Sains - Chemistry Form 4

8/14/2019 Sains - Chemistry Form 4

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MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools

Curriculum Specifications

CHEMISTRY

Form 4

Curriculum Development Centre

Ministry of Education Malaysia2005


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Copyright 2005Ministry of Education Malaysia

First published 2005

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including

photocopying, and recording or by any information storage and retrieval system, without permission in writing from the Director of CurriculumDevelopment Centre, Level 4-8, Block E9, Government Complex Parcel E, 62604 Putrajaya, Malaysia.


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TABLE OF CONTENTS

Page

The National Philosophy v

National Philosophy of Education vii

National Science Education Philosophy ix

Preface xi

Introduction 1

Aims

Objectives

1

2

Scientific Skills 2

Thinking Skills 4

Scientific Attitudes and Noble Values 8

Teaching and Learning Strategies 10

Content Organisation 13

THEME: INTRODUCING CHEMISTRY

Learning Area: 1. Introduction to Chemistry 17


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THEME: MATTER AROUND US

Learning Area: 1. The Structure Of The Atom 18

Learning Area: 2. Chemical Formulae And Equations 22

Learning Area: 3. Periodic Tables Of Elements 27

Learning Area: 4. Chemical Bonds 34

THEME: INTERACTION BETWEEN CHEMICALS

Learning Area: 1. Electrochemistry 37

Learning Area: 2. Acids and Bases 43

Learning Area: 3. Salts 47

THEME: PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS

Learning Area : 1. Manufactured Substances in Industry 51

Acknowledgements56

Panel of Writers 57


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v

THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a greater unity of all her people; maintaining a democratic way of life;

creating a just society in which the wealth of the nation shall be equitably shared; ensuring a liberal approach to her rich and

diverse cultural traditions; building a progressive society which shall be oriented towards modern science and technology.

We, the people of Malaysia, pledge our united efforts to attain these ends guided by the following principles:

? BELIEF IN GOD? LOYALTY TO KING AND COUNTRY

? SUPREMACY OF THE CONSTITUTION

? RULE OF LAW

? GOOD BEHAVIOUR AND MORALITY


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NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated

manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious

based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who areknowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high

level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and the

nation at large.


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NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy,science education in Malaysia nurtures

a Science and Technology Culture by focusingon the development of individuals who are competitive,dynamic, robust and resilient and able

to master scientific knowledge and technological competency.


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PREFACE

The aspiration of the nation to become an industrialised societydepends on science and technology. It is envisaged that success inproviding quality science education to Malaysians from an early agewill serve to spearhead the nation into becoming a knowledgesociety and a competitive player in the global arena. Towards thisend, the Malaysian education system is giving greater emphasis toscience and mathematics education.

The Chemistry curriculum has been designed not only to provideopportunities for students to acquire science knowledge and skills,develop thinking skills and thinking strategies, and to apply thisknowledge and skills in everyday life, but also to inculcate in themnoble values and the spirit of patriotism. It is hoped that the

educational process en route to achieving these aims wouldproduce well-balanced citizens capable of contributing to theharmony and prosperity of the nation and its people.

The Chemistry curriculum aims at producing active learners. To thisend, students are given ample opportunities to engage in scientificinvestigations through hands-on activities and experimentations.The inquiry approach, incorporating thinking skills, thinkingstrategies and thoughtful learning, should be emphasisedthroughout the teaching-learning process. The content and contextssuggested are chosen based on their relevance and appeal tostudents so that their interest in the subject is enhanced.

In a recent development, the Government has made a decision tointroduce English as the medium of instruction in the teaching andlearning of science and mathematics. This measure will enablestudents to keep abreast of developments in science andtechnology in contemporary society by enhancing their capabilityand know-how to tap the diverse sources of information on sciencewritten in the English language. At the same time, this move wouldalso provide opportunities for students to use the English languageand hence, increase their proficiency in the language. Thus, inimplementing the science curriculum, attention is given todeveloping students ability to use English for study andcommunication, especially in the early years of learning.

The development of this curriculum and the preparation of thecorresponding Curriculum Specifications have been the work of

many individuals over a period of time. To all those who havecontributed in one way or another to this effort, may I, on behalf ofthe Ministry of Education, express my sincere gratitude and thanksfor the time and labour expended.

(MAHZAN BIN BAKAR SMP, AMP)DirectorCurriculum Development CentreMinistry of Education Malaysia


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1

INTRODUCTION

As articulated in the National Education Policy, education in

Malaysia is an on-going effort towards developing the potential ofindividuals in a holistic and integrated manner to produceindividuals who are intellectually, spiritually, emotionally andphysically balanced and harmonious. The primary and secondaryschool science curriculum is developed with the aim of producingsuch individuals.

As a nation that is progressing towards a developed nationstatus, Malaysia needs to create a society that is scientificallyoriented, progressive, knowledgeable, having a high capacity forchange, forward-looking, innovative and a contributor to scientificand technological developments in the future. In line with this, there

is a need to produce citizens who are creative, critical, inquisitive,open-minded and competent in science and technology.

The Malaysian science curriculum comprises three corescience subjects and four elective science subjects. The coresubjects are Science at primary school level, Science at lowersecondary level and Science at upper secondary level. Electivescience subjects are offered at the upper secondary level andconsist of Biology, Chemistry, Physics, and Additional Science.

The core science subjects for the primary and lowersecondary levels are designed to provide students with basicscience knowledge, prepare students to be literate in science,andenable students to continue their science education at the uppersecondary level. Core Science at the upper secondary level isdesigned to produce students who are literate in science,

innovative, and able to apply scientific knowledge in decision-making and problem solving in everyday life.

The elective science subjects prepare students who are morescientifically inclined to pursue the study of science at post-secondary level. This group of students would take up careersin the field of science and technology and play a leading role inthis field for national development.

