7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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THEME : INTRODUCING CHEMISTRY
LEARNING AREA : 1. INTRODUCTION TO CHEMISTRY
Chemistry Form 4
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Le#r$i$%O&'e(ti)es
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D#te(om/-ete+
2
011-15
JAN
1.1Understanding
chemistry and
its importance
Collect and interpret the meaning of word‘chemistry’
Discuss some examples of commonchemicals used in daily life such as
sodium chloride, calcium carbonate andacetic acid.
Discuss the uses of these chemicals indaily life.
A student is able to• explain the meaning of
chemistry,
• list some commonchemicals used in daily
life,• state the uses of
common chemicals in
daily life,• list examples of
occupations that re!uirethe "nowledge of
chemistry,• list chemical#based
industries in $alaysia,
• describe the contributionof chemical#based
industries towards the
de%elopment of thecountry.
• Appreciate the
contributions
of science andtechnology.
• &ealise that
sciencehelpfull to
understand
nature.
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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D#te
Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es
#$+ Mor#- #-*es
D#te
(om/-ete+
2
011-15 JAN
1.'
(ynthesisingscientific
method
)bser%e a situation and identify all
%ariables. (uggest a !uestion suitable fora scientific in%estigation.
Carry out an acti%ity to
a. obser%e a situation,
b. identify all %ariables,c. suggest a !uestion,
d. form a hypothesis,e. select suitable apparatus,
f. list down wor" procedures.
Carry out an experiment and
a.collect and tabulate data, b.present data in a suitable form,
c. interpret the data and draw conclusions,d. write a complete report.
A student is able to
• identify %ariables in agi%en situation,
• identify the relationship
between two %ariables toform a hypothesis,
• design and carry out a
simple experiment to test
the hypothesis,
• record and present data in
a suitable form,
• interpret data to draw a
conclusion,
• write a report of the
in%estigation.
• (ystematic
• *onest and
accurate in
recording and%erifying data.
• &eali+e that
science helpsus understand
nature
•
2
011-15
JAN
1.-ncorporate
scientific
attitudes and%alues inconducting
scientific
in%estigations
.(tudents discuss and ustify the scientificattitudes and %alues that should be
practised during scientific in%estigations.
A student is able to
• identify scientific
attitudes and %alues
practised by scientists incarrying outin%estigations,
• practice scientific
attitudes and %alues inconducting scientific
in%estigations.
• &eali+e that
science helps usunderstand
nature.
•
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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THEME : MATTER AROUND US
LEARNING AREA : 2. THE STRUCTURE OF THE ATOM
Chemistry Form 4ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
3,4,5
018 jan-5 feb
'.1
Analysing
matter
Discuss and explain the particulate
nature of matter.
Use models or %iew computer
simulation to discuss the followinga/ the "inetic theory of matter,
b/ the meaning of atoms, molecules and
ions.
Conducts an acti%ity to in%estigatediffusion of particles in solid, li!uid and
gas
-n%estigate the change in the state of
matter based on the "inetic theory ofmatter through simulation or computer
animation.
Conduct and acti%ity to determine the
melting and free+ing points ofnaphthalene.
0lot and interpret the heating and
cooling cur%es of naphthalene.
A student is able to
• describe the particulate
nature of matter,
• state the "inetic 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 "ineticenergy of particles,
• explain the inter#
con%ersion of the states ofmatter in terms of "inetic
theory of matter.
• *onesty
• Cooperate
• Confidents
and
independent
• &esponsible
to our safetyand
en%ironment.
• (ystematic
• ra%e
•
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
3,4,5
018 jan-5 feb
'.'
(ynthesisingatomic structure
Discuss the de%elopment of atomic
models proposed by scientists namelyDalton, 2homson, &utherford,
Chadwic" and ohr.
Use models or computer simulation to
illustrate the structure of an atom ascontaining protons and neutrons in the
nucleus and electron arranged in shells.
Conduct acti%ities to determine the
proton number, nucleon number and thenumber of protons, electrons and
neutrons of and atom.
Use a table to compare and contrast therelati%e mass and the relati%e charge of
the protons, electrons and neutrons.
-n%estigate the proton and nucleon
numbers of different elements.
Discuss
a/ the relationship between protonnumber and nucleon number,
b/ to ma"e generalisation that eachelements has a different proton number.
A student is able to
• describe the de%elopment ofatomic model,
• state the main subatomic
particles of an atom,
• compare and contrast the
relati%e mass and the relati%echarge of the protons,
electrons and neutrons,
• define proton number,
•
define nucleon number,• determine the proton
number,
• determine the nucleon
number,
• relate the proton number to
the nucleon number,
• relate the proton number to
the type of element,
• write the symbol of
elements,• determine the number of
neutrons, protons and
electrons from the protonnumber and the nucleon
number and %ice %ersa,
• construct the atomic
• *onesty
• (ystematic
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
Carry out an acti%ity to write
a/ the symbols of elements, b/ the standard representation for an
atom of any element.
A where
5 element 3 A 4 nucleon number
3 4 proton number
Construct models or use computer
simulation to show the atomic structure.
structure.
3,4,5
018 jan-5 feb
'.Understanding
isotopes andassessing their
importance
Conduct acti%ities to determine the
number of subatomic particles ofisotopes from their proton numbers and
their nucleon numbers.
5ather information from the internet or
from 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,
• ustify the uses of isotope
in daily life.
• (ystematic
• ra%e
3,4,5
018 jan-5 feb
'.6
Understanding
the electronicstructure of an
atom
(tudy electron arrangements of %arious
atoms and identify their %alence
electrons.
Discuss the meaning of %alence
A student is able to
• describe electron
arrangements of elements
with proton numbers 1 to
'7,
• (ystematic
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
electrons using illustrations.
Conduct acti%ities to
a. illustrate electron arrangements ofelements with proton numbers 1 to '7,
b. write electron arrangements of
elements with proton numbers 1 to '7
• draw electron arrangement
of an atom in an element,• state the meaning of
%alence electrons,
• determine the number of
%alence electrons from the
electron arrangement of anatom.
3,4,5
018 jan-
5 feb
'.8Appreciate the
orderliness anduni!ueness of
the atomicstructure
Discuss the contributions of scientiststowards the de%elopment of the atomic
structure with emphasis on the creati%ityof scientists
A student is able to
• describe the contributions of
scientists towards the
understanding of the atomicstructure,
• describe the creati%e and
conscientious efforts of
scientists to form a complete picture of matter.
