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8/10/2019 Yearly Scheme of Work 2013-Chemistry F4
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THEME : INTRODUCING CHEMISTRY
LEARNING AREA : 1. INTRODUCTION TO CHEMISTRY Chemistry Form 4
Week LearningObjectives
Suggested Learning Activities Learning Outcomes Notes
1 & 2
2-11/1/13
1.1Understanding
chemistry andits importance
Collect and interpret the meaning of theword chemistry.
Discuss some example of common
chemicals used in daily life such as
sodium chloride, calcium carbonate andacetic acid.
Discuss the uses of these chemicals indaily life.
View a video or computer courseware on
the following:a.
careers that need the knowledge of
chemistry
b. chemical-based industries inMalaysia and its contribution to
the development of the country.
Attend talks on chemical-based industriesin Malaysia and their contribution to the
development of the country.
A student is able to:
explain the meaning ofchemistry,
list some commonchemicals used in daily life,
state the uses of commonchemicals in daily life,
list examples of occupations
that require the knowledgeof chemistry,
list chemical-basedindustries in Malaysia,
describe the contribution ofchemical-based industriestowards the development of
the country.
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1 & 2
2-11/1/13
1.2Sythesising
scientific
method
Observe a situation and identify allvariables. Suggest a question suitable for a
scientific investigation.
Carry out an activity to:
a. observe a situation,b.
identify all variables,
c. suggest a question,
d. form a hypothesis,e. select suitable apparatus,
f. list down work procedures.
Carry out an experiment and:
a.
collect and tabulate data,b. present data in a suitable form,
c. interpret the data and drawconclusions,
d. write a complete report.
A student is able to:
Identify variables in a givensituation,
Identify the relationshipbetween two variables forma hypothesis,
Design and carry out a
simple experiment to test
the hypothesis,
Record and present data in asuitable form,
Interpret data to draw aconclusion,
Write a report of theinvestigation.
Students haveknowledge of
scientific method
in Form 1, 2 and3.
Scientific skills
are applied
throughout.
1 & 2
2-11/1/13
1.3
Incorporatescientific
attitudes and
values inconductingscientific
investigations
View videos or read passages about
scientific investigations. Students discussand identify scientific attitudes and values
practiced by researchers and scientists in
the videos or passages.
Students discuss and justify the scientific
attitudes and values that should be
practised during scientific investigations.
A student is able to:
Identify scientific attitudesand values practised by
scientists in carrying out
investigations Practise scientific attitudes
and values in conducting
scientific investigations
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THEME : MATTER AROUND US
LEARNING AREA : 2. THE STRUCTURE OF THE ATOM Chemistry Form 4
Week Learning
Objectives
Suggested Learning Activities Learning Outcomes Notes
3
14-18/1/13
2.1
Analysingmatter
Discuss and explain the particulate nature
of matter.
Use models or view computer simulation
to discuss the following:a. the kinetic theory of matter,
b. the meaning of atoms, molecules and
ions.
Conduct an activity to investigatediffusion of particles in solid, liquid and
gas.
Investigate the change in the state of
matter based on the kinetic theory ofmatter through simulation or computer
animation.
Conduct an activity to determine themelting and freezing points of ethanamide
or naphthalene.
Plot and interpret the heating and the
cooling curves of ethanamide or
naphthalene
A student is able to:
Describe the particulatenature of matter,
State the kinetic theory of
matter,
Define atoms, moleculesand ions,
Relate the change in thestate of matter to thechange in heat,
Relate the change in heat tothe change in kinetic
energy of particles,
Explain the inter-conversion of the state of
matter in terms of kinetictheory of matter
Students have acquired
prior knowledge ofelements, compounds
and mixtures in Form 2.
Ethanamide is alsoknown as acetamide.
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2.2Synthesising
atomic
structure
Discuss the development of atomicmodels proposed by scientists namely
Dalton, Thomson, Rutherford, Chadwick
and Bohr.
Use models or computer simulation toillustrate the structure of an atom as
containing protons and neutrons in the
nucleus and electrons arranged in shells.
Conduct activities to determine the protonnumber, nucleon number and the number
of protons, electrons and neutrons of an
atom.
Use a table to compare and contrast therelative mass and the relative charge of
protons, electrons ad neutrons.
Investigate the proton and nucleon
numbers of different elements.
Discuss:
a. the relationship between proton numberand nucleon number,
b. to make generalisation that eachelement has a different proton number.
Carry out an activity to write:a. the symbols of elements,
b. the standard representation for an atom
A student is able to:
Describe the development
of atomic model
State the main sub atomicparticles of an atom,
Compare and contrast therelative mass and the
relative charge of the
proton, electron andneutron,
Define proton number,
Define nucleon number,
Determine the proton
number, Determine the nucleon
number,
Relate the proton number to
the nucleon number
Relate the proton to thetype of element,
Write the symbol ofelements,
Determine the number of
neutrons, protons andelectrons from the proton
number and the nucleonnumber and vice versa
Construct the atomic
structure.
Dates and how models
are developed are not
needed.
Proton number is alsoknown as atomic
number.
Nucleon number is also
known as mass number.
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of any element.
4
21-25/1/13
2.3
Understanding isotopes
and
assessingtheir
importance
Collect and interpret information on:
a. the meaning of isotope,b. isotopes of hydrogen, oxygen, carbon,
chlorine and bromine.
Conduct activities to determine the
number of subatomic particles of isotopes
from their proton numbers and theirproton numbers and their nucleon
numbers.
Gather information from the internet orfrom printed materials and discuss the
uses of isotope.
