Professional Documents
Culture Documents
Curriculum Specifications
CHEMISTRY
Form 4
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photocopying, and recording or by any information storage and retrieval system, without permission in writing from the Director of Curriculum
Development Centre, Level 4-8, Block E9, Government Complex Parcel E, 62604 Putrajaya, Malaysia.
TABLE OF CONTENTS
Page
The National Philosophy v
Preface xi
Introduction 1
Aims 1
Objectives 2
Scientific Skills 2
Thinking Skills 4
Content Organisation 13
56
Acknowledgements
Panel of Writers 57
THE NATIONAL PHILOSOPHY
Our nation, Malaysia, is dedicated to achieving a greater unity of all her people; maintaining a democratic way of life;
creating a just society in which the wealth of the nation shall be equitably shared; ensuring a liberal approach to her rich and
diverse cultural traditions; building a progressive society which shall be oriented towards modern science and technology.
We, the people of Malaysia, pledge our united efforts to attain these ends guided by the following principles:
? BELIEF IN GOD
? LOYALTY TO KING AND COUNTRY
? SUPREMACY OF THE CONSTITUTION
? RULE OF LAW
? GOOD BEHAVIOUR AND MORALITY
v
NATIONAL PHILOSOPHY OF EDUCATION
Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated
manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious
based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high
level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and the
nation at large.
vii
NATIONAL SCIENCE EDUCATION PHILOSOPHY
ix
PREFACE
In a recent development, the Government has made a decision to
introduce English as the medium of instruction in the teaching and
The aspiration of the nation to become an industrialised society learning of science and mathematics. This measure will enable
depends on science and technology. It is envisaged that success in students to keep abreast of developments in science and
providing quality science education to Malaysians from an early age technology in contemporary society by enhancing their capability
will serve to spearhead the nation into becoming a knowledge and know-how to tap the diverse sources of information on science
society and a competitive player in the global arena. Towards this written in the English language. At the same time, this move would
end, the Malaysian education system is giving greater emphasis to also provide opportunities for students to use the English language
science and mathematics education. and hence, increase their proficiency in the language. Thus, in
implementing the science curriculum, attention is given to
The Chemistry curriculum has been designed not only to provide developing students’ ability to use English for study and
opportunities for students to acquire science knowledge and skills, communication, especially in the early years of learning.
develop thinking skills and thinking strategies, and to apply this
knowledge and skills in everyday life, but also to inculcate in them The development of this curriculum and the preparation of the
noble values and the spirit of patriotism. It is hoped that the corresponding Curriculum Specifications have been the work of
educational process en route to achieving these aims would many individuals over a period of time. To all those who have
produce well-balanced citizens capable of contributing to the contributed in one way or another to this effort, may I, on behalf of
harmony and prosperity of the nation and its people. the Ministry of Education, express my sincere gratitude and thanks
for the time and labour expended.
The Chemistry curriculum aims at producing active learners. To this
end, students are given ample opportunities to engage in scientific
investigations through hands-on activities and experimentations.
The inquiry approach, incorporating thinking skills, thinking
strategies and thoughtful learning, should be emphasised (MAHZAN BIN BAKAR SMP, AMP)
throughout the teaching-learning process. The content and contexts Director
suggested are chosen based on their relevance and appeal to Curriculum Development Centre
students so that their interest in the subject is enhanced. Ministry of Education Malaysia
xi
INTRODUCTION innovative, and able to apply scientific knowledge in decision-
making and problem solving in everyday life.
As articulated in the National Education Policy, education in The elective science subjects prepare students who are more
Malaysia is an on-going effort towards developing the potential of scientifically inclined to pursue the study of science at post-
individuals in a holistic and integrated manner to produce secondary level. This group of students would take up careers
individuals who are intellectually, spiritually, emotionally and in the field of science and technology and play a leading role in
physically balanced and harmonious. The primary and secondary this field for national development.
school science curriculum is developed with the aim of producing
such individuals. For every science subject, the curriculum for the year is
articulated in two documents: the syllabus and the curriculum
As a nation that is progressing towards a developed nation specifications. The syllabus presents the aims, objectives and
status, Malaysia needs to create a society that is scientifically the outline of the curriculum content for a period of 2 years for
oriented, progressive, knowledgeable, having a high capacity for elective science subjects and 5 years for core science subjects.