For every science subject, the curriculum for the year isarticulated in two documents: the syllabus and the curriculumspecifications. The syllabus presents the aims, objectives andthe outline of the curriculum content for a period of 2 years forelective science subjects and 5 years for core science subjects.The curriculum specifications provide the details of thecurriculum which includes the aims and objectives of the

curriculum, brief descriptions on thinking skills and thinkingstrategies, scientific skills, scientific attitudes and noble values,teaching and learning strategies, and curriculum content. Thecurriculum content provides the learning objectives, suggestedlearning activities, the intended learning outcomes, andvocabulary.

AIMS

The aims of the chemistry curriculum for secondary school areto provide students with the knowledge and skills in chemistryand technology and enable them to solve problems and makedecisions in everyday life based on scientific attitudes andnoble values.


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Students who have followed the secondary science curriculum willhave the foundation in science to enable them to pursue formal andinformal further education in chemistry and technology.

The curriculum also aims to develop a concerned, dynamic andprogressive society with a science and technology culture thatvalues nature and works towards the preservation andconservation of the environment.

OBJECTIVES

The chemistry curriculum for secondary school enables studentsto:

1. Acquire knowledge in science and technology in the context

of natural phenomena and everyday li fe experiences.

2. Understand developments in the field of science andtechnology.

3. Acquire scientific and thinking skills.

4. Apply knowledge and skills in a creative and critical mannerfor problem solving and decision-making.

5. Face challenges in the scientific and technological worldand be willing to contribute towards the development of

science and technology.

6. Evaluate science- and technology-related information wiselyand effectively.

7. Practise and internalise scientific attitudes and goodmoral values.

8. Realise the importance of inter-dependence amongliving things and the management of nature for survivalof mankind.

9. Appreciate the contributions of science and technologytowards national development and the well-being ofmankind.

10. Realise that scientific discoveries are the result of humanendeavour to the best of his or her intellectual andmental capabilities to understand natural phenomena forthe betterment of mankind.

11. Create awareness on the need to love and care for the

environment and play an active role in its preservationand conservation.

SCIENTIFIC SKILLS

Science emphasises inquiry and problem solving. In inquiry andproblem solving processes, scientific and thinking skills areutilised. Scientific skills are important in any scientificinvestigation such as conducting experiments and carrying out

projects.

Scientific skills encompass science process skills andmanipulative skills.


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Science Process Skills

Science process skills enable students to formulate their questionsand find out the answers systematically.

Descriptions of the science process skills are as follows:

Observing Using the sense of hearing, touch, smell,taste and sight to collect information aboutan object or a phenomenon.

Classifying Using observations to group objects orevents according to similarities ordifferences.

Measuring andUsing

Numbers

Making quantitative observations usingnumbers and tools with standardised

units. Measuring makes observation moreaccurate.

Inferring Using past experiences or previouslycollected data to draw conclusions andmake explanations of events.

Predicting Stating the outcome of a future event basedon prior knowledge gained throughexperiences or collected data.

Communicating Using words or graphic symbols such as

tables, graphs, figures or models todescribe an action, object or event.

Interpreting Data Giving rational explanations about anobject, event or pattern derived fromcollected data.

DefiningOperationally

Defining concepts by describing what mustbe done and what should be observed.

ControllingVariables

Identifying the fixed variable, manipulatedvariable, and responding variable in aninvestigation. The manipulated variable ischanged to observe its relationship with theresponding variable. At the same time, thefixed variable is kept constant.

Hypothesising Making a general statement about therelationship between a manipulatedvariable and a responding variable in orderto explain an event or observation. Thisstatement can be tested to determine itsvalidity.

Experimenting Planning and conducting activities to test a

certain hypothesis. These activities includecollecting, analysing and interpreting dataand making conclusions.

Manipulative Skills

Manipulative skills in scientific investigation are psychomotorskills that enable students to:

? use and handle science apparatus and laboratorysubstances correctly.

? handle specimens correctly and carefully.? draw specimens, apparatus and laboratory substances

accurately.

? clean science apparatus correctly, and

? store science apparatus and laboratory substancescorrectly and safely.


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THINKING SKILLS

Thinking is a mental process that requires an individual to integrateknowledge, skills and attitude in an effort to understand the

environment.

One of the objectives of the national education system is toenhance the thinking ability of students. This objective can beachieved through a curriculum that emphasises thoughtful learning.Teaching and learning that emphasises thinking skills is afoundation for thoughtful learning.

Thoughtful learning is achieved if students are actively involved inthe teaching and learning process. Activities should be organisedto provide opportunities for students to apply thinking skills inconceptualisation, problem solving and decision-making.

Thinking skills can be categorised into critical thinking skills andcreative thinking skills. A person who thinks critically alwaysevaluates an idea in a systematic manner before accepting it. Aperson who thinks creatively has a high level of imagination, is ableto generate original and innovative ideas, and modify ideas andproducts.

Thinking strategies are higher order thinking processes that involvevarious steps. Each step involves various critical and creativethinking skills. The ability to formulate thinking strategies is the

ultimate aim of introducing thinking activities in the teaching andlearning process.

Critical Thinking Skills

A brief description of each critical thinking skill is as follows:

Attributing Identifying criteria such as characteristics,

features, qualities and elements of aconcept or an object.

Comparing andContrasting

Finding similarities and differences basedon criteria such as characteristics, features,qualities and elements of a concept orevent.

Grouping andClassifying

Separating and grouping objects orphenomena into categories based oncertain criteria such as commoncharacteristics or features.

Sequencing Arranging objects and information in orderbased on the quality or quantity of commoncharacteristics or features such as size,time, shape or number.

Prioritising Arranging objects and information in orderbased on their importance or priority.

Analysing Examining information in detail by breakingit down into smaller parts to find implicit

meaning and relationships.

Detecting Bias Identifying views or opinions that have thetendency to support or oppose something inan unfair or misleading way.


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Evaluating Making judgements on the quality or valueof something based on valid reasons orevidence.

MakingConclusions

Making a statement about the outcome ofan investigation that is based on ahypothesis.

Creative Thinking Skills

A brief description of each creative thinking skill is as follows:

Generating Ideas Producing or giving ideas in a discussion.

Relating Making connections in a certain situation to

determine a structure or pattern ofrelationship.

MakingInferences

Using past experiences or previouslycollected data to draw conclusions andmake explanations of events.