A student is able to:
State the meaning ofisotope,
List examples of element
with isotope,
Determine the number ofsub atomic particles of
isotope,
Justify the uses of isotopein daily life,
5
28/1-1/2/13
2.4Understandi
ng theelectronicstructure of
an atom
Study electron arrangements of variousatoms and identify their valence electrons.
Discuss the meaning of valence electronsusing illustrations.
Conduct activities to:a. illustrate electron arrangements of
elements with proton numbers 1 to 20,b. write electron arrangements of
A student is able to:
Describe electron
arrangement of elementswith proton number 1 to 20
Draw electron
arrangements of an atom in
an element
State the meaning of
valence electron
Determine the number of
where:
X = elementA = nucleon number
Z =proton numberXAz
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elements with proton numbers 1 to 20. valence electron from theelectron arrangements of an
atom.
5
28/1-1/2/13
2.5
Appreciatethe
orderliness
anduniqueness
of theatomic
structure
Discuss the contributions of scientists
toward the development of ideas on theatomic structure.
Conduct a story-telling competition on thehistorical development of the atomic
structure with emphasis on the creativityof scientists.
A student is able to:
Describe the contribution of
scientist towards the
understanding of the atomicstructure
Describe the creative andconscientious efforts of
scientist to form a completestructure of matter
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THEME : MATTER AROUND US
LEARNING AREA : 3. CHEMICAL FORMULAE AND EQUATIONS Chemistry Form 4
Week LearningObjectives
Suggested Learning Activities Learning Outcomes Notes
6
4-8/2/13
3.1 Understandingand applying
the concepts ofrelative atomic
mass and
relativemolecular
mass
Collect and interpret dataconcerning relative atomic
mass and relative molecularmass based on carbon-12 scale.
Discuss the use of carbon-12
scale as a standard fordetermining relative atomic
mass and relative molecular
mass Investigate the concepts of
relative atomic mass andrelative molecular mass using
analogy or computer animation.
Carry out a quiz to calculate therelative molecular mass ofsubstances based on the given
chemical formulae, for example
HCl, CO2, Na2CO3, Al(NO3)3,
CuSO4.5H2O
A student is able to:
State the meaning ofrelative atomic mass basedon carbon-12 scale
State the meaning of
relative molecular massbased on carbon-12 scale
State why carbon-12 is used
as a standard fordetermining relative atomic
mass and relative atomicmass and relative molecular
mass
Calculate the relativemolecular mass ofsubstances.
Relative formulamass is introduced
as the relativemass for ionic
substances.
6
4-8/2/13
3.2 Analysing the
relationship
between the
Study the mole concept usinganalogy or computersimulation.
A student is able to:
Define a mole as the amountof matter that contains as
Avogadroconstant is alsoknown as
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number ofmoles with the
number of
particles
Collect and interpret data onAvogadro constant.
Discuss the relationship
between the number ofparticles in one mole of asubstance with the Avogadro
constant.
Carry out problem solving
activities to convert the numberof moles to the number of
particles for a given substanceand vice versa.
many particles as thenumber of atoms in 12g of
6
12C
State the meaning ofAvogadro constant
Relate the number ofparticles in one mole of a
substance with the
Avogadro constant
Solve numerical problemsto convert the number ofmoles to the number of
particles of a givensubstance and vice versa.
Avogadronumber.
6
12C can also be
represented as
C12
6or C-12.
8
18-22/2/13
3.3 Analysing the
relationship
between thenumber of
moles of asubstance with
its mass
Discuss the meaning of molarmass
Using analogy or computersimulation, discuss to relate:a. molar mass with the
Avogadro constant,
b. molar mass of a substancewith its relative atomic mass
or relative molecular mass.
Carry out problem solvingactivities to convert the number
of moles of a given substanceto its mass and vice versa
A student is able to:
State the meaning of molarmass
Relate molar mass to theAvogadro constant
Relate molar mass of asubstance to its relative
atomic mass or relative
molecular mass
Solve numerical problems toconvert the number of moles of a
given substance to its mass and vice
versa
Chemicalformulae ofsubstances are
given for
calculation.
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3.4 Analysing therelationship
between the
number ofmoles of a gas
with its volume
Collect and interpret data onmolar volume of a gas.
Using computer simulation or
graphic representation, discuss:a. the relationship between
molar volume and
Avogadro constant
b. to make generalization onthe molar volume of a gas
at STP or room conditions.
Carry out an activity tocalculate the volume of gases at
STP or room conditions from
the number of moles and viceversa.
Construct a mind map to showthe relationship between
number of particles, number ofmoles, mass of substances and
volume of gases at STP and
room conditions.
Carry out problem solvingactivities involving number of
particles, number of moles,mass of a substance and
volume of gases at STP orroom conditions.
A student is able to:
State the meaning of molarvolume of a gas
Relate molar volume of agas to the Avogadroconstant
Make generalization on the
molar volume of a gas at a
given temperature andpressure.
Calculate the volume ofgases at STP or room
conditions from the number
of moles and vice versa Solve numerical problems
involving number of
particles, number of moles,
mass of substances andvolume of gases at STP or
room conditions.
STPStandardTemperature and
Pressure
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11 &12
11-22/3/13
3.5 Synthesisingchemical
formulae
Collect and interpret data onchemical 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 empiricalformula of magnesium
oxidec.
compare and contrast
empirical formula with
molecular formula.
Carry out problem solvingactivities involving empirical
and molecular formulae.
Carry out exercises and quizzesin writing ionic formulae.
Conduct activities to:a. Construct chemical
formulae of compounds
from a given ionic formula
b. State names of chemical
compounds using IUPACnomenclature.