THEME : MATTER AROUND US
LEARNING AREA : 6. CHEMICAL FORMULAE AND E7UATIONS
Chemistry Form 4ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e #$+
Mor#- #-*es
D#te
(om/-ete+
6,8,9
(8 feb-15
mac)
.1
Understandingand applying
the concepts ofrelati%e atomic
Collect and interpret data concerning
relati%e atomic mass and relati%emolecular mass based on carbon#1' scale.
Discuss the use of carbon#1' scale as a
A student is able to
• state the meaning of
relati%e atomic mass based
on carbon#1' scale,
• state the meaning of
• Critical and
analytical thin"ing.
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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1'
ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e #$+
Mor#- #-*es
D#te
(om/-ete+
mass and
relati%emolecular mass
standard for determining relati%e atomic
mass and relati%e molecular mass.
Carry out a !ui+ to calculate the relati%e
molecular mass of substances based on
the gi%en chemical formulae, for example*Cl, C)', 9a'C), Al:9)/,
Cu()6.8*')
relati%e molecular mass
based on carbon#1' scale,• state why carbon#1' is
used as a standard fordetermining relati%e
atomic mass and relati%emolecular mass,
• calculate the relati%e
molecular mass ofsubstances.
6,8,9
(8 feb-15
mac)
.'Analysing the
relationship between the
number ofmoles with the
number of
particles
Collect and interpret data on A%ogadroconstant.
Discuss the relationship between the
number of particles in one mole of asubstance with the A%ogadro constant.
Carry out problem sol%ing acti%ities tocon%ert the number of moles to the
number of particles for a gi%en substance
and %ice %ersa.
A student is able to• define a mole as the
amount of matter that
contains as many particles
as the number of atoms in1' g of 1'C,
• state the meaning of
A%ogadro constant,
• relate the number of
particles in one mole of asubstance with the
A%ogadro constant,
• sol%e numerical problems
to
• con%ert the number of
moles to
• the number of particles of
• (ystematic
• Critical and
analytical thin"ing.
•
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e #$+
Mor#- #-*es
D#te
(om/-ete+
a gi%en
• substance and %ice %ersa.
6,8,9
(8 feb-15
mac)
.Analysing the
relationship
between thenumber of
moles of asubstance with
its mass
Discuss the meaning of molar mass.
Using analogy or computer simulation,
discuss to relatea. molar mass with the A%ogadro
constant. b. molar mass of a substance with its
relati%e atomic mass or relati%emolecular mass.
Carry out problem sol%ing acti%ities tocon%ert the number of moles of a gi%en
substance to its mass and %ice %ersa.
A student is able to
• state the meaning of molar
mass,
• relate molar mass to the
A%ogadro constant,
• relate molar mass of a
substance to its relati%e
atomic mass or relati%emolecular mass,
• sol%e numerical problems
to
• con%ert the number of
moles of atom
• gi%en substance to its mass
and
• %ice %ersa.
• (ystematic
• Critical and
analytical thin"ing.
•
6,8,9
(8 feb-15
mac)
.6Analysing the
relationship between the
number ofmoles of a gas
with its %olume
Collect and interpret data on molar%olume of a gas.
Using computer simulation or graphic
representation, discussa. the relationship between molar
%olume and A%ogadro constant.
b. to ma"e generali+ation on the
A student is able to• state the meaning of molar
%olume of a gas,
• relate molar %olume of a
gas to the A%ogadroconstant,
• ma"e generali+ation on the
•(ystematic
• Critical and
analytical thin"ing.
•
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e #$+
Mor#- #-*es
D#te
(om/-ete+
molar %olume of a gas at (20 or
room conditions.
Carry out and acti%ity to calculate the%olume of gases at (20 or room
conditions from the number of moles and
%ice %ersa.
Construct a mind map to show therelationship between number of particles,
number of moles, mass of substances and
%olume of gases at (20 and roomconditions.
Carry out problem sol%ing acti%ities
in%ol%ing number of particles, number ofmoles, mass of substances and %olume of
gases at (20 and room conditions.
molar %olume of a gas at a
gi%en temperature and pressure,
• calculate the %olume of
gases at (20 or room
conditions from thenumber of moles and %ice
%ersa,
• sol%e numerical problems
• in%ol%ing number of
particles,
• number of moles, mass of
• substances and %olume of
gases at
• (20 or room conditions.
6,8,9
(8 feb-15
mac)
.8
(ynthesising
chemicalformulae
Collect and interpret data on chemical
formula, empirical formula and molecular
formula.
Conduct an acti%ity toa. determine the empirical formula of
copper:--/ oxide using computer
A student is able to
• state the meaning of
chemical formula,
• state the meaning of
empirical formula,
• state the meaning of
• (ystematic
• Critical and
analytical
thin"ing.
•
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e #$+
Mor#- #-*es
D#te
(om/-ete+
simulation.
b. determine the empirical formula ofmagnesium oxide.
c. compare and contrast empiricalformula with molecular formula.
Carry out problem sol%ing acti%itiesin%ol%ing empirical and molecular
formulae.Carry out exercises and !ui++es in writing
ionic formulae.
Conduct acti%ities to
a. construct chemical formulae ofcompounds from a gi%en ionic
formula. b. (tate names of chemical
compounds using -U0AC
nomenclature.
molecular formula,
• determine empirical andmolecular formulae of
substances,
• compare and contrast
empirical formula with
molecular formula,
• sol%e numerical problems
in%ol%ing empirical andmolecular formulae,
• write ionic formulae of
ions,
• construct chemical
formulae of ioniccompounds,
• state names of chemical
• compounds using -U0AC
• nomenclature.
• &esponsibility
6,8,9
(8 feb-15
mac)
.;
-nterpretingchemical
e!uations
Discuss
a. the meaning of chemical e!uation. b. the reactants and products in a
chemical e!uation.
Construct balanced chemical e!uations
A student is able to
• state the meaning of
chemical e!uation,
• identify the reactants and
products of a chemical
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e #$+
Mor#- #-*es
D#te
(om/-ete+
for the following reactions
a. heating of copper:--/ carbonate.CuC)
b. formation of ammonium chloride. 9*6Cl.
c. 0recipitation of lead:--/ iodide,
0b-'.