change, forward-looking, innovative and a contributor to scientific The curriculum specifications provide the details of the
and technological developments in the future. In line with this, there curriculum which includes the aims and objectives of the
is a need to produce citizens who are creative, critical, inquisitive, curriculum, brief descriptions on thinking skills and thinking
open-minded and competent in science and technology. strategies, scientific skills, scientific attitudes and noble values,
teaching and learning strategies, and curriculum content. The
The Malaysian science curriculum comprises three core curriculum content provides the learning objectives, suggested
science subjects and four elective science subjects. The core learning activities, the intended learning outcomes, and
subjects are Science at primary school level, Science at lower vocabulary.
secondary level and Science at upper secondary level. Elective
science subjects are offered at the upper secondary level and
consist of Biology, Chemistry, Physics, and Additional Science. AIMS
1
Students who have followed the secondary science curriculum will 7. Practise and internalise scientific attitudes and good
have the foundation in science to enable them to pursue formal and moral values.
informal further education in chemistry and technology.
8. Realise the importance of inter-dependence among
The curriculum also aims to develop a concerned, dynamic and living things and the management of nature for survival
progressive society with a science and technology culture that of mankind.
values nature and works towards the preservation and
conservation of the environment.
9. Appreciate the contributions of science and technology
towards national development and the well-being of
mankind.
OBJECTIVES
10. Realise that scientific discoveries are the result of human
endeavour to the best of his or her intellectual and
The chemistry curriculum for secondary school enables students mental capabilities to understand natural phenomena for
to: the betterment of mankind.
1. Acquire knowledge in science and technology in the context 11. Create awareness on the need to love and care for the
of natural phenomena and everyday life experiences. environment and play an active role in its preservation
and conservation.
2. Understand developments in the field of science and
technology.
SCIENTIFIC SKILLS
3. Acquire scientific and thinking skills.
6. Evaluate science- and technology-related information wisely Scientific skills encompass science process skills and
and effectively. manipulative skills.
2
Science Process Skills Defining Defining concepts by describing what must
Operationally be done and what should be observed.
Science process skills enable students to formulate their questions
and find out the answers systematically. Controlling Identifying the fixed variable, manipulated
Variables variable, and responding variable in an
Descriptions of the science process skills are as follows: investigation. The manipulated variable is
changed to observe its relationship with the
Observing Using the sense of hearing, touch, smell, responding variable. At the same time, the
taste and sight to collect information about fixed variable is kept constant.
an object or a phenomenon.
Hypothesising Making a general statement about the
relationship between a manipulated
Classifying Using observations to group objects or
variable and a responding variable in order
events according to similarities or
to explain an event or observation. This
differences.
statement can be tested to determine its
Measuring and Making quantitative observations using validity.
Using numbers and tools with standardised Experimenting Planning and conducting activities to test a
Numbers units. Measuring makes observation more certain hypothesis. These activities include
accurate. collecting, analysing and interpreting data
and making conclusions.
Inferring Using past experiences or previously
collected data to draw conclusions and
make explanations of events. Manipulative Skills
Predicting Stating the outcome of a future event based Manipulative skills in scientific investigation are psychomotor
on prior knowledge gained through skills that enable students to:
experiences or collected data.
? use and handle science apparatus and laboratory
Communicating Using words or graphic symbols such as substances correctly.
tables, graphs, figures or models to ? handle specimens correctly and carefully.
describe an action, object or event. ? draw specimens, apparatus and laboratory substances
accurately.
Interpreting Data Giving rational explanations about an
? clean science apparatus correctly, and
object, event or pattern derived from
? store science apparatus and laboratory substances
collected data.
correctly and safely.
3
THINKING SKILLS Critical Thinking Skills
4
Evaluating Making judgements on the quality or value Synthesising Combining separate elements or parts to
of something based on valid reasons or form a general picture in various forms
evidence. such as writing, drawing or artefact.
Making Making a statement about the outcome of Making Making a general statement on the
Conclusions an investigation that is based on a Hypotheses relationship between manipulated variables
hypothesis. and responding variables in order to explain
a certain thing or happening. This
statement is thought to be true and can be
tested to determine its validity.
Creative Thinking Skills
Making Analogies Understanding a certain abstract or
A brief description of each creative thinking skill is as follows: complex concept by relating it to a simpler
or concrete concept with similar
Generating Ideas Producing or giving ideas in a discussion. characteristics.
Relating Making connections in a certain situation to Inventing Producing something new or adapting
determine a structure or pattern of something already in existence to
relationship. overcome problems in a systematic
manner.
Making Using past experiences or previously
Inferences collected data to draw conclusions and
make explanations of events.
Thinking Strategy
Predicting Stating the outcome of a future event based
on prior knowledge gained through Description of each thinking strategy is as follows:
experiences or collected data.
Conceptualising Making generalisations based on inter-
Making Making a general conclusion about a group related and common characteristics in
Generalisations based on observations made on, or some order to construct meaning, concept or
information from, samples of the group. model.
