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Form Four Yearly Plan Chemistry F.4
CHEMISTRY
FORM FOUR YEARLY PLAN
2008
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Form Four Yearly Plan Chemistry F.4
Theme : Introducing ChemistryLearning Area : Introduction to Chemistry
WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
1 1.1Understandingchemistry andits importance
Collect and interpret themeaning of the wordchemistry
Discuss some examples ofcommon chemicals used indaily life such as sodiumchloride(common salt),calcium carbonate(lime) andacetic acid (vinegar).
Discuss the uses of thesechemicals in daily life.
View a video or computercourseware on the following:a. careers that need the
knowledge of chemistryb. chemical-based industriesin Malaysia and itscontribution to theirdevelopment of the country.
Attend talks on chemical-based industries in Malaysiaand their contribution to thedevelopment of the country.
A student is able to:
explain the meaning ofchemistry,
list some commonchemicals used in dailylife,
state the uses of commonchemicals in daily life,
list examples ofoccupations that requirethe knowledge ofchemistry,
list chemical-basedindustries in Malaysia,
describe the contributionof chemical-based
industries towards thedevelopment of thecountry.
Interpreting data
Classifying
Collecting data
Relating
Communicating
Observing
Having an interest an curiositytowards the environment
Being objective
Being thankful to God
Appreciate the contribution ofscience and technology
Being f lexible and open-minded
Being responsible about thesafety of oneself, others andthe environment
1
1 1.2Synthesisingscientificmethod
Observe a situation andidentify all variables. Suggesta question suitable for ascientific investigation.
Carry out an activity to:a. observe a situationb. identify all variablesc. suggest a questiond. form a hypothesise. select suitable apparatusf. list down work procedures
carry our an experiment and:a. collect and tabulate datab. present data in a suitableformc. interpret the data and draw
A student is able to:
identify variables in agiven situation,
identify the relationshipbetween two variables toform a hypothesis,
design and carry out asimple experiment to testthe hypothesis,
record and present data ina suitable form,
interpret data to draw aconclusion,
write a report of theinvestigation
All thinking skills Being cooperative
Being confident andindependent
Having critical and analyticalthinking
Being objective
Daring to try
Being honest and beingaccurate in recording andvalidating data
Being diligent and persevering
2
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Form Four Yearly Plan Chemistry F.4
WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
conclusionsd. write a complete report
Being systematic
1 1.3
Incorporatescientificattitudes andvalues inconductingscientificinvestigations
View videos or read passages
about scientific investigations.Students discuss and identifyscientific attitudes and valuespracticed by researchers andscientist in the videos orpassages.
Students discuss and justifythe scientific attitudes andvalues that should bepracticed during scientificinvestigations.
A student is able to:
identify scientific attitudesand values practised byscientists in carrying outinvestigations,
practise scientific attitudesand values in conductingscientific investigations.
All thinking skills All the s cientific a ttitudes a nd
noble values
1
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Form Four Yearly Plan Chemistry F.4
Theme : MATTER AROUND USLearning Area : 2. THE STRUCTURE OF THE ATOM
2 2.1Analysingmatter
Discuss and explain theparticulate nature of matter.
Use models or view computer
simulation to discuss thefollowing:a. the kinetic theory of matter,b. the meaning of atoms,
molecules and ions.
Conduct an activity toinvestigate diffusion ofparticles in solid, liquid andgas.
Investigate the change in thestate of matter based on thekinetic theory of matterthrough simulation or
computer animation.
Conduct an activity todetermine the melting andfreezing points of ethanamideor naphthalene.
Plot and interpret the heatingand the cooling curves ofethanamide or naphthalene.
A student is able to:
describe the particulatenature of matter,
state the kinetic theory ofmatter,
define atoms, moleculesand ions,
relate the change in thestate of matter to thechange in heat,
relate the change in heatto the change in kineticenergy of particles,
explain the inter-conversion of the states ofmatter in terms of kinetictheory of matter.
Generating ideasgrouping and classifying
Visualizing, comparingand contrasting, defining
Relating
Visualising
Comparing andcontrasting
experimentingMeasuring and usingnumbersMaking inferences
CommunicatingMaking conclusions
Having an interest andcuriosity towards theenvironment
Appreciating the beauty of thearrangement of particles.
CooperativeDaring to tryBeing respectful and well-manneredBeing f lexible and open-
mindedHonesty in recording andvalidating data
Realizing that science is ameans to understand nature
2
2 2.2Synthesisingatomic structure
Discuss the development ofatomic models proposed byscientists namely Dalton,Thomson, Rutherford,
Chadwick and Bohr.
Use models or computersimulation to illustrate thestructure of an atom ascontaining protons andneutrons in the nucleus andelectrons and neutrons of anatom.
Use a table to compare andcontrast the relative mass andthe relative charge of the
A student is able to:
describe the developmentof atomic model,
state the main subatomicparticles of an atom,
compare and contrast therelative mass and therelative charge of theprotons, electrons andneutrons,
define proton number,
define nucleon number,
determine the protonnumber,
determine the nucleonnumber,
Generating ideas
RelatingVisualizing the models of
atom
Comparing andcontrasting
Generating ideas
Using numberProblem solvingconceptualizing
Relating
Having critical and analyticalthinking
Having critical and analyticalthinking
Being diligent and perseveringin problem solving
2
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Form Four Yearly Plan Chemistry F.4
protons, electrons andneutrons.
Investigate the proton andnucleon numbers of differentelements.
Discuss:a. the relationship between
proton number andnucleon number,
b. to make generalization thateach element has adifferent proton number.
Carry out an activity to write :a. the symbols of elements,b. the standard
representation for an atomof any element.
Where :
X = elementA = nucleon
numberz = proton
number
Construct models or usecomputer simulation to showthe atomic structure.
relate the proton numberto the nucleon number,
relate the proton numberto the type of element,
write the symbol ofelements,
determine the number ofneutrons, protons andelectrons from the protonnumber and the nucleonnumber and vice versa,
construct the atomicstructure.
