form 4 yearly teaching plan
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8/7/2019 Form 4 Yearly Teaching Plan
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FORM 4 YEARLY TEACHING PLAN
Theme : Introducing ChemistryLearning Area : Introduction to Chemistry
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
1.1 Understandingchemistry and itsimportance
Collect and interpret themeaning of the word chemistry
Discuss some examples ofcommon chemicals used in dailylife such as sodiumchloride(common salt), calciumcarbonate(lime) and acetic acid(vinegar).
Discuss the uses of thesechemicals in daily life.
View a video or computercourseware on the following:a. careers that need theknowledge of chemistryb. chemical-based industries in
Malaysia and its contribution totheir development of the country.
Attend talks on chemical-basedindustries in Malaysia and theircontribution to the developmentof 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 occupationsthat require the knowledge ofchemistry,
list chemical-basedindustries in Malaysia,
describe the contribution ofchemical-based industriestowards the development ofthe country.
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 flexible and open-minded
Being responsible about thesafety of oneself, others andthe environment
1.2 Synthesisingscientific method
Observe a situation and identifyall variables. Suggest a questionsuitable for a scientificinvestigation.
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 out an experiment and:a. collect and tabulate datab. present data in a suitable formc. interpret the data and drawconclusions.
A student is able to:
identify variables in a givensituation,
identify the relationshipbetween two variables toform a hypothesis,
design and carry out asimple experiment to test thehypothesis,
record and present data in asuitable form,
interpret data to draw a
All thinking skillsBeing cooperativeBeing objective
Being confident andindependent
Daring to try
Being honest and beingaccurate in recording andvalidating dataHaving critical and analyticalthinking
Being diligent and perseveringHaving critical and analytical
thinking
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8/7/2019 Form 4 Yearly Teaching Plan
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
d. write a complete reportconclusion,
write a report of theinvestigation.
Being systematic
1.3 Incorporatescientific attitudesand values in
conductingscientificinvestigations
View videos or read passagesabout scientific investigations.Students discuss and identify
scientific attitudes and valuespracticed by researchers andscientist in the videos orpassages.
Students discuss and justify thescientific attitudes and valuesthat should be practiced duringscientific investigations.
A student is able to:
identify scientific attitudesand values practised by
scientists in carrying outinvestigations,
practise scientific attitudesand values in conductingscientific investigations.
All thinking skills All the scientific attitudes andnoble values
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8/7/2019 Form 4 Yearly Teaching Plan
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Theme : MATTER AROUND USLearning Area : 2. THE STRUCTURE OF THE ATOM
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8/7/2019 Form 4 Yearly Teaching Plan
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
2.1Analysing matter Discuss and explain the
particulate nature of matter.
Use models or view computersimulation to discuss thefollowing:a. the kinetic theory of matter,
b. the meaning of atoms,molecules and ions.
Conduct an activity toinvestigate diffusion of particlesin solid, liquid and gas.
Investigate the change in thestate of matter based on thekinetic theory of matter throughsimulation or computeranimation.
Conduct an activity to determinethe melting and freezing pointsof ethanamide or naphthalene.
Plot and interpret the heatingand the cooling curves ofecteminamide or naphthalene.
A student is able to:
describe the particulatenature of matter,
state the kinetic theory ofmatter,
define atoms, molecules andions,
relate the change in the stateof matter to the change inheat,
relate the change in heat tothe change in kinetic energyof particles,
explain the inter-conversionof the states of matter interms of kinetic theory ofmatter.
Generating ideasgrouping and classifyingdefining
Visualizing, comparingand constrasting, defining
Relating
Visualising
Comparing andcontrasting
experimentingMeasuring and usingnumbersMaking inferences
CommunicatingMaking conclusions
Having an interest andcuriosity towards theenvironment
Appreciating the beauty of thearrangement of particles.
Thinking rationally
Thinking rationally
Thinking rationally
CooperativeDaring to tryBeing respectful and well-manneredBeing flexible and open-mindedHonesty in recording andvalidating dataRealizing that science is ameans to understand nature
2.2Synthesising atomicstructure
Discuss the development ofatomic models proposed byscientists namely Dalton,Thomson, Rutherford, Chadwickand Bohr.
Use models or computersimulation to illustrate thestructure of an atom ascontaining protons and neutronsin the nucleus and electrons andneutrons of an atom.
Use a table to compare andcontrast the relative mass andthe relative charge of theprotons, electrons and neutrons.
Investigate the proton andnucleon numbers of differentelements.
Discuss:a. the relationship between
proton number andnucleon number,
b. to make generalization that
each element has adifferent proton number.
Carry out an activity to write :a. the symbols of elements,b. the standard
A student is able to:
describe the development ofatomic model,
state the main subatomicparticles of an atom,
compare and contrast therelative mass and the relativecharge of the protons,electrons and neutrons,
define proton number,
define nucleon number,
determine the protonnumber,
determine the nucleonnumber,
relate the proton number tothe nucleon number,
relate the proton number tothe type of element,
write the symbol of elements,
Generating ideas
RelatingVisualizing the models ofatom
Comparingand contrasting
Generating ideasUsing numberProblem solvingconceptualizing
Relating
Conceptualizing
Daring to tryBeing thankfulHaving critical and analyticalthinkingBeing flexible and open-minded
Having critical and analyticalthinking
Being diligent and perseveringin problem solving
Thinking rationallyA
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8/7/2019 Form 4 Yearly Teaching Plan
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Theme : MATTER AROUND USLearning Area : 3. CHEMICAL FORMULAE AND EQUATIONS
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
3.1Understandingand applying theconcepts ofrelative atomicmass and relativemolecular mass
Collect and interpret dataconcerning relative atomic massand relative molecular massbased on carbon-12 scale
Discuss the use of carbon-12scale as a standard fordetermining relative atomic
mass and relative molecularmass.
