SMK MUNSHI ABDULLAH, SABAK BERNAM

SELANGOR

YEARLY PLANNING

CHEMISTRY

FORM 4
2010

1
THEME : INTRODUCTION CHEMISTRY
LEARNING AREA : 1. INTRODUCTION TO CHEMISTRY

Month Week Learning Objective Suggested Learning Learning Outcomes Vocabulary

Activities
1 Orientation week form 4
Jan. 1.1 Collect and interpret the A student is able to:
2 Understanding meaning of the word ‘chemistry’ • explain the meaning of Chemicals –
chemistry and its chemistry, bahan kimia
important Discuss some examples of • list some common
common chemicals used in chemicals used in daily Chemical-based
daily life such as sodium life, industry –
chloride, calcium carbonate • state the uses of common industri
and acetic acid. chemicals in daily life, berasakan kimia
• list example of occupations
Discuss the uses of these that require the knowledge
chemicals in daily life. of chemistry,
• list chemical-based
View a video or computer industry in Malaysia,
courseware on the following :
• describe the contribution of
(a) careers that need the
chemical-based industries
knowledge of chemistry
towards the development
(b) chemical-based industries
of the country.
in Malaysia and its
contribution to the
development of the
country.

Attend talks on chemical-based

industries in Malaysia and their
contribution to the development
of country

2
 1.2 Observe a situation and identify A student is able to :
Jan. 2 Synthesising all variables. Suggest a • identify variables in a Solubility -
scientific method question suitable for a scientific given situation, keterlarutan
investigation. • identify the relationship
between two variables to
Carry out an activity to : form a hypothesis,
(a) observe a situation, • design and carry out a
(b) identify all variables, simple experiment to test
(c) Suggest a question, the hypothesis,
(d) Form a hypothesis, • record and present data in
(e) Select suitable apparatus, a suitable form,
(f) List down work • interpret data to draw a
procedures. conclusion,
• write a report of the
investigation.
Carry out an experiment and:
(a) collect and tabulates data,
(b) present data in suitable
form,
(c) interpret the data and
draw conclusions,
(d) write a complete report.

2 1.3 View videos or read passages A student is able to :

Incorporate about scientific investigations. • identify scientific attitudes
scientific attitudes Students discuss and identify
and values in scientific attitudes and values
conducting practiced by researchers and
scientific scientists in the video or •
investigations passages.
Student discuss and justify the
scientific attitudes and values
that should be practiced during
scientific investigations.
and values practiced by
scientists in carrying out
investigations,
practice scientific attitudes
and values in conducting
scientific investigations.

3
THEME : MATTER AROUND US
LEARNING AREA : 2. THE STRUCTURE OF THE ATOM

Month Week Learning Objective Suggested Learning Learning Outcomes Vocabulary

Activities
2.1 A student is able to:
Jan. 3 Analysing matter Discuss and explain the • describe the particulate Collision –
particulate nature of matter. nature of matter, perlanggaran
• state the kinetic theory of
Use models or view computer matter, Diffusion –
simulation to discuss the • define atoms, molecules peresapan
following: and ions,
(a) the kinetic theory of matter, Melting point –
(b) the meaning of atoms, takat lebur
molecules and ions.
• relate the change in the Freezing point –
Conduct an activity to state of matter to the takat beku
investigate diffusion or particles change in heat,
in solid, liquid and gas. • relate the change in heat Simulation –
to change in kinetic simulasi
Investigate the change in the energy of particles,
state of matter based on the Inter-conversion
• explain the inter-
kinetic theory of matter through – perubahan
conversion of the states of
simulation or computer keadaan
matter in terms of kinetic
animation.
theory of matter.
Conduct an activity to
determine the melting and
freezing points of ethanamide
or naphthalene.

Plot and interpret the heating

and the cooling curves of
ethanamide or naphthalene.

4
 2.2 A student is able to:
Jan. 4 Synthesising Discuss the development of • describe the development Make
atomic structure atomic models proposed by of atomic model, generalization –
scientists namely Dalton, mengitlak
Thomson, Rutherford, • state the main subatomic
Chadwick and Bohr. particles of an atom,

Use models or computer

simulation to illustrate the
structure of an atom as
containing protons and
neutrons in the nucleus and
electrons arranged in shells.
• compare and contrast the
relative mass and the
relative charge of the
protons, electrons and
neutrons,

Conduct activities to determine

the proton number, nucleon • define proton number,
number and the number of
protons, electrons and
neutrons of an atom. • define nucleon number,
Use a table to compare and
contrast the relative mass and
• determine the proton
the relative charge of the
number,
protons, electrons and
neutrons.

Investigate the proton and • determine the nucleon

nucleon numbers of different number,
elements.
• relate the proton number
Discuss: to the nucleon number,
(a) the relationship between • relate the proton number
proton number and nucleon to the type of element,
number, • write the symbol of
(b) to make generalization that elements,
each element has a • determine the number of
neutrons, protons and

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 different proton number. electrons from the proton
number and the nucleon
number and vice versa,
• construct the atomic
structure
Carry out an activity to write:
Jan 4 (a) the symbols of elements,
(b) the standard representation
for an atom of any element.

Where:
A
X = element
X A = nucleon
Z
number
Z = proton number

Construct models or use

computer simulation to show
the atomic structure.

2.3 Collect and interpret A student is able to:

Feb. 1 Understanding information on: • state the meaning of
isotopes and (a) the meaning of isotope, isotope,
assessing their (b) isotopes of hydrogen, • list examples of elements
importance oxygen, carbon, with isotopes,
chlorine and bromine. • determine the number of
subatomic particles of
Conduct activities to determine isotopes,
the number of subatomic • justify the uses of isotope
particles of isotopes from their in daily life.
proton numbers and their
nucleon numbers.

