form 4 yearly teaching plan 2012

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Form Four Yearly Plan Chemistry F.4

CHEMISTRY

FORM FOUR YEARLY PLAN2012

1



Form Four Yearly Plan Chemistry F.4Theme : Introducing Chemistry

Learning Area : Introduction to Chemistry

WeekNo.

LearningObjectives

Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills

Scientific attitudes and noblevalues

No. of Periods

Remarks

1 1.1Understandingchemistry andits importance

Collect and interpret themeaning of the word“chemistry”

Discuss some examples of common 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 computer courseware on the following:a. careers that need theknowledge of chemistryb. chemical-based industriesin Malaysia and its

contribution to their development 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 of chemistry,

• list some commonchemicals used indaily life,

• state the uses of common chemicalsin daily life,

• list examples of occupations that

require theknowledge of chemistry,

• list chemical-basedindustries inMalaysia,

• describe the

contribution of chemical-basedindustries towardsthe development of the 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 of science and technology

Being f lexible and open-minded

Being responsible about thesafety of oneself, others andthe environment

2

2 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 out an experiment and:a. collect and tabulate data

A student is able to:• identify variables in

a given situation,

• identify therelationshipbetween twovariables to form ahypothesis,

All thinking skillsBeing cooperativeBeing objective

Being confident andindependent

Daring to try

Being honest and beingaccurate in recording andvalidating dataHaving critical and analyticalthinking

2

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Form Four Yearly Plan Chemistry F.4WeekNo.

LearningObjectives



No. of Periods

Remarks

b. present data in a suitableformc. interpret the data and drawconclusions.

d. write a complete report

• design and carryout a simpleexperiment to testthe hypothesis,

• record and present

data in a suitable

form,• interpret data to

draw a conclusion,write a report of theinvestigation.

Being diligent and perseveringHaving critical and analyticalthinkingBeing systematic

2 1.3Incorporatescientificattitudes andvalues inconductingscientificinvestigations

View videos or read passagesabout scientific investigations.Students discuss and identifyscientific attitudes and valuespracticed by researchers andscientist in the videos or passages.

Students discuss and justifythe scientific attitudes andvalues that should bepracticed during scientificinvestigations.

A student is able to:• identify scientific

attitudes andvalues practised byscientists incarrying outinvestigations,

•practise scientificattitudes andvalues inconductingscientificinvestigations.

All thinking skills All the s cientific attitudes andnoble values

2

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Form Four Yearly Plan Chemistry F.4Theme : MATTER AROUND USLearning Area : 2. THE STRUCTURE OF THE ATOM

1




1

WeekNo.

LearningObjectives



No. of Periods

Remarks

3 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 of particles in solid, liquid andgas.

Investigate the change in thestate of matter based on thekinetic theory of matter through simulation or computer animation.

Conduct an activity todetermine the melting andfreezing points of ethanamideor naphthalene.

Plot and interpret the heatingand the cooling curves of ecteminamide or naphthalene.

A student is able to:• describe the

particulate natureof matter,

• state the kinetictheory of matter,

• define atoms,molecules andions,

• relate the change inthe state of matter to the change inheat,

• relate the change inheat to the changein kinetic energy of

particles,• explain the inter-

conversion of thestates of matter interms of kinetictheory of matter.

Generating ideasgrouping and classifyingdefining

Visualizing, comparingand constrasting, defining

Relating

Visualising

Comparing andcontrasting

experimentingMeasuring and usingnumbers

Making inferences

CommunicatingMaking conclusions

Having an interest andcur iosity towards theenvironment

Appreciating the beauty of thearrangement of particles.

Thinking rationally

Thinking rationally

Thinking rationally

CooperativeDaring to tryBeing respectful and well-

manneredBeing f lexible and open-mindedHonesty in recording andvalidating dataRealizing that science is ameans to understand nature

2

3 2.2Synthesisingatomic structure

Discuss the development of atomic models proposed byscientists namely Dalton,Thomson, Rutherford,Chadwick and Bohr.

Use models or computer simulation 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 theprotons, electrons andneutrons.

Investigate the proton and

nucleon numbers of differentelements.


development of atomic model,

• state the mainsubatomic particles

of an atom,

• compare and

contrast the relativemass and therelative charge of the protons,electrons and

Generating ideas

RelatingVisualizing the models of atom

Comparingand contrasting

Generating ideasUsing number

Problem solvingconceptualizing

Daring to tryBeing thankfulHaving critical and analyticalthinkingBeing f lexible and open-

minded

Having critical and analyticalthinking

Being diligent and perseveringin problem solving

2

× A

Z




Theme : MATTER AROUND USLearning Area : 3. CHEMICAL FORMULAE AND EQUATIONS

WeekNo.