Predicting Stating the outcome of a future event basedon prior knowledge gained throughexperiences or collected data.

MakingGeneralisations

Making a general conclusion about a groupbased on observations made on, or someinformation from, samples of the group.

Visualising Recalling or forming mental images about aparticular idea, concept, situation or vision.

Synthesising Combining separate elements or parts toform a general picture in various formssuch as writing, drawing or artefact.

MakingHypotheses

Making a general statement on therelationship between manipulated variablesand responding variables in order to explaina certain thing or happening. Thisstatement is thought to be true and can betested to determine its validity.

Making Analogies Understanding a certain abstract orcomplex concept by relating it to a simpleror concrete concept with similarcharacteristics.

Inventing Producing something new or adapting

something already in existence toovercome problems in a systematicmanner.

Thinking Strategy

Description of each thinking strategy is as follows:

Conceptualising Making generalisations based on inter-

related and common characteristics inorder to construct meaning, concept ormodel.

Making Decisions Selecting the best solution from variousalternatives based on specific criteria toachieve a specific aim.


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Problem Solving Finding solutions to challenging orunfamiliar situations or unanticipateddifficulties in a systematic manner.

Besides the above thinking skills and thinking strategies,another skill emphasised is reasoning. Reasoning is a skillused in making logical, just and rational judgements.Mastering of critical and creative thinking skills and thinkingstrategies is made simpler if an individual is able to reason inan inductive and deductive manner. Figure 1 gives a generalpicture of thinking skills and thinking strategies.

Mastering of thinking skills and thinking strategies (TSTS) throughthe teaching and learning of science can be developed through thefollowing phases:

1. Introducing TSTS.

2. Practising TSTS with teachers guidance.

3. Practising TSTS without teachers guidance.

4. Applying TSTS in new situations with teachers guidance.

5. Applying TSTS together with other skills to accomplishthinking tasks.

Further information about phases of implementing TSTS can befound in the guidebook Buku Panduan Penerapan Kemahiran

Berfikir dan Strategi Berfikir dalam Pengajaran dan PembelajaranSains(Curriculum DevelopmentCentre, 1999).

Figure 1 : TSTS Model in Science

Thinking Skills

Critical

?Attributing?Comparing and

contrasting

?Grouping andclassifying

?Sequencing?Prioritising

?

Analysing?Detecting bias

?Evaluating

?Makingconclusions

Creative

?Generating ideas?Relating

?Making inferences

?Predicting

?Makinghypotheses

?Synthesising

?Makinggeneralisations

?Visualising?Making analogies

? Inventing

ThinkingStrategies

? Conceptualising

? Making decisions

?Problem solving

Reasoning


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Relationship between Thinking Skills andScience Process Skills

Science process skills are skills that are required in the process offinding solutions to a problem or making decisions in a systematicmanner. It is a mental process that promotes critical, creative,analytical and systematic thinking. Mastering of science processskills and the possession of suitable attitudes and knowledgeenable students to think effectively.

The mastering of science process skills involves themastering of the relevant thinking skills. The thinking skills that arerelated to a particular science process skill are as fol lows:

Science Process Skills Thinking Skills

Observing AttributingComparing and contrastingRelating

Classifying AttributingComparing and contrasting Groupingand classifying

Measuring and UsingNumbers

RelatingComparing and contrasting

Making Inferences Relating

Comparing and contrastingAnalysingMaking inferences

Predicting RelatingVisualising

Science Process Skills Thinking Skills

Using Space-TimeRelationship

SequencingPrioritising

Interpreting data Comparing and contrasting

AnalysingDetecting biasMaking conclusionsGeneralisingEvaluating

Defining operationally RelatingMaking analogyVisualisingAnalysing

Controlling variables AttributingComparing and contrastingRelatingAnalysing

Making hypothesis AttributingRelatingComparing and contrastingGenerating ideasMaking hypothesisPredictingSynthesising

Experimenting All thinking skills

Communicating All thinking skills


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Teaching and Learning based on Thinking Skillsand Scientific Skills

This science curriculum emphasises thoughtful learning based onthinking skills and scientific skills. Mastery of thinking skills and

scientific skills are integrated with the acquisition of knowledge inthe intended learning outcomes. Thus, in teaching and learning,teachers need to emphasise the mastery of skills together with theacquisition of knowledge and the inculcation of noble values andscientific attitudes.

The following is an example and explanation of a learning outcomebased on thinking skills and scientific skills.

Example:

Learning Outcome:

Thinking Skills:

Compare and contrast metallic elements

and non-metallic elements.

Comparing and contrasting

Explanation:

To achieve the above learning outcome, knowledge of thecharacteristics and uses of metals and non-metals in everydaylife are learned through comparing and contrasting. The masteryof the skill of comparing and contrasting is as important as theknowledge about the elements of metal and the elements ofnon-metal.

SCIENTIFIC ATTITUDES AND NOBLE VALUES

Science learning experiences can be used as a means toinculcate scientific attitudes and noble values in students.

These attitudes and values encompass the following:

? Having an interest and curiosity towards the environment.

? Being honest and accurate in recording and validating data.

? Being diligent and persevering.

? Being responsible about the safety of oneself, others, andthe environment.

? Realising that science is a means to understand nature.

? Appreciating and practising clean and healthy living.

? Appreciating the balance of nature.

?Being respectful and well-mannered.

? Appreciating the contribution of science and technology.

? Being thankful to God.

? Having critical and analytical thinking.

? Being flexible and open-minded.

? Being kind-hearted and caring.

? Being objective.

? Being systematic.

? Being cooperative.

? Being fair and just.

? Daring to try.? Thinking rationally.

? Being confident and independent.


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The inculcation of scientific attitudes and noble values generallyoccurs through the following stages:

? Being aware of the importance and the need for scientificattitudes and noble values.

? Giving emphasis to these attitudes and values.? Practising and internalising these scientific attitudes and noble

values.