Investigate the concepts ofrelative atomic mass and relativemolecular mass using analogyor computer animation.
Carry out a quiz to calculate therelative molecular mass ofsubstances based on the givenchemical formulae, for exampleHCl, CO2, Na2CO3, Al(NO3)3,CuSO4.5H2O
A student is able to:
state the meaning of relativeatomic mass based oncarbon-12 scale,
state the meaning of relativemolecular mass based oncarbon-12 scale,
state why carbon-12 is usedas a standard for determiningrelative atomic mass andrelative molecular mass,
calculate the relativemolecular mass ofsubstances.
Attributing
Observing
Relating
Grouping and classifyingMaking analogies
Measuring and usingnumbersRelatingProblem solvingMaking inferences
Having an interest andcuriosity
Thinking rationally
Daring to try
Being confident andindependent
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
3.2Analysing therelationshipbetween thenumber of moleswith the number ofparticles
Study the mole concept usinganalogy or computer simulation.
Collect and interpret data onAvogadro constant.
Discuss the relationshipbetween the number of particlesin one mole of a substance withthe Avogadro constant.
Carry out problem solvingactivities to convert the numberof moles to the number ofparticles for given substanceand vice versa
A student is able to:
define a mole as the amount
of matter that contains asmany particles as thenumber of atoms in 12 g of12C,
state the meaning ofAvogadro constant,
relate the number of particlesin one mole of a substancewith the Avogadro constant,
solve numerical problems toconvert the number of molesto the number of particles ofa given substance and viceversa.
Making analogy
Visualising
Relating
Being systematic
Having critical and analyticalthinking
3.3Analysing therelationship
between thenumber of molesof a substancewith its mass
Discuss the meaning of molarmass.
Using the analogy or computersimulation, 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 the numberof moles of a given substance toits 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 relativeatomic mass or relativemolecular mass,
solve numerical problems toconvert the number of moles ofa given substance to its massand vice versa.
Analyzing
Relating
ClassifyingProblem solving
Having critical and analyticalthinking
Being confident andindependent
Being systematicDaring to try
3.4
Analysing therelationshipbetween thenumber of molesof a gas with itsvolume
Collect and interpret data on
molar volume of a gas.Using computer simulation orgraphic representation, discuss:
a. the relationshipbetween molar volumeand Avogadroconstant,
b. to make generalizationon the molar volumeof a gas at STP orroom conditions.
Carry out activity to calculate thevolume of gases at STP or room
conditions from the number of
A student is able to:
state themeaning of molar volume ofa gas,
relate molar volume of a gasto the Avogadro constant,
make generalization on themolar volume of a gas at agiven temperature andpressure,
calculate the volume of
Analyzing
Relating
Interpreting data
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
moles and vice versa.
Construct a mind map to showthe relationship between numberof particles, number of moles,mass of substances and volumeof gases at STP and roomconditions.
Carry out problem solvingactivities involving number ofparticles, number of moles,mass of a substance andvolume of gases at STP or roomconditions.
gases at STP or roomconditions from the numberof moles and vice versa,
solve numerical problemsinvolving number of particles,number of moles, mass ofsubstances and volume ofgases at STP or roomconditions.
Problem solving
Thinking rationallyBeing systematic
Being diligent and persevering
3.5Synthesisingchemical formulae
Collect and interpret data onchemical formula, empiricalformula and molecular formula.
Conduct an activity to:a. determine the
empirical formula ofcopper(II) oxide usingcomputer stimulation,
b. determine theempirical formula ofmagnesium oxide,
c. compare and contrastempirical formula withmolecular formula.
Carry out problem solvingactivities involving empirical andmolecular formulae.
Carry out exercises and quizzes
in writing ionic formulae.
Conduct activities to:a. construct chemical
formulae ofcompounds from agiven ionic formula,
b. state names forchemical compoundsusing 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 withmolecular formula,
solve numerical problemsinvolving empirical andmolecular formulae,
write ionic formulae of ions,
construct chemicalformulae of ioniccompounds,
state names of chemicalcompounds using IUPACnomenclature.
Experimenting
Defining operationally
Interpreting data
Relating
Synthesizing
Grouping and classifying
Honest and accurate
Thinking rationally
Having critical and analyticalthinking
Being systematic
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
3.6Interpretingchemicalequations
Discuss :a. the meaning of
chemical equation,b. the reactants and
products in a chemicalequation.
Construct balances chemicalequations for the followingreactions:
a. heating of copper(II)carbonate,CuCO3,
b. formation ofammoniumchoride,NH4Cl,
c. precipitation of lead(II)iodide, PbI2.
Carry out the following activities:a. write and balance
chemical equations,
b. interpret chemicalequationsquantitatively andqualitatively,
c. solve numericalproblems usingchemicalequations(stoichiometry).
A student is able to:
state the meaning ofchemical equation,
identify the reactantsand products of achemical equation,
write and balancechemical equations
interpret chemical
equationsquantitatively andqualitatively,
solve numericalproblems usingchemical equations.
Observing
Interpreting dataMaking inferencesProblem solving
Being responsible about thesafety of oneself, others, andthe environment.Being systematic.Being cooperative.