Carry out the following acti%itiesa. write and balance chemical
e!uations.
b. interpret chemical e!uations!uantitati%ely and !ualitati%ely.
c. sol%e numerical problems usingchemical e!uations :stoichiometry/.
e!uation,
• write and balancechemical e!uations
• interpret chemical
e!uations !uantitati%elyand !ualitati%ely,
• sol%e numerical problems
using
• chemical e!uations.
6,8,9
(8 feb-15
mac)
.<0ractising
scientificattitudes and
%alues in
Discuss the contributions of scientist fortheir research on relati%e atomic mass,
relati%e molecular mass, mole concept,formulae and chemical e!uations.
A student is able to
• identify positi%e scientific
attitudes and %alues practised by scientists in
doing research on mole
= Appreciate thecontribution of scientist
in chemistry.
= >i%ing in harmony.
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
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Mor#- #-*es
D#te
(om/-ete+
in%estigating
matter
Discuss to ustify the need for scientist to
practise scientific attitudes and positi%e%alues in doing their research on atomic
structures, formulae and chemicale!uations.
Discuss the role of chemical symbol,
formulae and e!uations as tools ofcommunication in chemistry.
concept, chemical
formulae and chemicale!uations,
• ustify the need to practise
positi%e scientific attitudes
and good %alues in doingresearch on atomic
structures, chemical
formulae and chemicale!uations,
• use symbols, chemical
formulae and e!uations for easy and systematic
communication in the fieldof chemistry.
THEME : MATTER AROUND US
LEARNING AREA : 4. 8ERIODIC TA9LE OF ELEMENTS
Chemistry Form 4
ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
11,12
,13(22
mac-9 apr)
6.1Analysing the0eriodic 2able
of ?lements
Collect information on the contributionsof %arious scientists towards thede%elopment of the 0eriodic 2able.
(tudy the arrangement of elements in
the 0eriodic 2able from the following
aspects
A student is able to• describe the contributions of
scientists in the historical
de%elopment of the 0eriodic2able,
• identify groups and periods in
the 0eriodic 2able,
• &ational thin"ing
• Critical and analytic
2hin"ing
• (ystematic
•
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
a. group and period
b. proton number c. electron arrangement
Carry out an acti%ity to relate the
electron arrangement of and element to
its group and period.
Discuss the ad%antages of groupingelements in the 0eriodic 2able.
Conduct acti%ities to predict the groupan period of an element based on its
electron arrangement.
• state the basic principle of
arranging the elements in the0eriodic 2able from their
proton numbers,
• relate the electron
arrangement of an element to
its group and period,
• explain the ad%antages of
grouping elements in the0eriodic 2able,
• predict the group and the
period of an element based onits electron arrangement.
11,1
2,
13(22
mac-9 apr)
6.'
Analysing5roup 1@
elements
Use a table to list all the elements in
5roup 1@
Describe the physical properties such as
the physical state, density and boiling point of 5roup 1@ elements.
Discussa. changes in the physical properties of
5roup 1@ elements ,
b. the inert nature of 5roup 1@ elements
Discuss the relationship between the
electron arrangement the inert nature of5roup 1@ elements.
A student is able to
• list all 5roup 1@ elements,
• state in general the physical
properties of 5roup 1@
elements,
• describe the changes in the
physical properties of 5roup
1@ elements,• describe the inert nature of
elements of 5roup 1@,
• relate the inert nature of
5roup 1@ elements to theirelectron arrangements,
• relate the duplet and octet
• (ystematic
• Confident and self
dependent
• &ational thin"ing
•
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
Use diagrams all computer simulation toillustrate the duplet and octet electron
arrangement of 5roup 1@ elements toexplain their stability.
5ather information on the reasons forthe uses of 5roup 1@ elements.
electron arrangements of
5roup 1@ elements to theirstability,
• describe uses of 5roup 1@
elements in daily life.
11,1
2,
13
(22mac-9 apr)
6.Analysing
5roup 1
elements
5ather information and discussa. 5roup 1 elements
b. general physical properties of lithium,
sodium, and potassiumc. changes in the physical properties
from lithium to potassium withrespect to hardness, density and
melting pointd. chemical properties of lithium,
sodium and potassium
e. the similarities in chemical propertiesof lithium, sodium and potassium.
f. the relationship between the chemical properties of 5roup 1 elements andtheir electron arrangements.
Carry out experiments to in%estigate thereactions of lithium, sodium and
potassium with water and oxygen.
A student is able to
• list all 5roup 1 elements.
• state the general physical
properties of lithium,sodium and potassium,
• describe changes in the
physical properties from
lithium to potassium,
• list the chemical properties
of lithium, sodium and
potassium,
• describe the similarities in
chemical properties oflithium, sodium and
potassium,
• relate the chemical properties
of 5roup 1 elements to their
electron arrangements,
• describe changes in reacti%ity
of 5roup 1 elements down the
• &esponsibility for
our safety and an
en%ironment
• (ystematic
• Cooperation
• Confident and self
dependent
•
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
(tudy the reactions of lithium, sodium
and potassium with chlorine and bromine through computer simulation.
Discuss changes in the reacti%ity of
5roup 1 elements down the group.
0redict physical and chemical properties
of 5roup 1 elements other than lithium,sodium and potassium.
atch multimedia materials on thesafety precautions when handling 5roup
1 elements.
group,
• predict physical and chemical properties of other elements in
5roup 1,
• state the safety precautions
when handling 5roup 1
elements.
11,1
2,
13(22
mac-9 apr)
6.6Analysing
5roup 1<
elements
5ather information and discuss on a. 5roup 1< elements
b. 0hysical properties of chlorine,
bromine and iodine with respect totheir colour ,density and boiling
point.
c. Changes in the physical propertiesfrom chlorine to iodine
d. describe the chemical properties of
chlorine, bromine and iodine
e. the similarities in chemical propertiesof chlorine, bromine and iodine.
f. the relationship between the chemical properties of 5roup 1< elements with
A student is able to
• list all 5roup 1< elements,
• state the general physical
properties of chlorine, bromine and iodine,
• describe changes in the
physical properties fromchlorine to iodine,
• list the chemical properties
of chlorine, bromine and
iodine,
• describe the similarities in
chemical properties of
• &esponsibility for
our safety and an
en%ironment
• (ystematic
• Cooperation
• uild confident and
self dependent
•
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
their electron arrangements
Carry out experiments to in%estigates
the reactions of chlorine, bromine andiodine with
a. water
b. metals such as iron,c. sodium hydroxide
Discuss changes in the reacti%ity of
5roup 1< elements down the group.