Visualising Recalling or forming mental images about a Making Decisions Selecting the best solution from various
particular idea, concept, situation or vision. alternatives based on specific criteria to
achieve a specific aim.
5
Figure 1 : TSTS Model in Science
Problem Solving Finding solutions to challenging or
unfamiliar situations or unanticipated
difficulties in a systematic manner. Thinking Skills
? Conceptualising
Further information about phases of implementing TSTS can be ? Making decisions
found in the guidebook “Buku Panduan Penerapan Kemahiran ? Problem solving
Berfikir dan Strategi Berfikir dalam Pengajaran dan Pembelajaran
Sains”(Curriculum Development Centre, 1999).
6
Relationship between Thinking Skills and Science Process Skills Thinking Skills
Science Process Skills
Using Space-Time Sequencing
Science process skills are skills that are required in the process of Relationship Prioritising
finding solutions to a problem or making decisions in a systematic
manner. It is a mental process that promotes critical, creative, Interpreting data Comparing and contrasting
analytical and systematic thinking. Mastering of science process Analysing
skills and the possession of suitable attitudes and knowledge Detecting bias
enable students to think effectively. Making conclusions
Generalising
The mastering of science process skills involves the Evaluating
mastering of the relevant thinking skills. The thinking skills that are
related to a particular science process skill are as follows: Defining operationally Relating
Making analogy
Visualising
Science Process Skills Thinking Skills Analysing
7
Teaching and Learning based on Thinking Skills SCIENTIFIC ATTITUDES AND NOBLE VALUES
and Scientific Skills
This science curriculum emphasises thoughtful learning based on Science learning experiences can be used as a means to
thinking skills and scientific skills. Mastery of thinking skills and inculcate scientific attitudes and noble values in students.
scientific skills are integrated with the acquisition of knowledge in These attitudes and values encompass the following:
the intended learning outcomes. Thus, in teaching and learning,
teachers need to emphasise the mastery of skills together with the ? Having an interest and curiosity towards the environment.
acquisition of knowledge and the inculcation of noble values and ? Being honest and accurate in recording and validating data.
scientific attitudes.
? Being diligent and persevering.
The following is an example and explanation of a learning outcome ? Being responsible about the safety of oneself, others, and
based on thinking skills and scientific skills. the environment.
? Realising that science is a means to understand nature.
Example: ? Appreciating and practising clean and healthy living.
? Appreciating the balance of nature.
Learning Outcome: Compare and contrast metallic elements
and non-metallic elements. ? Being respectful and well-mannered.
? Appreciating the contribution of science and technology.
Thinking Skills: Comparing and contrasting ? Being thankful to God.
? Having critical and analytical thinking.
Explanation:
? Being flexible and open-minded.
To achieve the above learning outcome, knowledge of the ? Being kind-hearted and caring.
characteristics and uses of metals and non-metals in everyday ? Being objective.
life are learned through comparing and contrasting. The mastery ? Being systematic.
of the skill of comparing and contrasting is as important as the ? Being cooperative.
knowledge about the elements of metal and the elements of
non-metal. ? Being fair and just.
? Daring to try.
? Thinking rationally.
? Being confident and independent.
8
The inculcation of scientific attitudes and noble values generally Learning Objective: 1.4 Practising scientific knowledge
occurs through the following stages: to enhance quality of life
? Being aware of the importance and the need for scientific Learning Outcome: A student is able to apply
attitudes and noble values. knowledge on factors affecting the
? Giving emphasis to these attitudes and values. rate of reaction in everyday
? Practising and internalising these scientific attitudes and noble activities, and adopt problem
values. solving approaches and make
rational decisions based on
When planning teaching and learning activities, teachers research.
need to give due consideration to the above stages to ensure the
continuous and effective inculcation of scientific attitudes and Suggested Learning Carry out some daily activities
values. For example, during science practical work, the teacher Activities related to factors affecting the rate
should remind pupils and ensure that they carry out experiments in of reaction.
a careful, cooperative and honest manner.
Collect and interpret data on
Proper planning is required for effective inculcation of scientists’contribution in enhancing
scientific attitudes and noble values during science lessons. Before the quality of life.
the first lesson related to a learning objective, teachers should
examine all related learning outcomes and suggested teaching- Carry out problem solving activities
learning activities that provide opportunities for the inculcation of involving rate of reaction in the field
scientific attitudes and noble values. of science and technology through
experiment and research.
The following is an example of a learning outcome
pertaining to the inculcation of scientific attitudes and values. Scientific attitudes and Appreciating the contribution of
noble values science and technology.
