup 17 elements with theirelectron arrangements,describe changes in reactivity ofGroup 17 elements down thegroup,predict physical and chemicalproperties of other elements inGroup 17,state the safety precautions whenhandling Group 17 elements.

27-31 APR

4.5Analysingelements in aperiod

Collect and interpret data on theproperties of elements in Period 3 suchas:

A student is able to:list all elements in Period 3,write electron arrangements of all

Semi-metals arealso known asmetalloids.

a. proton number,b. electron arrangement,c. size of atom,d. electronegativity,e. physical state.Discuss changes in the properties ofelements across Period 3.Carry out experiments to study theoxides of elements in Period 3 andrelate them to their metallic properties.Discuss in small groups and make apresentation on the changes ofproperties of oxides of elements acrossPeriod 3.Discuss and predict changes in theproperties of elements in Period 2.Collect and interpret data on uses ofsemi-metals i.e. silicon and germaniumin the microelectronic industry.

elements in Period 3,describe changes in theproperties of elements acrossPeriod 3,state changes in the properties ofthe oxides of elements acrossPeriod 3,predict changes in the propertiesof elements across Period 2,describe uses of semi-metals.

27-31 APR

4.6Understandingtransitionelements

Carry out an activity to identify thepositions of transition elements in thePeriodic Table.Collect and interpret data on

A student is able to:identify the positions of transitionelements in the Periodic Table,give examples of transition

Oxidation numberis synonymouswith oxidationstate.Chemicalequations are not

propertiesof transition elements with respect tomelting points, density, variableoxidation numbers and ability to formcoloured compounds.Observe the colour of:a. a few compounds of transitionelements,b. products of the reaction betweenaqueous solution of compounds oftransition elements with sodiumhydroxide solution, NaOH, andammonia solution, NH3(aq).Observe the colour of precious stonesand identify the presence of transitionelements.Give examples on the use of transitionelements as catalysts in industries.

elements,describe properties of transitionelements,state uses of transition elementsin industries.

required.

4-8 MAY 4.7Appreciating theexistence ofelements andtheir compounds

Gather information on efforts ofscientists in discovering the propertiesof elements and make a multimediapresentation.Discuss in a forum about life withoutvarious elements and

A student is able to:describe efforts of scientists indiscovering the properties ofelements,describe what life would bewithout diverse elements andcompounds,

compounds.Carry out projects to collect specimensor pictures of various types of rocks.Discuss and practise ways to handlechemicals safely and to avoid theirwastage.

identify different colours incompounds of transition elementsfound naturally,handle chemicals wisely.

THEME : MATTER AROUND USLEARNING AREA : 4. CHEMICAL BONDS Chemistry - Form 4



8-12 JUNE

5.1Understandingformation ofcompounds

Collect and interpret data on theexistence of various naturally occurringcompounds for example, water, H2O,carbon dioxide, CO2, and minerals tointroduce the concept of

A student is able to:explain the stability of inertgases,explain conditions for theformation of chemical bonds,state types of chemical bonds.

chemicalbonds.Discuss:a. the stability of inert gases withrespect to the electron arrangement,b. conditions for the formation ofchemical bonds,c. types of chemical bonds.

15-18 JUNE

5.2Synthesisingideas onformation of ionicbond

Use computer simulation to explainformation of ions and electronarrangement of ions.Conduct an activity to prepare ioniccompounds for example, magnesiumoxide, MgO, sodium chloride, NaCl andiron(III) chloride, FeCl3 .Carry out an activity to illustrateformation of ionic bond through models,diagrams or computer simulation.Use computer simulation to illustrate theexistence of electrostatic force betweenions of opposite charges in ionic bond.

A student is able to:explain formation of ions,write electron arrangements forthe ions formed,explain formation of ionic bond,illustrate electron arrangementof an ionic bond,illustrate formation of ionicbond.

Ionic bond issynonymous withelectrovalent bond.

22-26 JUNE

5.3Synthesisingideas on

Collect and interpret data on themeaning of covalent bond.Use models and computer

A student is able to:state the meaning of covalent

formation ofcovalent bond

simulation toillustrate formation of:a. single bond in hydrogen, H2,chlorine, Cl2, hydrogen chloride, HCl,water, H2O, methane, CH4,

ammonia,NH3, tetrachloromethane, CCl4,b. double bond in oxygen, O2, carbondioxide, CO2,

c. triple bond in nitrogen, N2.