When planning teaching and learning activities, teachersneed to give due consideration to the above stages to ensure thecontinuous and effective inculcation of scientific attitudes andvalues. For example, during science practical work, the teachershould remind pupils and ensure that they carry out experiments ina careful, cooperative and honest manner.

Proper planning is required for effective inculcation of

scientific attitudes and noble values during science lessons. Beforethe first lesson related to a learning objective, teachers shouldexamine all related learning outcomes and suggested teaching-learning activities that provide opportunities for the inculcation ofscientific attitudes and noble values.

The following is an example of a learning outcomepertaining to the inculcation of scientific attitudes and values.

Example:

Year:

Learning Area:

Form 5

1. Rate of Reaction

Learning Objective:

Learning Outcome:

Suggested LearningActivities

Scientific attitudes andnoble values

1.4 Practising scientific knowledgeto enhance quality of life

A student is able to applyknowledge on factors affecting therate of reaction in everyday

activities, and adopt problemsolving approaches and makerational decisions based onresearch.

Carry out some daily activitiesrelated to factors affecting the rateof reaction.

Collect and interpret data onscientists contribution in enhancing

the quality of life.

Carry out problem solving activitiesinvolving rate of reaction in the fieldof science and technology throughexperiment and research.

Appreciating the contribution ofscience and technology.

Being thankful to God.

Having critical and analyticalthinking.

Being honest and accurate inrecording and validating data


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Inculcating Patriotism

The science curriculum provides an opportunity for thedevelopment and strengthening of patriotism among students. Forexample, in learning about the earths resources, the richness andvariety of living things and the development of science and

technology in the country, students will appreciate the diversity ofnatural and human resources of the country and deepen their lovefor the country.

TEACHING AND LEARNING STRATEGIES

Teaching and learning strategies in the science curriculum

emphasise thoughtful learning. Thoughtful learning is a processthat helps students acquire knowledge and master skills that willhelp them develop their minds to the optimum level. Thoughtfullearning can occur through various learning approaches such asinquiry, constructivism, contextual learning, and mastery learning.Learning activities should therefore be geared towards activatingstudents critical and creative thinking skills and not be confined toroutine or rote learning. Students should be made aware of thethinking skills and thinking strategies that they use in their learning.They should be challenged with higher order questions andproblems and be required to solve problems utilising their creativityand critical thinking. The teaching and learning process shouldenable students to acquire knowledge, master skills and developscientific attitudes and noble values in an integrated manner.

Teaching and Learning Approaches in Science

Inquiry-Discovery

Inquiry-discovery emphasises learning through experiences.Inquiry generally means to find information, to question and to

investigate a phenomenon that occurs in the environment.Discovery is the main characteristic of inquiry. Learning throughdiscovery occurs when the main concepts and principles ofscience are investigated and discovered by studentsthemselves. Through activities such as experiments, studentsinvestigate a phenomenon and draw conclusions bythemselves. Teachers then lead students to understand thescience concepts through the results of the inquiry.

Thinking skills and scientific skills are thus developed furtherduring the inquiry process. However, the inquiry approach maynot be suitable for all teaching and learning situations.Sometimes, it may be more appropriate for teachers to presentconcepts and principles directly to students.

Constructivism

Constructivism suggests that students learn about somethingwhen they construct their own understanding. The importantattributes of constructivism are as follows:

? Taking into account students prior knowledge.? Learning occurring as a result of students own effort.? Learning occurring when students restructure their existing

ideas by relating new ideas to old ones.? Providing opportunities to cooperate, sharing ideas and

experiences, and reflecting on their learning.


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Science, Technology and Society

Meaningful learning occurs if students can relate their learning withtheir daily experiences. Meaningful learning occurs in learningapproaches such as contextual learning and Science, Technology

and Society (STS).

Learning themes and learning objectives that carry elements ofSTS are incorporated into the curriculum. STS approach suggeststhat science learning takes place through investigation anddiscussion based on science and technology issues in society. Inthe STS approach, knowledge in science and technology is to belearned with the application of the principles of science andtechnology and their impact on society.

Contextual Learning

Contextual learning is an approach that associates learning withdaily experiences of students. In this way, students are able toappreciate the relevance of science learning to their lives. Incontextual learning, students learn through investigations as in theinquiry-discovery approach.

Mastery Learning

Mastery learning is an approach that ensures all students are ableto acquire and master the intended learning objectives. Thisapproach is based on the principle that students are able to learn ifthey are given adequate opportunities. Students should be allowed

to learn at their own pace, with the incorporation of remedialand enrichment activities as part of the teaching-learningprocess.

Teaching and Learning Methods

Teaching and learning approaches can be implementedthrough various methods such as experiments, discussions,simulations, projects, and visits. In this curriculum, the teaching-learning methods suggested are stated under the columnSuggested Learning Activities. However, teachers can modifythe suggested activities when the need arises.

The use of a variety of teaching and learning methods canenhance students interest in science. Science lessons that arenot interesting will not motivate students to learn andsubsequently will affect their performance. The choice ofteaching methods should be based on the curriculum content,students abilities, students repertoire of intelligences, and theavailability of resources and infrastructure. Besides playing therole of knowledge presenters and experts, teachers need to actas facilitators in the process of teaching and learning. Teachersneed to be aware of the multiple intelligences that exist amongstudents. Different teaching and learning activities should beplanned to cater for students with different learning styles andintelligences.

The following are brief descriptions of some teaching andlearning methods.


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Experiment

An experiment is a method commonly used in science lessons. Inexperiments, students test hypotheses through investigations todiscover specific science concepts and principles. Conducting anexperiment involves thinking skills, scientific skills, andmanipulative skills.

Usually, an experiment involves the following steps:

? Identifying a problem.

? Making a hypothesis.

? Planning the experiment- controlling variables.- determining the equipment and materials needed.- determining the procedure of the experiment and the

method of data collection and analysis.? Conducting the experiment.

? Collecting data.

? Analysing data.

? Interpreting data.

? Making conclusions.

? Writing a report.

In the implementation of this curriculum, besides guiding studentsto do an experiment, where appropriate, teachers should providestudents with the opportunities to design their own experiments.