Gather information from the

internet or from printed

6
 materials and discuss the uses
of isotope.

2.4 A student is able to:

Feb. 2 Understanding the Study electron arrangements of • describe electron
electronic structure various atoms and identify their arrangements of elements
of an atom valence electrons. with proton numbers 1to
20,
Discuss the meaning of • draw electron
valence electrons using arrangement of an atom
illustrations. in an element,
• state the meaning of
Conduct activities to: valence electrons,
(a) illustrate electron • determine the number of
arrangements of element valence electrons from
with proton numbers 1 to the electrons from the
20, electron arrangement of
(b) write electron an atom.
arrangement of elements
with proton numbers 1 to
20

2.5 A student is able to:

Feb. 2 Appreciate the Discuss the contributions of • describe the contributions Gratefulness –
orderliness and scientists toward the of scientists towards the kesyukuran
uniqueness of the development of ideas on the understanding of the
atomic structure atomic structure. atomic structure,
• describe the creative and
Conduct a story-telling conscientious efforts of
competition on the historical scientists to form a
development of the atomic complete picture of
structure with emphasis on the matter.
creativity of scientists.

7
THEME : MATTER AROUND US
LEARNING AREA : 3. CHEMICAL FORMULAE AND EQUATIONS

Month Week Learning Objective Suggested Learning Learning Outcomes Vocabulary

Activities
3.1 A student is able to :
Feb. 3 Understanding and Collect and interpret data • state the meaning of
applying the concerning relative atomic relative atomic mass
concepts of relative mass and relative molecular based on carbon-12
atomic mass and mass based on carbon-12 scale,
relative molecular scale • state the meaning of
mass relative molecular mass
based on carbon-12
scale,
Discuss the use of carbon-12
scale as a standard for • state why carbon-12 is
determining relative atomic used as a standard for
mass and relative molecular determining relative
mass. molecular mass,

Investigate the concepts of

relative atomic mass and
relative molecular mass using
analogy or computer animation.

Carry out a quiz to calculate the

relative molecular mass of
substances based on the given • calculate the relative
chemical formulae, for example molecular mass of
HCl, CO2, Na2CO3, Al(NO3)3, substances.
CuSO4.5H2O

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 3.2 A student is able to:
Feb. 4 Analysing the Study the mole concept using • define a mole as the
relationship analogy or computer amount of matter that
between the simulation. constants as many
number of moles particles as the number of
with the number of Collect and interpret data on atoms in 12 g of 12C,
particles Avogadro constant. • state the meaning of
Avogadro constant,
Discuss the relationship • relate the number of
between the number of particles in one mole of a
particles in one mole of a substance with the
substance with the Avogadro Avogadro constant,
constant. • solve numerical problems
to convert the number of
Carry out problem solving moles to the number of
activities to convert the number particles of a given
of moles to the number of substance and vice versa.
particles for a given substances
and vice versa.
3.3 A student is able to:
Feb. 4 Analysing the Discuss the meaning of molar • state the meaning of
relationship mass. molar mass,
between tha • relate molar mass to the
number of moles of Using analogy or computer Avogadro constant,
a substance with its simulation, discuss to relate: • relate molar mass of a
mass (a) molar mass with the substance to its relative
Avogadro constant, atomic mass or relative
(b) molar mass of substance molecular mass,
with its relative atomic mass • solve numerical problems
or relative molecular mass. to convert the number of
Carry out problem solving moles of a given
activities to convert the number substance to its mass and
of moles of given substance to vice versa.
its mass and vice versa.

9
 3.4 A student is able to:
Mac. 1 Analysing the Collect and interpret data on • state the meaning of STP (Standard
relationship molar volume of a gas. molar volume of a gas, Temperature and
between the • relate molar volume of a Pressure) – suhu
number of moles of Using computer simulation or gas to the Avogadro dan tekanan
a gas with its graphic representation, discuss: constant, piawai
volume (a) the relationship between • make generalization on
molar volume and Avogadro the molar volume of a gas
constant, at a given temperature
(b) to make generalization on and pressure,
the molar volume of gas at
STP or room conditions.

Carry out activity to calculate

the volume of gases at STP or • calculate the volume of
room conditions from the gases at STP or room
number of moles and vice conditions from the
versa. number of moles and vice
versa,
Construct a mind map show the
relationship between number of
particle, number of moles,
mass of substances and
volume of gases at STP and
room conditions.

Carry out problem solving • solve numerical problems

activities involving number of involving number of
particles, number of moles, particles, number of
mass of a substances and moles, mass of
volume of gases at STP or substances and volume of
room conditions. gases at STP or room
conditions.

Mac. 2 First Monthly Test

Mac. 3 Mid Semester School Holiday

10
 3.5
Mac. 4 Synthesising Collect and interpret data on
chemical formulae chemical formula, empirical
formula and molecular formula.
Conduct an activity to:
(a) determine the empirical
formula of copper(II)
oxide using computer
simulation,
(b) determine the empirical
formula of magnesium
oxide,
(c) compare and contrast
empirical formula with
molecular formula.
Carry out problem solving
activities involving empirical
and molecular formulae.
Carry out exercise and quizzes
in writing ionic formulae.
Conduct activities to:
(a) construct chemical formulae
of compounds from a given
ionic formula,
(b) state names of chemical
compounds using IUPAC
nomenclature
A student is able to:
• state the meaning of Ionic formula –
chemical formula, formula ion
• state the meaning of
empirical formula,
• state the meaning of
molecular formula,
• determine empirical and
molecular formulae of
substances,
• compare and contrast
empirical formula with
molecular formula,
• solve numerical problems
involving empirical and
molecular formulae,
• write ionic formulae of
ions
• construct chemical
formulae of ionic
compounds,
• state names of chemical
compounds using IUPAC
nomenclature.