ConceptualizingProblem solving
synthesizing
Thinking rationally
Being confident andindependent in problem solving
3 2.3Understandingisotopes and
assessing theirimportance
Collect and interpretinformation on :a. the meaning of isotope,b. isotopes of hydrogen,
oxygen, carbon, chlorine
and bromine.
Conduct activities todetermine the number ofsubatomic particles ofisotopes from their protonnumbers and their nucleonnumbers.
Gather information from theinternet or from printedmaterials and discuss theuses of isotope.
A student is able to:
state the meaning ofisotope,
list examples of elementswith isotopes,
determine the number ofsubatomic particles ofisotopes,
justify the uses of isotopein daily life.
defining the meaning ofisotopes
generating ideas
problem solving
relating
Generating ideasResources searching
Having critical and analyticalthinking
Being diligent and perseveringin problem solving
Being confident andindependent in problem solving
1
5
A
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3 2.4Understanding
the electronic
structure of anatom
Study electron arrangementsof various atoms and identifytheir valence electrons.
Discuss the meaning ofvalence electrons usingillustrations.
Conduct activities to :a. illustrate electron
arrangements of elementswith proton numbers 1 to20.
b. write electronarrangements of elementswith proton numbers 1 to20.
A student is able to:
describe electronarrangements of elementswith proton numbers 1 to20,
draw electronarrangement of an atomin an element,
state the meaning ofvalence electrons,
determine the number ofvalence electrons from theelectron arrangement of anatom.
Visualizing
Relating the configurationof electron wi th i tslocation within periodictable
Problem solving
Thinking rationally
Having interest and curiositytowards the discovery ofatomic model
2
3 2.5Appreciate theorderliness and
uniqueness ofthe atomic
structure
Discuss the contributions ofscientists toward thedevelopment of ideas on theatomic structure.
Conduct a story-tellingcompetition on the historicaldevelopment of the atomicstructure with emphasis on thecreativity of scientists.
A student is able to: describe the contributions
of scientists towards theunderstanding of theatomic structure,
describe the creative andconscientious efforts ofscientists to form acomplete picture ofmatter.
Generating ideas
Comparing andEvaluating thecontributions of scientists.
Appreciating the contributionof scientists in discoveringatomic model.
1
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Form Four Yearly Plan Chemistry F.4
Theme : MATTER AROUND USLearning Area : 3. CHEMICAL FORMULAE AND EQUATIONS
WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
4 3.1Understanding
and applyingthe conceptsof relativeatomic massand relativemolecularmass
Collect and interpret dataconcerning relative atomic
mass and relative molecularmass based on carbon-12scale
Discuss the use of carbon-12scale as a standard fordetermining relative atomicmass and relative molecularmass.
Investigate the concepts ofrelative atomic mass andrelative molecular mass usinganalogy or computeranimation.
Carry out a quiz to calculatethe relative molecular mass ofsubstances based on thegiven chemical formulae, forexample HCl, CO2, Na2CO3,Al(NO3)3, CuSO4.5H2O
A student is able to:
state the meaning ofrelative atomic massbased on carbon-12scale,
state the meaning ofrelative molecular massbased on carbon-12scale,
state why carbon-12 isused as a standard fordetermining relativeatomic mass and relativemolecular mass,
calculate the relativemolecular mass ofsubstances.
ObservingClassifying
Relating
Grouping and classifyingMaking analogies
Measuring and usingnumbersRelating
Problem solvingMaking inferences
Having an interest andcuriosity
Thinking rationally
Daring to tryBeing confident andindependent
2
2
5 3.2Analysing therelationshipbetween thenumber ofmoles with thenumber of
particles
Study the mole concept usinganalogy or computersimulation.
Collect and interpret data onAvogadro constant.
Discuss the relationshipbetween the number ofparticles in one mole of asubstance with the Avogadroconstant.
Carry out problem solvingactivities to convert thenumber of moles to thenumber of particles for givensubstance and vice versa
A student is able to:
define a mole as the
amount of matter thatcontains as manyparticles as the number ofatoms in 12 g of12C,
state the meaning ofAvogadro constant,
relate the number ofparticles in one mole of asubstance with theAvogadro constant,
solve numerical problemsto convert the number ofmoles to the number ofparticles of a givensubstance and vice versa.
Making analogy
Relating
Being systematic
Having critical and analyticalthinking
2
2
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
6 3.3Analysing therelationshipbetween thenumber of
moles of asubstancewith its mass
Discuss the meaning of molarmass.
Using the analogy orcomputer simulation, discuss
to relate:a. molar mass with the
Avogadro constant,b. molar mass of a substance
with its relative atomic massor relative molecular mass
Carry out problem solvingactivities to convert thenumber of moles of a givensubstance to its mass andvice versa.
A student is able to:
state the meaning ofmolar mass,
relate molar mass to theAvogadro constant,
relate molar mass of asubstance to its relativeatomic mass or relativemolecular mass,
solve numerical problems toconvert the number of molesof a given substance to itsmass and vice versa.
Analyzing
Relating
ClassifyingProblem solving
Having critical and analyticalthinking
Being confident and
independent
Being systematicDaring to try
1
1
2
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Form Four Yearly Plan Chemistry F.4
Theme : Matter Around UsLearning Area : 4 Periodic Table Of Elements
WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
8 4.1Analysing the
Periodic Tableof Elements
Collect information on thecontributions of various
scientist toward thedevelopment of the PeriodicTable.
Study the arrangement ofelements in the Periodic tablefrom the following aspects:a. group and periods,b. proton number,c. electron arrangement.
Carry out and activity to relatethe electron arrangement ofthe element to its group andperiod.
Discuss the advantages ofgrouping the elements in thePeriodic Table.
Conduct activities to predictthe group and period of anelement based on its electronarrangement.
A student is able to:
describe the contributions
of scientists in thehistorical development ofthe Periodic Table,
identify groups andperiods in the PeriodicTable,
state the basic principle ofarranging the elements inthe Periodic Table fromtheir proton numbers,
relate the electronarrangement of anelement to its group andperiod,
explain the advantages ofgrouping elements in thePeriodic Table,
predict the group and theperiod of an elementbased on its electronarrangement.