This involves students drawing up plans as to how to conductexperiments, how to measure and analyse data, and how topresent the outcomes of their experiment.

Discussion

A discussion is an activity in which students exchangequestions and opinions based on valid reasons. Discussionscanbe conducted before, during orafter an activity. Teachersshould play the role of a facilitator and lead a discussion byasking questions that stimulate thinking and getting students to

express themselves.

Simulation

In simulation, an activity that resembles the actual situation iscarried out. Examples of simulation are role-play, games andthe use of models. In role-play, students play out a particularrole based on certain pre-determined conditions. Gamesrequire procedures that need to be followed. Students playgames in order to learn a particular principle or to understand

the process of decision-making. Models areused to representobjects or actual situations so that students can visualise thesaid objects or situations and thusunderstand the concepts andprinciples to be learned.

Project

A project is a learningactivity that is generally undertakenby anindividual or a group of students to achieve a certain learningobjective. A project generally requires several lessons tocomplete. The outcome of the project either in the form of a

report, an artefact or in other forms needs to be presented tothe teacher and other students. Project work promotes thedevelopment of problem-solving skills, time management skills,and independent learning.


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Visits and Use of External Resources

The learning of science is not limited to activities carried out in theschool compound. Learning of science can be enhanced throughthe use of external resources such as zoos, museums, sciencecentres, research institutes, mangrove swamps, and factories.Visits to these places make the learning of science more interesting, meaningful and effective. To optimise learningopportunities, visits need to be carefully planned. Students may beinvolved in the planning process and specific educational tasksshould be assigned during the visit. No educational visit iscomplete without a post-visit discussion.

Use of Technology

Technology is a powerful tool that has great potential in enhancingthe learning of science. Through the use of technology such astelevision, radio, video, computer, and Internet, the teaching andlearning of science can be made more interesting and effective.

Computer simulation and animation are effective tools for theteaching and learning of abstract or difficult science concepts.

Computer simulation and animation can be presented throughcourseware or Web page. Application tools such, as wordprocessors, graphic presentation software and electronicspreadsheets are valuable tools for the analysis and presentation

of data.The use of other tools such as data loggers and computerinterfacing in experiments and projects also enhance the

effectiveness of teaching and learning of science.

CONTENT ORGANISATION

The science curriculum is organised around themes. Eachtheme consists of various learning areas, each of which

consists of a number of learning objectives. A learning objectivehas one or more learning outcomes.

Learning outcomes are written based on the hierarchy of thecognitive and affective domains. Levels in the cognitive domainare: knowledge, understanding, application, analysis, synthesisand evaluation. Levels in the affective domain are: to be awareof, to be in awe, to be appreciative, to be thankful, to love, topractise, and to internalise. Where possible, learning outcomesrelating to the affective domain are explicitly stated. Theinculcation of scientific attitudes and noble values should beintegrated into every learning activity. This ensures a morespontaneous and natural inculcation of attitudes and values.Learning areas in the psychomotor domain are implicit in thelearning activities.

Learning outcomes are written in the form of measurablebehavioural terms. In general, the learning outcomes for aparticular learning objective are organised in order ofcomplexity. However, in the process of teaching and learning,learning activities should be planned in a holistic and integrated

manner that enables the achievement of multiple learningoutcomes according to needs and context. Teachers shouldavoid employing a teaching strategy that tries to achieve eachlearning outcome separately according to the order stated inthe curriculum specifications.


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The Suggested Learning Activities provide information on thescope and dimension of learning outcomes. The learning activitiesstated under the column Suggested Learning Activities are givenwith the intention of providing some guidance as to how learningoutcomes can be achieved. A suggestedactivity may coverone ormore learning outcomes. At the same time, more than one activity

may be suggested for a particular learning outcome. Teachers maymodify the suggested activity to suit the ability and style of learningof their students. Teachers are encouraged to design otherinnovative and effective learning activities to enhance the learningof science.


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THEME : INTRODUCING CHEMISTRY

LEARNING AREA : 1. INTRODUCTION TO CHEMISTRY Chemistry - Form 4

LearningObjectives

Suggested Learning Activities Learning Outcomes Notes Vocabulary

1.1Understandingchemistry and itsimportance

Collect and interpret the meaning of theword chemistry.

Discuss some examples of commonchemicals used in daily life such assodium chloride, calcium carbonate andacetic acid.

Discuss the uses of these chemicals indaily 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 thedevelopment of the country.

Attend talks on chemical-basedindustries in Malaysia and theircontribution to the development of thecountry.

A student is able to:? explain the meaning of

chemistry,? list some common chemicals

used in daily life,? state the uses of common

chemicals in daily life,? list examples of occupations

that require the knowledge ofchemistry,

? list chemical-based industries inMalaysia,

? describe the contribution ofchemical-based industriestowards the development of thecountry.

chemicals- bahan kimia

chemical-based industry- industri berasaskankimia


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LEARNING AREA : 1. INTRODUCTION TO CHEMISTRY Chemistry - Form 4

LearningObjectives


1.2Synthesising

scientific method

Observe a situation and identify allvariables. Suggest a question suitable

for 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 draw

conclusions,d. write a complete report.

A student is able to:? identify variables in a given

situation,? identify the relationship

between 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 the

investigation.

Students haveknowledge ofscientific method inForm 1, 2 and 3.

Scientific skills areapplied throughout.

solubility - keterlarutan

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 thatshould be practised during scientificinvestigations.

A student is able to:? identify scientific attitudes and

values practised by scientists incarrying out investigations,

? practise scientific attitudes andvalues in conducting scientificinvestigations.

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


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THEME : MATTER AROUND US

LEARNING AREA : 2. THE STRUCTURE OF THE ATOM Chemistry - Form 4

LearningObjectives


2.1Analysing matter

Discuss 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 and

ions.

Conduct an activity to investigatediffusion of particles in solid, liquid and

gas.

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 points ofethanamide or naphthalene.

Plot and interpret the heating and the

cooling curves of ethanamide ornaphthalene.