3.7Practisingscientific attitudesand values ininvestigating
matter
Discuss the contributions ofscientists for their research onrelative atomic mass, relativemolecular mass, mole concept,formulae and chemical
equations.
Discuss to justify the need forscientists to practice scientificattitudes and positive values indoing their research on atomicstructures, formulae andchemical equations.
Discuss the role of chemicalsymbols, formulae andequations as tools ofcommunication in chemistry.
A student is able to:
identify positive scientificattitudes and valuespractised by scientists indoing research on mole
concept, chemical formulaeand chemical equations,
justify the need to practisepositive scientific attitudesand good values in doingresearch on atomicstructures, chemicalformulae and chemicalequations,
use symbols, chemicalformulae and equations foreasy and systematiccommunication in the field ofchemistry.
Grouping and classifying Being honest and accurate
Being diligent and persevering
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8/7/2019 Form 4 Yearly Teaching Plan
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Theme : Matter Around UsLearning Area : 4 Periodic Table Of Elements
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
4.1Analysing thePeriodic Table ofElements
Collect information on thecontributions of various scientisttoward the development of thePeriodic Table.
Study the arrangement ofelements in the Periodic tablefrom the following aspects:a. group and periods,b. proton number,c. electron arrangement.
Carry out an activity to relate theelectron arrangement of theelement to its group and period.
Discuss the advantages ofgrouping the elements in thePeriodic Table.
Conduct activities to predict thegroup and period of and elementbased on its electronarrangement.
A student is able to:
describe the contributions ofscientists in the historicaldevelopment of the PeriodicTable,
identify groups and periodsin the Periodic Table,
state the basic principle ofarranging the elements in thePeriodic Table from theirproton numbers,
relate the electronarrangement of an elementto its group and period,
explain the advantages ofgrouping elements in thePeriodic Table,
predict the group and theperiod of an element basedon its electron arrangement.
Comparing andcontrasting,
Attributing,
Grouping and
classifying, Relating,
Relating
Relating
Analyzing
Analyzing
Having an interest andcuriosity towards theenvironment,
Appreciating thecontributions of scienceand technology,
Having critical andanalytical thinking,
Being systematic,
Being confident andindependent,
Being diligent andpersevering,
Being objective,
Daring to try,
Thinking rationally
4.2Analysing Group18 elements
Use a table to use all theelements in Group 18.
Describe the physical propertiessuch as the physical state,density and boiling points ofGroup 18 elements.
Discuss:
a. changes in the physicalproperties of Group 18elements.b. the inert nature of Group 18elements.
Discuss the relationshipbetween the electronarrangement and the inertnature of the Group 18elements.
Use diagrams or computersimulations to illustrate theduplet and octet electron
A student is able to:
list all Group 18 elements
state in general the physicalproperties of Group 18elements,
describe the changes in thephysical properties of Group18 elements,
describe the inert nature ofelements of Group 18,
relate the inert nature ofGroup 18 elements to theirelectron arrangements,
relate the duplet and octetelectron arrangements ofGroup 18 elements to theirstability
Grouping andcontrasting,
Collecting data
Inferring
Comparing andcontrasting
Relating
Analyzing,
Relating
Collecting data
relating
Having critical andanalytical thinking,
Being systematic,
Being Flexible and open-minded,
Systematic,
Appreciating thecontribution of sciencetechnology
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
arrangement of Group 18elements to explain theirstability.
Gather information on thereasons for the uses of Group18 elements.
describe uses of Group 18elements in daily life.
Being thankful to god
4.3Analysing Group 1elements
Gather information and discuss:a. Group 1 elements,b. general physical properties oflithium, sodium and potassium,c. changes in the physicalproperties from lithium topotassium with respect tohardness, density and meltingpoints,d. chemical properties of lithium,sodium and potassium,f. the relationship between thechemical properties of Group 1elements 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 the reactivityof group 1 elements down thegroup.
Predict physical and chemicalproperties of group 1 elementsother than lithium, sodium andpotassium.
Watch multimedia materials onthe safety precautions whenhandling Group 1 elements.
A student is able to: list all Group 1 elements.
state the general physicalproperties of lithium, sodiumand potassium,
describe changes in thephysical properties fromlithium to potassium,
list the chemical properties oflithium, sodium andpotassium,
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 of otherelements in Group 1,
state the safety precautionswhen handling Group 1elements.
Observing,
Attributing,
Relating
Comparing andcontrasting,
Experimenting
Observing
Attributing
Interpreting data,
Detecting bias,
Relating
Comparing andcontrasting
Predicting,
Visuallising
Having and interest andcuriosity towards theenvironment.
Being responsible aboutthe safety of one selfothers and theenvironment,
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
4.4Analysing Group17 elements
Gather information and discuss: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, iodine andbromine,e. the similarities in chemicalproperties of chlorine, iodine andbromine,f. the relationship between thechemical properties of Group 17arrangements.
Carry out experiments toinvestigate the reactions ofchlorine, bromine and iodinewith:
a. water,b. metals such as iron,c. sodium hydroxide.
Discuss changes in the reactivityof Group 17 elements down thegroup.
Predict physical and chemicalproperties of Group 17 elementsother than chlorine, bromine andiodine.
Watch multimedia materials onthe safety precautions when
handling Group 17 elements.