0redict physical and chemical properties
of 5roup 1< elements other thanchlorine, bromine and iodine
atch multimedia materials on the
safety precautions when handling 5roup
1< elements.
chlorine, bromine and
iodine,• relate the chemical
properties of 5roup 1<elements with their electron
arrangements,
• describe changes in
reacti%ity of 5roup 1<
elements down the group,
• predict physical and
chemical properties of other
elements in 5roup 1<,• state the safety precautions
when handling 5roup 1<elements.
11,1
2,
13(22mac-9 apr)
6.8
Analysing
elements in a period
Collect and interpret data on the
properties of elements in 0eriod such
asa. proton number b. electron arrangement
c. si+e of atom
d. electronegati%itye. physical state
Discuss changes in the properties of
A student is able to
• list all elements in 0eriod ,
• write electron arrangementsof all elements in 0eriod ,
• describe changes in the
properties of elementsacross 0eriod ,
• state changes in the
properties of the oxides of
• *ardwor"ing and
dare to ma"e
something
• (ystematic
• Cooperation
• old
•
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
elements across 0eriod .
Carry out experiments to study the
oxides of elements in 0eriod and relatethan to their metallic properties.
Discuss in small groups and ma"e a presentation on the changes of
properties of oxides of elements across0eriod .
Discuss and predict changes in the properties of elements in 0eriod '.
Collect and interpret data on uses of
semi#metals i.e. silicon and germaniumin the microelectronic industry.
elements across 0eriod ,
• predict changes in the properties of elements
across 0eriod ',
• describe uses of semi#
metals.
• Confident and self dependent
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
http://slidepdf.com/reader/full/yearly-lesson-plan-chemistry-form-four-2015 18/47
ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
11,1
2,13(22
mac-9 apr)
6.;
Understandingtransition
elements
Carry out an acti%ity to identify the
positions of transition elements in the0eriodic 2able
Collect and interpret data on properties
of transition elements with respect to
melting points, density, %ariableoxidation numbers and ability to form
coloured compounds.
)bser%e the colour of
a. a few compounds of transitionelements
b. products of the reaction between ofa!ueous solution of compounds of
transition elements with sodiumhydroxide solution, 9a)*, and
ammonia solution, 9*:a!/
)bser%e the colour of precious stones
and identify the presence of transition
elements.
5i%e examples on the use of transitionelements as catalysts in industries
A student is able to
• identify the positions oftransition elements in the
0eriodic 2able,
• gi%e examples of transition
elements,
• describe properties of
transition elements,
• state uses of transition
elements in industries.
• Critical and analytic
2hin"ing
• (ystematic
•
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
http://slidepdf.com/reader/full/yearly-lesson-plan-chemistry-form-four-2015 19/47
ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
11,1
2,
13(22
mac-9 apr)
6.<Appreciating
the existence ofelements and
theircompounds
5ather information on efforts ofscientists in disco%ering the properties
of elements and ma"e a multimedia presentation.
Discuss in a forum about life without%arious elements and compounds.
Carry out proects to collect specimensor pictures of %arious types of roc"s.
Discuss and practise ways to handle
A student is able to
• describe efforts of
scientists in disco%ering
the properties of elements,• describe what life would
be without di%erseelements and compounds,
• identify different colours
in compounds of
transition elements found
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
http://slidepdf.com/reader/full/yearly-lesson-plan-chemistry-form-four-2015 20/47
ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
chemical safely and to a%oid their
wastage.
naturally,
• handle chemicals wisely.
THEME : MATTER AROUND US
LEARNING AREA : . CHEMICAL 9ONDS
Chemistry Form 4
ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A!ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
14,1
5(12-23
apr)
8.1Understanding
formation ofcompounds
Collect and interpret data on theexistence of %arious naturally
occurring compound as for example,water, *'), Carbon dioxide,C)',and minerals to introduce the
concept of chemical bonds
Discuss
a/ 2he stability of inert gases withrespect to the electron
arrangement, b/ Condotions for the formation of
chemical bonds,c/ 2ypes of chemical bonds
A student is able to
• explain the stability
of inert gases,
• explain conditions
for the formation of
chemical bonds,
• state types of
chemical bonds.
• ra%e
• -ndependence
• Critical
thin"ing
14,1
5(12-23
8.'
(ynthesisingideas on
Use computer simulation to explain
formation of ions and electronarrangement of ions
A student is able to• explain formation of ions,• write electron
• ra%e
• (ystematic
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A!ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
apr) formation of
ionic bond Conduct an acti%ity to prepare ioniccompounds for example,
$agnesium oxide, $g), sodiumchloride, 9aCl, and iron :---/
chloride, BeCl
Carry out an acti%ity to illustrate
formation of ionic bond throughmodels, diagrams or computer
simulation.
Use computer simulation to illustrate the
existence of electrostatic force between ions opposite charges in
ionic bonds.
arrangements for the ions
formed,• explain formation of ionic
bond,• illustrate electron
arrangement of an ionic
bond,• illustrate formation of
ionic bond.
• Creati%e
• Cooperati%e
14,1
5 (12-23
apr)
8.(ynthesising
ideas on
formation ofco%alent bond
Collect and interpret data on themeaning of co%alent bond.
Use models and computer simulation toillustrate formation of
a/ single bond in hydrogen, *',
Chlorine, Cl', *ydrogen chloride,*Cl, ater, *'), $ethane, C*6,
ammonia, 9*, tetrachloromethane,CCl6,
A student is able to• state the meaning of
co%alent bond,•
explain formation ofco%alent bond,• illustrate formation of a
co%alent bond by drawing
electron arrangement,• illustrate formation of
co%alent bond,• compare and contrast
• ra%e
• Analytical
thin"ing
• Creati%e
• Cooperati%e
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A!ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
b/ double bond in oxygen, )', Carbon
dioxide, C)',c/ triple bond in nitrogen, 9'
draw diagram as showing electron
arrangement for the formation of
co%alent bond including >ewisstructure.
Discuss and construct a mind map to
compare the formation of ca%alent bond
with ionic bond.
formation of ionic and
co%alent bonds.