3.6 A student is able to:

Mac. 5 Interpreting Discuss: • state the meaning of Precipitation –
chemical equations (a) the meaning of chemical chemical equation, pemendakan
equation, • identify the reactants and

11
 (b) the reactants and products of a chemical
products in a chemical equation,
equation.
• write and balance
Construct balanced chemical chemical equations,
equations for the following
reactions:
(a) heating copper(II)
carbonate, CuCO3,
(b) formation of ammonium
chloride, NH4Cl,
(c) precipitation of lead(II)
iodide, PbI2.

Carry out the following • interpret chemical

activities: equations qualitatively
(a) write and balance and quantitatively,
chemical equations, • solve numerical problems
(b) interpret chemical using chemical equations.
equations quantitatively
and qualitatively,
(c) solve numerical problems
using chemical equations
(stoichiometry)

Mac. 5 3.7 A student is able to :

Practising scientific Discuss the contributions of • identify positive scientific
attitudes and value scientists for their research on attitudes and values
in investigating relative atomic mass, relative practiced by scientists in
matter molecular mass, mole concept, doing research on mole
formulae and chemical concept, chemical
equations. formulae and chemical
equations,

Discuss to justify the need for • justify the need to practice

scientists to practice scientific positive scientific attitudes

12
 attitudes and positive values in and good values in doing
doing their research on atomic research on atomic
structures, formulae and structure, chemical
chemical equations. formulae and chemical
equations,
Discuss the role of chemical
symbols, formulae and • use symbols, chemical
equations as tools of formulae and equations
communication in chemistry. for easy and systematic
communication in the field
of chemistry.

THEME : MATTER AROUND US

LEARNING AREA : 4. PERIODIC TABLE OF ELEMENTS

Month Week Learning Objective Suggested Learning Activities Learning Outcome Vocabulary
4.1 A student is able to:
April 1 Analysing the Collect information on the • describe the Period – kala
Periodic Table of contributions of various scientists contributions of
Elements towards the development of the scientists in the Group -
Periodic Table. historical development kumpulan
of the Periodic Table,
Study the arrangement of • identify groups and
elements in the Periodic Table periods in the Periodic
from the following aspects: Table,
(a) group and period • state the basic principle
(b) proton number, of arranging the
(c) electron arrangement. elements in the Periodic
Table from their proton
numbers,
Carry out an activity to relate the • relate the electron
electron arrangement of an arrangement of an
element to its group and period. element to its group
and period,
Discuss the advantages of

13
 grouping elements in the Periodic • explain the advantages
Table. of grouping elements in
the Periodic Table,
Conduct activities to predict the • predict the group and
group and period of an element the period of an
based on its electron element based on its
arrangement. electron arrangement.

4.2 A student is able to:

April 2 Analysing Group 18 Use a table to list all the elements • list all Group 18 Inert - lengai
elements in Group 18. elements,
• state in general the
Describe the physical properties physical properties of
such as the physical state, density Group 18 elements,
and boiling point of Group 18 • describe the changes in
elements. the physical properties
of Group 18 elements,
Discuss: • describe the inert
(a) changes in the physical nature of element of
properties of Group 18 Group 18,
elements, • relate the inert nature of
(b) the inert nature of Group 18 Group 18 element to
elements. their electron
arrangements,
Discuss the relationship between
• relate the duplet and
the electron arrangement and the
octet electron
inert nature of Group 18 elements.
arrangements of Group
18 elements to their
Use diagram or computer
stability,
simulations to illustrate the duplet
and octet electron arrangement of • describe uses of Group
Group 18 elements to explain their 18 elements in daily life.
stability.

Gather information on the reasons

for uses of Group 18 elements.

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 4.3 A student is able to:
April 2 Analysing Group 1 Gather information and discuss: • List all group 1
elements (a) Group 1 elements, elements,
(b) General physical properties • State the general
of lithium, sodium and physical properties of
potassium, lithium, sodium and
(c) Changes in the physical potassium,
properties from lithium to • Describe changes in
potassium with respect to the physical properties
hardness, density and from lithium to
melting point, potassium,
(d) Chemical properties of • List the chemical
lithium, sodium and properties of lithium,
potassium, sodium and potassium,
(e) The similarities in chemical • describe the similarities
properties of lithium, sodium in chemical properties
and potassium, of lithium, sodium and
(f) The relationship between the potassium,
chemical properties of Group
• relate the chemical
1 elements and their electron
properties of Group 1
arrangements.
elements to their
electron arrangement,
Carry out experiments to
investigate the reactions of • describe changes in
lithium, sodium and potassium reactivity of Group 1
with water and oxygen. elements down the
group,
Study the reaction of lithium, • predict physical and
sodium and potassium with chemical properties of
chlorine and bromine through other elements in
computer simulation. Group 1,

Discuss changes in the reactivity

of Group 1 elements down the
group.