9
Inculcating Patriotism Teaching and Learning Approaches in Science
10
Science, Technology and Society to learn at their own pace, with the incorporation of remedial
and enrichment activities as part of the teaching-learning
process.
Meaningful learning occurs if students can relate their learning with
their daily experiences. Meaningful learning occurs in learning
approaches such as contextual learning and Science, Technology Teaching and Learning Methods
and Society (STS).
11
Experiment Discussion
An experiment is a method commonly used in science lessons. In A discussion is an activity in which students exchange
experiments, students test hypotheses through investigations to questions and opinions based on valid reasons. Discussions
discover specific science concepts and principles. Conducting an can be conducted before, during or after an activity. Teachers
experiment involves thinking skills, scientific skills, and should play the role of a facilitator and lead a discussion by
manipulative skills. asking questions that stimulate thinking and getting students to
express themselves.
Usually, an experiment involves the following steps:
Simulation
? Identifying a problem.
? Making a hypothesis. In simulation, an activity that resembles the actual situation is
? Planning the experiment carried out. Examples of simulation are role-play, games and
- controlling variables. the use of models. In role-play, students play out a particular
- determining the equipment and materials needed. role based on certain pre-determined conditions. Games
- determining the procedure of the experiment and the require procedures that need to be followed. Students play
method of data collection and analysis. games in order to learn a particular principle or to understand
? Conducting the experiment. the process of decision-making. Models are used to represent
? Collecting data. objects or actual situations so that students can visualise the
? Analysing data. said objects or situations and thus understand the concepts and
principles to be learned.
? Interpreting data.
? Making conclusions.
Project
? Writing a report.
A project is a learning activity that is generally undertaken by an
In the implementation of this curriculum, besides guiding students individual or a group of students to achieve a certain learning
to do an experiment, where appropriate, teachers should provide objective. A project generally requires several lessons to
students with the opportunities to design their own experiments. complete. The outcome of the project either in the form of a
This involves students drawing up plans as to how to conduct report, an artefact or in other forms needs to be presented to
experiments, how to measure and analyse data, and how to the teacher and other students. Project work promotes the
present the outcomes of their experiment. development of problem-solving skills, time management skills,
and independent learning.
12
Visits and Use of External Resources CONTENT ORGANISATION
13
The Suggested Learning Activities provide information on the
scope and dimension of learning outcomes. The learning activities
stated under the column Suggested Learning Activities are given
with the intention of providing some guidance as to how learning
outcomes can be achieved. A suggested activity may cover one or
more learning outcomes. At the same time, more than one activity
may be suggested for a particular learning outcome. Teachers may
modify the suggested activity to suit the ability and style of learning
of their students. Teachers are encouraged to design other
innovative and effective learning activities to enhance the learning
of science.
14
THEME : INTRODUCING CHEMISTRY
16
LEARNING AREA : 1. INTRODUCTION TO CHEMISTRY Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.2 Observe a situation and identify all A student is able to: solubility - keterlarutan
Synthesising variables. Suggest a question suitable ? identify variables in a given
scientific method for a scientific investigation. situation, Students have
? identify the relationship knowledge of
Carry out an activity to: between two variables to form a scientific method in
a. observe a situation. hypothesis, Form 1, 2 and 3.
b. identify all variables, ? design and carry out a simple
c. suggest a question, experiment to test the Scientific skills are
d. form a hypothesis, hypothesis, applied throughout.
e. select suitable apparatus, ? record and present data in a
f. list down work procedures. suitable form,
? interpret data to draw a
Carry out an experiment and: conclusion,
a. collect and tabulate data, ? write a report of the
b. present data in a suitable form, investigation.
c. interpret the data and draw
conclusions,
d. write a complete report.
17
THEME : MATTER AROUND US
18
LEARNING AREA : 2. THE STRUCTURE OF THE ATOM Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
2.2 Discuss the development of A student is able to: make generalisation -
Synthesising atomic models proposed by scientists ? describe the development of mengitlak
atomic structure namely Dalton, Thomson, Rutherford, atomic model, Dates and how
Chadwick and Bohr. ? state the main subatomic models are
particles of an atom, developed are not
? compare and contrast the needed.
Use models or computer simulation to
relative mass and the relative
illustrate the structure of an atom as
charge of the protons, electrons Proton number is
containing protons and neutrons in the
and neutrons, also known as
nucleus and electrons arranged in
? define proton number, atomic number.
shells.
? define nucleon number,
? determine the proton number, Nucleon number is
Conduct activities to determine the
? determine the nucleon number, also known as
proton number, nucleon number and
? relate the proton number to the mass number.
the number of protons, electrons
nucleon number,
and neutrons of an atom.