14,1
5 (12-23
apr)
8.6Analysing
properties of
ionic andco%alent
compounds
Collect and interpret data on propertiesof ionic and co%alent compounds.
or" in groups to carry out an acti%ityto compare the following properties of
ionic and co%alent compounds
a/ melting and boiling points b/ electrical conducti%ities
c/ solubilities in water and organic
sol%ents
Discuss
A student is able to• list properties of ionic
compounds,• list properties of co%alent
compounds,
• explain differences in the
electrical conducti%ity ofionic and co%alentcompounds,
• describe differences in
melting and boiling points of ionic and
co%alent compounds,• compare and contrast the
• (ystematic
• ra%e
• Confidence
•
Analytical thin"ing
• Cooperati%e
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A!ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+e 3
Mor#- #-*es
D#te
(om/-ete+
a/ differences in electrical
conducti%ities of ionic andco%alent compounds due to the
presence of ions.
b/ Differences in the melting and boiling points of ionic and
co%alent compounds.
5ather information on uses of co%alent
compounds as sol%ents in daily life
solubility of ionic and
co%alent compounds,• state uses of co%alent
compounds as sol%ents.
THEME : INTERACTION 9ETEEN CHEMICALS
LEARNING AREA : ;. ELECTROCHEMISTRY
Chemistry Form 4
ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
16,2
1,22
,23(26apr-2 july)
;.1Understanding
properties ofelectrolytes andnon#electrolytes
Conduct acti%ities to classify
chemicals into electrolytes andnon#electrolytes.
Discussa. the meaning of electrolyte,
b. the relationship between the presence of freely mo%ing ions
and electrical conducti%ity.
A student is able to
• state the meaning of
electrolyte,• classify substances into
electrolytes and non#
electrolytes,
• relate the presence of freely
mo%ing ions to electricalconducti%ity.
• &esponsibility towards
oursel%es anden%ironment
• careful
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
16,2
1,22,23(26
apr-2 july)
;.'
Analysingelectrolysis of
moltencompounds
Discussa. electrolysis process
b. structure of electrolytic cell
Use computer simulation to
a. identify cations and anionsin a molten compound,
b. illustrate to show theexistence of ions held in a
lattice in solid state but
mo%e freely in moltenstate.
Conduct an acti%ity to in%estigate
the electrolysis of molten lead:--/
bromide, 0br ' toa. identify cations and anions
b. describe the electrolysis
processc. write half#e!uations for the
discharge of ions at anodeand cathode.
Collect and interpret data on
electrolysis of molten ioniccompounds with %ery high
A student is able to
•describe electrolysis,
• describe electrolytic cell,
• identify cations and anions
in a molten compound,
• describe e%idence for the
existence of ions held in alattice in solid state but
mo%e freely in molten state,
• describe electrolysis of a
molten compound,
• write half#e!uations for the
discharge of ions at anode
and cathode,
• predict products of the
electrolysis of moltencompounds.
•&esponsibility towardsoursel%es and
en%ironment
• careful
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
melting points, for example
sodium chloride, 9aCl and lead:--/ oxide, 0b).
0redict product from theelectrolysis of other molten
compounds.
16,2
1,22
,23(26
apr-2 july)
;.Analysing the
electrolysis ofa!ueous
solutions
Conduct an acti%ity to in%estigate
the electrolysis of copper :--/sulphate solution and dilute
sulphuric acid using carbon
electrodes to a. identify cations and anions
in the a!ueous solutions, b. describe the electrolysis of
the a!ueous solutions,c. write half e!uations for the
discharge of ions at the anode
and cathode.
Conduct experiments to
in%estigate factors determiningselecti%e discharge of ions atelectrodes i.e
a. positions of ions in
electrochemical series, b. concentration of ions in a
solution,c. types of electrodes
A student is able to
• identify cations and anionsin an a!ueous solution,
• describe the electrolysis of
an a!ueous solution,• explain using examples
factors affecting electrolysisof an a!ueous solution,
• write half e!uations for thedischarge of ions at the
anode and the cathode,• predict the products of
electrolysis of a!ueous
solutions.
• &esponsibility
towards oursel%es anden%ironment
•
(ystematic
• Careful
• *onest
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
Use computer simulation toexplain factors affecting
electrolysis of an a!ueoussolution.
0redict the products of electrolysis
of a!ueous solutions and writetheir half e!uations.
16,2
1,22
,23
(26apr-2 july)
;.6?%aluating
electrolysis in
industry
Conduct experiments to study the purification an electroplating of
metals.
Using computer simulation, studyand discuss
a. extraction of aluminiumfrom aluminium oxide,
b. purification of copper,c. electroplating of metals.
Carry out acti%ities to writechemical e!uations for electrolysis
in industries.
Collect data and discuss the benefits ad harmful effects of
electrolysis in industries.
A student is able to• state uses of electrolysis in
industries,•
explain the extraction, purification and
electroplating of metalsin%ol%ing electrolysis in
industries,• write chemical e!uations to
represent the electrolysis
process in industries,• ustify uses of electrolysis in
industries,
describe the problem of pollutionfrom electrolysis in industry.
• *onest and accurate
in recording and
%erifying data• Careful
• 2o appreciate the
contribution fromscience and
technology
16,2
1,22
,23(26
;.8
Analysing
%oltaic cell
(tudy the structure of a %oltaic
cell such as a simple %oltaic cell
and Daniell cell.
A student is able to
• describe the structure of a
simple %oltaic cell and
• *onest and accurate
in recording and%erifying data
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
apr-2
july)
Conduct an experiment to show
the production of electricity fromchemical reactions in a simple
%oltaic cell.
Carry out acti%ities on a simple
%oltaic cell and a Daniell cell toexplain the reactions in each cell.
Collect data and discuss the
ad%antages and disad%antages of
%arious %oltaic cells including drycell , lead#acid accumulator,
mercury cell, al"aline cell andnic"el cadmium cell.
Discuss and compare an
electrolytic cell with a %oltaic cell.
Daniell cell,
•explain the production ofelectricity from a simple
%oltaic cell,
• explain the reactions in a
simple %oltaic cell and
Daniell cell,
• compare and contrast the
ad%antages anddisad%antages of %arious
%oltaic cells,
• describe the differences between electrolytic and
%oltaic cells.
•
2o appreciate thecontribution from
science andtechnology
16,2
1,22
,23
(26apr-2 july)
;.;(ynthesising
electrochemical
series
Carry out an experiment to
construct the electrochemical
series based on a. potential difference between two metals,
b. the ability of a metal to
displace another metal fromits salt solution.