15
 Predict physical and chemical
properties of Group 1 elements
other than lithium, sodium and
potassium.
Watch multimedia materials on • state the safety
the safety precautions when precautions when
handling Group 1 elements. handling Group 1
elements.
4.4 A student is able to:
April 3 Analysing Group Gather information and discuss • List all Group 17
17 elements on: elements,
(a) Group 17 elements, • State the general
(b) Physical properties of physical properties of
chlorine, bromine and iodine chlorine, bromine and
with respect to their colour, iodine,
density and boiling point, • Describe changes in
(c) Changes in the physical the physical properties
properties from chlorine to from chlorine to iodine,
iodine, • List the chemical
(d) Describe the chemical properties of chlorine,
properties of chlorine, bromine and iodine,
bromine and iodine, • Describe the similarities
(e) The similarities in chemical in chemical properties
properties of chlorine, of chlorine, bromine
bromine and iodine, and iodine,
(f) The relationship between the
• Relate the chemical
chemical properties of Group
properties of Group 17
17 elements with their
elements with their
electron arrangements.
electron arrangements,
Carry out experiments to • Describe changes in
investigate the reactions of reactivity of Group17
chlorine, bromine and iodine with: elements down the
(a) Water, group,
(b) Metals such as iron, • Predict physical and
(c) Sodium hydroxide. chemical properties of
other elements in

16
 Group 17,
Discuss changes in the reactivity • State the safety
of Group 17 elements down the precautions when
group. handling Group 17
elements.
Predict physical and chemical
April 3 properties of Group 17 elements
other than chlorine, bromine and
iodine.

Watch multimedia materials on

the safety precautions when
handling Group 17 elements.
4.5 A student is able to:
April 4 Analysing elements Collect and interpret data on the • List all elements in
in a period properties of elements in Period 3 Period 3,
such as: • Write electron
(a) Proton number, arrangement of all
(b) Electron arrangement, elements in Period 3,
(c) Size of atom, • describe changes in the
(d) Electronegativity, properties of elements
(e) Physical state. across Period 3,

Discuss changes in the properties

of elements across Period 3.
Carry out experiments to study the
oxides of elements in period 3 and
relate them to their metallic
properties.
• State changes in the
properties of the oxides
of elements across
Period 3,

Discuss in small groups and make

a presentation on the changes of
properties of oxides of elements
across Period 3.

17
 Discuss and predict changes in • Predict changes in the
the properties of elements in properties of elements
Period 2. across Period 2,

April 4 Collect and interpret data on uses • Describe uses of semi-

of semi-metals, i.e. silicon and metals.
germanium, in the microelectronic
industry.
4.6 Carry out an activity to identify the A student is able to:
April 5 Understanding positions of transition elements in • Identify the positions of Transition
transition elements the Periodic Table. transition elements in elements –
the Periodic Table, unsur-unsur
Collect and interpret data on peralihan
properties of transition elements • Give examples of
with respect to melting point, transition elements,
density, variable oxidation • Describe properties of
numbers and ability to form transition elements,
coloured compounds.
• State the uses of
Observe the colour of: transition elements in
(a) A few compounds of industries.
transition elements,
(b) Product of the reaction
between aqueous solution of
compounds of transition
elements with sodium
hydroxide solution, NaOH,
and ammonia solution,
NH3(aq).
Observe the colour of precious
stones identify the presence of
transition elements.
Give example on the use of
transition elements as catalysts in
industries.

18
 4.7 A student is able to:
April 5 Appreciating the Gather information on efforts of • Describe efforts of
existence of scientists in discovering the scientists in discovering
elements and their properties of elements and make the properties of
compounds a multimedia presentation. elements,
• Describe what life
Discuss in a forum about life would be without
without various elements and diverse elements and
compounds. compounds,
• Identify different colours
Carry out project to collect in compound of
specimens or pictures of various transition elements
types of rocks. found naturally,
• Handle chemicals
Discuss and practice ways to wisely.
handle chemicals safely and to
avoid their wastage.

THEME : MATTER AROUND US

LEARNING AREA : 5. CHEMICAL BONDS

Month Week Learning Objective Suggested Learning Activities Learning Outcomes Vocabulary
5.1 A student is able to:
May 1 Understanding Collect and interpret data on the • Explain the stability of inert
formation of existence of various naturally gases,
compounds occurring compounds for example, • Explain conditions for the
water, H2O, carbon dioxide, CO2, formation of chemical
and minerals to introduce concept of bonds,
chemical bonds. • State types of chemical
bonds.
Discuss:
(a) The ability of inert gases with
respect to the electron
arrangement,
(b) Conditions for the formation of

19
 chemical bonds,
(c) Types of chemical bonds.

5.2 Use computer simulation to explain A student is able to: Ionic bond –
May 1 Synthesising ideas formation of ions and electron • Explain formation of ions, ikatan ion
on formation of arrangement of ions. • Write electron
ionic bond arrangements for ions Electrostatic
Conduct an activity to prepare ionic formed, force – daya
compounds for example, • Explain formation of ionic elektrostatik
magnesium oxide, MgO, sodium bond,
chloride, NaCl and iron(III) chloride,
FeCl3.

Carry out an activity to illustrate • Illustrate electron

formation of ionic bond through arrangement of an ionic
models, diagrams or computer bond,
simulation. • Illustrate formation of ionic
bond.
Use computer simulation to illustrate
the existence of electrostatic force
between ions of opposite charges in
ionic bond.

May 2 5.3 A student is able to:

Synthesising ideas Collect and interpret data on the • State the meaning of
on formation of meaning of covalent bond. covalent bond,
covalent bond
Use models and computer • Explain formation of
simulation to illustrate formation of: covalent bond,
(a) Single bond in hydrogen, H2, • Illustrate formation of
chlorine, Cl2, hydrogen covalent bond by drawing
chloride, HCl, water, H2O, electron arrangement,
methane, CH4, ammonia, NH3,
tetrachloromethane, CCl4,
(b) Double bond in oxygen, O2,
carbon dioxide, CO2,

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 (c) Triple bond in nitrogen, N2.