? relate the proton number to the
type of element,
Use a table to compare and contrast the
? write the symbol of elements,
relative mass and the relative charge of
? determine the number of
the protons, electrons and neutrons.
neutrons, protons and electrons
from the proton number and the
Investigate the proton and nucleon
nucleon number and vice versa,
numbers of different elements.
? construct the atomic structure.
Discuss :
a. the relationship between proton
number and nucleon number,
b. to make generalisation that each
element has a different proton
number.
19
LEARNING AREA : 2. THE STRUCTURE OF THE ATOM Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Carry out an activity to write:
a. the symbols of elements,
b. the standard representation for an
atom of any element.
A where:
X X = element
Z A = nucleon number
Z = proton number
20
LEARNING AREA : 2. THE STRUCTURE OF THE ATOM Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
2.4 Study electron arrangements of various A student is able to:
Understanding atoms and identify their valence ? describe electron arrangements
the electronic electrons. of elements with proton
structure of an numbers 1 to 20,
atom Discuss the meaning of valence ? draw electron arrangement of
electrons using illustrations. an atom in an element,
? state the meaning of valence
Conduct activities to: electrons,
a. illustrate electron arrangements of ? determine the number of
elements with proton numbers 1 to valence electrons from the
20, electron arrangement of an
b. write electron arrangements of atom.
elements with proton numbers 1 to
20.
21
THEME : MATTER AROUND US
22
LEARNING AREA : 2. CHEMICAL FORMULAE AND EQUATIONS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
the Avogadro constant,
Carry out problem solving activities to ? solve numerical problems to
convert the number of moles to the convert the number of moles to
number of particles for a given the number of particles of a
substance and vice versa. given substance and vice versa.
23
LEARNING AREA : 2. CHEMICAL FORMULAE AND EQUATIONS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Carry out an activity to calculate the the number of moles and vice
volume of gases at STP or room versa,
conditions from the number of moles ? solve numerical problems
and vice versa. involving number of particles,
number of moles, mass of
Construct a mind map to show the substances and volume of
relationship between number of gases at STP or room
particles, number of moles, mass of conditions.
substances and volume of gases at
STP and room conditions.
24
LEARNING AREA : 2. CHEMICAL FORMULAE AND EQUATIONS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
involving empirical and molecular molecular formulae,
formulae. ? write ionic formulae of ions,
? construct chemical formulae of
Carry out exercises and quizzes in ionic compounds,
writing ionic formulae. ? state names of chemical
compounds using IUPAC IUPAC –
nomenclature. International Union
Conduct activities to:
of Pure and
a. construct chemical formulae of
Applied Chemistry.
compounds from a given ionic
formula,
b. state names of chemical
compounds using IUPAC
nomenclature.
25
LEARNING AREA : 2. CHEMICAL FORMULAE AND EQUATIONS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Carry out the following activities:
a. write and balance chemical
equations,
b. interpret chemical equations
quantitatively and qualitatively,
c. solve numerical problems using
chemical equations (stoichiometry).
26
THEME : MATTER AROUND US
27
LEARNING AREA : 3. PERIODIC TABLE OF ELEMENTS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
4.2 Use a table to list all the elements in A student is able to:
Analysing Group Group 18. ? list all Group 18 elements, The elements in Inert –
18 elements ? state in general the physical Group 18 can lengai
properties of Group 18 elements, also be referred
Describe the physical properties such ? describe the changes in the to as noble gases
as the physical state, density and physical properties of Group 18 or inert gases.
boiling point of Group 18 elements. elements,
? describe the inert nature of
Discuss: elements of Group 18,
a. changes in the physical ? relate the inert nature of Group
28
LEARNING AREA : 3. PERIODIC TABLE OF ELEMENTS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
4.3 Gather information and discuss: A student is able to:
Analysing Group a. Group 1 elements, ? list all Group 1 elements. Teachers are
1 elements b. general physical properties of lithium, ? state the general physical encouraged to
sodium and potassium, properties of lithium, sodium and use
c. changes in the physical properties potassium, demonstration for
from lithium to potassium with ? describe changes in the physical activities involving
respect to hardness, density and properties from lithium to sodium and
melting point, potassium, potassium.
d. chemical properties of lithium, ? list the chemical properties of
sodium and potassium, lithium, sodium and potassium,
e. the similarities in chemical properties ? describe the similarities in
of lithium, sodium and potassium, chemical properties of lithium,
f. the relationship between the sodium and potassium,
chemical properties of Group 1 ? relate the chemical properties of
elements and their electron Group 1 elements to their
arrangements. electron arrangements,
? describe changes in reactivity of
Carry out experiments to investigate the Group 1 elements down the
reactions of lithium, sodium and group,
potassium with water and oxygen. ? predict physical and chemical
properties of other elements in
Study the reactions of lithium, sodium Group 1,
and potassium with chlorine and ? state the safety precautions when
bromine through computer simulation. handling Group 1 elements.