Comparing andcontrasting,
Attributing,
Grouping andclassifying,
Relating,
Analysing
Having an interest andcuriosity towards the
environment,
Appreciating thecontributions of scienceand technology,
Having critical andanalytical thinking,
Being systematic,
Being confident andindependent,
Being diligent andpersevering,
Being objective,
Daring to try,
Thinking rationally
1
2
1
9 4.2AnalysingGroup 18
elements
Use a table to use all theelements in Group 18.
Describe the physicalproperties such as thephysical state, density andboiling points of Group 18elements.
Discuss:a. changes in the physicalproperties of Group 18elements.b. the inert nature of Group 18elements.
A student is able to:
list all Group 18 elements,
state in general the
physical properties ofGroup 18 elements,
describe the changes inthe physical properties ofGroup 18 elements,
describe the inert natureof elements of Group 18,
relate the inert nature ofGroup 18 elements totheir electronarrangements,
relate the duplet and octetelectron arrangements of
Grouping andcontrasting,
Analysing,
Relating
Having critical andanalytical thinking,
Being systematic,
Appreciating thecontribution of sciencetechnology
1
1
1
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
Discuss the relationshipbetween the electronarrangement and the inertnature of the Group 18elements.
Use diagrams or computersimulations to illustrate theduplet and octet electronarrangement of Group 18elements to explain theirstability.
Gather information on thereasons for the uses of Group18 elements.
Group 18 elements totheir stability
describe uses of Group 18elements in daily life.
9
10
4.3AnalysingGroup 1elements
Gather information anddiscuss:a. Group 1 elements,b. general physical properties
of lithium, sodium andpotassium,c. changes in the physicalproperties from lithium topotassium with respect tohardness, density and meltingpoints,d. chemical properties oflithium, sodium andpotassium,f. the relationship between thechemical properties of Group1 elements and their electronarrangements.
Carry out experiments toinvestigate the reactions oflithium, sodium and potassiumwith water and oxygen.
Study the reactions of lithium,sodium and potassium withchlorine and bromine throughcomputer simulation.
Discuss changes in thereactivity of group 1 elementsdown the group.
A student is able to:
list all Group 1 elements.
state the general physicalproperties of lithium,
sodium and potassium,
describe changes in thephysical properties fromlithium to potassium,
list the chemicalproperties of lithium,sodium and potassium,
describe the similarities inchemical properties oflithium, sodium andpotassium,
relate the chemicalproperties of Group 1elements to their electronarrangements,
describe changes inreactivity of Group 1elements down the group,
predict physical andchemical properties ofother elements in Group1,
state the safetyprecautions whenhandling Group 1elements.
Observing,
Attributing,
Relating
Comparing andcontrasting,
Interpreting data,
Detecting bias,
Predicting,
Visualising
Being responsible aboutthe safety of one selfothers and theenvironment,
Having and interest andcuriosity towards theenvironment.
2
2
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
Predict physical and chemicalproperties of group 1 elementsother than lithium, sodium andpotassium.
Watch multimedia materialson the safety precautionswhen handling Group 1elements.
10
12
4.4AnalysingGroup 17elements
Gather information anddiscuss:a. Group 17 elements,b. physical properties ofchlorine, bromine and iodinewith respect to their colour,density and boiling points,c. changes in the physicalproperties from chlorine to
iodine,d. describe the chemicalproperties of chlorine, iodineand bromine,e. the similarities in chemicalproperties of chlorine, iodineand bromine,f. the relationship between thechemical properties of Group17 arrangements.
Carry out experiments toinvestigate the reactions ofchlorine, bromine and iodinewith:
a. water,b. metals such as iron,c. sodium hydroxide.
Discuss changes in thereactivity of Group 17elements down the group.
Predict physical and chemicalproperties of Group 17elements other than chlorine,bromine and iodine.
Watch multimedia materials
A student is able to:
list all Group 17elements,
state the general physicalproperties of chlorine,bromine and iodine,
describe changes in thephysical properties fromchlorine to iodine,
list the chemicalproperties of chlo rine,bromine and iodine,
describe the similarities inchemical properties ofchlorine, bromine andiodine,
relate the chemicalproperties of Group 17elements with theirelectron arrangements,
describe changes inreactivity of Group 17elements down the group,
predict physical and
chemical properties ofother elements in Group17
state the safetyprecautions whenhandling Group 17elements.
Observing,
Attributing,
Relating,
Comparing andcontrasting,
Interpreting data,
Detecting bias
Being responsible
about the safety of oneself, others and theenvironment,
Having an interest andcuriosity towards theenvironment
1
1
2
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
on the safety precautionswhen handling Group 17elements.
12
13
4.5
Analysingelements in aperiod
Collect and interpret data on
the properties of elements inPeriods 3 such as:a. proton number,b. electron arrangement,c. size of atom,d. electronegativity,e. physical state.
Discuss changes in theproperties of elements acrossPeriod 3.
Carry out experiments tostudy the oxides of elementsin Periods 3 and relate them
to their metallic properties.
Discuss in small groups andmake a presentation on thechanges of elements acrossPeriod 3.
Discuss and predict changesin the properties of elementsin Period 2.
Collect and interpret data onuses of semi-metals, i.e.silicon and germanium, in themicroelectronic industry.
A student is able to:
list all elements in Period3,
write electronarrangements of allelements in Period 3,
describe changes in theproperties of elementsacross Period 3,
state changes in theproperties of the oxides ofelements across Period 3,
predict changes in theproperties of elementsacross Period 2
describe uses of semi-
metals.
Relating,
Observing,Comparing
and contrasting,
Predicting,
Visualising
Having an interest
and curiosity towardsthe environment,
Being cooperative,
Realising thatscience is a means tounderstand nature.
1
1
2
13
14
4.6Understandingtransitionelements
Carry out an activity to identifythe positions of transitionelements in the PeriodicTable.
Collect an interpret data onproperties of transitionelements with respect tomelting points, density,variable oxidations numbersand ability to form colourcompounds.
A student is able to: identify the positions of
transition elements in thePeriodic Table,
give examples oftransition elements,
describe properties oftransition elements
state uses of transitionelements in industries.