Draw diagrams showing electron • Illustrate formation of

arrangements for the formation of covalent bond,
covalent bond including Lewis
structure. • Compare and contrast
formation of ionic and
Discuss and construct a mid map to covalent bonds.
compare the formation of covalent
bond with ionic bond.

May 2 5.3 A student is able to:

Synthesising ideas Collect and interpret data on the • State the meaning of
on formation of meaning of covalent bond. covalent bond,
covalent bond
Use models and computer • Explain formation of
simulation to illustrate formation of: covalent bond,
(d) Single bond in hydrogen, H2, • Illustrate formation of
chlorine, Cl2, hydrogen covalent bond by drawing
chloride, HCl, water, H2O, electron arrangement,
methane, CH4, ammonia, NH3,
tetrachloromethane, CCl4,
(e) Double bond in oxygen, O2,
carbon dioxide, CO2,
(f) Triple bond in nitrogen, N2.

Draw diagrams showing electron • Illustrate formation of

arrangements for the formation of covalent bond,
covalent bond including Lewis
structure. • Compare and contrast
formation of ionic and
Discuss and construct a mid map to covalent bonds.
compare the formation of covalent
bond with ionic bond.

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May 2 5.4 A student is able to:
Analysing Collect and interpret data on • List properties of ionic
properties of ionic properties of ionic and covalent compounds,
and covalent compounds. • List properties of covalent
compounds compounds,
Work in groups to carry out an
activity to compare the following
properties of ionic and covalent
compounds:
(a) Melting and boiling points,
(b) Electrical conductivities,
(c) Solubilities in water and
organic solvents. • Explain differences in the
electrical conductivity of
Discuss: ionic and covalent
(a) Differences in electrical compounds,
conductivities of ionic • Describe differences in
compounds due to the melting and boiling points
presence of ions, of ionic and covalent
(b) Differences in the melting and compounds,
boiling points of ionic and • Compare and contrast the
covalent compounds. solubility of ionic and
covalent compounds,

• State uses of covalent

Gather information on uses of
compounds as solvents.
covalent compounds as solvents in
daily life.

3 Mid Year Examination

May 4 ( 20 May – 4 June 2010 )
June 1
June 2 Mid Term School Holiday
3

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THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 6. ELECTROCHEMISTRY

Month Week Learning Objective Suggested Learning Activities Learning Outcomes Vocabulary
6.1 A student is able to:
June 4 Understanding Conduct activities to classify • State the meaning of
properties of chemicals into electrolytes and non- electrolyte,
electrolytes and electrolytes. • Classify substances into
non-electrolytes electrolytes and non-
Discuss: electrolytes,
(a) The meaning of electrolyte, • Relate the presence of
(b) The relationship between the freely moving ions to
presence of freely moving ions electrical conductivity.
and electrical conductivity.
6.2 A student is able to:
June 4 Analysing Discuss: • Describe electrolysis, Molten –
electrolysis of (a) Electrolysis process, • Describe electrolytic cell, leburan
molten compounds (b) Structure of electrolytic cell.
Half-equation
Use computer simulation to: • Identify cations and anions – setengah
(a) Identify cations and anions in on a molten compound, persamaan
a molten compound, • Describe evidence for the
(b) Illustrate to show the existence existence of ions held in a Half-reaction
of ions held in a lattice solid lattice in solid state but – setengah
state but move freely in molten move freely in molten tindak balas
state. state,
Conduct an activity to investigate • Describe electrolysis of a
the electrolysis of molten lead(II) molten compound,
bromide, PbBr2 to:
• Write half-equations for the
(a) Identify cations and anions,
discharge of ions at anode
(b) Describe the electrolysis
and cathode,
process,
(c) Write half-equations for the
discharge of ions at anode and
cathode.

23
 Collect and interpret data on
June 4 electrolysis of molten ionic
compounds with very high melting
points, for example sodium
chloride, NaCl and lead(II) oxide, • Predict products of the
PbO. electrolysis of molten
Predict product from the electrolysis compounds
of other molten compounds.

6.3 Conduct an activity to investigate A student is able to:

July 1 Analysing the the electrolysis of copper(II) • Identify cations and anions
electrolysis of sulphate solution and dilute in an aqueous solution,
aqueous solutions sulphuric acid using carbon • Describe the electrolysis of
electrodes to: an aqueous solution,
(a) Identify cations and anions in
the aqueous solutions,
(b) Describe the electrolysis of the
aqueous solutions,
(c) Write half equations for the
discharge of ions at the anode
and the cathode.
Conduct experiment to investigate
factors determining selective • Explain using examples
discharge of ions at electrodes factors affecting
based on: electrolysis of an aqueous
(a) Position of ions in solution,
electrochemical series, • Write half equations for the
(b) Concentration of ions in a discharge of ions at the
solution, anode and the cathode,
(c) Types of electrodes.

Use computer simulation to explain • Predict the product of

factors affecting electrolysis of an electrolysis of aqueous
aqueous solution. solutions.
Predict the product of electrolysis of

24
 aqueous solutions and write half
equations.
6.4 A student is able to:
July 2 Evaluating Conduct experiments to study the • State uses of electrolysis
electrolysis in purification and electroplating in industries,
industry metals.