29
LEARNING AREA : 3. PERIODIC TABLE OF ELEMENTS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
30
LEARNING AREA : 3. PERIODIC TABLE OF ELEMENTS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Predict physical and chemical
properties of Group 17 elements other
than chlorine, bromine and iodine.
31
LEARNING AREA : 3. PERIODIC TABLE OF ELEMENTS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
32
LEARNING AREA : 3. PERIODIC TABLE OF ELEMENTS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
4.7 Gather information on efforts of A student is able to:
Appreciating the scientists in discovering the properties ? describe efforts of scientists in
existence of of elements and make a multimedia discovering the properties of
elements and presentation. elements,
their compounds ? describe what life would be
Discuss in a forum about life without without diverse elements and
various elements and compounds. compounds,
? identify different colours in
Carry out projects to collect specimens compounds of transition elements
or pictures of various types of rocks. found naturally,
? handle chemicals wisely.
Discuss and practise ways to handle
chemicals safely and to avoid their
wastage.
33
THEME : MATTER AROUND US
Discuss:
a. the stability of inert gases with
respect to the electron arrangement,
b. conditions for the formation of
chemical bonds,
c. types of chemical bonds.
5.2 Use computer simulation to explain A student is able to:
Synthesising formation of ions and electron ? explain formation of ions,
ideas on arrangement of ions. ? write electron arrangements for
formation of ionic the ions formed,
bond Conduct an activity to prepare ionic ? explain formation of ionic bond, Ionic bond is
compounds for example, magnesium ? illustrate electron arrangement synonymous with
oxide, MgO, sodium chloride, NaCl and of an ionic bond, electrovalent bond.
iron(III) chloride, FeCl3 . ? illustrate formation of ionic
bond.
Carry out an activity to illustrate
formation of ionic bond through models,
diagrams or computer simulation.
34
LEARNING AREA : 4. CHEMICAL BONDS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
5.3 Collect and interpret data on the A student is able to:
Synthesising meaning of covalent bond. ? state the meaning of covalent
ideas on bond,
formation of Use models and computer simulation to ? explain formation of covalent
covalent bond illustrate formation of: bond,
a. single bond in hydrogen, H2, ? illustrate formation of a covalent
chlorine, Cl2, hydrogen chloride, HCl, bond by drawing electron
water, H2O, methane, CH4, ammonia, arrangement,
NH3, tetrachloromethane, CCl4, ? illustrate formation of covalent
b. double bond in oxygen, O2, carbon bond,
dioxide, CO2, ? compare and contrast
c. triple bond in nitrogen, N2. formation of ionic and covalent
bonds.
Draw diagrams showing electron
arrangements for the formation of
covalent bond including Lewis structure.
35
LEARNING AREA : 4. CHEMICAL BONDS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
36
THEME : INTERACTION BETWEEN CHEMICALS
37
LEARNING AREA : 1. ELECTROCHEMISTRY Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
of molten ionic compounds with very
high melting points, for example sodium
chloride, NaCl and lead(II) oxide, PbO.
38
LEARNING AREA : 1. ELECTROCHEMISTRY Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Predict the products of electrolysis of
aqueous solutions and write their half
equations.
39
LEARNING AREA : 1. ELECTROCHEMISTRY Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
6.5 Study the structure of a voltaic cell such A student is able to:
Analysing voltaic as a simple voltaic cell and Daniell cell. ? describe the structure of a A voltaic cell is also
cell simple voltaic cell and Daniell called galvanic cell.
Conduct an experiment to show the cell,
production of electricity from chemical ? explain the production of
reactions in a simple voltaic cell. electricity from a simple voltaic
cell,
Carry out activities on a simple voltaic ? explain the reactions in a
cell and a Daniell cell to explain the simple voltaic cell and Daniell
reactions in each cell. cell,
? compare and contrast the
Collect data and discuss the advantages and disadvantages Mention new cells
advantages and disadvantages of of various voltaic cells, such as lithium ion,
various voltaic cells including dry cell, ? describe the differences nickel hydride and
lead-acid accumulator, mercury cell, between electrolytic and voltaic polymeric cells.
alkaline cell and nickel cadmium cell. cells.