Observing,
Attributing
Making inferences,
Relating,
Comparing andcontrasting,
Interpreting data
Having an interest
and curiosity towards theenvironment,
Being thankful to God
1
1
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
Observe the colour of:a. a few compounds oftransitions elements,b. product of the reactionsbetween aqueous solutions of
transition of elements withsodium hydroxide solution,NaOH and ammonia solution ,NH3 (aq).
Observe the colour ofprecious stones and identifythe presence of transitionelements.
Give examples on the use oftransition elements ofcatalysts in industries.
14 4.7Appreciating
the existenceof elementsand theircompounds
Gather information on effortsof scientist in discovering the
properties of elements andmake a multimediapresentation.
Discuss in a forum about lifewithout various elements andcompound.
Carry out projects to collectspecimens or pictures ofvarious types of rocks.
Discuss and practice ways tohandle chemicals safety andto avoid their wastage.
A student is able to:
describe efforts of
scientists in discoveringthe properties ofelements,
describe what life wouldbe without diverseelements and compounds,
identify different colours incompounds of transitionelements found naturally,
handle chemicals wisely.
Relating,
Comparing and
contrasting
Having an interestand curiosity towards
the environment, Being thankful to God
1
Theme : Matter Around UsLearning Area : 5 Chemical Bonds
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
14 5.1Understandingformation ofcompounds
Collect and interpret data onthe existence of variousnaturally occurringcompounds for example,water, H2O, carbon dioxide,
CO2, and minerals tointroduce the concept ofchemical bonds.
Discuss:a. the stability of inert
gases with respect tothe electronarrangement,
b. conditions for theformation of chemicalbonds,
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.
Analysing data
Communicating
Attributing
Comparing
Grouping and classifying
Cooperative
Critical and analytical thinking
Think rationally
Create interest and curiosity
Think objectively
2
15
16
5.2Synthesising
ideas onformation ofionic bond
Use computer simulation toexplain formation of ions and
electron arrangement of ions.
Conduct an activity to prepareionic compounds for example,magnesium oxide, MgO,sodium chloride, NaCl andiron(III) chloride, FeCl3.
Carry out an activity toillustrate formation of ionicbond through models,diagrams or computersimulation.
Use computer simulation to
illustrate the existence ofelectrostatic force betweenions of opposite charges inionic bond.
A student is able to:
explain formation
of ions, write electron
arrangements for the ionsformed,
explain formationof ionic bond,
illustrate electronarrangement of an ionicbond,
illustrate formationof ionic bond.
Generating idea
Communicating
Describing
Communications
Prioritising
Communicating
Observing
Visualising
communicating
Cooperative
Dilligent and persevering
Systematic
Critical and analytical thinking
2
2
Ionic bond is
synonymous withelectrovalent bond
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
16
17
5.3Synthesisingideas onformation of
covalent bond
Collect and intepret data onthe meaning of covalentbond.
Use models and computersimulation to illustrateformation of:
a. single bond inhydrogen, H2, chlorine,Cl2, hydrogen chloride,HCl, water, H2O,methane, CH4,ammonia, NH3,tetrachloromethane,CCl4,
b. double bond in oxygen,O2, carbon dioxide,CO2,
c. triple bond in nitrogen,N2.
Draw diagrams showingelectron arrangements for theformation of covalent bondincluding Lewis structure.
Discuss and construct a mindmap to compare theformation of covalent bondwith ionic bond.
A student is able to:
state the meaningof covalent bond,
explain formation
of covalent bond,
illustrate formationof a covalent bond bydrawing electronarrangement,
illustrate formationof covalent bond,
compare and contrastformation of ionic andcovalent bonds.
Generating ideas
Communication
Prioritising
Visualising
Observing
Being cooperative
Being deligent and
perservering
Being systematic, deligent andanalytical thinking
Cooperative
2
2
17 5.4Analysingproperties ofionic andcovalentcompounds
Collect and interpret data onproperties of ionic andcovalent compounds.
Work in groups to carry outan activity to compare thefollowing properties of ionicand covalent compounds:a. melting and boiling
points,b. electrical conductivities,
c. solubility in water andorganic solvents
A student is able to:
list properties of ioniccompounds,
list properties of covalentcompounds,
explain differences in theelectrical conductivity ofionic and cova len tcompounds,
describe differences inmelting and boiling pointsof ionic and covalentcompounds,
compare and contrast the
AnalysingInterpreting dataDefining operationally
Attributing
Comparing andcontrasting
Experimenting
1 Solvent - pelarut
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
Discuss:a. differences in electrical
conductivities of ionicand covalent
compounds due to thepresence of ions,
b. dif ferences in themelting and boilingpoints of ionic andcovalent compounds
Gather information on uses ofcovalent compounds assolvents in daily life.
solubility of ionic andcovalent compounds,
state uses of covalentcompounds as solvents.
communicating 1
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Form Four Yearly Plan Chemistry F.4
Theme : Interaction Between ChemicalLearning Area : 6. Electrochemistry
WeekNo.
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
17 6.1Understanding
properties ofelectrolytes andnon-electrolytes
Conduct activities toclassify chemicals into
electrolytes and non-electrolytes.
Discuss:a. The meaning of
electrolytesb. The relat ionship
between thepresence offreely movingions andelectricalconductivity.
A student is able to:
State the meaning
of electrolyte, Classify substances
into electrolytesand non-electrolytes,
Relate the presenceof freely movingions to electricalconductivity.
ExperimentingComparing and
contrasting
Communicating
Relating
Being operationallysystematic
Thinking rationally
2
18
19
6.2
Analysingelectrolysis ofmoltencompounds
Discuss:
a. Electrolysisprocess,
b. St ructure of electrolytic cell.
Use computer simulationto:
a. Identify cat ionsand anions in amoltencompound,
b. I llustrate to showthe existence ofions held in alattice in solid
state but movefreely in moltenstate.