A student is able to:
State the meaning ofchemical formula
State the meaning ofempirical formula
State the meaning ofmolecular formula
Determine empirical andmolecular formulae ofsubstances
Compare and contrastempirical formula with
molecular formula
Solve numerical problemsinvolving empirical andmolecular formulae
Write ionic formulae of ions
Construct chemicalformulae of ioniccompounds
State names of chemical
compounds using IUPACnomenclature.
The use ofsymbols and
chemical
formulaeshould be
widelyencouraged and
not restricted towriting
chemical
equations only.
IUPACInternational
Union of Pureand Applied
Chemistry
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14
1-5/4/13
3.6 Interpretingchemical
equations
Discuss:a. The meaning of chemical
equation
b.
The reactants and productsin a chemical equation.
Construct balanced chemicalequations for the following
reactions:a. heating of copper (II)
carbonate, CuCO3.b.
Formation of ammonium
chloride, NH4Cl
c. Precipitation of lead(II)
iodide, PbI2 Carry out the following
activities:
a. Write a balance chemicalequations,
b. Interpret chemicalequations quantitatively and
qualitativelyc. Solve numerical problems
using chemical equations
(stoichiometry)
A student is able to:
State the meaning ofchemical equation
Identify the reactants andproducts of a chemicalequation
Write and balance chemical
equations
Interpret chemical equationsquantitatively and
qualitatively
Solve numerical problemsusing chemical equations.
A computerspreadsheet can
be used for
balancingchemical
equationexercises.
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14
1-5/4/13
3.7 Practisingscientific
attitudes and
values ininvestigating
matter
Discuss the contributions ofscientists for their research on
relative atomic mass, relative
molecular mass, mole concept,formulae and chemical
equations.
Discuss to justify the need forscientists to practice scientificattitudes and positive values in
doing their research on atomicstructures, formulae and
chemical equations.
Discuss the role of chemical
symbols, formulae andequations as tools of
communication in chemistry.
A student is able to:
Identify positive scientificattitudes and values
practised by scientists indoing research on mole
concept, chemical formulaeand chemical equations
Justify the need to practisepositive scientific attitudes
and good values in doingresearch on atomic
structures, chemical
formulae and chemical
equations Use symbols, chemical
formulae and equations for
easy and systematiccommunication in the field
of chemistry.
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THEME : MATTER AROUND US
LEARNING AREA : 4. PERIODIC TABLE OF ELEMENTS Chemistry Form 4
Week LearningObjectives
Suggested Learning Activities Learning Outcomes Notes
15
8-12/4/13
4.1Analysing the
Periodic Table ofElements
Collect information on thecontributions of various scientists
towards the development of theperiodic Table.
Study the arrangement of elementsin the periodic table from the
following aspects:
a. ground and period,b. proton number,
c. electron arrangement
Carry out an activity to relate theelectron arrange of an element to its
group and period.
Discuss the advantages of grouping
elements in the Periodic Table.
Conduct activities to predict thegroup and period of an element
based on its electron arrangement.
A student is able to:
Describe the contributions ofscientists in the historicaldevelopment of the Periodic Table
Identify groups and periods in the
Periodic Table
State the basic principle ofarranging the elements in the
Periodic Table from their protonnumber
Relate the electron arrangement ofan element to its group and period
Explain the advantages ofgrouping elements in the Periodic
Table
Predict the group and the period ofan element based on its electronarrangement.
Include
scientists likeLavoisier,
Dobereiner,
Newlands,Meyer,
Mendeleev and
Mosely.
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15
8-12/4/13
4.2Analysing
Group 18
elements
Use a table to list all the elements inGroup 18.
Describe the physical properties
such as the physical state, densityand boiling point of Group 18
elements.
Discuss:
a. changes in the physical propertiesof group 18 elements,
b. the inert nature of Group 18elements.
Discuss the relationship between theelectron arrangement and the inert
nature of group 18 elements.
Use diagrams or computer
simulations to illustrate the dupletand octet electron arrangement of
Group 18 elements to explain theirstability.
Gather information on the reasonsfor the uses of Group 18 elements.
A student is able to:
List all group 18 elements
State in general the physical
properties of group 18 elements Describe the changes in the
physical properties of group 18elements
Describe the inert nature ofelements of group 18
Relate the inert nature of group 18elements to their electron
arrangements
Relate the duplet and octet
electron arrangement of group 18elements to their stability
Describe uses of group 18elements in daily life
The elements in
Group 18 can
alsobe referred to as
noble gases orinert gases.
Students are
encouraged to
use multimediamaterials.
15
8-12/4/13
4.3
Analysing Group1 elements
Gather information and discuss:
a. Group 1 elements,b. general physical properties of
lithium, sodium and potassium.
c. changes in the physical properties
A student is able to :
List all Group 1 elements
State the general physicalproperties of lithium, sodium andpotasium.
Teachers areencouraged to
use
demonstration
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from lithium to potassium withrespect to hardness, density and
melting point.
d. Chemical properties of lithium,sodium and potassium.
e. the similarities in chemicalproperties of lithium, sodium and
potassium.
f. the relationship between thechemical properties of Group 1
elements and their electronarrangement.
Carry out experiments to investigatethe reactions of lithium, sodium and
potassium with water and oxygen.
Study the reactions of lithium,
sodium and potassium with chlorineand bromine through computer
simulation.
Discuss changes in the reactivity of
Group 17 elements down the group.
Describe changes in the physicalproperties from lithium to
potasium.
List the chemicals properties oflithium,sodium and potassium.