A student is able to:
list all Group 17 elements,
state the general physicalproperties of chlorine,bromine and iodine,
describe changes in thephysical properties fromchlorine to iodine,
list the chemical properties ofchlorine, bromine and iodine,
describe the similarities inchemical properties ofchlorine, bromine and iodine,
relate the chemicalproperties of Group 17elements with their electronarrangements,
describe changes inreactivity of Group 17elements down the group,
predict physical andchemical properties of otherelements in Group 17
state the safety precautionswhen handling Group 17elements.
Observing,
Attributing,
Relating
Comparing andcontrasting,
Experimenting Observing
Attributing
Interpreting data,
Detecting bias,
Relating
Comparing andcontrasting
Predicting,
Visuallising
Having an interest andcuriosity towards theenvironment
Being responsibleabout the safety of one selfothers and theenvironment,
4.5Analysingelements in aperiod
Collect and interpret data on theproperties 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.
A student is able to:
list all elements in Period 3,
write electron arrangementsof all elements in Period 3,
describe changes in theproperties of elementsacross Period 3,
Observing,
Attributing
Comparingand contrasting,
Having an interestand curiosity towardsthe environment,
Being cooperative,
Realising thatscience is a means tounderstand nature.
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
Carry out experiments to studythe oxides of elements inPeriods 3 and relate them totheir metallic properties.
Discuss in small groups andmake a presentation on thechanges of elements acrossPeriod 3.
Discuss and predict changes inthe properties of elements inPeriod 2.
Collect and interpret data onuses of semi-metals, i.e. siliconand germanium, in themicroelectronic industry.
state changes in theproperties of the oxides ofelements across Period 3,
predict changes in theproperties of elementsacross Period 2
describe uses of semi-metals.
Experimenting
Observing
Relating
Classifying
Predicting,
4.6Understandingtransitionelements
Carry out an activity to identifythe positions of transitionelements in the Periodic Table.
Collect an interpret data onproperties of transition elementswith respect to melting points,density, variable oxidationsnumbers and ability to formcoloured compounds.
Observe the colour of:a. a few compounds oftransitions elements,b. product of the reactionsbetween aqueous solutions oftransition of elements withsodium hydroxide solution,NaOH and ammonia solution ,
NH3 (aq).
Observe the colour of preciousstones and identify the presenceof transition elements.
Give examples on the use oftransition elements of catalystsin industries.
A student is able to:(a) identify the positions of
transition elements in thePeriodic Table,
(b) give examples of transitionelements,
(c) describe properties oftransition elements
(d) state uses of transitionelements in industries.
Observing
Observing
Attributing
Making inferences,
Comparing and
contrasting
Relating,
Interpreting data
Having an interestand curiosity towards theenvironment,
Being thankful to God
4.7Appreciating theexistence ofelements and their
Gather information on efforts ofscientist in discovering theproperties of elements and makea multimedia presentation.
A student is able to:
describe efforts of scientistsin discovering the propertiesof elements,
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
compoundsDiscuss in a forum about lifewithout various elements andcompound.
Carry out projects to collectspecimens or pictures of varioustypes of rocks.
Discuss and practice ways tohandle chemicals safety and toavoid their wastage.
describe what life would bewithout diverse elements andcompounds,
identify different colours incompounds of transitionelements found naturally,
handle chemicals wisely.
Relating
Comparing andcontrasting
Being thankful to God
Having an interest andcuriosity towards theenvironment,
Theme : Matter Around UsLearning Area : 5 Chemical Bonds
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
5.1Understandingformation of
compounds
Collect and interpret data onthe existence of variousnaturally occurring compounds
for example, water, H2O,carbon dioxide, CO2, andminerals to introduce theconcept of chemical bonds.Discuss:a. the stability of inert gases
with respect to theelectron arrangement,
b. conditions for theformation of chemicalbonds,
c. types of chemical bonds
A student is able to:
explain the stability of inertgases,
explain conditions for theformation of chemical bonds,
state types of chemicalbonds.
Analysing data
Communicating
Attributing
Comparing
Grouping and classifiying
Cooperative
Critical and analytical thinking
Think rationally
Create interest and curiosity
Think objectively
5.2Synthesising ideas
on formation 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, sodiumchloride, NaCl and iron(III)chloride, FeCl3.
Carry out an activity to illustrateformation of ionic bond throughmodels, diagrams or computersimulation.
Use computer simulation toillustrate the existence of
A student is able to:
explain formation of
ions,
write electronarrangements for the ionsformed,
explain formation ofionic bond,
illustrate electronarrangement of an ionicbond,
Generating idea
Communicating
Describing
Communications
Prioritizing
Communicating
Observing
Visualising
communicating
Cooperative
Diligent and persevering
Systematic
Critical and analytical thinking
Think objectively
Eager to learn or knowsomething
Ionic bond issynonymous with
electrovalent bond
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
electrostatic force between ionsof opposite charges in ionicbond.
illustrate formation ofionic bond.
5.3Synthesising ideason formation ofcovalent bond
Collect and interprets data onthe meaning of covalent bond.
Use models and computersimulation to illustrate formationof:
a. single bond in hydrogen,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 showing electronarrangements for the formationof covalent bond including Lewisstructure.
Discuss and construct a mindmap to compare the formation of
covalent bond with ionic bond.
A student is able to:
state the meaning ofcovalent bond,
explain formation ofcovalent bond,
illustrate formation ofa covalent bond by drawingelectron arrangement,
illustrate formation ofcovalent bond,
compare and contrastformation of ionic andcovalent bonds.