40
LEARNING AREA : 1. ELECTROCHEMISTRY Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
6.6 Carry out an experiment to construct A student is able to:
Synthesising the electrochemical series based on: ? describe the principles used in displacement reaction –
electrochemical a. potential difference between two constructing the tindak balas penyesaran
series metals, electrochemical series,
b. the ability of a metal to displace ? construct the electrochemical
another metal from its salt solution. series,
? explain the importance of
Discuss uses of the electrochemical electrochemical series,
series to determine: ? predict the ability of a metal to
a. cell terminal, displace another metal from its
b. standard cell voltage, salt solution,
c. the ability of a metal to displace ? write the chemical equations for
another metal from its salt solution. metal displacement reactions.
41
LEARNING AREA : 1. ELECTROCHEMISTRY Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
42
THEME : INTERACTION BETWEEN CHEMICALS
43
LEARNING AREA : 2. ACIDS AND BASES Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
7.2 Carry out an activity using pH scale to A student is able to: The formula
Synthesising the measure the pH of solutions used in ? state the use of a pH scale, pH = -log [H+] is not
concepts of daily life such as soap solution, ? relate pH value with acidic or required.
strong acids, carbonated water, tap water or fruit alkaline properties of a
weak acids, juice. substance,
strong alkalis ? relate concentration of
and weak alkalis Carry out an activity to measure the pH hydrogen ions with pH value,
value of a few solutions with the same ? relate concentration of
concentration. For example, hydroxide ions with pH value,
hydrochloric acid, ethanoic acid, ? relate strong or weak acid with
ammonia and sodium hydroxide with degree of dissociation, Dissociation is also dissociation –
the use of indicators, pH meter or ? relate strong or weak alkali with known as penceraian
computer interface. degree of dissociation, ionisation.
? conceptualise qualitatively ionisation -
Based on the data obtained from the strong and weak acids, pengionan
above activity, discuss the relationship ? conceptualise qualitatively
between: strong and weak alkalis.
a. pH values and acidity or alkalinity of
a substance,
b. concentration of hydrogen ions and
the pH values,
c. concentration of hydroxide ions and
the pH values,
d. strong acids and their degree of
dissociation,
e. weak acids and their degree of
dissociation,
f. strong alkalis and their degree of
dissociation,
g. weak alkalis and their degree of
dissociation.
44
LEARNING AREA : 2. ACIDS AND BASES Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
45
LEARNING AREA : 2. ACIDS AND BASES Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
the relationship between pH values with recommended as a
the molarity of a few diluted solutions of primary standard
an acid and an alkali. solution.
46
THEME : INTERACTION BETWEEN CHEMICALS
47
LEARNING AREA : 3. SALTS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Prepare insoluble salts such as lead(II) precipitation reaction –
iodide, PbI2, lead(II) chromate(VI), tindak balas
PbCrO4, and barium sulphate, BaSO4, pemendakan
through precipitation reactions.
48
LEARNING AREA : 3. SALTS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
8.2 Synthesising Discuss the meaning of qualitative A student is able to:
qualitative analysis. ? state the meaning of qualitative Chemical tests for
analysis of salts Study and make inferences on the analysis, O2, H2, CO2, NH3
? make inferences on salts based and HCl are
colour and the solubility of various salts
in water. on their colour and solubility in confirmatory tests.
water,
Watch multimedia presentation on ? describe tests for the Action of heat on
methods used for identifying gases. identification of gases, sulphate and
Observe and carry out chemical tests to ? describe the action of heat on chloride salts may
identify oxygen, O2, hydrogen, H2, salts, be mentioned.
carbon dioxide, CO2, ammonia, NH3, ? describe the tests for anions,
chlorine, Cl2, hydrogen chloride, HCl, ? state observation of reaction of
sulphur dioxide, SO2, and nitrogen cations with sodium hydroxide
dioxide, NO2, gases. solution and ammonia solution,
? describe confirmatory tests for
Carry out tests to study the action of Fe2+, Fe3+, Pb2+ and NH4+,
heat on carbonate and nitrate salts.
? plan qualitative analysis to
Observe changes in colour and identify salts.
evolution of gases when the salts are
heated.
Carry out tests to confirm the presence
of carbonate, sulphate, chloride and
nitrate ions in aqueous solutions.
Carry out tests to identify the presence
of Cu2+, Mg 2+, Al3+, Fe2+, Fe3+, Pb2+,
Zn2+, NH4+, Ca2+ ions in aqueous
solution using sodium hydroxide
solution, NaOH, and ammonia solution,
NH3 (aq).
49
LEARNING AREA : 3. SALTS Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Carry out tests to confirm the presence
of Fe2+, Fe3+, Pb2+ and NH4+ ions in
aqueous solution.