Describes the similarities inchemicals properties of
lithium,sodium and potassium.
Relate the chemical properties ofGroup 1 elements to their electron
arrangements.
Describe changes in reactivity ofGroup 1 elements down the
group. Predict physical and chemical
properties of other elements in
Group 1
State the safety precaution whenhandling Group 1 element.
for experimentsinvolving
sodium and
potassium.
16
15-19/4/13
4.4Analysing
Group 17
elements
Gather information and discuss on:a. Group 17 elements,
b. physical properties of chlorine,
bromine and iodine with respect totheir colour, density and boiling
point.
c. Changes in the physical properties
A student be able to:
list all Group 17 elements,
state the general physicalproperties of chlorine, bromine
and iodine,
describe changes in the physical
properties from chlorine to iodine,
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from chlorine to iodine,d. describe the chemical properties
of chlorine, bromine and iodine,
e. the similarities in chemicalproperties of chlorine, bromine and
iodine,f. the relationship between the
chemical properties of Group 17
elements with their electronarrangements.
Carry out experiments to investigate
the reactions of chlorine, bromine
and iodine with:a. water
b. metals suvh as iron,c. sodium hydroxide.
Discuss changes in the reactivity ofGroup 17 elemets down the group.
Predict physical and chemical
properties of Group 17 elements
other than chlorine, bromine andiodine.
Watch multimedia materials on the
safety precautions when handling
Group 17 elements.
lists the chemical properties ofchlorine, bromine and iodine,
describe the similarities in the
chemical properties of chlorine,bromine and iodine,
relate the chemical properties ofGroup 17 elements with their
electron arrangements,
describe the changes in reactivityof Group 17 elements down the
group,
predict the physical and chemicalproperties of other elements in
Group 17, state the safety precautions when
handling Group 17 elements.
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4.5Analysing
elements in a
period
Collect and interpret data on theproperties on elements in Period 3
such as:
a. proton number,b. electron arrangement,
size of atom,d. electronegativity,
e. physical state.
Discuss changes in the properties of
elements across Period 3.
Carry out experiments to study the
oxides of elements in Period 3 andrelate them to their metallic
properties.
Discuss in small groups and make a
presentation on the changes ofproperties of oxides of elements
across Period 3.
Discuss and predict changes in the
properties of elements in Period 2.
Collect and interpret data on uses ofsemi-metals i.e. silicon and
germanium, in he microelectronic
industry.
A student be able to
List all elements in Period 3
Write electron arrangements of all
elements in Period 3 Describe changes in the properties
of elements across Period 3
State changes in the properties ofthe oxides of elements across
Period 3
Predict changes in the propertiesof elements across Period 2
Describe uses of semi-metals
Semi-metals are
also known asmetalloids.
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17
22-26/4/13
4.6Understanding
Transition
elements
Carry out an activity to identify thepositions of transition elements in
the Periodic Table.
Collect and interpret data on
properties of transition elementswith respect to melting points,
density, variable oxidation numbers
and ability to form colouredcompounds.
Observe the colour of:
a. afew compounds of transition
elements.b. products of the reaction between
aqueous solution of compounds oftransition elements with sodium
hydroxide solution and ammonia
solution,
Observe the colour of preciousstones and identify the presence of
transition elements.
Give examples on he use of
transition elements as catalysts inindustries.
A student be able to:
Identify the positions of transitionelements in the Periodic Table
Give examples of transitionelements
Describe properties of transitionelements
State uses of transition elements inindustries
Oxidation
number issynonymous
with oxidation
state.
Chemical
equation are notrequired.
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17
22-26/4/13
4.7Appreciating the
existence of
elements and theircompounds
Gather information on efforts ofscientists of scientists in discovering
the properties of elements and make
a multimedia presentation.
Discuss in a forum about lifewithout various elements and
compounds.
Carry out projects to collect
specimens or pictures of varioustypes of rocks.
Discuss and practice ways to handlechemicals safely and to avoid their
wastage.
A student is able to:
Describe efforts of scientists indiscovering the properties of
elements
Describe what life would bewithout diverse elements and
compounds
Identify different colours in
compounds of transition elementsfound naturally
Handle chemicals wisely
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THEME 2 : MATTER AROUND US
LEARNING AREA : 5. CHEMICAL BONDS Chemistry Form 4
Week LearningObjectives
Suggested Learning Activities Learning Outcomes Notes
18
29/4-3/5/13
5.1Understandi
ng formationof
compounds
Collect and interpret data on the existence ofvarious naturally occurring compounds for
example, water H2O, carbon dioxide, CO2, andminerals to introduce the concept of chemical
bonds.
Discuss:
a. the stability of inert gases with respect to the
electron arrangement,b. conditions for the formation of
chemical bonds,c. types of chemical bonds.
A student is able to:
explain the stability ofinert gases,
explain conditions for theformation of chemical
bonds,
state types of chemicalbonds.
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29/4-3/5/13
5.2Synthesising
ideas onformation of
ionic bond
Use computer simulation to explain formation ofions and electron arrangement of ions.
Conduct an activity to prepare ionic compounds
for example, magnesium oxide, MgO, sodiumchloride, NaCl and iron (III) chloride, FeCl3.
Carry out an activity to illustrate formation ofionic bond through models, diagrams or computer
simulation.
Use computer simulation to illustrate the existence
of electrostatic force between ions of opposite
A student is able to:
explain formation of ions,
write electronarrangements for the ions
formed,
explain formation of ionic
bond, illlustrate electron
arrangement of an ionic
bond,
illustrate formation ofionic bond.