Draw diagrams showing electronarrangements for the formation ofcovalent bond including Lewis structure.Discuss and construct a mind map tocompare the formation of covalent bondwith ionic bond.

bond,explain formation of covalentbond,illustrate formation of a covalentbond by drawing electronarrangement,illustrate formation of covalentbond,compare and contrastformation of ionic and covalentbonds.

22-26 JUNE

5.4Analysingproperties ofionic andcovalentcompounds

Collect and interpret data on propertiesof ionic and covalent compounds.Work in groups to carry out an activityto compare the following properties ofionic and covalent compounds:a. melting and boiling points,b. electrical conductivities,c. solubilities in water and organicsolvents.

A student is able to:list properties of ioniccompounds,list properties of covalentcompounds,explain differences in theelectrical conductivity of ionicand covalent compounds,describe differences in meltingand boiling points of ionic andcovalent compounds,compare and contrast the

Solvent - pelarut

Discuss:a. differences in electrical conductivitiesof ionic and covalent compounds dueto the presence of ions,b. differences in the melting and boilingpoints of ionic and covalentcompounds.Gather information on uses of covalentcompounds as solvents in daily life.

solubility of ionic and covalentcompounds,state uses of covalentcompounds as solvents.

LEARNING AREA : 1. MANUFACTURED SUBSTANCES IN INDUSTRY Chemistry - Form 4



29 JUNE-3 JULY

6.1Understandingproperties ofelectrolytes andnon-electrolytes

Conduct activities to classify chemicalsinto electrolytes and non-electrolytes.Discuss:a. the meaning of electrolyte,b. the relationship between thepresence of freely moving ions andelectrical conductivity.

A student is able to:state the meaning of electrolyte,classify substances intoelectrolytes and nonelectrolytes,relate the presence of freelymoving ions to electricalconductivity.

Students havebasic knowledgethat electrical circuitcan be built usingsolutions andelectrolysis ofwater.

6-10 JULY

6.2Analysingelectrolysis ofmoltencompounds

Discuss:a. electrolysis process,b. structure of electrolytic cell.Use computer simulation to:a. identify cations and anions in a

A student is able to:describe electrolysis,describe electrolytic cell,identify cations and anions in a

The term and skillin writing halfequationor halfreaction

molten –leburanhalf-equation - setengahpersamaan

molten compound,b. illustrate to show the existence ofions held in a lattice in solid state butmove freely in molten state.Conduct an activity to investigate theelectrolysis of molten lead(II) bromide,PbBr2 to:a. identify cations and anions,b. describe the electrolysis process,c. write half-equations for the dischargeof ions at anode and cathode.Collect and interpret data on electrolysisof molten ionic compounds with veryhigh melting points, for example sodiumchloride, NaCl and lead(II) oxide, PbO.Predict products from the electrolysis ofother molten compounds.

molten compound,describe evidence for theexistence of ions held in alattice in solid state but movefreely in molten state,describe electrolysis of a moltencompound,write half-equations for thedischarge of ions at anode andcathode,predict products of theelectrolysis of moltencompounds.

is new tostudents.

half-reaction - setengahtindak balas

13-17 JULY

6.3Analysing theelectrolysis ofaqueoussolutions

Conduct an activity to investigate theelectrolysis of copper(II) sulphatesolution and dilute sulphuric acid usingcarbon electrodes to:a. identify cations and anions in

A student is able to:identify cations and anions in anaqueous solution,describe the electrolysis of anaqueous solution,

theaqueous solutions,b. describe the electrolysis of theaqueous solutions,c. write half equations for the dischargeof ions at the anode and the cathode.Conduct experiments to investigatefactors determining selective dischargeof ions at electrodes based on:a. positions of ions in electrochemicalseries,b. concentration of ions in a solution,c. types of electrodes.Use computer simulation to explainfactors affecting electrolysis of anaqueous solution.Predict the products of electrolysis ofaqueous solutions and write their halfequations.

explain using examples factorsaffecting electrolysis of anaqueous solution,write half equations for thedischarge of ions at the anodeand the cathode,predict the products ofelectrolysis of aqueoussolutions.