Generating ideas
Communication
Prioritising
Visualising
Observing
Being cooperative
Being diligent and persevering
Being systematic, diligent andanalytical thinking
Cooperative
5.4Analysingproperties of ionicand covalentcompounds
Collect and interpret data onproperties of ionic and covalentcompounds.
Work in groups to carry out anactivity to compare the followingproperties of ionic and covalentcompounds:a. melting and boiling points,b. electrical conductivities,c. solubilities in water and
A student is able to:
list properties of ioniccompounds,
list properties of covalentcompounds,
explain differences in theelectrical conductivity of ionicand covalent compounds,
describe differences inmelting and boiling points ofionic and covalentcompounds,
AnalysingInterpreting dataDefining operationally
Attributing
Classifying and grouping
Comparing andconstrasting
Cooperative
Think rationallyChallenge to do somethingSystematicConfidence
Solvent - pelarut
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WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. ofPeriods
Remarks
organic solvents
Discuss:a. differences in electrical
conductivities of ionic andcovalent compounds dueto the presence of ions,
b. differences in the meltingand boiling points of ionic
and covalent compounds
Gather information on uses ofcovalent compounds as solventsin daily life.
compare and contrast thesolubility of ionic andcovalent compounds,
state uses of covalentcompounds as solvents.
Experimentingcommunicating
Appreciate the contribution ofscience and technology
Theme : Interaction Between ChemicalLearning Area : 6. Electrochemistry
WeekNo.
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes andnoble values
No. ofPeriods
Remarks
6.1
Understandingproperties ofelectrolytes andnon-electrolytes
Conduct activities to classify
chemicals into electrolytes andnon-electrolytes.Discuss:
a. The meaning ofelectrolytes
b. The relationshipbetween the presenceof freely moving ionsand electricalconductivity.
A student is able to:
State the meaning ofelectrolyte,
Classify substancesinto electrolytes andnon-electrolytes,
Relate the presence offreely moving ions toelectrical conductivity.
Communicating
Relating
Being systematic
Thinking rationally
6.2Analysing
electrolysis ofmoltencompounds
Discuss:a. Electrolysis process,
b. Structure ofelectrolytic cell.
Use computer simulation to:a. Identify cations and
anions in a moltencompound,
b. Illustrate to show theexistence of ions heldin a lattice in solidstate but move freelyin molten state.
Conduct an activity toinvestigate the electrolysis
of molten lead(II) bromide,
A student is able to:
Describe electrolysis
Describe electrolyticcell,
Identify cations andanions in a moltencompound
Describe evidens forthe existence of ionsheld in a lattice in solidstate but move freelyin molten state,
Describe electrolysis ofa molten compound,
Attributing
AttributingRelating
VisualisingExperimentingObserving
InferringClasssifying
Defining Operationally
Thinking rationally
Being confident andindependent
Being cooperativeBeing systematicThinking rationally
Being honest and accurate inrecording and validating data.
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WeekNo.
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes andnoble values
No. ofPeriods
Remarks
PbBr2 to:a. Identify cations and anions,b. Describe the ekectrolysis
process,c. Write half-equations for the
discharge of ions atanode and cathode.
Collect and interpret data on
electrolysis of molten ioniccompounds with very highmelting points, for examplesodium choride, NaCl andlesd(II) oxide, PbO.Predict products from theelectrolysis of other moltencompounds.
Write half-equationsfor the discharge ofions at anode andcathode,
Predict products of the
electrolysis of moltencompounds.
CommunicatingInterpreting data
Predicting
Having critical and analyticalthinkingBeing confident andindependent
6.3Analysing theelectrolysis ofaqueous solutions
Conduct an activity toinvestigate the electrolysis ofcopper(II) sulphate solutions anddilute sulphuric acid usingcarbon electrodes to:
a. Identify cations and anions
in the aqueous solutions,b. Describe the electrolysis of
the aqueous solutions,
c. Write half equations for thedischarge of ions at theanode and the cathode.
Conduct experiments toinvestigate factors determiningselective discharge of ions atelectrodes based on:
a. Positions of ions inelectrochemical series,
b. Concentrations of ions in asolution,
c. Type of electrodes.
Use computer simulation toexplain factors affectingelectrolysis of an aqueoussolution.
Predict the products ofelectrolysis of aqueous solutionsand write their half equations.
A student is able to:
Identify cations andanions in an aqueoussolution,
Describe theelectrolysis of anaqueous solution,
Explain usingexamples factorsaffecting electrolysisof an aqueoussolution,
Write half equations forthe discharge of ionsat the anode and thecathode,
Predict the products ofelectrolysis ofaqueous solutions.
ObservingExperimenting
Communicating
Controlling variablesExperimentingHypothesisingInterpreting dataObservingPrioritisingAnalyzing
Communicating
PredictingDetecting Bias
Be cooperativeHaving an interest andcuriosity towards theenvironment
Be cooporativeHaving critical and analyticalthinkingDaring to tryBeing systematicBeing responsible about thesafety of oneself and others
Having critical and analytical
thinking
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WeekNo.
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes andnoble values
No. ofPeriods
Remarks
6.6Synthesisingelectrochemicalseries
Carry out an experiment toconstruct the electrochemicalseries based on:
a. Potential differencebetween two metals,
b. The ability of a metal todisplace another metalfrom its salt solution.
Discuss uses of theelectrochemical series todetermine:
a. Cell terminal,b. Standard cell voltage,c. The ability of a metal to
displace another metalfrom its salt solution.
Carry out experiments to confirmthe predictions on the metaldisplacement reaction.
Carry out an activity to write thechemical equations for metal
displacement reactions.