Conduct an activity toinvestigate theelectrolysis of moltenlead(II) bromide,PbBr2 to:
a. Identify cations andanions,
b. Describe theelectrolysis process,
A student is able to:
Describeelectrolysis
Describe electrolyticcell,
Identify cations andanions in a moltencompound
Describe evidence
for the existence ofions held in a latticein solid state butmove freely inmolten state,
Describe
electrolysis of amolten compound,
Write half-equationsfor the discharge ofions at anode andcathode,
Predict products ofthe electrolysis ofmolten compounds.
Attributing
AttributingDetecting Bias
Visualising
ExperimentingObserving
Classifying
Generating ideas
Thinking rationally
Being confident andindependent
Being cooperativeBeing systematic
Thinking rationally
2
2
2
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WeekNo.
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
c. Write half-equationsfor the discharge ofions at anode andcathode.
Collect and interpret dataon electrolysis of moltenionic compounds withvery high melting points,for example sodiumchloride, NaCl andlead(II) oxide, PbO.
Predict products from theelectrolysis of othermolten compounds.
Sequencing
Interpreting data
Predicting
Daring to tryBeing systematic
Being honest and accurate inrecording and validating data.
Being confident andindependent
2
20 6.3 Analysing theelectrolysis ofaqueoussolutions
Conduct an activity toinvestigate the electrolysisof copper(II) sulphatesolutions and dilutesulphuric acid using carbonelectrodes to:
a. Identify cations andanions in theaqueous solutions,
b. Describe theelectrolysis of theaqueous solutions,
c. Write half equationsfor the discharge ofions at the anode
and the cathode.
Conduct experiments toinvestigate factorsdetermining selectivedischarge of ions atelectrodes based on:
a. Positions of ions inelectrochemicalseries,
b. Concentrations ofions in a solution,
c. Type of electrodes.
A student is able to: Identify cations and
anions in anaqueous solution,
Describe theelectrolysis of anaqueous solution,
Explain usingexamples factorsaffectingelectrolysis of anaqueous solution,
Write half equationsfor the dischargeof ions at the anode
and the cathode, Predict the products
of electrolysis ofaqueous solutions.
ObservingExperimentingControlling variables
ClassifyingDetecting Bias
Sequencing
Controlling variablesExperimentingHypothesisingInterpreting dataObserving
Be cooperativeHaving an interest andcuriosity
Daring to tryBeing systematicBeing responsible about thesafety of oneself and others
2
2
18
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WeekNo.
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
21 Use computer simulation toexplain factors affectingelectrolysis of an aqueoussolution.
Predict the products ofelectrolysis of aqueoussolutions and write theirhalf equations.
ObservingAnalyzing
Predicting
Appreciating the contributionof science and technology
2
21
22
6.4Evaluatingelectrolysis inindustry
Conduct experiments tostudy the purifications andelectroplating of metals.
Using computer simulation,study and discuss:
a. Extraction of
aluminium fromaluminium oxide,
b. Purification of copper,c. Electroplating of
metals.
Carry out activities to writechemical equations forelectrolysis in industries.
Collect data and discussthe benefits and harmfuleffects of electrolysis inindustries.
A student is able to:
State uses ofelectrolysis inindustries,
Explain theextraction,purification and
electroplating ofmetals involvingelectrolysis inindustries,
Write chemical
equations torepresent toelectrolysis processin industries,
Justify uses ofelectrolysis inindustries,
Describe theproblem of pollution
from electrolysis inindustry.
ExperimentingObservingMaking hypothesisControlling variables
Sequencing
Making Inferences
Being cooperativeAppreciating the contributionof science and technology
Daring to try
Appreciating the balance ofnature
2
2
2
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WeekNo.
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
25 6.5Analysingvoltaic cell
Study the structure ofvoltaic cell such as asimple voltaic cell andDaniell cell.
Conduct an experiment toshow the production ofelectricity from chemicalreactions in a simplevoltaic cell.
Carry out activities on asimple voltaic cell and aDaniell cell to explain thereactions in each cell.
Collect data and discussthe advantages anddisadvantages of variousvoltaic cells including dry
cell, lead-acid accumulator,mercury cell, alkaline celland nickel cadmium cell.
Discuss and compare anelectrolytic cell with avoltaic cell.
A student is able to:
Describe thestructure of asimple voltaic celland Daniell cell,
Explain theproduction ofelectricity from asimple voltaic cell,
Explain thereactions in asimple voltaic celland Daniell cell,
Compare andcontrast theadvantages ofvarious voltaiccells,
Describe thedifferences
between electrolyticand voltaic cells.
Attributing
Experimenting
Experimenting
Comparing andcontrasting
Comparing andcontrastingCommunicating
Having critical and analyticalthinkingAppreciating the contributionof science and technology
Being cooperative
Being systematicBeing objective
Thinking rationally
Being confident andindependent
2
1
1
26 6.6Synthesisingelectrochemicalseries
Carry out an experiment toconstruct theelectrochemical seriesbased on:
a. Potential differencebetween two metals,
b. The ability of a metal
to displace anothermetal from its saltsolution.
Discuss uses of theelectrochemical series todetermine:
a. Cell terminal,b. Standard cell voltage,c. The ability of a metal
to displace anothermetal from its saltsolution.
A student is able to:
Describe theprinciples used inconstructing theelectrochemicalseries,
Construct the
electrochemicalseries,
Explain the
importance ofelectrochemicalseries,
Predict the ability ofa metal to displaceanother metal fromits salt solution,
Write the chemicalequations for metal
ExperimentingObservingMeasuring and usingnumbers
CommunicatingPredicting
CooperativeBeing honestDaring to try
Thinking rationallyConfident and independent
2
1
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Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
26 Carry out experiments toconfirm the predictions onthe metal displacementreaction.
Carry out an activity towrite the chemicalequations for metaldisplacement reactions.
displacementreactions. Experimenting
Sequencing
CooperativeConfident and independent
2
27 6.7Developawareness andresponsible
practices whenhandingchemicals usedinelectrochemicalindustries
Discuss the importance ofelectrochemical industriesin our daily life.
Collect data and discussthe problems on pollutioncaused by the industrialprocesses involvingelectrochemical industries.
Hold a forum to discuss theimportance of wastedisposal fromelectrochemical industriesin a safe and orderlymanner.