20-21 JULY

6.4Evaluatingelectrolysis inindustry

Conduct experiments to study thepurification and electroplating of metals.Using computer simulation, study anddiscuss:

A student is able to:state uses of electrolysis inindustries,explain the extraction,purification and electroplating of

a. extraction of aluminium fromaluminium oxide,b. purification of copper,c. electroplating of metals.Carry out activities to write chemicalequations for electrolysis in industries.Collect data and discuss the benefitsand harmful effects of electrolysis inindustries.

metals involving electrolysis inindustries,write chemical equations torepresent the electrolysisprocess in industries,justify uses of electrolysis inindustries,describe the problem ofpollution from electrolysis inindustry.

20-24 JULY

6.5Analysing voltaiccell

Study the structure of a voltaic cell suchas a simple voltaic cell and Daniell cell.Conduct an experiment to show theproduction of electricity from chemicalreactions in a simple voltaic cell.Carry out activities on a simple voltaiccell and a Daniell cell to explain thereactions in each cell.Collect data and discuss theadvantages and disadvantages ofvarious voltaic cells including dry cell,lead-acid accumulator, mercury cell,alkaline cell and nickel cadmium cell.

A student is able to:describe the structure of asimple voltaic cell and Daniellcell,explain the production ofelectricity from a simple voltaiccell,explain the reactions in asimple voltaic cell and Daniellcell,compare and contrast theadvantages and disadvantagesof various voltaic cells,describe the differencesbetween electrolytic and voltaiccells.

A voltaic cell is alsocalled galvanic cell.Mention new cellssuch as lithium ion,nickel hydride andpolymeric cells.

Discuss and compare an electrolytic cellwith a voltaic cell.

27-31 JULY

6.6Synthesisingelectrochemicalseries

Carry out an experiment to constructthe electrochemical series based on:a. potential difference between twometals,b. the ability of a metal to displaceanother metal from its salt solution.Discuss uses of the electrochemicalseries to determine:a. cell terminal,b. standard cell voltage,c. the ability of a metal to displaceanother metal from its salt solution.Carry out experiments to confirm thepredictions on the metal displacementreaction.Carry out an activity to write thechemical equations for metaldisplacement reactions.

A student is able to:describe the principles used inconstructing theelectrochemical series,construct the electrochemicalseries,explain the importance ofelectrochemical series,predict the ability of a metal todisplace another metal from itssalt solution,write the chemical equations formetal displacement reactions.

displacement reaction –tindak balas penyesaran

27-31 JULY

6.7Developawareness andresponsiblepractices when

Discuss the importance ofelectrochemical industries in our dailylife.Collect data and discuss the

A student is able to:justify the fact thatelectrochemical industries canimprove the quality of life,

handlingchemicals usedinelectrochemicalindustries

problemson pollution caused by the industrialprocesses involving electrochemicalindustries.Hold a forum to discuss the importanceof waste disposal from electrochemicalindustries in a safe and orderly manner.Show a video on the importance ofrecycling and systematic disposal ofused batteries in a safe and orderlymanner. Practise recycling usedbatteries.

describe the problem ofpollution caused by theindustrial processes involvingelectrolysis,justify the need to dispose ofwaste from electrochemicalindustries in a safe and orderlymanner,practise safe and systematicdisposal of used batteries.

THEME : INTERACTION BETWEEN CHEMICALSLEARNING AREA : 2. ACIDS AND BASES Chemistry - Form 4



3-7 AUG 7.1Analysingcharacteristicsand properties ofacids and bases

Discuss:a. the concept of acid, base and alkali interms of the ions they contained orproduced in aqueous solutions,b. uses of acids, bases and alkalis indaily life.Carry out an experiment to show thatthe presence of water is essential forthe formation of hydrogen ions thatcauses acidity.Carry out an experiment to show thatthe presence of water is essential forthe formation of hydroxide ions thatcauses alkalinity.Watch computer simulation on theformation of hydroxonium ions andhydroxide ions in the presence of water.Conduct activities to study chemical

A student is able to:state the meaning of acid, baseand alkali,state uses of acids, bases andalkalis in daily life,explain the role of water in theformation of hydrogen ions toshow the properties of acids,explain the role of water in theformation of hydroxide ions toshow the properties of alkalis,describe chemical properties ofacids and alkalis.

The formation ofhydroxonium ion,H30+, is introduced.Monoprotic anddiprotic acid isintroduced.

monoprotic acid –asid monobesdiprotic acid – asiddwibes

properties of acids and alkalis from thefollowing reactions:a. acids with bases,b. acids with metals,c. acids with metallic carbonates.Write equations for the respectivereactions.