A student is able to:
Describe theprinciples used inconstructing theelectrochemicalseries,
Construct theelectrochemical
series,
Explain theimportance ofelectrochemicalseries,
Predict the ability of ametal to displaceanother metal from itssalt solution,
Write the chemicalequations for metaldisplacementreactions.
ExperimentingObservingMeasuring and usingnumbersRelatingSequencingSynthesising
Generating ideas
CommunicatingPredicting
Experimenting
Communicating
CooperativeBeing honestDaring to try
Having critical and analyticalthinkingThinking rationallyConfident and independent
CooperativeConfident and independent
6.7Developawareness andresponsiblepractices whenhanding chemicalsused inelectrochemicalindustries
Discuss the importance ofelectrochemical industries in ourdaily life.
Collect data and discuss theproblems on polluction causedby the industrial processesinvolving electrochemicalindustries.
Hold a forum to discuss the
importance of waste disposalfrom electrochemical industriesin a safe and orderly manner.
Show a video on the importanceof recycling and systematicdisposal of used batteries in asafe and orderly manner.
Practise recycling usedbatteries.
A student is able to:
Justify the fact thatelectrochemicalindustries can improvethe quality of life,
Describe the problemof pollution caused bythe industrialprocesses involvingelectrolysis,
Justify the need todispose of waste fromelectrochemicalindustries in a safeand orderly manner,
Practice safe andsystematic disposal ofused batteries.
Generating ideaCommunicatingRelating
CommunicatingEvaluating
Generating idea
Communicating
InventingRelating
Appreciating the contributionof science and technology
Appreciating the contributionof science and technology
Being responsible the safetyof oneself, others, and theenvironment.
Appreciating and practisingclean and healthy living
Being responsible the safetyof oneself, others, and theenvironment.
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Theme : Interaction Between ChemicalsLearning Area : 7.Acid And Bases
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes andnoble values
No. ofPeriods
Remarks
7.1Analysingcharacteristics andproperties if acids
and bases
Discuss:a. the concept of acid, base and
alkali in terms of the ions theycontained or produced in
aqueous solutions.b. uses of acids, bases and
alkalis in daily life.
Carry out an experiment to showthat the presence of water isessential for the formation ofhydrogen ions that causesacidity.
Carry out an experiment to showthat the presence of water isessential for the formation ofhydroxide ions that causesalkalinity.
Watch computer simulation onthe formation of hydroxoniumandhydroxide ions in the presenceof water
Conduct activitiesto study chemical properties ofacidsand alkalis from the followingreactions :a. acids with bases,b. acids with metals,c. acids wit metallic
carbonates.
Write equations for therespective reactions.
A student is able to:
state the meaning of acid,base and alkali,
state uses of acids, basesand alkalis in daily life,
explain the role of water inthe formation of hydrogenions to show the propertiesof acids,
explain the role of water inthe formation of hydroxideions to show the propertiesof alkalis,
describe chemical propertiesof acids and alkalis.
Attributing
Comparing andcontrasting
Relating
Experimenting
Observing
Comparing and
contrasting
Experimenting
Grouping and Classifying
Having an interest andcuriosity towards theenvironment
Being cooperative
Being honest
Being responsible about the
safety of oneself, others andenvironment
Being honest and accurate inrecording and validating data
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noble values No. ofPeriods
Remarks
7.2Synthesising theconcepts ofstrong acids,weakacids, strongalkalis and weakalkalis
Carry out an activity usingpH scale to measure the pHof solutions used in dailylife such as soap solution,carbonated water, tap wateror fruit juice.
Carry out an activity to
measure the pH value of afew solutions with the sameconcentration. For example,hydrochloric acid, ethanoicacid, ammonia and sodiumhydroxide with the use ofindicators, pH meter orcomputer interface.
Based on the data obtainedfrom the above activity,discuss the relationshipbetween :
a. pH values and acidity
alkalinity of a substance,b. concentration ofhydrogen
ions and the ph values,c. concentrations ofhydroxide
ions and the pH values,d. strong acids and their
degree of dissociation,e. weak acids and theirdegree
of dissociation,f. strong alkalis and theirdegree
of dissociation,
g. weak alkalis and theirdegree
of their dissociations.Use computer simulation toshow thedegree of dissociation ofstrong and weak acids aswell as strong and weakalkalis.
Build a mind map on strongacids, weak acids, strongalkalis and weak alkalis.
A student is able to:
state the use of a pHscale,
relate pH value withacidic or alkalineproperties of asubstance,
relate concentration of
hydrogen ions with pHvalue,
relate concentration of
hydroxide ions with pHvalue
relate strong or weakacid with degree ofdissociation,
relate strong or weakalkali with degree ofdissociation,
conceptualisequalitatively strong and
weak acids,
conceptualise
qualitatively strong andweak alkali.
Making inferences
SynthesizingRelating
Observing
Interpreting data
Generating ideas
Being honest and accurate in recording andvalidating data
Having critical and analytical thinking
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noble values No. ofPeriods
Remarks
7.3Analysingconcentration ofacids and alkalis
Discussa. the meaning ofconcentration.b. the meaning of molarity,c. the relationship betweenthe number of moles withthe molarity and thevolume of a solution
d. methods for preparingstandard solutions.
Solve numerical problemsinvolving conversion ofconcentration units fromgdm-3 and vice versa.
Prepare a standard solutionof sodium hydroxide, NaOHor potassium hydroxide,KOH.
Prepare a solutions withspecified concentration
from the prepared standardsolution through dilution.