Discuss uses of the
A student is able to• describe the principles used
in constructing the
electrochemical series,• construct the
electrochemical series,
• explain the importance of
electrochemical series,• predict the ability of a metal
to displace another metalfrom its salt solution,
• Cooperati%e
•
(ystematic
• *onest and accurate
in recording and
%erifying data
• Confident andindependent
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
electrochemical series to
determine a. cell terminal,
b. standard cell %oltage ,c. the ability of a metal to
displace another metal from
its salt solution.Carry out experiment to confirm
the predictions on the metaldisplacement reaction.
Carry out an acti%ity to write thechemical e!uation for metal
displacement reactions.
• write the chemical e!uations
for metal displacementreactions.
16,2
1,22
,23(26
apr-2 july)
;.<
De%elopawareness and
responsible
practices whenhandling
chemicals used
inelectrochemicalindustries
Discuss the important ofelectrochemical industries in our
daily life.
Collect data and discuss the
problems on pollution caused by
the industrial processes in%ol%ingelectrochemical industries.
*old a forum to discuss the
importance of waste disposal fromelectrochemical industries in a
safe and orderly manner.(how a %ideo on the importance
A student is able to
• ustify the fact thatelectrochemical industries can
impro%e the !uality of life,• describe the problem of
pollution caused by the
industrial processes in%ol%ing
electrolysis,• ustify the need to dispose of
waste from electrochemical
industries in a safe and orderly
manner,• practise safe and systematic
disposal of used batteries.
• &esponsibility towardsoursel%es and
en%ironment
• (ystematic
•
Cooperati%e
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
of recycling and systematic
disposal of used batteries in a safeand orderly manner. 0ractise
recycling used batteries.
THEME : INTERACTION 9ETEEN CHEMICALS
LEARNING AREA : <. ACIDS AND 9ASES
Chemistry Form 4
ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es 3
Mor#- #-*es
D#te
(om/-ete+
25,27,2812
july-6aug)
<.1Analysingcharacteristics
and propertiesof acids and
bases
Discussa. the concept of acid, base and al"ali in terms of the ions they contained
or produced in a!ueous solutions, b. uses of acids, bases and al"alis in
daily life.
Carry out and experiment to show that
the presence of water is essential forthe formation of hydrogen ions that
causes acidity.
Carry out and experiment to show that
the presence of water is essential forthe formation of hydroxide ions that
causes al"alinity.
atch computer simulation on the
A student is able to• state the meaning of acid,
base and al"ali,
• state uses of acids, basesand al"alis in daily life,
• explain the role of water
in the formation ofhydrogen ions to show
the properties of acids,• explain the role of water
in the formation ofhydroxide ions to showthe properties of al"alis,
• describe chemical properties of acids and
al"alis.
•
(ystematic
• old to try
• Confident and
independent
• Critical and analitical
thin"ing
•
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es 3
Mor#- #-*es
D#te
(om/-ete+
formation of hydroxonium ions and
hydroxide ions in the presense ofwater.
Conduct acti%ities to study chemical
properties of acids and al"alis from
the following reactionsacids with bases,
acids with metals,acids with metallic carbonates
rite e!uations for the respecti%ereactions.
25,27,2812
july-6aug)
<.'
(ynthesisingthe concepts
of strong
acids, wea"acids, strong
al"alis and
wea" al"alis
Carry out an acti%ity using p* scale to
measure the p*of solutions used in daily life such as soap
solution,
carbonated water, tap water , or fruit uice.
Carry out an acti%ity to measure the p*
%alue of a fewsolutions with the same concentration. Bor example, hydrochloric acid, ethanoic acid,
ammonia and sodium hydroxide with the
use of indicators, p* meter or computerinterface.
ased on the data obtained from the abo%e
A student is able to
• state the use of a p*
scale,
• relate p* %alue with
acidic or al"aline properties of a
substance,
• relate concentration ofhydrogen ions with p*%alue,
• relate concentration of
hydroxide ions with p* %alue,
• relate strong or wea"
• (ystematic
• Critical and analitical
thin"ing
• *onest and precise in
recording data
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
http://slidepdf.com/reader/full/yearly-lesson-plan-chemistry-form-four-2015 31/47
ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es 3
Mor#- #-*es
D#te
(om/-ete+
acti%ities,
discuss the relationship betweena. p* %alues and acidity or al"alinity of a
substance, b. concentration of hydrogen ions and the
p* %alues,
c. concentration of hydroxide ions andthe p* %alues,
d. strong acids and their degree ofdissociation,
e. wea" acids and their degree of
dissociation,f. strong al"alis and their degree of
dissociation,g. wea" al"alis and their degree of
dissociation,
Use computer simulation to show the
degree of dissociation of strong and wea"acids as well as strong and wea" al"alis.
uild a mind map on strong acids, wea"
acids, strong al"alis and wea" al"alis.
acid with degree of
dissociation,• relate strong or wea"
al"ali with degree ofdissociation,
• conceptualise
!ualitati%ely strongand wea" acids,
• conceptualise
!ualitati%ely strong and
wea" al"alis.
25,27,2812
july-6
<.Analysing
concentrationof acids and
Discussa. the meaning of concentration,
b. the meaning of molarity,c. the relationship between the
A student is able to
• state the meaning of
concentration, • *onest and precise in
recording data
7/21/2019 Yearly Lesson Plan- Chemistry Form Four 2015
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es 3
Mor#- #-*es
D#te
(om/-ete+
aug) al"alis number of moles with the
molarity and the %olume of asolution,
d. methods for preparing standardsolutions.
(ol%e numerical problems in%ol%ingcon%ersion of concentration units from
g dm# to mol dm# and %ice %ersa.
0repare a standard solution of sodium
hydroxide, 9a)* or potassiumhydroxide, )*.
0repare a solution with specified
concentration from the prepared standardsolution through dilution.
Carry out an exprriment to in%estigate therelationship between p* %alues with the
malarity of a few diluted solutions of acidand an al"ali.
(ol%e numerical problems on the molarityof acids and al"alis.
• state the meaning of
molarity,• state the relationship
between the number of
moles with molarityand %olume of a
solution,
• describe methods for
preparing standardsolutions,
• describe the
preparation of asolution with a
specified concentrationusing dilution method,
• relate p* %alue with
molarity of acid and
al"ali,
• sol%e numerical
problems in%ol%ing
molarity of acids and
al"alis.
•
Curious to "now thefact
• Confident and
independent
25,27, <.6 Collect and interpret data on neutralisation A student is able to
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es 3
Mor#- #-*es
D#te
(om/-ete+
2812
july-6aug)
Analysing
neutralisation
and its application in daily life.