10-14 AUG

7.2Synthesising theconcepts ofstrong acids,weak acids,strong alkalisand weak alkalis

Carry out an activity using pH scale tomeasure the pH of solutions used indaily life such as soap solution,carbonated water, tap water or fruitjuice.Carry out an activity to measure the pHvalue of a few solutions with the sameconcentration. For example,hydrochloric acid, ethanoic acid,ammonia and sodium hydroxide withthe use of indicators, pH meter orcomputer interface.Based on the data obtained from theabove activity, discuss the relationshipbetween:a. pH values and acidity or

A student is able to:state the use of a pH scale,relate pH value with acidic oralkaline properties of asubstance,relate concentration ofhydrogen ions with pH value,relate concentration ofhydroxide ions with pH value,relate strong or weak acid withdegree of dissociation,relate strong or weak alkali withdegree of dissociation,conceptualise qualitativelystrong and weak acids,conceptualise qualitativelystrong and weak alkalis.

The formulapH = -log [H+] is notrequired.Dissociation is alsoknown asionisation.

dissociation –penceraianionisation -pengionan

alkalinity ofa substance,b. concentration of hydrogen ions andthe pH values,c. concentration of hydroxide ions andthe pH values,d. strong acids and their degree ofdissociation,e. weak acids and their degree ofdissociation,f. strong alkalis and their degree ofdissociation,g. weak alkalis and their degree ofdissociation.Use computer simulation to show thedegree of dissociation of strong andweak acids as well as strong and weakalkalis.Build a mind map on strong acids, weakacids, strong alkalis and weak alkalis.

10-14 AUG

7.3Analysingconcentration of

Discuss:a. the meaning of concentration,b. the meaning of molarity,

A student is able to:state the meaning ofconcentration,

The use of pHmeter isrecommended.

acids and alkalis

c. the relationship between the numberof moles with the molarity and thevolume of a solution,d. methods for preparing standardsolutions.Solve numerical problems involvingconversion of concentration units from gdm-3 to mol dm-3 and vice versa.Prepare a standard solution of sodiumhydroxide, NaOH or potassiumhydroxide, KOH.Prepare a solution with specifiedconcentration from the preparedstandard solution through dilution.Carry out an experiment to investigatethe relationship between pH values withthe molarity of a few diluted solutions ofan acid and an alkali.Solve numerical problems on themolarity of acids and alkalis.recommended as aprimary standardsolution.

state the meaning of molarity,state the relationship betweenthe number of moles withmolarity and volume of asolution,describe methods for preparingstandard solutions,describe the preparation of asolution with a specifiedconcentration using dilutionmethod,relate pH value with molarity ofacid and alkali,solve numerical problemsinvolving molarity of acids andalkalis.

Salt solutions canbe included in thediscussion.Molarity or molarconcentration.Sodium hydroxideis not stable andabsorbs moisture,thus theconcentration isonly approximate.Oxalic acid,H2C2O4.2H2O orsodium carbonate,Na2CO3 is

17-21 AUG

7.4Analysingneutralisation

Collect and interpret data onneutralisation and its application in dailylife.Carry out activities to write equations forneutralisation reactions.Carry out acid-base titrations anddetermine the end point using indicatorsor computer interface.Carry out problem solving activitiesinvolving neutralisation reactions tocalculate either concentration or volumeof solutions.

A student is able to:explain the meaning ofneutralisation,explain the application ofneutralisation in daily life,write equations forneutralisation reactions,describe acid-base titration,determine the end point oftitration during neutralisation,solve numerical problemsinvolving neutralisationreactions to calculate eitherconcentration or volume ofsolutions.

Neutralise soilusing lime orammonia, use ofanti-acid.Teacher shouldemphasise onusing correcttechniques.

24-28 AUG

8.1Synthesisingsalts

Collect and interpret data on:a. naturally existing salts,b. the meaning of salt,c. uses of salts in agriculture, medicinalfield, preparation and preservation offood.Carry out experiments to study thesolubilities of nitrate, sulphate,carbonate and chloride salts.Prepare soluble salts by reacting:a. acid with alkali,

A student is able to:state examples of salts used indaily life,explain the meaning of saltidentify soluble and insolublesalts,describe the preparation ofsoluble salts,describe the purification ofsoluble salts byrecrystallisation,list physical characteristics of

The soluble saltsprepared arepurified byrecrystalisation.Use preparedcrystals of salts.