• Explain the extraction,

Using computer simulation, study purification and
and discuss: electroplating of metals
(a) Extraction of aluminium from involving electrolysis in
aluminium oxide, industries,
(b) Purification of copper,
(c) Electroplating of metals.

Carry out activities to write chemical • Write chemical equations

equations for electrolysis in to represent the
industries. electrolysis process in
industries,

Collect data and discuss the • Describe the problem of

benefits and harmful effect of pollution from electrolysis
electrolysis in industries. in industry.
6.5 A student is able to:
July 2 Analysing voltaic Study the structure of a voltaic cell • Describe the structure of a
cell such as a simple voltaic cell and simple voltaic cell and
Daniell cell. Daniell cell,

• Explain the production of

Conduct an experiment to show the electricity from a simple
production of electricity from voltaic cell,
chemical reactions in a simple
voltaic cell.
• Explain the reactions in a
simple voltaic cell and

25
 Carry out activities on a simple Daniell cell,
voltaic cell and a Daniell cell to
explain the reactions in each cell. • Compare and contrast the
advantages and
Collect data and discuss the disadvantages of various
advantages and disadvantages of voltaic cells,
various voltaic cells including dry
cell, lead-acid accumulator,
mercury cell, alkaline cell and nickel
cadmium cell. • Describe the differences
between electrolytic and
voltaic cells.
Discuss and compare an
electrolytic cell with voltaic cell.

6.6 A student is able to:

July 3 Synthesising Carry out an experiment to • Describe the principles Displacement
electrochemical construct the electrochemical series used in constructing the reaction –
series based on: electrochemical series, tindak balas
(a) Potential difference between penyesaran
two metals, • Construct the
(b) The ability of a metal to electrochemical series,
displace another metal from its
salt solution.
• Explain the importance of
Discuss uses of the electrochemical electrochemical series,
series to determine:
(a) Cell terminal,
(b) Standard cell voltage,
(c) The ability of a metal to
displace another metal from its
salts solution.

• Predict the ability of a

Carry out experiments to confirm metal to displace another
the predictions on the metal metal from its salt solution,

26
 displacement reaction.
• Write the chemical
equations for metal
Carry out an activity to write the displacement reactions.
chemical equations for metal
displacement reactions.

6.7 A student is able to:

July 3 Develop awareness Discuss the importance of • Justify the fact that
and responsible electrochemical industries in our electrochemical industries
practices when daily life. can improve the quality of
handling chemicals life,
used in Collect data and discuss the
electrochemical problems on pollution caused by • Describe the problem of
industries the industrial processes involving pollution caused by the
electrochemical industries. industrial processes
involving electrolysis,
Hold a forum to discuss the
importance of waste disposal from • Justify the need to dispose
electrochemical industries in a safe of waste from
and orderly manner. electrochemical industries
in a safe and orderly
manner,
Show a video on the importance of
recycling and systematic disposal of • Practise safe and
used batteries in a safe and orderly systematic disposal of
manner. Practise recycling used used batteries.
batteries.

July 4 Second Monthly Test

27
THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 7. ACIDS AND BASES
Month Week Learning Objective Suggested Learning Activities Learning Outcomes Vocabulary
7.1 A student is able to:
July 5 Analysing Discuss: • State the meaning of acid, Monoprotic
characteristics and (a) The concept of acid, base and base and alkali, acid – asid
properties of acids alkali in terms of the ions they • State uses of acids, bases monobes
and bases contained or produced in and alkalis in daily life,
aqueous solutions, Diprotic acid
(b) Uses of acids, bases and – asid
alkalis in daily life. dwibes

Carry out an experiment to show • Explain the role of water in

that the presence of water is the formation of hydrogen
essential for the formation of ions to show the properties
hydrogen ions that causes acidity. of acids,

Carry out an experiment to show

that the presence of water is • Explain the role of water in
essential for the formation of the formation of hydroxide
hydroxide ions that causes ions to show the properties
alkalinity. of alkalis,
Watch computer simulation on the
formation of hydroxonium and
hydroxide ions in the presence of
water.

Conduct activities to study • Describe chemical

chemical properties of acids and properties of acids and
alkalis from the following reactions: alkalis.
(a) Acids with bases,
(b) Acids with metals,
(c) Acids with metallic carbonates
Write equations for the respective

28
 reactions.
7.2 A student is able to:
August 1 Synthesising the Carry out an activity using pH scale • state the use of a pH scale, Dissociation
concepts of strong to measure the pH of solutions – penceraian
acids, weak acids, used in daily life such as soap
strong alkalis and solution, carbonated water, tap Ionization -
weak alkalis water or fruit juice. pengionan

Carry out an activity to measure • relate pH value with acidic

the pH value of few solutions with or alkaline properties of a
the same concentration. For substance,
example, hydrochloric acid,
ethanoic acid, ammonia and
sodium hydroxide with the use of
indicators, pH meter or computer
interface.
• relate concentration of
Based on the data obtained from hydrogen ions with pH
the above activity, discuss the value,
relationship between: • relate concentration of
(a) pH values and acidity or hydroxide ions with pH
alkalinity of a substances, value,
(b) concentration of hydrogen • relate strong or weak acid
ions and the pH values, with degree of dissociation,
(c) concentration of hydroxide
• relate strong or weak alkali
ions and the pH values,
with degree of dissociation,
(d) strong acids and their degree
of dissociation, • conceptualise qualitatively
(e) weak acids and their degree strong and weak alkalis.
of dissociation,
(f) strong alkalis and their degree
of dissociation,
(g) weak alkalis and their degree
of dissociation.