Ionic bond is
synonymouswith
electrovalentbond.
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charges in ionic bond.
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10-14/6/13
5.3
Synthesising
ideas onformation of
covalentbond
Collect and interpret data on the meaning of
covalent bond.
Use models and computer simulation to illustrate
formation of :a. single bond in hydrogen, H2, chloride,
Cl2, hydrogen chloride, HCl, water,H2O, methane, CH4, ammonia, NH3,
tetrachloromethane, CCl4.
b. double bond in oxygen, O2, carbondioxide, CO2,
c. triple bond in Nitrogen, N2.
Draw diagrams showing electron arrangements for
the formation of covalent bond including Lewisstructure.
Discuss and construct a mind map to campare the
formation of covalent bond with ionic bond.
A student is able to:
state the meaning of
covalent bond, explain formation of
covalent bond,
illustrate formation of acovalent bond by drawingelectron arrangement,
illustrate formation ofcovalent bond,
compare and contrastformation of ionic and
covalent bonds.
24
10-14/6/13
5.4
Analysingproperties ofionic and
covalent
compounds
Collect and interpret data on properties of ionic
and covalent compounds.
Work in groups to carry out and 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.
A student is able to:
list properties of ioniccompounds,
list properties of covalentcompounds,
explain differences in theelectrical conductivity of
ionic and covalent
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Discuss:
a. differences in electrical conductivities
of ionic and covalents compounds dueto the presence of ions.
b. differences in the melting and boilingpoints of ionic and covalent
compounds.
Gather information on uses of covalent
compounds as solvents in daily life.
compounds,
describe differences inmelting and boiling points
of ionic and covalentcompounds,
compare and contrast thesolubility of ionic and
covalent compounds,
state uses of covalentcompounds as solvents.
THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 6. ELECTROCHEMISTRY Chemistry Form 4
Week Learning
Objectives
Suggested Learning Activities Learning Outcomes Notes
25
17-21/6/13
6.1
Understanding
properties ofelectrolytes
and non-electrolytes
Conduct activities to classify chemicals into
electrolytes and non-electrolytes.
Discuss:
a. the meaning of electrolyteb. the relationship between the presence of
freely moving ions and electrical conductivity
A student is able to:
state the meaning of
electrolyte,
classify substances into
electrolytes and nonelectrolytes,
relate the presence offreely moving ions toelectrical conductivity.
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25
17-21/6/13
6.2 Analysingelectrolysis of
molten
compounds
Discuss:a. electrolysis process
b. structure of electrolytic cell
Use computer simulation to:
a. identify cations and anions in a moltencompound
b. illustrate to show the existence of ions held
in a lattice in solid state but move freely inmolten state
Conduct an activity to investigate the
electrolysis of molten lead(II) bromide to:
a. identify cations and anionsb. describe the electrolysis process
c. write half-equations for the discharge of ionsat anode and cathode
Collect and interpret data on electrolysis ofmolten ionic compounds with very high melting
points, for example sodium chloride, NaCl andlead(II) oxide, PbO
Predict products from the electrolysis of othermolten compounds
A student is able to:
describe electrolysis,
describe electrolytic cell,
identify cations and anionsin a molten compound,
describe evidence for theexistence of ions held in a
lattice in solid state but
move freely in moltenstate,
describe electrolysis of amolten compound,
write half equations for
the discharge of ions atanode and cathode,
predict products of theelectrolysis of molten
compounds.
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6.3 Analysing
the electrolysisof aqueous
solutions
Conduct an activity to investigate the
electrolysis of copper(II) sulphate solution anddilute sulphuric acid using carbon electrodes to:
a. identify cations and anions in the aqueous
solutions
A student is able to:
identify cations and anionsin an aqueous solution,
desdribe the electrolysis ofan aqueous solution,
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b. describe the electrolysis of the aqueoussolutions
c. write half equations for the discharge of
ions at the anode and the cathode
Conduct experiments to investigate factorsdetermining selective discharge of ions at
electrodes based on:
a. positions of ions in electrochemical seriesb. concentrations of ions in a solution
c. types of electrodes
Use computer simulation to explain factors
affecting electrolysis of an aqueous solution.
Predict the products of electrolysis of aqueoussolutions and write their half equations
explain using examplesfactors affecting affecting
electrolysis of an aqueous
solution,
write half equations forthe discharge of ions at the
anode and the cathode,
predict the products of
electrolysis of a aqueoussolutions
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6.4 Evaluatingelectrolysis in
industry
Conduct experiments to study the purificationand electroplating of metals
Using computer simulation, study and discussa. extraction of aluminium from aluminium
oxide
b. purification of copperc. electroplating of metals
Carry out activities to write chemical equations
for electrolysis in industries.
Collect data and discuss the benefits and
harmful effects of electrolysis in industries.
A student is able to:
state uses of electrolysis inindustries,
explain the extraction,purification andelectroplating of metals
involving electrolysis inindustries,
write chemical equationsto represent the
electrolysis process inindustries,
justify uses of electrolysis
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in industries,
describe the problem ofpollution from electrolysis
in industry.
THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 6. ELECTROCHEMISTRY Chemistry Form 4
Week Learning
Objectives
Suggested Learning Activities Learning Outcomes Notes
27
1-5/7/13
6.5 Analysingvoltaic cell
Study the structure of the voltaic cell such asa simple voltaic cell and Daniell cell.
Conduct the experiment to show the
production of electricity from chemicalreaction in a simple voltaic cell.
Carry out activities on a simple voltaic celland Daniell cell to explain the reaction in
each cell.