A student is able to:? describe the particulate nature

of matter,? state the kinetic theory of

matter,? define atoms, molecules and

ions,? relate the change in the state of

matter to the change in heat,? relate the change in heat to the

change 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-perlanggaran

diffusion - peresapan

melting point-takat lebur

freezing point- takatbeku

simulation-simulasi

inter-conversion-

perubahan keadaan


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LearningObjectives


2.2Synthesising

atomic structure

Discuss the development ofatomic models proposed by scientists

namely 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 and

the 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. the relationship between protonnumber and nucleon number,

b. to make generalisation that eachelement has a different protonnumber.

A student is able to:? describe the development of

atomic model,? state the main subatomic

particles of an atom,? compare and contrast the

relative 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 the

nucleon number,? relate the proton number to the

type of element,? write the symbol of elements,? determine the number of

neutrons, 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


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LearningObjectives


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 number

Construct models or use computersimulation to show the atomic structure.

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 ofisotopes from their proton numbers andtheir nucleon numbers.

Gather information from the internet orfrom printed materials and discuss the

uses of isotope.

A student is able to:? state the meaning of isotope,? list examples of elements with

isotopes,? determine the number of

subatomic particles of isotopes,? justify the uses of isotope in

daily life.

A

XZ


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LearningObjectives


2.4Understanding

the electronicstructure of anatom

Study electron arrangements of variousatoms and identify their valence

electrons.

Discuss the meaning of valenceelectrons using illustrations.

Conduct activities to:a. illustrate electron arrangements of

elements with proton numbers 1 to20,

b. write electron arrangements ofelements with proton numbers 1 to20.

A student is able to:? describe electron arrangements

of elements with protonnumbers 1 to 20,? draw electron arrangement of

an atom in an element,? state the meaning of valence

electrons,? determine the number of

valence electrons from theelectron arrangement of anatom.

2.5Appreciate theorderliness anduniqueness ofthe atomicstructure

Discuss the contributions of scientiststowards the development of ideas onthe atomic structure.

Conduct a story-telling competition onthe historical development of the atomicstructure with emphasis on the creativityof scientists.

A student is able to:? describe the contributions of

scientists towards theunderstanding of the atomicstructure,

? describe the creative andconscientious efforts ofscientists to form a completepicture of matter.

Gratefulness kesyukuran


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6


LEARNING AREA : 2. CHEMICAL FORMULAE AND EQUATIONS Chemistry - Form 4

LearningObjectives


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 computer

animation.

Carry out a quiz to calculate the relativemolecular mass of substances basedon the given chemical formulae, forexampleHCl, CO2, Na2CO3, Al(NO3)3,CuSO4.5H2O

A student is able to:? state the meaning of relative

atomic 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 molecular

mass of substances.

Relative formulamass is introducedas the relativemass for ionicsubstances.

3.2Analysing therelationship

between 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.

A student is able to:? define a mole as the amount of

matter that contains as many

particles as the number ofatoms in 12 g of 12C,

? state the meaning of Avogadroconstant,

? relate the number of particles inone mole of a substance with

12C can also berepresented as12C or C-12

Avogadro constantis also known asAvogadro number.


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LearningObjectives


Carry out problem solving activities to

convert the number of moles to thenumber of particles for a givensubstance and vice versa.

the Avogadro constant,? solve numerical problems to

convert the number of moles tothe number of particles of agiven substance and vice versa.

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

constant,b. molar mass of a substance with its

relative atomic mass or relative

molecular mass.

Carry out problem solving activities toconvert the number of moles of a givensubstance to its mass and vice versa.

A student is able to:? state the meaning of molar

mass,? relate molar mass to the

Avogadro constant,? relate molar mass of a

substance to its relative atomicmass or relative molecular

mass,? solve numerical problems to

convert the number of moles ofa given substance to its massand vice versa.

Chemical formulaeof substances aregiven forcalculation.

3.4Analysing therelationshipbetween thenumber of moles

of 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 molar

volume of a gas at STP or roomconditions.

A student is able to:? state the meaning of molar

volume of a gas,? relate molar volume of a gas to

the Avogadro constant,?

make generalization on themolar volume of a gas at agiven temperature andpressure,

? calculate the volume of gasesat STP or room conditions from

STP StandardTemperature andPressure

STP suhu dantekanan piawai


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LearningObjectives


Carry out an activity to calculate thevolume of gases at STP or room

conditions from the number of molesand vice versa.

Construct a mind map to 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 and

volume of gases at STP or roomconditions.

the number of moles and viceversa,

? solve numerical problemsinvolving number of particles,number of moles, mass ofsubstances and volume ofgases at STP or roomconditions.

3.5Synthesisingchemicalformulae

Collect and interpret data on chemicalformula, empirical formula andmolecular formula.

Conduct an activity to:a. determine the empirical formula of

copper(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 chemical

formula,? state the meaning of empirical

formula,? state the meaning of molecular

formula,? determine empirical and

molecular formulae ofsubstances,

? compare and contrast empiricalformula with molecular formula,

? solve numerical problemsinvolving empirical and

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

Ionic formula formulaion


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LearningObjectives


involving empirical and molecularformulae.

Carry out exercises and quizzes inwriting ionic formulae.

Conduct activities to:a. construct chemical formulae of

compounds from a given ionic

formula,

b. state names of chemicalcompounds using IUPAC

nomenclature.

molecular formulae,? write ionic formulae of ions,? construct chemical formulae ofionic compounds,? state names of chemical

compounds using IUPACnomenclature.

IUPAC International Unionof Pure andApplied Chemistry.

3.6Interpretingchemicalequations

Discuss:a. the meaning of chemical equation,b. the reactants and products in a

chemical 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.

A student is able to:? state the meaning of chemical

equation,? identify the reactants and

products of a chemicalequation,

? write and balance chemicalequations

? interpret chemical equationsquantitatively and qualitatively,

? solve numerical problems usingchemical equations.

A computerspreadsheet can beused forbalancing chemicalequation exercises.

precipitation -pemendakan


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LearningObjectives


Carry out the following activities:a. write and balance chemical

equations,b. interpret chemical equationsquantitatively and qualitatively,

c. solve numerical problems usingchemical equations (stoichiometry).