Carry out acti%ities to write e!uations for
neutralisation reactions.
Carry out acid#base titrations and
determine the point using indicators orcomputer interface.
Carry out problem sol%ing acti%ities
in%ol%ing neutralisation reaction to
calculate either concentration or %olumeof solution.
• explain the meaning
of neutralisation,• explain the
application ofneutralisation in daily
life,
• write e!uations forneutralisation
reactions,• describe acid#base
titration,•
determine the end point of titration
duringneutralisation,sol%e
numerical problemsin%ol%ing
neutralisation
reactions to calculateeither concentration or
%olume of solutions.
• old to try
• Critical and analitical
thin"ing
• Coorperati%e
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THEME : INTERACTION 9ETEEN CHEMICALS
LEARNING AREA : =. SALTS
Chemistry Form 4
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ee! Le#r$i$%
O&'e(ti)esS*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes
S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
29,30,31,32
(9 aug-3ep!)
@.1
(ynthesisingsalts
Collect and interpret data on
a. naturally existing salts, b. the meaning of salts,
c. uses of salts in agriculture,medicinal field, preparation
and preser%ation of food.
A student is able to
• state examples of salts used
in daily life,
• explain the meaning of salt
0repare soluble salts by reacting
a. acid with al"ali, b. acid with metallic oxide,
c. acid with metal,
d. acid with metallic carbonate.
A student is able to
•
state examples of saltsused in daily life,
• explain the meaning ofsalt
• identify soluble and
insoluble salts,• describe the preparation of
soluble salts,
• (ystematic
• Analytical thin"ing
• 0atience through out
experiment
• *onesty and accuracy
in recording and%erifying
•
Confident andindependent
• Cooperati%e
•
29,30,31,32
(9 aug-3ep!)
Carry out acti%ity to purifysoluble salts by crystalli+ation.
Discuss the need to purify salts.
• describe the purificationof soluble salts by
recrystallisation,
• 0atience through outexperiment
•
*onesty and accuracy inrecording and %erifyin
• Confident and
independent
•
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ee! Le#r$i$%
O&'e(ti)esS*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes
S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
)bser%e to identify physicalcharacteristic of crystals such as
copper:--/ sulphate, Cu()6,sodium chloride, 9aCl,
potassium chromate:E-/, 'Cr)6
and potassium dichromate,
'Cr ')<.
0repare insoluble salts such as
lead:--/ iodide, 0b-', lead:--/
chromate, 0bCr)6 and barium precipitation reactions.
Carry out acti%ities to write
chemical and ionic e!uations for preparation of soluble and
insoluble salts.
• list physical
characteristics of crystals,• describe the preparation of
insoluble salts,• write chemical and ionic
e!uations for reactions
used in the preparation ofsalts,
• 0atience through outexperiment
• (ystematic
• Cooperati%e
• Confident and
independent
• Critical andanalytical thin"ing
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ee! Le#r$i$%
O&'e(ti)esS*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes
S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
Construct a flow chart to selectsuitable methods for preparations
of salts.
0lan and carry out an acti%ity to
prepare a specified salts
• design an acti%ity to prepare a specified salt,
• Critical thin"ing
• Cooperati%e• (ystematic
• Confident andindependent
•
Carry out an experiment to
construct ionic e!uations throughcontinuous %ariation method.
Calculate !uantities of reactants
or products in stoichiometricreactions.
• construct ionic e!uationsthrough the continuous
%ariation method,
• sol%e problems in%ol%ingcalculation of !uantities of
reactants or products instoichiometric reactions
.
• 0atience through out
experiment• *onesty and accuracy in
recording and %erifying
• Confident andindependent
• Cooperati%e• Accurate
• 0ersistent
•
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ee! Le#r$i$%
O&'e(ti)esS*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes
S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
29,30,31,32
(9 aug-3ep!)
@.'
(ynthesising!ualitati%e
analysis ofsalts
Discuss the meaning of!ualitati%e analysis
(tudy and ma"e inferences onthe colour and the solubility of
%arious salts in water.
A student is able to
• state the meaning of!ualitati%e analysis,
• ma"e inferences on salts based on their colour and
solubility in water,
• Analytical thin"ing
• Accurate
29,30,31,32
(9 aug-3ep!)
atch multimedia presentation
on methods used for identifyinggases.
)bser%e and carry out chemical
tests to identify oxygen, )',
hydrogen, *', carbon dioxide,C)', ammonia, 9*, chlorine,
Cl', hydrogen chloride, *Cl,
sulphur dioxide, ()', andnitrogen dioxide, 9)', gases.
• describe tests for the
identification of gases,
• 0atience through out
experiment• (ystematic
• Critical and analyticalthin"ing
• Cooperati%e• &esponsibility towards
safety on oneself, friends
and en%ironment.
•
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ee! Le#r$i$%
O&'e(ti)esS*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes
S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
Carry out tests to study the
action of heat on carbonate andnitrate salts.
)bser%e changes in colour ande%olution of gases when the salts
are heated.
Carry out test to confirm the presence of carbonate, sulphate,
chloride and nitrate ions ina!ueous solutions.
• describe the action of heat
on salts,• describe the tests for
anions,
• 0atience through outexperiment
• (ystematic• Critical and analytical
thin"ing• Cooperati%e• &esponsibility towards
safety on oneself, friendsand en%ironment.
•
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ee! Le#r$i$%
O&'e(ti)esS*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes
S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
29,30,31,32
(9 aug-3ep!)
Carry out tests to identify the
presence of Cu'F, $g'F, AlF,Be'F, BeF, 0b'F, 3n'F, 9*6
F, Ca'F
ions in a!ueous solutions using a
sodium hydroxide solution, 9a)* and ammonia solution,
9*:a!/
Carry out test to confirm the
presence of Be'F, BeF, 0b'F and 9*6
F ions in a!ueous solution.
Construct a flow chart on the!ualitati%e analysis of salts.
0lan and carry out test to identify
anions and cations in un"nown
salts.
• state obser%ation ofreaction of cations with
sodium hydroxidesolution and ammonia
solution,• describe confirmatory
tests for Be'F, BeF, 0b'F
and 9*6F,
• plan !ualitati%e analysis to
identify salts.
• 0atience through out
experiment
• (ystematic
• Analytical thin"ing
• Cooperati%e
• Confident
• *onesty and accuracy in
recording data
29,30,31,32
(9 aug-3ep!)