Use computer simulation to show

29
August 1 the degree of dissociation of strong
and weak acids as well as strong
and weak alkalis.

Build a mind map on strong acids,

weak acids, strong alkalis and
weak alkalis.

7.3 A student is able to:

August 2 Analysing Discuss: • state the meaning of
concentration of (a) the meaning of concentration, concentration,
acids and alkalis (b) the meaning of molarity, • state the meaning of
(c) the relationship between the molarity,
number of moles with the • state the relationship
molarity and the volume of a between the number of
solution, moles with molarity and
(d) methods for preparing volume of a solution,
standard solutions. • describe methods for
preparing standard
Solve numerical problems involving solutions,
conversion of concentration units • describe the preparation of
from g dm-3 to mol dm-3 and vice a solution with a specified
versa. concentration using dilution
method,
Prepare a standard solution of
• relate pH value with
sodium hydroxide, NaOH or
molarity of acid and alkali,
potassium hydroxide, KOH.
• solve numerical problems
Prepare a solution with specified involving molarity of acids
concentration from the prepared and alkalis.
standard solution through dilution.

Carry out an experiment to

investigate the relationship
between pH values with the
molarity of a few diluted solutions

30
 of an acid and alkali
Solve numerical problems on the
molarity of acids and alkalis.

7.4 A student is able to:

August 3 Analysing Collect and interpret data on • explain the meaning of
neutralization neutralization and its application in neutralisation,
daily life. • explain the application of
neutralization in daily life,

Carry out activities to write • write equations for

equations for neutralization neutralization reactions,
reactions.
• describe acid-base
titration,
Carry out acid-base titrations and • determine the and point of
determine the end point using titration during
indicators or computer interface. neutralization,

• solve numerical problems

Carry out problem solving activities
involving neutralisation
involving neutralization reactions to
reactions to calculate
calculate either concentration or
either concentration or
volume of solutions.
volume of solutions.

THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA : 8. SALTS

Month Week Learning Objective Suggested Learning Activities Learning Outcomes Vocabulary
8.1 Collect and interpret data on: A student is able to:
August 4 Synthesising salts (a) naturally existing salts, • state examples of salts
(b) the meaning of salt, used in daily life,
(c) uses of salts in agriculture, • explain the meaning of
medicinal field, preparation salt,
and preservation of food.

31
 Cary out experiments to study the
solubilities of nitrate, sulphate, • identify soluble and
carbonate and chloride salts. insoluble salts,

Prepare soluble salts by reacting:

(a) acid with alkali, • describe the preparation of
(b) acid with metallic oxide, soluble salts,
(c) acid with metal,
(d) acid with metallic carbonate.

Cary out an activity to purify

soluble salts by recrystallisation. • describe the purification of
Discuss the need to purify salts. soluble salts by
recrystallisation,
Observe to identify physical
characteristics of crystals such as
copper(II) sulphate, CuSO4, sodium • list physical characteristic
chloride, NaCl, potassium of crystals,
chromate(VI), K2CrO4 and
potassium dichromate, K2Cr2O7.
Prepare insoluble salts such as
lead(II) iodide, PbI2, lead(II)
chromate(VI), PbCrO4 and barium
sulphate, BaSO4, through • describe the preparation of
precipitation reactions. insoluble salts,
• write chemical and ionic
August 4 Carry out activities to write equations for reactions
chemical and ionic equations for used in the preparation of
preparation of soluble and salts,
insoluble salts.

Construct a flow chart to select

suitable methods for preparation of
salts. • design and activity to
prepare a specified salt ,
Plan and carry out an activity to

32
 prepare a specified salt.
• construct ionic equations
through the continuous
Carry out an experiment to variation method,
construct ionic equations through
continuous variation method.
• solve problems involving
calculation of quantities of
Calculate quantities of reactants or reactants or products in
products in stoichiometric stoichiometric reactions.
reactions.

8.2 Discuss the meaning of qualitative A student is able to:

Sept. 1 Synthesising analysis. • state the meaning of
qualitative qualitative analysis,
analysis of salts Study and make inferences on the
colour and the solubility of various • make inferences on salts
salts in water. based on their colour and
solubility in water,
Watch multimedia presentation on
methods used for identifying gases.

Observe and carry out chemical

tests to identify oxygen, O2, • describe tests for the
hydrogen, H2, carbon dioxide, CO2, identification of gases,
ammonia, NH3, chlorine, Cl2,
hydrogen chloride, HCl, sulphur
dioxide, SO2 and nitrogen dioxide,
NO2, gases.

Carry out tests to study the action • describe the action of heat
of heat on carbonate and nitrate on salts,
salts. Observe changes in colour
and evolution of gases when the
salts are heated.

33
 Carry out tests to confirm the • describe the test for
presence of carbonate, sulphate, anions,
chloride and nitrate ions in
aqueous solutions.
Carry out test to identify the
presence of Cu2+, Mg2+, Al3+, Fe2+, • state observation of
Fe3+, Pb2+, Zn2+, NH4+, Ca2+ ions in reaction of cations with
aqueous solution using sodium sodium hydroxide solution
hydroxide solution, NaOH and and ammonis solution,
ammonia solution, NH3 (aq).

Sept. 2 Second Semester Holiday

( 6 – 10 Sept. 2009 )

Carry out test to confirm the • describe confirmatory tests

Sept. 3 presence of Fe2+, Fe3+, Pb2+ and for Fe2+, Fe3+, Pb2+ and
NH4+ ions in aqueous solution. NH4+,

Construct a flow chart on the

qualitative analysis of salts.