LearningObjectives



No. of Periods

Remarks

6 3.1Understandingand applyingthe conceptsof relativeatomic massand relativemolecular mass

Collect and interpret dataconcerning relative atomicmass and relative molecular mass based on carbon-12scale

Discuss the use of carbon-12scale as a standard for determining relative atomicmass and relative molecular mass.

Investigate the concepts of relative atomic mass andrelative molecular mass usinganalogy or computer animation.

Carry out a quiz to calculatethe relative molecular mass of substances based on thegiven chemical formulae, for example HCl, CO2, Na2CO3,Al(NO3)3, CuSO4.5H2O

A student is able to:• state the meaning

of relative atomicmass based oncarbon-12 scale,

• state the meaningof relativemolecular massbased on carbon-12 scale,

• state why carbon-12 is used as astandard for determining relativeatomic mass andrelative molecular mass,

• calculate the

relative molecular mass of substances.

AttributingObserving

Relating

Grouping and classifyingMaking analogies

Measuring and usingnumbersRelatingProblem solvingMaking inferences

Having an interest andcuriosityThinking rationally

Daring to tryBeing confident andindependent

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1

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12


LearningObjectives



No. of Periods

Remarks

6 3.2Analysing therelationshipbetween thenumber of moles with thenumber of particles

Study the mole concept usinganalogy or computer simulation.

Collect and interpret data onAvogadro constant.

Discuss the relationshipbetween the number of particles 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 that containsas many particlesas the number of atoms in 12 g of 12

C,• state the meaning

of Avogadroconstant,

• relate the number of particles in onemole of asubstance with theAvogadro constant,

• solve numerical

problems to convertthe number of moles to the

number of particlesof a givensubstance and viceversa.

Making analogy

Visualising

Relating

Being systematic


1

1

7 3.3Analysing therelationshipbetween thenumber of moles of asubstancewith its mass

Discuss the meaning of molar mass.

Using the analogy or computer simulation, discussto 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.


of molar mass,

• relate molar massto the Avogadroconstant,

• relate molar massof a substance toits relative atomic

mass or relativemolecular mass,

solve numerical problems toconvert the number of molesof a given substance to itsmass and vice versa.

Analyzing

Relating

ClassifyingProblem solving



Being systematicDaring to try

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1

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LearningObjectives



No. of Periods

Remarks

7 3.4Analysing therelationshipbetween thenumber of moles of a gaswith itsvolume

Collect and interpret data onmolar volume of a gas.Using computer simulation or graphic representation,discuss:

a. the relationshipbetween molar volume andAvogadro constant,

b. to make

generalization onthe molar volume of a gas at STP or room conditions.

Carry out activity to calculatethe volume of gases at STP or room conditions from thenumber of moles and viceversa.

Construct a mind map to showthe relationship betweennumber of particles, number of moles, mass of substancesand volume of gases at STPand room conditions.

Carry out problem solvingactivities involving number of particles, number of moles,mass of a substance andvolume of gases at STP or room conditions.

A student is able to:• state the

meaning of molar volumeof a gas,

• relate molar volumeof a gas to theAvogadro constant,

• makegeneralization onthe molar volume of a gas at a giventemperature andpressure,

• calculate thevolume of gases atSTP or roomconditions from thenumber of moles

and vice versa,

• solve numerical

problems involvingnumber of particles,number of moles,mass of substances and

volume of gases atSTP or roomconditions.

Analyzing

Relating

Interpreting data

Problem solving

Thinking rationallyBeing systematic

Being diligent and persevering

1

1

8 3.5Synthesisingchemicalformulae

Collect and interpret data onchemical formula, empiricalformula and molecular formula.

Conduct an activity to:a. determine the

empirical formula of copper(II) oxideusing computer stimulation,

b. determine theempirical formula of


of chemicalformula,

• state the meaningof empiricalformula,

• state the meaningof molecular formula,

Experimenting

Defining operationally

Honest and accurate

Thinking rationally

2

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LearningObjectives



No. of Periods

Remarks

magnesium oxide,

c. compare and

contrast empiricalformula withmolecular formula.

Carry out problem solving

activities involving empiricaland molecular formulae.

Carry out exercises andquizzes in writing ionicformulae.

Conduct activities to:a. construct chemical

formulae of compounds from agiven ionic formula,

b. state names fo

chemical cmpoundsusing IUPAC

nomenclature.

• determine empiricaland molecular formulae of substances,

• compare andcontrast empiricalformula withmolecular formula,

• solve numericalproblems involvingempirical andmolecular formulae,

• write ionic formulaeof ions,

• construct chemicalformulae of ionic

compounds,• state names of

chemicalcompounds usingIUPACnomenclature.