Carry out an experiment toinvestigate the relationshipbetween pH values with themolarity of a few dilutedsolutions of an acid and analkali.
Solve numerical problemson the molarity of acids andalkalis.
A student is able to:
state the meaning ofconcentration,
state the meaning ofmolarity,
state the relationshipbetween the number ofmoles with molarity and
volume of a solution,
describe methods forpreparing standardsolutions,
describe the preparation
of a solution with a
specified concentrationusing dilution method,
relate pH value withmolarity of acid andalkali,
solve numericalproblems involvingmolarity of acids andalkalis.
Analyzing
Attributing
Relating
Sequencing
Priotising
Having critical and analytical thinking
Being systematic
Thinking rationally
Being responsible about the safety of oneself,others and the environment
Being honest and accurate in recording andvalidating data
Being cooperative
Thinking rationally
7.4Analysingneutralisation
Collect and interpret dataon neutralisation and itsapplication in daily life.
Carry out activities to writeequations for neutralizationreactions.
Carry out acid-basetitrations and determine theend point using indicatorsor computer interface.
A student is able to:
explain the meaning ofneutralisation,
explain the application ofneutralisation in daily life,
write equations forneutralisation reactions,
describe acid-basetitration,
determine the end pointof titration duringneutralisation,
Interpreting data
Relating
Experimenting
Analyzing
Making conclusions
Having critical and analytical thinking
Being systematic
Being responsible about the safety of oneself,others and environment
Being honest and accurate in recording andvalidating data
Being cooperative
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noble values No. ofPeriods
Remarks
PbCrO4 and bariumsulphate, BaSO4 throughprecipitation reactions.
Carry out activities to writechemical and ionicequations for preparation ofsoluble and insoluble salts.
Construct a flow chart toselect suitable methods forpreparation of salts.
Plan and carry out anactivity to prepare aspecified salt.
Carry out an experiment toconstruct ionic equationsthrough continuous variationmethod.
Calculate quantities of
reactant or products instoichiometric.
write chemical andionic equations forreactions used in thepreparation of salts
design an activity toprepare a specified salt
construct ionicequations through thecontinuous variationmethod
solve problems
involving calculation ofquantities of reactantsor products instoichiometricreactions.
RelatingGenerating ideas
SequencingPrioritising
Visualising
ExperimentingRelatingPredicitngSynthesisisngMaking inferences
Evaluating
Making conclusions
Appreciating the balance of nature
Thinking rationally
Daring to try
Being cooperative
Being fair and just
8.2 Synthesisingqualitativeanalysis of salts
Discuss the meaning ofqualitative analysis.
Study and make inferenceson the colour and thesolubility of various salts inwater.
Watch multimediapresentation on methodsused for identifying gases.
Observe and carry outchemical tests to identifyoxygen, O2, hydrogen, H2,carbon dioxide, CO2,ammonia NH3, chlorine, Cl2,hydrogen chloride HCl,sulphur dioxide, SO2, andnitrogen dioxide, NO2,gases.
Carry out tests to study the
A student is able to:
state the meaning ofqualitative analysis,
make inferences onsalts based on theircolour and solubility inwater
describe tests for theidentification of gases
describe the action of
Defining operationally
AttributingMaking inferences
Comparing & contrastingAnalysingMaking conclusions
Attributing
Being objective
Having critical & analytical thinking
Thinking rationally
Daring to tryBeing confident and independentBeing honest and accurate in recording andvalidating dataBeing systematicThinking rationally
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noble values No. ofPeriods
Remarks
action of heat on carbonateand nitrate salts. Observechanges in colour andevolution of gases when thesalts are heated.
Carry out tests to confirmthe presence of carbonate,sulphate, chloride and
nitrate ions in aqueoussolutions.
Carry out tests to identify thepresence of Cu2+, Mg2+, Al3+,Fe2+, Fe3+, Pb2+, Zn2+, NH4
+,Ca2+ ions in aqueoussolution using sodiumhydroxide solution, NaOH,and ammonia solution,NH3(aq).
Carry out tests to confirmthe presence of Fe2+, Fe3+,Pb2+ and NH4
+ ions in
aqueous solution.
Construct a flow chat on thequalitative analysis of salts.
Plan and carry out tests toidentify anions and cationsin unknown salts.
heat on salts
describe the tests foranions
state observation ofreaction of cations withsodium hydroxidesolution and ammoniasolution
describe confirmatorytests for Fe2+, Fe3+,Pb2+ and NH4
+
plan qualitativeanalysis to identifysalts.
Making conclusionsExperimenting
ExperimentingAttributingMaking conclusions
Generating ideasComparing &ContrastingInventing
Being systematic
8.3Practising to besystematic andmeticulous whencarrying out
activities
Carry out activities usingcorrect techniques duringtitration, preparation ofstandard solutions andpreparation of salts and
crystals.
Plan and carry out anexperiment, makeobservations, record andanalyse data systematicallyand carefully.
A student is able to:carry out activities usingthe correct techniquesduring preparation of saltsand crystals.
ExperimentingSequencingInterpreting dataAnalysingInventing
Being systematicBeing confident and independentThinking rationally
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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 noble values No. ofPeriods
Remarks
9.1Understandingthe manufactureof sulphuric acid
Discuss uses of sulphuricacid in daily life such as inthe making of paints,detergents, fertilizers andaccumulators
Collect and interpret data onthe manufacture of sulphuricacid
Construct a flow chart toshow the stages in themanufacture of sulphuricacid as in the contactprocess.