Plan and carry out test to identify • plan qualitative analysis to

anions and cations in unknown identify salts.
salts.

8.3 A student is able to:

Sept. 3 Practising to be Carry out activities using correct • carry out activities using
systematic and techniques during titration, the correct techniques
meticulous when preparation of standard solutions during preparation of salts
carrying out and preparation of salts and and crystals.
activities crystals.

Plan and carry out an experiment,

make observations, record and
analyse data systematically and
carefully.

34
THEME : PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS
LEARNING AREA : 9. MANUFACTURE SUBSTANCES IN INDUSTRY

Month Week Learning Objective Suggested Learning Activities Learning Outcomes Vocabulary
9.1 Discuss uses of sulphuric acid in A student is able to:
Sept. 4 Understanding the daily life such as in the making of • list uses of sulphuric acid,
manufacture of paints, detergent, fertilizers and
sulphuric acid accumulators.

Collect and interpret data on the • explain industrial process

manufacture of sulphuric acid. in the manufacture of
sulphuric acid,
Construct a flow chart to show the
stages in the manufacture of
sulphuric acid as in the contact
process.
• explain thet sulphur
Gather information and write an dioxide causes
essay on how sulphur dioxide, environmental pollution.
SO2, causes environmental
pollution.

9.2 Discuss uses of ammonia in daily A student is able to:

Sept. 5 Synthesising the life, e.g. in the manufacture of • list uses of ammonia,
manufacture of fertilizers and nitric acid.
ammonia and its Carry out an activity to investigate
salts. properties of ammonia. • state the properties of
ammonia,
Collect data from various sources
and construct a flow chart to show • explain the industrial
tha stages in the manufacture of process in the
ammonia as in the Haber process. manufacture of ammonia,

Design an activity to prepare an • design an activity to

35
 ammonium fertilizer, for example prepare ammonium
ammonium sulphate, (NH4)2SO4. fertilizer.
9.3 Look at some examples of pure A student is able to:
Sept. 5 Understanding metals and materials made of • relate the arrangement of Ductile - mulur
alloys alloys in daily life. List and discuss atoms in metals to their
their properties. ductile and malleable Malleable –
properties, boleh tempa/
Carry out an activity to compare • state the meaning of alloy, bentuk
the strength and hardness of alloys • state the aim of making
with that of their pure metals. alloys, Luster – kilau/
• list example of alloys, relap
Study the arrangement of atoms in • list compositions and
metals and alloys through properties of alloys, ‘
computer simulation.
• relate the arrangement of
atoms in alloys to their
Work in group to discuss:
strength and hardness,
(a) the meaning of alloy,
(b) the purpose of making alloys • relate properties of alloy
such as duralumin, brass, to their uses.
steel, stainless steel, bronze
and pewter,
(c) compositions, properties and
uses of alloys.

Carry out experiments to compare

the rate of corrosion of iron, steel
and stainless steel.

Study various local products made

from alloys.
9.4 Discuss the meaning of polymers. A student is able to:
Oct. 1 Evaluating uses of • state the meaning of Biodegradable
synthetic polymers Observe exhibits of materials made polymers, –
of polymers and classify them into • list naturally occurring terbiodegradas
naturally occurring polymers and polymers, i
synthetic polymers. • list synthetic polymers

36
 and their uses, Non-
Identify the monomers in synthetic • identify the monomers in biodegradable
polymers using models or the synthetic polymers, – tidak
computer simulation. • justify uses of synthetic terbiodegradas
polymers in daily life. i
Collect information on the quantity
and types of household synthetic
polymers disposed of over a
certain period of time.

Discuss the environmental

pollution resulting from the disposal
of synthetic polymers.

Hold a debate on uses the

environmental effects of non-
biodegradable synthetic polymers
in daily life.

9.5 Collect and interpret data on types, A student is able to:

Oct. 1 Applying uses of composition, properties and uses • list uses of glass,
glass and of glass and ceramics. • list uses of ceramics,
ceramics • list types of glass and
Prepare a folio incorporating video their properties,
clips and pictures on uses of glass • state properties of
and ceramics that have been used ceramics.
for a specific purpose, e.g. photo
chromic glass and conducting
glass.

9.6 Watch a multimedia presentation A student is able to:

Oct. 1 Evaluating uses of and prepare a folio on: • describe needs to
composite (a) the meaning of composite produce new materials for
materials materials, specific purposes,
(b) a list of composite materials • state the meaning of
such as reinforced concrete, composite materials,

37
 specific super conductor, fibre • list examples of
optic, fibre glass and photo composite materials and
chromic glass, their components,
(c) components of composite • compare and contrast
materials, properties of composite
(d) uses of composite materials. materials with those of
Compare the superior properties of their original component,
composite materials to their • Justify uses of composite
original component by computer materials,
simulation. • Generate ideas to
produce advanced
Discuss and justify the uses of materials to fulfil specific
composite materials. needs.
Watch the production of composite
materials in factories.

9.7 Discuss the importance of A student is able to:

Oct. 1 Appreciating synthetic materials in daily life. • Justify the importance of
various synthetic doing research and
industrial Hold a forum to discuss importance development
materials of research and development for continuously,
the continuous well being of • Act responsibly when
mankind. handling synthetic
Watch multimedia presentation or materials and their
computer simulation on pollution wastes,
caused by the disposal of synthetic • Describe the importance
materials. of synthetic materials in
daily life.
2
Oct. 3 Final Year Examination
4 (11 – 29 October 2010 )
1
Nov. 2 Discussion & Revision
3
4 Final Year School Holiday

38
39