Collect data and discuss the advantages and
disadvantages of various voltaic cells
A student is able to:
Describe the structure of asimple voltaic cell and
Daniell cell.
explain the production ofelectricity from a simple
voltaic cell.
Explain the reactions in asimple voltaic cell andDaniell cell
Compare and contrast theadvantages and
disadvantages of various
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including dry cell, lead- acid accumulator,mercury cell, alkaline cell and nickel
cadmium cell.
Discuss and compare an electrolytic cell with
a voltaic cell.
Carry out an experiment to construct the
electrochemical series based ona) Potential difference two metals,
b) The ability of a metal to displace anothermetal from its salt solutions.
voltaic cells.Describe the differences
between electrolytic and
voltaic cells.
A student is able to:
Describe the principlesused in constracting the
electrochemical series
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6.6 Synthesisingelectrochemical
series
.
Discuss uses of the electrochemical series todetermine
a) Cell terminals,b) Standard cell voltage
c) The ability of a metal to displaceanother metal from its salt solution.
Carry out experiments to confirm theprediction om the metal displacement
reaction.
Carry out an activity to write the chemicalreactions for metal displacement reations
Construct theelectrochemicals series
Explain the importance ofelectrochemicals series
Predict the ability of ametal to displace another
metal from its salt solution
Write the chemical equationsfor metal displacement
reactions.
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6.7 Developawareness and
responsible
practices whenhandling
chemicals usedin
electrochemical
industries
Discuss the importance of electrochemicalindustries in our daily life.
Collect data and discuss the problems onpollution caused by the industrial processes
involving electrochemical industries.
Hold a forum to the importance of waste
disposal from electrochemical industriesin a safe orderly manner.
Show a video on the importance of
recycling and systematic disposal of used
batteries in a safe and orderly manner.Practice recycling used batteries.
A student is able to:
Justify the fact thatelectrochemical industries
can improve the quality oflife
Describe the problems ofpollution caused by the
industrial processesinvolving eletrolysis
Justify the need to dispose
of waste fromelektrochemical industries
in a safe and orderly
manner.
Practice safe and systematic
disposal of used batteries
THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 7.ACIDS AND BASES Chemistry Form 4
Week Learning
Objectives
Suggested Learning Activities Learning Outcomes Notes
31
29/7-2/8/13
7.1
Analysingcharacteristics
and properties ofacids and bases
Discuss:
a. The concept of acids bases and alkali interms of the ions they contained and produced
in aqueous solution.b. Use of acids, bases and alkalis in daily life
Astudentare able to :
. state the meaning of acid,base and alkali.
. state uses of acids, basesand alkalis in daily life.
The formation of
hydroxoniumion, H3O
+, is
introduced.
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Carry out an experiment to show that the
present of water is essential for the formation
of hydrogen ions that causes acidity.
Carry out an experiment to show that thepresent of water is essential for the formation
of hydroxide ions that causes alkalinity.
Watch computer simulation on the formation
of hydroxonium and hydroxide ions in thepresence of water.
Conduct activities to study chemical propertiesof acids and alkalis from the following
reactions:
a. acids with bases,b. acids with metals,
c. acids with metallic carbonates
Write equations for the respective reactions.
. explain the role of water inthe formation of hydrogen
ions to show the properties
of acids.. explain the role of water in
the formation of hydroxideions to show the properties
of alkalis.
. describe chemicalproperties of acids and
alkalis
Monoprotic and
diprotic acid is
inroduced.
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7.2 Synthesising
the concepts of
strong acids,weak acids,
strong alkalis
and weak alkalis
Carry out an activity using pH scale to
measure the pH of solutions used in daily life
such as soap solution, carbonated water, tapwater or fruit juice.
Carry out an activity to measure the pH value
A students is able to :
. state the use of a Ph scale
. relate pH value with acidicor alkaline properties of a
substance
. relate concentration of
The formula pH
= -log[H+] is not
required.
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of a few solutions with the same concentration.For example, hydrochloric acid, ethanoic acid,
ammonia and sodium hydroxide with the use
of indicators, pH meter or computer interface.
Based on the data obtained from the aboveactivity, discuss the relationship between:
a. pH values and acidity or alkalinity of a
substanceb. concentration of hydrogen ions and the pH
valuec. concentration of hydroxide ions and the pH
value.
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.
Use computer simulation to show the degree of
dissociation of strong and weak acids as wellas strong and weak alkalis.
Build a mind map on strong acids, weak acids,
strong alkalis and weak alkalis.
hydrogen ions with pHvalue.
. relate concentration of
hydroxide ions with pHvalue.
. relate strong or weak acidswith degree of dissociation.
. relate strong or weak acids
with degree of dissociation.. conceptualise qualitatively
strong and weak acids. conceptualise qualitatively
Strongandweakalkalis
Dissociation is
also known as
ionisation.
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7.3 Analysing
concentration of
acids and alkalis
Discuss :
a. the meaning of concentration
b. the meaning of molarityc. the relationship between the number of
moles with the molarity and the volume ofsolution.
d. methods for preparing standard solutions
Solve numerical problems involving
conversion of concentration units from g dm-
3 to mol dm-3 and vice versa.
Prepare standard solution of sodium
hydroxide, NaOH or potassium hydroxide,KOH .
Prepare a solution with specified concentrationfrom the prepared standard solution through
dilution.
Carry out an experiment to investigate the
relationship between pH values with themolarity of a few diluted solutions of an acid
and an alkali.
Solve numerical problems on the molarity of
acids and alkalis.