Interpreting data

Relating

Synthesizing

Grouping and classifying


Being systematic

*2

9 3.6Interpretingchemicalequations

Discuss :a. the meaning of

chemical equation,

b. the reactants and

products in achemical equation.

Construct balances chemicalequations for the followingreactions:

a. heating of copper(II)

carbonate,CuCO3,

b. formation of

ammoniumchoride,NH4Cl,

c. precipitation of

lead(II) iodide, PbI2.


of chemicalequation,

• identify thereactants andproducts of achemical equation,

Observing

Interpreting dataMaking inferencesProblem solving

Being responsible about thesafety of oneself, others, andthe environment.Being systematic.Being cooperative.

2

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LearningObjectives



No. of Periods

Remarks

Carry out the followingactivities:

a. write and balancechemical equations,

b. interpret chemicalequationsquantitatively andqualitatively,

c. solve numerical

problems usingchemicalequations(stoichiometry).

• write and balancechemical equations

• interpret chemicalequationsquantitatively andqualitatively,

•solve numericalproblems usingchemicalequations.

9 3.7Practisingscientificattitudes andvalues ininvestigatingmatter

Discuss the contributions of scientists for their research onrelative atomic mass, relativemolecular mass, moleconcept, formulae andchemical equations.

Discuss to justify the need for

scientists to practice scientificattitudes and positive valuesin doing their research onatomic structures, formulaeand chemical equations.

Discuss the role of chemicalsymbols, formulae andequations as tools of communication in chemistry.

A student is able to:• identify positive

scientific attitudesand valuespractised byscientists in doingresearch on moleconcept, chemical

formulae andchemicalequations,

• justify the need topractise positivescientific attitudesand good values indoing research onatomic structures,chemical formulaeand chemicalequations,

• use symbols,

chemical formulaeand equations for

easy andsystematiccommunication inthe field of chemistry.

Grouping and classifying Being honest and accurate

Being diligent and persevering

2

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Form Four Yearly Plan Chemistry F.4Theme : Matter Around UsLearning Area : 4 Periodic Table Of Elements

WeekNo.

LearningObjectives



No. of Periods

Remarks

10 4.1Analysing thePeriodic Tableof Elements

Collect information on thecontributions of variousscientist toward thedevelopment of the PeriodicTable.

Study the arrangement of elements in the Periodic tablefrom the following aspects:a. group and periods,b. proton number,c. electron arrangement.

Carry out an activity to relatethe electron arrangement of the element to its group andperiod.

Discuss the advantages of grouping the elements in the

Periodic Table.

Conduct activities to predictthe group and period of andelement based on its electronarrangement.


contributions of scientists in thehistoricaldevelopment of thePeriodic Table,

• identify groups andperiods in thePeriodic Table,

• state the basicprinciple of arranging theelements in thePeriodic Table fromtheir protonnumbers,

• relate the electron

arrangement of an

element to its groupand period,

• explain theadvantages of grouping elementsin the PeriodicTable,

• predict the group

and the period of an element basedon its electronarrangement.

• 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 and

independent,• Being diligent and

persevering,

• Being objective,• Daring to try,• Thinking rationally

2

10 4.2

AnalysingGroup 18elements

Use a table to use all the

elements 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.

Discuss the relationship

A student is able to:•

list all Group 18elements

• state in general thephysical propertiesof Group 18elements,

• describe thechanges in thephysical propertiesof Group 18elements,

•

Grouping andcontrasting,• Collecting data

• Inferring• Comparing and

contrasting• Relating

• Analyzing,

• Having critical and

analytical thinking,• Being systematic,

• Being Flexible and open-minded,

• Systematic,

• Appreciating the

2

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LearningObjectives



No. of Periods

Remarks

between the electronarrangement and the inertnature of the Group 18elements.Use diagrams or computer simulations to illustrate theduplet and octet electronarrangement of Group 18elements to explain their stability.

Gather information on thereasons for the uses of Group18 elements.

• describe the inertnature of elementsof Group 18,

• relate the inertnature of Group 18elements to their electronarrangements,

• relate the dupletand octet electronarrangements of Group 18 elementsto their stability

• describe uses of

Group 18 elementsin daily life.

• Relating

• Collecting data• relating

contribution of sciencetechnology

Being thankful to god

124.3

AnalysingGroup 1elements

Gather information anddiscuss:

a. Group 1 elements,b. general physical propertiesof lithium, sodium andpotassium,c. changes in the physicalproperties from lithium topotassium with respect tohardness, density and meltingpoints,d. chemical properties of lithium, sodium andpotassium,f. the relationship between thechemical properties of Group1 elements and their electron

arrangements.