Show a video on theimportance of recyclingand systematic disposal ofused batteries in a safeand orderly manner.Practice recycling used
batteries.
A student is able to:
Justify the fact thatelectrochemicalindustries canimprove the qualityof life,
Describe the
problem of pollutioncaused by theindustrialprocesses involvingelectrolysis,
Justify the need todispose of wastefromelectrochemicalindustries in a safeand orderlymanner,
Practice safe andsystematic disposalof used batteries.
CommunicatingRelating
CommunicatingGenerating idea
CommunicatingGenerating idea
InventingRelating
Appreciating the contributionof science and technology
Appreciating the contributionof science and technology
Being responsible the safety ofoneself , others, and theenvironment.
Being responsible the safety ofoneself , others, and theenvironment.
1
1
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Form Four Yearly Plan Chemistry F.4
Theme : Interaction Between ChemicalsLearning Area : 7.Acid And Bases
WeekNo.
Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skillsand ScientificSkills
Scientific attitudesand noble values
No. ofPeriods
Remarks
27
28
7.1
Analysingcharacteristics andproperties if acids andbases
Discuss:
a. the concept ofacid, base andalkali in termsof the ions theycontained orproduced inaqueoussolutions.
b. uses of acids,bases andalkalis in dailylife.
Carry out an experiment to showthat the presence of water is
essential for the formation ofhydrogen ions that causes acidity.
Carry out an experiment to showthat the presence of water isessential for the formation ofhydroxide ions that causes alkalinity.
Watch computer simulation on theformation of hydroxonium andhydroxide ions in the presence ofwater
Conduct activitiesto study chemical properties of acids
and alkalis from the followingreactions :a. acids with bases,b. acids with metals,c. acids wit metallic
carbonates.
Write equations for the respectivereactions.
A student is able to:
state the meaning ofacid, base and alkali,
state uses of acids,bases and alkalis in dailylife,
explain the role of waterin the formation ofhydrogen ions to showthe properties of acids,
explain the role of water
in the formation ofhydroxide ions to showthe properties of alkalis,
describe chemicalproperties of acids andalkalis.
Attributing
Comparing andcontrasting
Relating
Experimenting
Observing
Comparing andcontrasting
Experimenting
Group ing andClassifying
Having an interest and
curiosity towards theenvironment
Being cooperative
Being honest
Being responsibleabout the safety ofoneself, others andenvironment
Being honest andaccurate in recordingand validating data
2
2
3
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WeekNo.
Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skillsand ScientificSkills
Scientific attitudesand noble values
No. ofPeriods
Remarks
28
29
7.2Synthesising theconcepts of strongacids, weak
acids, strong alkalisand weak alkalis
Carry out an activity using pH scale tomeasure the pH of solutions used indaily life such as soap solution,carbonated water, tap water or fruit
juice.
Carry out an activity to measure the pHvalue of a few solutions with the sameconcentration. For example,hydrochloric acid, ethanoic acid,ammonia and sodium hydroxide withthe use of indicators, pH meter orcomputer interface.
Based on the data obtained from theabove activity, discuss the relationshipbetween :
a. pH values andacidity alkalinityof a substance,
b. concentration ofhydrogen ionsand the pHvalues,
c. concentrationsof hydroxideions and the pHvalues,
d. strong acidsand their degreeof dissociation,
e. weak acids and
their degree ofdissociation,f. strong alkalis
and their degreeof dissociation,
g. weak alkalis andtheir degree oftheir
dissociations.
A student is able to:
state the use of a pHscale,
relate pH value with acidic
or alkaline properties of asubstance,
relate concentration ofhydrogen ions with pHvalue,
relate concentration ofhydroxide ions with pHvalue,
relate strong or weak acidwith degree ofdissociation,
relate strong or weakalkali with degree ofdissociation,
conceptualise qualitativelystrong and weak acids,
conceptualise qualitativelystrong and weak.
Making inferences
Synthesizing
Relating
Observing
Interpreting data
Generating ideas
Being honest andaccurate in recordingand validating data
Having critical andanalytical thinking
2
2
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WeekNo.
Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skillsand ScientificSkills
Scientific attitudes andnoble values
No. ofPeriods
Remarks
Use computer simulation to show thedegree of dissociation of strong and
weak acids as well as strong and weakalkalis.
Build a mind map on strong acids, weakacids, strong alkalis and weak alkalis.
30
31
7.3Analysingconcentration ofacids and alkalis
Discussa. the meaning of
concentration,b. the meaning of
molarity,c. the relationship
between thenumber ofmoles with themolarity and
the volume of asolution
d. methods forpreparingstandardsolutions.
Solve numerical problems involvingconversion of concentration units fromgdm-3 and vice versa.
Prepare a standard solution of sodiumhydroxide, NaOH or potassiumhydroxide, KOH.
Prepare a solutions with specifiedconcentration from the preparedstandard solution through dilution.
Carry out an experiment to investigatethe relationship between pH values withthe molarity of a few diluted solutions ofan acid and an alkali.
Solve numerical problems on themolarity of acids and alkalis.
A student is able to:
state the meaning ofconcentration,
state the meaning ofmolarity,
state the relationshipbetween the number ofmoles with molarity andvolume ofa solution,
. describe methods forpreparing standardsolutions,
describe the preparationofa solutionwith a specifiedconcentrationusing dilutionmethod,
relate pH value withmolarity of acid andalkali,
solve numericalproblems involvingmolarity of acids andalkalis.
Analyzing
Attributing
Relating
Sequencing
Priortising
Having cr itical andanalytical thinking
Being systematic
Thinking rationally
Being responsible aboutthe safety of oneself,others and the
environment
Be ing honest andaccurate in recording andvalidating data
Being cooperative
Thinking rationally
4
2
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Week No. LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skillsand ScientificSkills
Scientific attitudes andnoble values
No. ofPeriods
Remarks
31
32
7.4Analysingneutralisation
Collect and interpret data onneutralisation and its application indaily life.
Carry out activities to write equationsfor neutralization reactions.
Carry out acid-base titrations anddetermine the end point usingindicators or computer interface.