50
THEME : PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS
51
LEARNING AREA : 1. MANUFACTURED SUBSTANCES IN INDUSTRY Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
9.3 Look at some examples of pure metals A student is able to:
Understanding and materials made of alloys in daily ? relate the arrangement of atoms Properties include ductile –
alloys life. List and discuss their properties. in metals to their ductile and conductivity, mulur
malleable properties, ductility,
Carry out an activity to compare the ? state the meaning of alloy, malleability and malleable – boleh
strength and hardness of alloys with that ? state the aim of making alloys, lustre. tempa / bentuk
of their pure metals. ? list examples of alloys,
? list compositions and properties Discuss the making lustre –
Study the arrangement of atoms in of alloys, of alloys, for kilau / relap
metals and alloys through computer ? relate the arrangement of atoms example steel and
simulation. in alloys to their strength and pewter as an
hardness, enrichment
Work in groups to discuss: ? relate properties of alloys to exercise.
their uses.
a. the meaning of alloy,
b. the purpose of making alloys such as
duralumin, brass, steel, stainless
steel, bronze and pewter,
c. compositions, properties and uses of
alloys.
52
LEARNING AREA : 1. MANUFACTURED SUBSTANCES IN INDUSTRY Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
9.4 Discuss the meaning of polymers. A student is able to: Natural polymers to
Evaluating uses ? state the meaning of polymers, be discussed are
of synthetic Observe exhibits of materials made of ? list naturally occurring rubber, cellulose
polymers polymers and classify them into polymers, and starch.
naturally occurring polymers and ? list synthetic polymers and their
synthetic polymers. uses, Synthetic polymers
? identify the monomers in the to be discussed are
Identify the monomers in synthetic synthetic polymers, PVC, polythene,
polymers using models or computer ? justify uses of synthetic polypropene,
simulation. polymers in daily life. perspex, nylon and
terylene.
Collect information on the quantity and
types of household synthetic polymers
disposed of over a certain period of
time.
53
LEARNING AREA : 1. MANUFACTURED SUBSTANCES IN INDUSTRY Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
9.5 Collect and interpret data on types, A student is able to: Glass types include
Applying uses of composition, properties and uses of ? list uses of glass, soda-lime glass,
glass and glass and ceramics. ? list uses of ceramics, fused glass,
ceramics ? list types of glass and their borosilicate glass
Prepare a folio incorporating video clips properties, and lead crystal
and pictures on uses of glass and ? state properties of ceramics. glass.
ceramics that have been improved for a
specific purpose, e.g. photo chromic
glass and conducting glass.
9.6 Watch a multimedia presentation and A student is able to:
Evaluating uses prepare a folio on: ? describe needs to produce new
of composite a. the meaning of composite materials, materials for specific purposes,
materials b. a list of composite materials including ? state the meaning of composite
reinforced concrete, specific super materials,
conductor, fibre optic, fibre glass and ? list examples of composite
photo chromic glass, materials and their components,
c. components of composite materials, ? compare and contrast
d. uses of composite materials. properties of composite
materials with those of their
Compare the superior properties of original component,
composite materials to their original ? justify uses of composite
component through computer materials,
simulation. ? generate ideas to produce
advanced materials to fulfil
Discuss and justify the uses of specific needs.
composite materials.
54
LEARNING AREA : 1. MANUFACTURED SUBSTANCES IN INDUSTRY Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
9.7 Discuss the importance of synthetic A student is able to:
Appreciating materials in daily life. ? justify the importance of doing
various synthetic research and development
industrial Hold a forum to discuss the importance continuously,
materials of doing research and development for ? act responsibly when handling
the well being of mankind continuously. synthetic materials and their
wastes,
Watch a multimedia presentation or ? describe the importance of
computer simulation on pollution caused synthetic materials in daily life.
by the disposal of synthetic materials.
55
ACKNOWLEDGEMENTS
Chek Ramlah bt. Abd. Samad SMK Raja Chulan, Ipoh, Perak
56
Ismail bin Mohammad SM Sains Muzafar Shah, Air Keroh, Melaka
Muhd. Zulkarnain bin Mat SMK Dato Syed Ahmad, Kuala Nerang, Kedah
Radziah bt. Mohd. Yamin SMK Bukit Saujana, Port Dickson, N.S.
Rohayah bt. Mahasan SMK Jalan Tiga, Bandar Baru Bangi, Selangor
Ruslinah bt. Mohd. Zaman SMK Seri Tanjong, Kuala Selangor, Selangor
57
Curriculum Development Centre
Ministry of Education Malaysia
2005