A student is able to :
. state the meaning of
concentration. state the meaning of
molarity. state the relationship
between the number of
moles with molarity andvolume of solution.
. describe methods forpreparing standard solutions
.describe the preparation of
a solution with a specified
concentration using dilution
method.
. relate pH value withmolarity of acid and alkali
. solve numerical problemsinvolving molarity of aids
and alkalis
The use of pH
meter is
recommended.
Salt solution canbe included in
the discussion.
Molarity or
molarconcentration.
Sodiumhydroxide is not
stable andabsorbs
moisture, thus
the concentrationis only
approximate.
Oxalic acid,
H2C2O4.2H2O orsodium
carbonate,Na2CO3is
recommended as
a primarystandard
solution.
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7.4 Analysing
neutralisation
Collect and interpret data one neutralisation
and its application in daily life
Carry out activities to write equations for
neutralisation reactions.
Carry out acid-base titrations ad determine the
end point using indicators or computerinterface.
Carry out problem solving activities involvingneutralisation reactions to calculate either
concentration or volume of solutions
A students is able to :
.explain the meaning of
neutralisation.. explain the application of
neutralisation in daily life.. write equations for
neutralisation reactions
.describe acid-base titrationDuring neutralisation .
.solve numerical problemsinvolving neutralisation
reactions to calculate either
concentration or volume ofsolutions
Neutralise soil
using lime or
ammonia, use ofanti-acid.
Teacher should
emphasise onusing correct
techniques.
THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 8. SALTS Chemistry Form 4
Week LearningObjectives Suggested Learning Activities Learning Outcomes Notes
35
26-30/8/13
8.1
Synthesisingsalts
Collect and interpret data on:
a. naturally existing salts,b. the meaning of salt,
c. uses of salts in agriculture, medicinalfield, preparation and preservation of
food.
A student is able to:
State examples of salts
used in daily life
Explain the meaning ofsalts
The soluble salts
prepared arepurified by
recrystallisation.
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Carry out experiments to study the solubilities
of nitrate, sulphate, carbonate and chloride
salts.
Prepare soluble salts by reacting:a. acid with alkali
b. acid with metallic oxide,
c. acid with metal,d. acid with metallic carbonate
Carry out an activity to purify soluble salts by
recrystallisation. Discuss the need to purify
salts.
Observe to identify physical characteristics ofcrystal such as copper (II) sulphate, CuSO4,
sodium chloride, NaCl, potassium
chromate(VI), K2CrO4, and potassiumdichromate(VI), K2Cr2O7.
Prepare insoluble salts such as lead (II) iodide,PbI2, lead chromate(VI), PbCrO4, and barium
sulphate, BaSO4, through precipitation
reactions.
Carry out activities to write chemical and ionicequations for preparation of soluble and
insoluble salts.
Construct a flow chart to select suitable
methods for preparation or salts.
Identify soluble andinsoluble salts
Describe the preparation
of soluble salts Describe the purification
of soluble salts byrecrystallisation
List physicalcharacteristics of crystals
Describe the preparationof insoluble salts
Write chemical and ionicequation for reaction used
in the preparation of salts Design an activity to
prepare a specified salt
Construct ionic equationsthrough the continuous
variation methodSolve problems involving
calculation of quantities ofreactants or products in
stoichiometric reactions
Use prepared
crystal of salts.
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Plan and carry out an activity to prepare a
specified salt.
Carry out an experiment to construct ionic
equations through continuous variationmethod.
Calculate quantities of reactants or products instoichiometric reactions
Use worksheetsor quizzes
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8.2
Synthesising
qualitativeanalysis of salts
Discuss the meaning of quantitative analysis.
Study and make inferences on the colour andthe solubility of various salts in water.
Watch multimedia presentation on methods
used for identifying gases.
Observe and carry out chemical tests to
identify oxygen, O2, hydrogen, H2, carbondioxide, CO2, ammonia, NH3chlorine, Cl2,hydrogen chloride, HCl, sulphur dioxide SO2,and nitrogen dioxide, NO2 gases.
Carry out tests to study the action of heat on
carbonate and nitrate salts.
Observe changes in colour and evolution ofgases when the salts are heated.
Carry out tests to confirm the presence of
A student is able to:
State the meaning of
qualitative analysis Make inferences on salts
based on their colour andsolubility in water
Describe tests for theidentification of gases
Describe the action ofheat on salts
Describe the tests foranions
State observation ofreaction of cations with
sodium hydroxide
solution and ammoniasolution
Describe confirmatorytests for Fe
2+, Fe
3+, Pb
2+
Chemical tests
for O2,H2, CO2,NH3and HCl are
confirmatorytests
Action of heat on
sulphate andchloride salts
may bementioned.
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carbonate, sulphate, chloride and nitrate ions inaqueous solutions
Carry out tests to identify the presence ofCu2+
, Mg2+
, Al3+
, Fe2+
, Fe3+
, Pb2+
, Zn2+
, NH4+
and Ca2+
ion in aqueous solution using sodiumhydroxide solution, NaOH, and ammonia
solution, NH3(aq).
Carry out tests to confirm the presence of Fe2+,
Fe3+
, Pb2+
and NH4+
ions in aqueous solutions.Construct a flow chart on the quanlitative
analysis of salts.
Plan and carry out tests to identify anions and
cations in unknown salts.
and NH4+
Plan qualitative analysis
to identify salts
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8.3
Practising to be
systematic andmeticulous when
carrying outactivities
Carry out activities using correct techniques
during titration, preparation of standard
solutions and preparation of salts and crystals.
Plan and carry out an experiment, makeobservations, record and analyse data
systematically and carefully.