Carry out problem solving activitiesinvolving neutralization reactions tocalculate either concentration orvolume of solutions
A student is able to:
explain the meaning ofneutralisation,
explain the application ofneutralisation in daily life,
write equations for neutralisationreactions,
describe acid-base titration,
determine the end point oftitration during neutralisation,
solve numerical problemsinvolving neutralisation reactionsto calculate either concentrationor volume of solutions
Interpreting data
Relating
Experimenting
Analyzing
Makingconclusions
Having critical andanalytical thinking
Being systematic
Being responsible aboutthe safety of oneself,others and environment
Being honest andaccurate in recordingand validating data
Being cooperative
1
3
2
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Form Four Yearly Plan Chemistry F.4
Theme : Interaction Between ChemicalsLearning Area : 8. Salts
WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
33
34
35
8.1Synthesising
salts
Collect and interpret data on:a. naturally existing salts
b. the meaning of saltb. uses of salts in agriculture,medicinal field, preparationand preservation of food.
Carry out experiments tostudy the solubilities of nitrate,sulphate, carbonate andchloride salts.
Prepare soluble salts byreacting:a. acid with alkalib. acid with metallic oxidec. acid with metal
d. acid with metallic carbonate
Carry out an activity to purifysoluble salts byrecrystallisation. Discuss theneed to purify salts.
Observe to identify physicalcharacteristics of crystals suchas copper(II) sulphate, CuSO4,sodium chloride, NaCl,potassium chromate(VI),K2CrO4 and potassiumdichromate, K2Cr2O7.
Prepare insoluble salt such aslead(II) iodide, PbI2, lead(II)chromate(VI), PbCrO4 andbarium sulphate, BaSO4through precipitationreactions.
Carry out activities to writechemical and ionic equationsfor preparation of soluble andinsoluble salts.Construct a flow chart toselect suitable methods for
A student is able to:
state examples of salts
used in daily life, explain the meaning of
salt
identify soluble andinsoluble salts
describe the preparationof soluble salts
describe the purification ofsoluble salts byrecrystallisation
list physicalcharacteristics of crystals
describe the preparationof insoluble salts
write chemical and ionicequations for reactionsused in the preparation ofsalts
design an activity to
Grouping and classifyingInterpreting data
ExperimentingAnalysing
ExperimentingAnalysingSequencing
Experimenting
Comparing & ContrastingAttributing
InventingSequencingMaking Conclusions
RelatingGenerating ideas
SequencingPrioritising
Being honest and accurate inrecording and validating data
Being cooperativeDaring to tryHaving critical & analyticalthinking
Thinking rationallyDaring to try
Being confident andindependent
Being honest and accurate inrecording and validating dataBeing systematic
Thinking rationallyBeing f lexible and open-minded
Appreciating the balance ofnature
Thinking rationally
1
2
2
2
1
2
1
1
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
37
preparation of salts.
Plan and carry out an activityto prepare a specified salt.
Carry out an experiment toconstruct ionic equationsthrough continuous variationmethod.
Calculate quantities ofreactant or products instoichiometric.
prepare a specified salt
construct ionic equationsthrough the continuousvariation method
solve problems involvingcalculation of quantities ofreactants or products instoichiometric reactions.
Visualising
ExperimentingRelatingPredictingSynthesisingMaking inferences
EvaluatingMaking conclusions
Daring to try
Being cooperative
Being fair and just
2
1
37
38
39
8.2Synthesisingqualitative
analysis of salts
Discuss the meaning ofqualitative analysis.
Study and make inferences onthe colour and the solubility ofvarious salts in water.
Watch multimediapresentation on methods usedfor identifying gases.
Observe and carry outchemical tests to identifyoxygen, O2, hydrogen, H2,carbon dioxide, CO2, ammoniaNH3, chlorine, Cl2, hydrogen
chloride HCl, sulphur dioxide,SO2, and nitrogen dioxide,NO2, gases.
Carry out tests to study theaction of heat on carbonateand nitrate salts. Observechanges in colour andevolution of gases when thesalts are heated.
Carry out tests to confirm thepresence of carbonate,
A student is able to:
state the meaning ofqualitative analysis,
make inferences on saltsbased on their colour andsolubility in water
describe tests for theidentification of gases
describe the action of heaton salts
describe the tests foranions
Defining operationally
AttributingMaking inferences
Comparing & contrastingAnalysingMaking conclusions
AttributingMaking conclusionsExperimenting
ExperimentingAttributing
Being objective
Having critical & analyticalthinking
Thinking rationally
Daring to tryBeing confident andindependentBeing honest and accurate inrecording and validating data
Being systematicThinking rationally
1
1
2
2
2
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
sulphate, chloride and nitrateions in aqueous solutions.
Carry out tests to identify thepresence of Cu2+, Mg2+, Al3+,
Fe2+
, Fe3+
, Pb2+
, Zn2+
, NH4+
,Ca2+ ions in aqueous solutionusing sodium hydroxidesolution, NaOH, and ammoniasolution, NH3(aq).
Carry out tests to confirm thepresence of Fe2+, Fe3+, Pb2+
and NH4+ ions in aqueous
solution.
Construct a flow chat on thequalitative analysis of salts.
Plan and carry out tests to
identify anions and cations inunknown salts.
state observation ofreaction of cations with
sodium hydroxide solutionand ammonia solution
describe confirmatorytests for Fe2+, Fe3+, Pb2+
and NH4+
plan qualitative analysis toidentify salts.
Making conclusions
Generating ideasComparing & ContrastingInventing
Being systematic 2
408.3Practising tobe systematicandmeticulouswhen carryingout activities
Carry out activities usingcorrect techniques duringtitration, preparation ofstandard solutions andpreparation of salts andcrystals.
Plan and carry out anexperiment, makeobservations, record andanalyse data systematically
and carefully.
A student is able to:carry out activities using thecorrect techniques duringpreparation of salts andcrystals.