Use worksheets orquizzes

precipitation reaction –tindak balaspemendakan

b. acid with metallic oxide,c. acid with metal,d. acid with metallic carbonate.Carry out an activity to purify solublesalts by recrystallisation. Discuss theneed to purify salts.Observe to identify physicalcharacteristics of crystals such ascopper(II) sulphate, CuSO4, sodiumchloride, NaCl, potassium chromate(VI),K2CrO4, and potassium dichromate,K2Cr2O7.Prepare insoluble salts such as lead(II)iodide, PbI2, lead(II) chromate(VI),PbCrO4, and barium sulphate, BaSO4,through precipitation reactions.Carry out activities to write chemicaland ionic equations for preparation ofsoluble and insoluble salts.Construct a flow chart to select suitablemethods for preparation of salts.Plan and carry out an activity to prepare

crystals,describe the preparation ofinsoluble salts,write chemical and ionicequations for reactions used inthe preparation of salts,design an activity to prepare aspecified salt,construct ionic equationsthrough the continuous variationmethod,solve problems involvingcalculation of quantities ofreactants or products instoichiometric reactions.

a specified salt.Carry out an experiment to constructionic equations through continuousvariation method.Calculate quantities of reactants orproducts in stoichiometric reactions.

1-4 SEPT 8.2 Synthesisingqualitativeanalysis of salts

Discuss the meaning of qualitativeanalysis.Study and make inferences on thecolour and the solubility of various saltsin water.Watch multimedia presentation onmethods used for identifying gases.Observe and carry out chemical tests toidentify oxygen, O2, hydrogen, H2,carbon dioxide, CO2, ammonia, NH3,chlorine, Cl2, hydrogen chloride, HCl,sulphur dioxide, SO2, and nitrogendioxide, NO2, gases.Carry out tests to study the action of

student is able to:state the meaning of qualitativeanalysis,make inferences on salts basedon their colour and solubility inwater,describe tests for theidentification of gases,describe the action of heat onsalts,describe the tests for anions,state observation of reaction ofcations with sodium hydroxidesolution and ammonia solution,describe confirmatory tests forFe2+, Fe3+, Pb2+ and NH4

Chemical tests forO2, H2, CO2, NH3

and HCl areconfirmatory tests.Action of heat onsulphate andchloride salts maybe mentioned.

heat on carbonate and nitrate salts.Observe changes in colour andevolution of gases when the salts areheated.Carry out tests to confirm the presenceof carbonate, sulphate, chloride andnitrate ions in aqueous solutions.Carry out tests to identify the presenceof Cu2+, Mg 2+, Al3+, Fe2+, Fe3+, Pb2+,Zn2+, NH4

+, Ca2+ ions in aqueoussolution using sodium hydroxidesolution, NaOH, and ammonia solution,NH3 (aq).Carry out tests to confirm the presenceof Fe2+, Fe3+, Pb2+ and NH4

+ ions inaqueous solution.Construct a flow chart on the qualitativeanalysis of salts.Plan and carry out tests to identifyanions and cations in unknown salts.

+,plan qualitative analysis toidentify salts.

7-11 SEPT 8.3Practising to besystematic andmeticulous

when carryingout activitiesCarry out activities using correcttechniques during titration, preparationof standard solutions and preparation ofsalts and crystals.Plan and carry out an experiment, makeobservations, record and analyse datasystematically and carefully.

A student is able to:carry out activities using thecorrect techniques duringpreparation of salts andcrystals.

THEME : PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALSLEARNING AREA : 1. MANUFACTURED SUBSTANCES IN INDUSTRY Chemistry - Form 4



14-18 SEPT

9.1Understandingthe manufactureof sulphuric acid

Discuss uses of sulphuric acid in dailylife such as in the making of paints,detergents, fertilizers and accumulators.Collect and interpret data on themanufacture of sulphuric acid.Construct a flow chart to show thestages in the manufacture of sulphuricacid as in the contact process.Gather information and write an essayon how sulphur dioxide, SO2, causes

A student is able to:list uses of sulphuric acid,explain industrial process in themanufacture of sulphuric acid,explain that sulphur dioxidecauses environmental pollution.

environmental pollution.

14-18 SEPT

9.2Synthesising themanufacture ofammonia and itssalts

Discuss uses of ammonia in daily life,e.g. in the manufacture of fertilizers andnitric acid.Carry out an activity to investigateproperties of ammonia.Collect data from various sources andconstruct a flow chart to show thestages in the manufacture of ammoniaas in the Haber process.Design an activity to prepare anammonium fertilizer, for exampleammonium sulphate, (NH4)2SO4.