Gather information and writean essay on how sulphurdioxide, SO2, causesenvironmental pollution.
A student is able to:
list uses of sulphuricacid,
explain industrialprocess in themanufacture ofsulphuric acid,
explain that sulphurdioxide causesenvironmentalpollution.
Attributing
Classifying
Int
erpreting data Inventing
Communication
Cooperative
Objective
Flexible and open-minded
Honest and accurate in recording &validating data
Thinking rationally
Appreciating and practising clean &healthy living
9.2Synthesising themanufacture ofammonia and itssalts
Discuss uses of ammonia indaily life, e.g. in themanufacture of fertilizersand nitric acid.
Carry out an activity toinvestigate properties ofammonia.
Collect data from varioussources and construct a flowchart to show the stages inthe manufacture of ammonia
as in the Haber process.
Design an activity to preparean ammonium fertilizer, forexample ammoniumsulphate, (NH4)2SO4.
A student is able to:
list uses of ammonia,
state the properties ofammonia,
explain the industrialprocess in themanufacture ofammonia,
design an activity toprepare ammoniumfertilizer.
Attributing
Classifying
Experimenting
Interpretingdata
Cooperative
Flexible and open-minded
Diligent and persevering
Honest and accurate in recording &validating data
Confident & independent
Systematic
Thinking rationally
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noble values No. ofPeriods
Remarks
9.3Understandingalloys
Look at some examples ofpure metals and materialsmade of alloys in daily life.List and discuss theirproperties.
Carry out an activity tocompare the strength and
hardness of alloys with theirpure metals.
Study the arrangement ofatoms in metals and alloysthrough computersimulation.
Work in groups to discuss:a. the meaning of alloy,b. the purpose of making
alloys such asduralumin, brass, steel,stainless steel, bronzeand pewter,
c. compositions, propertiesand uses of alloys.
Carry out experiments tocompare the rate ofcorrosion of iron, steel andstainless steel.
Study various local productsmade from alloys.
A student is able to:
relate the arrangementof atoms in metals totheir ductile andmalleable properties,
state the meaning ofalloy,
state the aim of makingalloys,
list examples of alloys
list compositions and
properties of alloys,relate the arrangementof atoms in alloys totheir strength andhardness, relateproperties of alloys totheir uses.
Attributing
Comparing &contrasting
Interpreting data
Rel
ating
Experimenting
Inventing
Communication
Having an interest and curiosity towardsthe environment
Honest and accurate in recording andvalidating data
Diligent and persevering
Having critical and analytical thinking
9.4Evaluating usesof synthetic
polymers
Discuss the meaning ofpolymers.
Observe exhibits ofmaterials made of polymersand classify them intonaturally occurring polymersand synthetic polymers.
Identify the monomers insynthetic polymers usingmodels or computersimulation.
Collect information on thequantity and types ofhousehold syntheticpolymers disposed of over a
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.
Attributing
Int
erpreting data Comparing &contrasting
Communication
Flexible and open-minded
Honest and accurate in recording &validating data
Appreciating the contribution of scienceand technology
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noble values No. ofPeriods
Remarks
certain period of time.
Discuss the environmentalpollution resulting from thedisposal of syntheticpolymers.
Hold a debate on uses and
the environmental effects ofnon-biodegradable syntheticpolymers in daily life.
9.5Applying uses ofglass andceramics
Collect and interpret data ontypes, composition,properties and uses of glassand ceramics.
Prepare a folio incorporatingvideo clips and pictures onuses of glass and ceramicsthat have been used for aspecific purpose, e.g. photochromic 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.
Interpreting data
Attributing
Communication
Classifying
Makinggeneralisationing
Honest and accurate in recording &validating data
Cooperative
Appreciating the contribution of scienceand technology
9.6Evaluating usesof compositematerials
Watch a multimediapresentation and prepare afolio on:
a. the meaning ofcomposite materials,
b. a list of compositematerials such asreinforced concrete,specific superconductor, fibre optic,fibre glass and photochromic glass,
c. components ofcomposite materials,
d. uses of compositesmaterials.
Compare the superiorproperties of compositematerials to their originalcomponent by computersimulation.
Discuss and justify the usesof composite materials.
A student is able to:
describe needs toproduce new materialsfor specific purposes,
state the meaning ofcomposite materials,
list examples ofcomposite materialsand their components,
compare and contrastproperties ofcomposite materialswith those of theiroriginal component,
justify uses ofcomposite materials,
generate ideas to
Communication
Attributing
Comparing &contrasting
Generatingideas
Inventing
Observing
Cooperative
Appreciating and practising clean &healthy living
Having critical and analytical thinking
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WeekNo.
LearningObjectives
Suggested LearningActivities
Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noble values No. ofPeriods
Remarks
Watch the production ofcomposite materials infactories.
produce advancedmaterials to fulfilspecific needs.
9.7Appreciatingvarious syntheticindustrialmaterials
Discuss the importance ofsynthetic materials in dailylife.
Hold a forum to discussimportance of research anddevelopment for thecontinuous well being ofmankind.
Watch a multimediapresentation or computersimulation on pollutioncaused by the disposal ofsynthetic materials.
A student is able to:
justify the importanceof doing research anddevelopmentcontinuously,
act responsibly whenhandling syntheticmaterials and theirwastes,
describe the
importance ofsynthetic materials indaily life.
Communication
Observing
Diligent and persevering
Appreciating the contribution of scienceand technology
Appreciating and practising clean &healthy living
29
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