3.7Practisingscientificattitudes andvalues ininvestigating

matter

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 scientific

attitudes and values practisedby scientists in doing researchon mole concept, chemicalformulae and chemical

equations,? justify the need to practise

positive 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.


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LEARNING AREA : 3. PERIODIC TABLE OF ELEMENTS Chemistry - Form 4

LearningObjectives


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 the

electron 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 of

scientists 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 arrangement

of 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.


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LearningObjectives


4.2Analysing Group

18 elements

Use 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 physical

properties of Group 18

elements,

b. the inert nature of Group 18

elements.

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 to

explain 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 the

physical 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 Group

18 elements to their stability,? describe uses of Group 18

elements in daily life.

The elements in

Group 18 canalso be referredto as noble gasesor inert gases.

Students areencouraged touse multimediamaterials.

Inert

lengai


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LearningObjectives


4.3Analysing Group

1 elements

Gather information and discuss:a. Group 1 elements,

b. general physical properties of lithium,sodium and potassium,c. changes in the physical properties

from lithium to potassium 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 1

elements 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 of

Group 1 elements down the group.

Predict physical and chemicalproperties of Group 1 elements otherthan lithium, sodium and potassium.

A student is able to:? list all Group 1 elements.? state the general physicalproperties of lithium, sodium and

potassium,? describe changes in the physical

properties 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 of

Group 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.

Teachers are

encouraged tousedemonstration foractivities involvingsodium andpotassium.


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LearningObjectives


Watch multimedia materials on the

safety precautions when handlingGroup 1 elements.

4.4Analysing Group17 elements

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

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

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.


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LearningObjectives


Predict physical and chemicalproperties of Group 17 elements other

than chlorine, bromine and iodine.

Watch multimedia materials on thesafety precautions when handlingGroup 17 elements.

4.5Analysingelements in aperiod

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

properties of oxides of elements acrossPeriod 3.

Discuss and predict changes in theproperties of elements in Period 2.

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

elements in Period 3,? describe changes in the

properties of elements across

Period 3,? state changes in the properties of

the oxides of elements acrossPeriod 3,

? predict changes in the propertiesof elements across Period 2,

? describe uses of semi-metals. Semi-metals arealso known asmetalloids.


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LearningObjectives


Collect and interpret data on uses of

semi-metals i.e. silicon and germaniumin the microelectronic industry.

4.6Understandingtransitionelements

Carry out an activity to identify thepositions of transition elements in thePeriodic Table.

Collect and interpret data on propertiesof transition elements with respect tomelting points, density, variableoxidation numbers and ability to formcoloured compounds.

Observe the colour of:a. a few compounds of transition

elements,b. products of the reaction between

aqueous 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.

A student is able to:? identify the positions of transition

elements in the Periodic Table,? give examples of transition

elements,? describe properties of transition

elements,? state uses of transition elements

in industries.

Oxidation numberis synonymouswith oxidationstate.

Chemicalequations are notrequired.


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LearningObjectives


4.7Appreciating the

existence ofelements andtheir compounds

Gather information on efforts ofscientists in discovering the properties

of elements and make a multimediapresentation.

Discuss in a forum about life withoutvarious elements and compounds.

Carry out projects to collect specimensor pictures of various types of rocks.

Discuss and practise ways to handlechemicals safely and to avoid theirwastage.

A student is able to:? describe efforts of scientists in

discovering the properties ofelements,? describe what life would be

without diverse elements andcompounds,

? identify different colours incompounds of transition elementsfound naturally,

? handle chemicals wisely.


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LEARNING AREA : 4. CHEMICAL BONDS Chemistry - Form 4

LearningObjectives


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 chemicalbonds.

Discuss:a. the stability of inert gases with

respect to the electron arrangement,b. conditions for the formation of

chemical bonds,c. types of chemical bonds.

A student is able to:? explain the stability of inertgases,

? explain conditions for theformation of chemical bonds,

? state types of chemical bonds.

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 for

the ions formed,? explain formation of ionic bond,? illustrate electron arrangement

of an ionic bond,? illustrate formation of ionic

bond.

Ionic bond issynonymous withelectrovalent bond.


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LEARNING AREA : 4. CHEMICAL BONDS Chemistry - Form 4

LearningObjectives


5.4

Analysingproperties ofionic andcovalentcompounds

Collect and interpret data on properties

of 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 organic

solvents.

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.

A student is able to:?

list properties of ioniccompounds,? list properties of covalent

compounds,? explain differences in the

electrical conductivity of ionicand covalent compounds,

? describe differences in meltingand boiling points of ionic andcovalent compounds,

? compare and contrast thesolubility of ionic and covalent

compounds,? state uses of covalent

compounds as solvents.

Solvent - pelarut


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THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA : 1. ELECTROCHEMISTRY Chemistry - Form 4

LearningObjectives


6.1Understandingproperties ofelectrolytes andnon-electrolytes

Conduct activities to classify chemicalsinto electrolytes and non-electrolytes.

Discuss:a. the meaning of electrolyte,b. the relationship between the

presence of freely moving ions andelectrical conductivity.

A student is able to:? state the meaning of electrolyte,? classify substances into

electrolytes and non-electrolytes,

? relate the presence of freelymoving ions to electricalconductivity.

Students havebasic knowledgethat electrical circuitcan be built usingsolutions andelectrolysis ofwater.

6.2Analysingelectrolysis of

moltencompounds

Discuss:a. electrolysis process,b. structure of electrolytic cell.

Use computer simulation to:a. identify cations and anions in a

molten compound,b. illustrate to show the existence of

ions 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 discharge

of ions at anode and cathode.

Collect and interpret data on electrolysis

A student is able to:? describe electrolysis,? describe electrolytic cell,

? identify cations and anions in amolten 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 the

electrolysis of moltencompounds.

The term and skillin writing half-equation or half-reaction is new to

students.

molten leburan

half-equation - setengahpersamaan

half-reaction - setengah

tindak balas


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LearningObjectives


of molten ionic compounds with veryhigh melting points, for example sodiumchloride, NaCl and lead(II) oxide, PbO.