A student is able to:
Carry out activities using
the correct techniquesduring preparation of salts
and crystals
Activities are
integrated in thetopic where
applicable.
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THEME : PRODUCTION AND MANAGEMENT OF MANIFACTURED CHEMICALS
LEARNING AREA : 9. MANIFACTURED SUBSTANCES IN INDUSTRY Chemistry Form 4
Week LearningObjectives Suggested Learning Activities Learning Outcomes Notes
37
9-13/9/13
9.1Understanding
the manufactureof sulphuric acid
Discuss uses of sulphuric acid in daily lifesuch as in the making of paints, detergents,
fertilizers and accumulators.
Collect and interpret data on the manufacture
of sulphuric acid.
Construct a flow chart to show the stages in themanufacture of sulphuric acid as in the contact
process.
Gather information and write an essay on how
sulphur dioxide, SO2, causes environmentalpollution.
A student is able to:
list uses of sulphuric acid,
explain industrial process
in the manufacture ofsulphuric acid,
Explain that sulphurdioxide causes
environmental pollution.
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9.2 Synthesising
the manufactureof ammonia and
its salts
Discuss uses of ammonia in daily life, e.g. in
the manufacture of fertilizers and nitric acid.
Carry out an activity to investigate properties
of ammonia.
Collect data from various sources and
construct a flow chart to show the stages in themanufacture of ammonia as in the Haber
process.
A student is able to:
list uses of ammonia,
state the properties of
ammonia,
explain the industrialprocess in the
manufacture of ammonia,
design an activity toprepare ammonium
fertilizer.
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Design an activity to prepare an ammoniumfertilizer, for example ammonium sulphate
(NH4)2SO4
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9.3Understanding
alloys
Look at some examples of pure metals andnon-metals made of alloys in daily life. List
and discuss their properties.
Carry out an activity to compare the strength
and hardness of alloys with that of their puremetals.
Study the arrangement of atoms in metals and
alloys through computer simulation.
Work in groups to discuss:
the meaning of alloy
the purpose of making alloys such asduralamin, brass, steel, stainless steel,bronse and pewter.
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.
A student is able to:
relate the arrangement ofatoms in metals to theirductile and malleable
properties,
state the meaning ofalloy,
state the aim of making
alloys,
list examples of alloys,
list compositions andproperties of alloys,
relate the arrangement ofatoms in alloys to theirstrength and hardness,
relate properties of alloysto their uses.
Propertiesinclude
conductivity,ductility,
malleability and
luster.
Discuss themaking of alloys,
for example steel
and pewter as anenrichment
exercise.
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9.4 Evaluatinguses of synthetic
polymers
Discuss the meaning of polymers.
Observe exhibits of materials made of
polymers and classify them into naturallyoccurring polymers and synthetic polymers.
Identify the monomeers in synthetic polymers
usin models or computer simulation.
Collect the information on the quantity and
types of household synthetic polymersdisposed of over a certain period of time.
Discuss the environmental pollution resultingfrom the disposable of synthetic polymers.
Hold a debate on uses and the environmental
effects of non-biogedradable synthetic
polymers in daily life.
A student is able to:
state the meaning ofpolymers,
list naturally occurringpolymers,
list synthetic polymersand their uses,
identify the monomersin the syntheticpolymers,
Justify uses of syntheticpolymers in daily life.
Natural polymersto be discussed
are rubber,
cellulose andstarch.
Synthetic
polymers to be
discussed arePVC, polythene,
polypropelene,Perspex, nylon
and terylene.
Recycling as a
disposal methodcan be discussed.
Uses ofbiodegradable
polymers can bediscussed.
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9.5 Applyinguses of glass and
ceramics
Collect and interpret data on types,composition, properties and uses of glass and
ceramics.
Prepare a folio incorporating video clips and
pictures on uses of glass and ceramics tahathave been used synthetic polymersor a specific
purpose, e.g photo chromic glass and
conducting glass.
A student is able to:
list uses of glass,
list uses of ceramics,
list types of glass andtheir properties,
State properties ofceramics.
Glass typesinclude soda-
lime glass, fused
glass,borosilicate glass
and lead crystalglass.
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9.6 Evaluating
uses ofcomposite
materials.
Watch a multimedia presentation and prepare a
folio on :a. the meaning of composite materials
b. a list of composite materials such asreinforced concrete, specific super
conductor, fibre optic, fibre glass and
photo chromic glass,c. components of composite materials,
d. uses of composite materials.
Compare the superior properties of composite
materials to their original component bycomputer simulation.
Discuss and justify the uses of composite
materials.
Watch the production of composite materials
in factories.
A student is able to:
describe needs toproduce new materials
for specific purposes,
state the meaning ofcomposite materials,
list examples ofcomposite materials and
their components,
compare and contrastproperties of compositematerials with those of
their original
component,
justify uses of compositematerials,
Generate ideas toproduce advancedmaterials to fulfil
specific needs.
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9.7Appreciatingvarious synthetic
industrial
materials
Discuss the importance of synthetic materialsin daily life.
Hold a forum to discuss importance of researchand development for the continuous well being
of mankind.
Watch a multimedia presentation or computer
simulation on pollution caused by the disposalof synthetic materials.
A student is able to:
justify the importance ofdoing research and
developmentcontinuously,
act responsibly whenhandling synthetic
materials and theirwastes,
describe the importance
of synthetic materials indaily life.
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YEARLY SCHEME OF WORK
CHEMISTRYFORM 4
2013
SMK AYER KEROH
TAMAN TASIK UTAMA
75450 AYER KEROHMELAKA