ExperimentingSequencingInterpreting dataAnalysingInventing
Being systematicBeing confident andindependentThinking rationally
2
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Form Four Yearly Plan Chemistry F.4
Theme : Production and Management Of Manufactured ChemicalsLearning Area : 9. Manufactured Substances In Industry
WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
9.1Understanding
themanufactureof sulphuricacid
Discuss uses of sulphuric acidin daily life such as in the
making of paints, detergents,fertilizers and accumulators
Collect and interpret data onthe manufacture of sulphuricacid
Construct a flow chart to showthe stages in the manufactureof sulphuric acid as in thecontact process.
Gather information and writean essay on how sulphurd ioxide , SO2, causes
environmental pollution.
A student is able to:
list uses of sulphuric acid,
explain industrial processin the manufacture ofsulphuric acid,
explain that sulphurdioxide causesenvironmental pollution.
Attributing
Classifying
Interpreting data
Inventing
Communication
Cooperative
Objective
Flexible and open-minded
Honest andaccurate in recording &validating data
Thinking rationally
Appreciating andpractising clean & healthyliving
2
41 9.2Synthesisingthemanufactureof ammoniaand its salts
Discuss uses of ammonia indaily life, e .g. in themanufacture of fertilizers andnitric acid.
Carry out an act ivity toinvestigate properties ofammonia.
Collect data from varioussources and construct a flowchart to show the stages in themanufacture of ammonia as in
the Haber process.
Design an activity to preparean ammonium fertilizer, forexample ammonium sulphate,(NH4)2SO4.
A student is able to:
list uses of ammonia,
state the properties ofammonia,
explain the industrialprocess in themanufacture of ammonia,
design an activity toprepare ammoniumfertilizer.
Attributing
Classifying
Experimenting
Interpretingdata
Cooperative
Flexible and open-minded
Diligent andpersevering
Honest andaccurate in recording &validating data
Confident &independent
Systematic
Thinking rationally
1
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
9.3Understandingalloys
Look at some examples ofpure metals and materialsmade of alloys in daily life.Lis t and discuss thei r properties.
Carry out an act ivity tocompare the strength andhardness of alloys with theirpure metals.
Study the arrangement ofatoms in metals and alloysthrough computer simulation.
Work in groups to discuss:a. the meaning of alloy,b. the purpose of making
alloys such as duralumin,brass, steel, stainless
steel, bronze and pewter,c. compositions, propertiesand uses of alloys.
Carry out experiments tocompare the rate of corrosionof iron, steel and stainlesssteel.
Study various local productsmade from alloys.
A student is able to:
relate the arrangement ofatoms in metals to theirductile and malleableproperties,
state the meaning of alloy, state the aim of making
alloys,
list examples of alloys,
list compositions and
properties of alloys, relatethe arrangement of atomsin alloys to their strengthand hardness, relateproperties of alloys to theiruses.
Attributing
Comparing & contrasting
Inter
preting data Relating
Experimenting
Inventing
Communication
Having an interestand curiosity towards theenvironment
Honest andaccurate in recording and
validating data Diligent andpersevering
Having critical andanalytical thinking
1
1
42
9.4Evaluatinguses of
syntheticpolymers
Discuss the meaning ofpolymers.
Observe exhibits of materialsmade of polymers and classifythem into naturally occurringpolymers and synthet icpolymers.
Identify the monomers insynthetic polymers usingmodels or computer simulation.
Collect information on thequantity and types o f
A student is able to:
state the meaning ofpolymers,
list naturally occurringpolymers,
list synthetic polymers andtheir uses,
identify the monomers inthe synthetic polymers,
justify uses of syntheticpolymers in daily life.
Attributing
Inter
preting data Comparing & contrasting
Communication
Flexible and open-minded
Honest and
accurate in recording &validating data
Appreciating thecontribution of science andtechnology
1
1
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
household synthetic polymersdisposed of over a certainperiod of time.
Discuss the environmental
pollution resulting from thed isposa l of syn the ticpolymers.
Hold a debate on uses andthe environmental effects ofnon-biodegradable syntheticpolymers in daily life.
42 9.5Applying usesof glass andceramics
Collect and interpret data ontypes, composition, propertiesand uses of g lass andceramics.
Prepare a folio incorporatingvideo clips and pictures onuses of glass and ceramicsthat have been used for aspecific purpose, e.g. photochromic glass and conductingglass.
A student is able to:
list uses of glass,
list uses of ceramics,
list types of glass andtheir properties,
state properties ofceramics.
Interpreting data
Attributing
Com
munication Classifying
Makinggeneralisationing
Honest andaccurate in recording &validating data
Cooperative
Appreciating the
contribution of science andtechnology
1
42 9.6Evaluatinguses ofcompositematerials
Watch a multimediapresentation and prepare afolio on:a. the meaning of composite
materials,b. a list of composite
mater ials such asreinforced concrete,
specific super conductor,fibre optic, fibre glass andphoto chromic glass,
c. components of compositematerials,
d. uses of compositesmaterials.
Compare the super ior propert ies of compositematerials to their originalcomponent by computersimulation.
A student is able to:
describe needs toproduce new materials forspecific purposes,
state the meaning ofcomposite materials,
list examples of compositematerials and theircomponents,
compare and contrastproperties of compositematerials with those oftheir original component,
justify uses of compositematerials,
generate ideas to produceadvanced materials tofulfill specific needs.
Communication
Attributing
Comparing &contrasting
Generatingideas
Inventing Observing
Cooperative
Appreciating andpractising clean & healthyliving
Having critical andanalytical thinking
1
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
Discuss and justify the uses ofcomposite materials.
Watch the product ion of
composite materials infactories.
1
43 9.7Appreciatingvarioussyntheticindustrialmaterials
Discuss the importance ofsynthetic materials in daily life.
Hold a forum to discussimportance of research anddevelopment for thecontinuous well being ofmankind.
Watch a multimediapresentation or computersimulation on pollution causedby the disposal of syntheticmaterials.
A student is able to:
justify the importance ofdoing research anddevelopmentcontinuously,
act responsibly whenhandling syntheticmaterials and theirwastes,
describe the importanceof synthetic materials indaily life.
Communication
Observing
Diligent andpersevering
Appreciating thecontribution of science andtechnology
Appreciating andpractising clean & healthyliving
1
32
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