A student is able to:list uses of ammonia,state the properties ofammonia,explain the industrial process inthe manufacture of ammonia,design an activity to prepareammonium fertilizer.

21-25 SEPT

7.3Understandingalloys

Look at some examples of pure metalsand materials made of alloys in dailylife. List and discuss their properties.Carry out an activity to compare thestrength and hardness of alloys with thatof their pure metals.Study the arrangement of atoms inmetals and alloys through computersimulation.Work in groups to discuss:a. the meaning of alloy,b. the purpose of making alloys such as

Look at some examples of pure metalsand materials made of alloys in dailylife. List and discuss their properties.Carry out an activity to compare thestrength and hardness of alloys with thatof their pure metals.Study the arrangement of atoms inmetals and alloys through computersimulation.Work in groups to discuss:

Properties includeconductivity,ductility,malleability andlustre.Discuss the makingof alloys, forexample steel andpewter as anenrichmentexercise.

ductile –mulurmalleable – bolehtempa / bentuklustre –kilau / relap

duralumin, brass, steel, stainlesssteel, bronze and pewter,c. compositions, properties and uses ofalloys.Carry out experiments to compare therate of corrosion of iron, steel andstainless steel.Study various local products made fromalloys.

a. the meaning of alloy,b. the purpose of making alloys such asduralumin, brass, steel, stainlesssteel, bronze and pewter,c. compositions, properties and uses ofalloys.Carry out experiments to compare therate of corrosion of iron, steel andstainless steel.Study various local products made fromalloys.

21-25 SEPT

9.4Evaluating usesof syntheticpolymers

Discuss the meaning of polymers.Observe exhibits of materials made ofpolymers and classify them intonaturally occurring polymers andsynthetic polymers.Identify the monomers in syntheticpolymers using models or computersimulation.Collect information on the quantity andtypes of household synthetic polymersdisposed of over a certain period oftime.Discuss the environmental pollutionresulting from the disposal of synthetic

A student is able to:state the meaning of polymers,list naturally occurringpolymers,list synthetic polymers and theiruses,identify the monomers in thesynthetic polymers,justify uses of syntheticpolymers in daily life.Natural polymers tobe discussed arerubber, celluloseand starch.

Synthetic polymersto be discussed arePVC, polythene,polypropene,perspex, nylon andterylene.Recycling as adisposal methodcan be discussed.Uses ofbiodegradablepolymers can bediscussed.

biodegradable –terbiodegradasinon-biodegradable –tidak terbiodegradasi

polymers.Hold a debate on uses and theenvironmental effects of nonbiodegradablesynthetic polymers indaily life.

9.5Applying uses ofglass andceramics

Collect and interpret data on types,composition, properties and uses ofglass and ceramics.Prepare a folio incorporating video clipsand pictures on uses of glass andceramics that have been improved for aspecific purpose, e.g. photo chromicglass and conducting glass.

A student is able to:list uses of glass,list uses of ceramics,list types of glass and theirproperties,state properties of ceramics.

Glass types includesoda-lime glass,fused glass,borosilicate glassand lead crystalglass.

28-30 SEPT

9.6Evaluating usesof compositematerials

Watch a multimedia presentation andprepare a folio on:a. the meaning of composite materials,b. a list of composite materials includingreinforced concrete, specific superconductor, fibre optic, fibre glass andphoto chromic glass,c. components of composite materials,d. uses of composite materials.Compare the superior properties ofcomposite materials to their originalcomponent through computersimulation.Discuss and justify the uses of

student is able to:describe needs to produce newmaterials for specific purposes,state the meaning of compositematerials,list examples of compositematerials and their components,compare and contrastproperties of compositematerials with those of theiroriginal component,justify uses of compositematerials,generate ideas to produceadvanced materials to fulfil

composite materials.Watch the production of compositematerials in factories.

specific needs.

28-30 SEPT

9.7Appreciatingvarious syntheticindustrialmaterials

Discuss the importance of syntheticmaterials in daily life.Hold a forum to discuss the importanceof doing research and development forthe well being of mankind continuously.Watch a multimedia presentation orcomputer simulation on pollution causedby the disposal of synthetic materials.

A student is able to:justify the importance of doingresearch and developmentcontinuously,act responsibly when handlingsynthetic materials and theirwastes,describe the importance ofsynthetic materials in daily life.

Documents

Yearly Lesson Plan (Chemistry F4)