Predict products from the electrolysis ofother molten compounds.

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 the

aqueous solutions,b. describe the electrolysis of the

aqueous solutions,c. write half equations for the discharge

of ions at the anode and the cathode.

Conduct experiments to investigatefactors determining selective dischargeof ions at electrodes based on:a. positions of ions in electrochemical

series,b. concentration of ions in a solution,c. types of electrodes.

Use computer simulation to explainfactors affecting electrolysis of anaqueous solution.

A student is able to:? identify cations and anions in an

aqueous solution,? describe the electrolysis of an

aqueous solution,? explain using examples factors

affecting electrolysis of an

aqueous solution,? write half equations for the

discharge of ions at the anodeand the cathode,

? predict the products ofelectrolysis of aqueoussolutions.


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LearningObjectives


Predict the products of electrolysis ofaqueous solutions and write their halfequations.

6.4Evaluatingelectrolysis inindustry

Conduct experiments to study thepurification and electroplating of metals.

Using computer simulation, study anddiscuss:a. extraction of aluminium from

aluminium 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.

A student is able to:? state uses of electrolysis in

industries,? explain the extraction,

purification and electroplating ofmetals involving electrolysis inindustries,

? write chemical equations torepresent the electrolysisprocess in industries,

? justify uses of electrolysis inindustries,

? describe the problem ofpollution from electrolysis inindustry.


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LearningObjectives


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.

Discuss and compare an electrolytic cellwith a voltaic cell.

A student is able to:? describe the structure of a

simple 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 differences

between electrolytic and voltaiccells.

A voltaic cell is alsocalled galvanic cell.

Mention new cellssuch as lithium ion,nickel hydride and

polymeric cells.


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LearningObjectives


6.6Synthesisingelectrochemicalseries

Carry out an experiment to constructthe electrochemical series based on:a. potential difference between two

metals,b. the ability of a metal to displace

another metal from its salt solution.

Discuss uses of the electrochemicalseries to determine:a. cell terminal,b. standard cell voltage,c. the ability of a metal to displace

another metal from its salt solution.

Carry out experiments to confirm 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 in

constructing 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


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LearningObjectives


6.7Developawareness andresponsiblepractices whenhandlingchemicals usedinelectrochemicalindustries

Discuss the importance ofelectrochemical industries in our dailylife.

Collect data and discuss the 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.

A student is able to:? justify the fact that

electrochemical industries canimprove the quality of life,

? 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 systematic

disposal of used batteries.


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LEARNING AREA : 2. ACIDS AND BASES Chemistry - Form 4

LearningObjectives


7.1Analysingcharacteristicsand properties ofacids and bases

Discuss:a. the concept of acid, base and alkali in

terms 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 that

the 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 chemicalproperties 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.

A student is able to:? state the meaning of acid, base

and alkali,? state uses of acids, bases and

alkalis in daily life,? explain the role of water in the

formation 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 of

acids and alkalis.

The formation ofhydroxonium ion,H30

+, is introduced.

Monoprotic anddiprotic acid isintroduced.

monoprotic acid asid monobes

diprotic acid asiddwibes


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LearningObjectives


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 alkalinity of

a substance,b. concentration of hydrogen ions and

the pH values,c. concentration of hydroxide ions and

the pH values,d. strong acids and their degree of

dissociation,e. weak acids and their degree of

dissociation,f. strong alkalis and their degree of

dissociation,g. weak alkalis and their degree of

dissociation.

A student is able to:? state the use of a pH scale,? relate pH value with acidic or

alkaline 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 qualitatively

strong and weak acids,? conceptualise qualitatively

strong and weak alkalis.

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

Dissociation is alsoknown asionisation.

dissociation penceraian

ionisation -

pengionan


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LearningObjectives


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.

7.3Analysingconcentration ofacids and alkalis

Discuss:a. the meaning of concentration,b. the meaning of molarity,c. the relationship between the number

of moles with the molarity and the

volume of a solution,d. methods for preparing standard

solutions.

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 investigate

A student is able to:? state the meaning of

concentration,? state the meaning of molarity,? state the relationship between

the 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.

The use of pHmeter isrecommended.

Salt solutions can

be included in thediscussion.

Molarity or molarconcentration.

Sodium hydroxideis not stable andabsorbs moisture,thus theconcentration is

only approximate.

Oxalic acid,H2C2O4.2H2O orsodium carbonate,Na2CO3 is


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LearningObjectives


the 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.

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 of

neutralisation,? explain the application of

neutralisation in daily life,? write equations for

neutralisation reactions,? describe acid-base titration,? determine the end point of

titration during neutralisation,? solve numerical problems

involving neutralisationreactions to calculate eitherconcentration or volume ofsolutions.

Neutralise soilusing lime orammonia, use ofanti-acid.

Teacher should

emphasise onusing correcttechniques.


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LEARNING AREA : 3. SALTS Chemistry - Form 4

LearningObjectives


8.1Synthesisingsalts

Collect and interpret data on:

a. naturally existing salts,b. the meaning of salt,c. uses of salts in agriculture, medicinal

field, 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,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 as

copper(II) sulphate, CuSO4, sodiumchloride, NaCl, potassium chromate(VI),K2CrO4, and potassium dichromate,K2Cr2O7.

A student is able to:? state examples of salts used in

daily life,? explain the meaning of salt? identify soluble and insoluble

salts,? describe the preparation of

soluble salts,? describe the purification of

soluble salts byrecrystallisation,

? list physical characteristics of

crystals,? describe the preparation of

insoluble salts,? write chemical and ionic

equations for reactions used inthe preparation of salts,

? design an activity to prepare aspecified salt,

? construct ionic equationsthrough the continuous variationmethod,

? solve problems involving

calculation of quantities ofreactants or products instoichiometric reactions.

The soluble saltsprepared arepurified byrecrystalisation.

Use preparedcrystals of salts.


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LEARNING AREA : 3. SALTS Chemistry - Form 4

LearningObjectives


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 preparea specified salt.

Carry out a

Documents

Sains - Chemistry Form 4