Yearly Lesson Plan- Chemistry Form Four 2015

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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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.



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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.


• 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.

•



THEME : MATTER AROUND US

LEARNING AREA : 2. THE STRUCTURE OF THE ATOM

Chemistry Form 4ee! Le#r$i$%

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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.


• 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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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.


• 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



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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


• 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


• describe electron

arrangements of elements

with proton numbers 1 to

'7,

• (ystematic



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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


• 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.


LEARNING AREA : 6. CHEMICAL FORMULAE AND E7UATIONS

Chemistry Form 4ee! Le#r$i$%

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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



relati%e atomic mass based

on carbon#1' scale,


• Critical and

analytical thin"ing.



1'

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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,


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


•



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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.


• 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,


to

• con%ert the number of

moles of atom

• gi%en substance to its mass

and

• %ice %ersa.

• (ystematic

• Critical and


•

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


•



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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,


• 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



chemical formula,


empirical formula,


• (ystematic

• Critical and

analytical

thin"ing.

•



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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,


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



chemical e!uation,

• identify the reactants and

products of a chemical



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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,


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.


• 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.



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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.


LEARNING AREA : 4. 8ERIODIC TA9LE OF ELEMENTS

Chemistry Form 4

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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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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.


• 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

•



ee! Le#r$i$%

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(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.


• 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

•



ee! Le#r$i$%

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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


• list all 5roup 1< elements,

• state the general physical

properties of chlorine, bromine and iodine,


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

•



ee! Le#r$i$%

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(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


• list all elements in 0eriod ,

• write electron arrangementsof all elements in 0eriod ,


properties of elementsacross 0eriod ,

• state changes in the

properties of the oxides of

• *ardwor"ing and

dare to ma"e

something

• (ystematic

• Cooperation

• old

•



ee! Le#r$i$%

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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



ee! Le#r$i$%

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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


• 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

•



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(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


• 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



ee! Le#r$i$%

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Mor#- #-*es

D#te

(om/-ete+

chemical safely and to a%oid their

wastage.

naturally,

• handle chemicals wisely.


LEARNING AREA : . CHEMICAL 9ONDS

Chemistry Form 4

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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


• 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



ee! Le#r$i$%

O&'e(ti)es


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



ee! Le#r$i$%

O&'e(ti)es


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



ee! Le#r$i$%

O&'e(ti)es


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.



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



ee! Le#r$i$%

O&'e(ti)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


•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



ee! Le#r$i$%

O&'e(ti)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


• 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



ee! Le#r$i$%

O&'e(ti)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.


• describe the structure of a

simple %oltaic cell and


in recording and%erifying data



ee! Le#r$i$%

O&'e(ti)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


in recording and

%erifying data

• Confident andindependent



ee! Le#r$i$%

O&'e(ti)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


• 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



ee! Le#r$i$%

O&'e(ti)es


Mor#- #-*es

D#te

(om/-ete+

of recycling and systematic

disposal of used batteries in a safeand orderly manner. 0ractise

recycling used batteries.


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

•



ee! Le#r$i$%

O&'e(ti)es


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


• 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


thin"ing

• *onest and precise in

recording data



ee! Le#r$i$%

O&'e(ti)es


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



concentration, • *onest and precise in

recording data



ee! Le#r$i$%

O&'e(ti)es


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.


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



ee! Le#r$i$%

O&'e(ti)es


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


thin"ing

• Coorperati%e






LEARNING AREA : =. SALTS

Chemistry Form 4



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.


• 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.


•

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

•



ee! Le#r$i$%



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,


• (ystematic

• Cooperati%e

• Confident and

independent

• Critical andanalytical thin"ing



ee! Le#r$i$%



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


•

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

.


experiment• *onesty and accuracy in

recording and %erifying


• Cooperati%e• Accurate

• 0ersistent

•



ee! Le#r$i$%



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.


• state the meaning of!ualitati%e analysis,

• ma"e inferences on salts based on their colour and

solubility in water,


• 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,


experiment• (ystematic

• Critical and analyticalthin"ing

• Cooperati%e• &esponsibility towards

safety on oneself, friends

and en%ironment.

•



ee! Le#r$i$%



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,


• (ystematic• Critical and analytical

thin"ing• Cooperati%e• &esponsibility towards

safety on oneself, friendsand en%ironment.

•



ee! Le#r$i$%



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.


experiment

• (ystematic


• 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

•



ee! Le#r$i$%



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



ee! Le#r$i$%

O&'e(ti)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.


•

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.


• 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

•



ee! Le#r$i$%

O&'e(ti)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.


•

relate thearrangement of atoms

in metals to theirductile and malleable

properties,


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



polymers,

• list naturally

occurring polymers,

• list synthetic

• )bser%e •



ee! Le#r$i$%

O&'e(ti)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.


• 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


• describe needs to

produce new

materials for specific purposes,


• 5enerate idea

• Compare and

differenciate

•



ee! Le#r$i$%

O&'e(ti)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.


• 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

•



ee! Le#r$i$%

O&'e(ti)es


Mor#- #-*es

D#te

(om/-ete+

daily life.

‘SEMAK SEMULA’ PPSMI

Yearly Lesson Plan- Chemistry Form Four 2015

Documents