@.
0ractising to be systematic
andmeticulous Carry out acti%ities using the A student is able to
• Critical and analytical
thin"ing
• (ystematic
•
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ee! Le#r$i$%
O&'e(ti)esS*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes
S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
when carrying
out acti%ities
correct techni!ues during
titration, preparation of standardsolutions and preparation of salts
and crystals.
0lan and carry out experiment,
ma"e obser%ations, record andanalyse data systematically and
carefully.
• carry out acti%ities using
the correct techni!uesduring preparation of salts
and crystals.• Confident and
independent
THEME : 8RODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS
LEARNING AREA : >. MANUFACTURED SU9STANCES IN INDUSTRY
Chemistry Form 4
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
33,3"
(6-17
ep!)
G.1
Understanding the
manufactureof sulphuric
acid
• Discuss uses of sulphuric acid in
daily life such as in the ma"ing of paints, detergents, fertili+ers and
accumulators.
• Collect and interpret data on the
manufacture of sulphuric acid
• Construct a flow chart to show the
stage in the manufacture of
sulphuric acid as in the contact process.
• 5ather information and write an
essay on how sulphur dioxide, ()'
,Causes en%ironmental pollution.
A student is able to
•
list uses of sulphuricacid,
• explain industrial
process in themanufacture of
sulphuric acid,
• explain that sulphur
dioxide causesen%ironmental
pollution.
• (ystematic
• *onest and accurate in
recording the data.
•
33,3"
(6-17
ep!)
G.'
(ynthesising the
manufacture
of ammoniaand its salts
• Discuss uses of ammonia in daily
life, e.g. in the manufacture offertili+er and nitric acid
• Carry out an acti%ity to in%estigate
properties of ammonia.
• Collect data from %arious sources
and construcy a flow chart to showthe stages in the manufacture of
ammonia as in the *aber process.
• Design an acti%ity to prepare an
ammonium fertili+er, for example
ammonium sulphate, :9*6/'()6.
A student is able to
• list uses of ammonia,• state the properties of
ammonia,
• explain the industrial process in the
manufacture of
ammonia,• design an acti%ity to
prepare ammoniumfertili+er.
• (ystematic
• old
•
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
33,3"
(6-17
ep!)
G.
Understanding alloys
• >oo" at some examples of pure
metals and materials made ofalloys in daily life. >ist and
discuss their properties.
• Carry out an acti%ity to compare
the strength and hardness of alloys
with that of their pure metals.
• (tudy the arrangement of atoms in
metals and alloys throughcomputer simulation.
• or" in group to discuss
a. the meaning of alloy, b. the purpose of ma"ing alloys such as
duralumin, brass, steel, stainless steel, bron+e and pewter.
c. Compositions, properties and
uses of alloys.Carry out experiment to compare the
rate of corrosion of iron, steel andstainless steel.
(tudy %arious local products made
from alloys.
A student is able to
•
relate thearrangement of atoms
in metals to theirductile and malleable
properties,
• state the meaning of
alloy,
• state the aim of
ma"ing alloys,
• list examples of
alloys,• list compositions and
properties of alloys,
• relate the
arrangement of atoms
in alloys to theirstrength and
hardness,
• relate properties of
alloys to their uses.
• (ystematic
• 0lanning an experiment
• Critical thin"ing
•
33,3"
(6-17
ep!)
G.6
?%aluatinguses of
synthetic polymers
• Discuss the meaning of polymers.
• )bser%e exihibits of materials
made of polymers and classify
them into naturally occurring polymers and synthetic polymers.
• -dentify the monomers in synthetic
A student is able to
• state the meaning of
polymers,
• list naturally
occurring polymers,
• list synthetic
• )bser%e •
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
using models or computer
imulation.
• Collect information on the
!uantity and type of householdsynthetic polymers disposed of
o%er a certain period of time.
• Discuss the en%ironmental
pollution resulting from the
disposal of synthetic polymers.
• *old a debate on uses and the
en%ironmental effects of non#
biodegrradable synthetic polymersin daily life.
polymers and their
uses,
• identify the
monomers in thesynthetic polymers,
• ustify uses of
synthetic polymers indaily life.
33,3"
(6-17
ep!)
G.8
Applying
uses of glassand
ceramics
• Collect and interpret data on types,
composition properties and uses of
glass and ceramics.
• 0repare a folio incorporaiting
%ideo clips and pictures on uses ofglass and ceramic that ha%e been
impro%ed for a specific purpose,
e.g. photo chromic glass and
conducting glass.
A student is able to
• list uses of glass,
• list uses of ceramics,
• list types of glass and
their properties,
• state properties of
ceramics.
• Characteri+e •
33,3"
(6-17
ep!)
G.;?%aluating
uses ofcomposite
materials
• atch a multimedia presentation
and prepare a folio on
a. the meaning of composite
materials. b. a list of composite materials
including reinforce concrete, specific
A student is able to
• describe needs to
produce new
materials for specific purposes,
• state the meaning of
• 5enerate idea
• Compare and
differenciate
•
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ee! Le#r$i$%
O&'e(ti)es
S*%%este+ Le#r$i$% A(ti)ities Le#r$i$% O*t(omes S(ie$ti,i( Attit*+es #$+
Mor#- #-*es
D#te
(om/-ete+
super conductor, fibre optic, fibre
glass and photo chromic glass.c. components of composite
materialsd. uses of composite materials.
• Compare the superior properties of
composite materials to their
original component throughcomputer simulation.
• Discuss and ustify the uses of
composite materials.• atch the production of composite
materials in factories.
composite materials,
•
list examples ofcomposite materials
and theircomponents,
• compare and contrast
properties ofcomposite materials
with those of theiroriginal component,
• ustify uses of
composite materials,• generate ideas to
produce ad%ancedmaterials to fulfill
specific needs.33,3"
(6-17
ep!)
G.<
Appreciatin
g %arioussynthetic
industrial
materials
• Discuss the importance of
synthetic materials in daily life.
• *old a forum to discuss the
importance of doing research and
de%elopment for the well being of
man"ind continuously.• atch a multimedia presentation
or computer simulation on
pollution caused by the disposal of
synthetic materials.
A student is able to
• ustify the importance
of doing research and
de%elopment
continuously,
• act responsibly whenhandling synthetic
materials and theirwastes,
• describe the
importance of
synthetic materials in
• Appreciate the
contribution of thesynthetic industry.
• )bser%e
•