Carry out experiments toinvestigate the reactions of lithium, 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.


•list all Group 1elements.

• state the generalphysical propertiesof lithium, sodiumand potassium,

• describe changesin the physicalproperties fromlithium topotassium,

• list the chemicalproperties of

lithium, sodium andpotassium,

• describe thesimilarities inchemical propertiesof lithium, sodiumand potassium,

• relate the chemicalproperties of Group1 elements to their electronarrangements,

• Observing,• Attributing,

• Relating• Comparing and

contrasting,• Experimenting• Observing• Attributing• Interpreting

data,• Detecting bias,

• Relating

• Comparing andcontrasting

• Having and interestand curiosity towardsthe environment.

• Being responsible

about the safety of one self others and

the environment,

2

2

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LearningObjectives



No. of Periods

Remarks

Predict physical and chemicalproperties of group 1 elementsother than lithium, sodium andpotassium.

Watch multimedia materialson the safety precautionswhen handling Group 1elements.

• describe changesin reactivity of Group 1 elementsdown the group,

• predict physicaland chemicalproperties of other elements in Group1,

• state the safety

precautions whenhandling Group 1elements.

• Predicting,

• Visuallising

13 4.4AnalysingGroup 17elements

Gather information anddiscuss:a. Group 17 elements,b. physical properties of chlorine, bromine and iodinewith respect to their colour,

density and boiling points,c. changes in the physicalproperties from chlorine toiodine,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 of chlorine, 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 17

A student is able to:• list all Group 17

elements,• state the general

physical propertiesof chlorine, bromine

and iodine,• describe changes

in the physicalproperties fromchlorine to iodine,

• list the chemicalproperties of chlorine, bromineand iodine,

• describe thesimilarities inchemical propertiesof chlorine, bromineand iodine,

• relate the chemical

properties of Group17 elements withtheir electronarrangements,

• describe changesin reactivity of Group 17 elementsdown the group,

• Observing,• Attributing,

• Relating• Comparing and

contrasting,• Experimenting• Observing• Attributing• Interpreting

data,• Detecting bias,

• Relating


• Predicting,

• Having an interestand curiosity towardsthe environment

2

1

1




LearningObjectives



No. of Periods

Remarks

elements other than chlorine,bromine and iodine.

Watch multimedia materialson the safety precautionswhen handling Group 17elements.

• predict physicaland chemicalproperties of other elements in Group17

• state the safety

precautions whenhandling Group 17elements.

• Visuallising• Being responsible

about the safety of one self others andthe environment,

14 4.5Analysingelements in aperiod

Collect and interpret data onthe 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 themto their metallic properties.

Discuss in small groups andmake a presentation on thechanges of elements acrossPeriod 3.

Discuss and predict changes

in 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

Period 3,• write electron

arrangements of allelements in Period3,

• describe changesin the properties of elements acrossPeriod 3,

• state changes inthe properties of the oxides of elements acrossPeriod 3,

• predict changes inthe properties of elements acrossPeriod 2

• describe uses of

semi-metals.

• Observing,• Attributing

• Comparingand contrasting,

• Experimenting• Observing• Relating• Classifying• Predicting,

• Having an interestand curiosity towardsthe environment,

• Being cooperative,

• Realising that

science is a meansto understand nature.

2

1

1

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LearningObjectives



No. of Periods

Remarks

15 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 colouredcompounds.

Observe the colour of:a. a few compounds of transitions elements,b. product of the reactionsbetween aqueous solutions of transition of elements withsodium hydroxide solution,NaOH and ammonia solution ,NH3 (aq).

Observe the colour of precious stones and identifythe presence of transitionelements.

Give examples on the use of transition elements of catalysts in industries.

A student is able to:(a) identify the positions of

transition elements inthe Periodic Table,

(b) give examples of transition elements,

(c) describe properties of transition elements

(d) state uses of transition

elements in industries.

• Observing

• Observing• Attributing• Making

inferences,• Comparing and

contrasting• Relating,• Interpreting

data

• Having an interestand curiosity towardsthe environment,

• Being thankful to God

2

15 4.7Appreciatingthe existenceof elementsand their compounds

Gather information on effortsof scientist in discovering theproperties of elements andmake a multimediapresentation.

Discuss in a forum about lifewithout various elements andcompound.

Carry out projects to collectspecimens or pictures of various types of rocks.

Discuss and practice ways tohandle chemicals safety andto avoid their wastage.

A student is able to:• describe efforts of

scientists indiscovering theproperties of elements,

• describe what lifewould be withoutdiverse elementsand compounds,

• identify differentcolours incompounds of transition elementsfound naturally,

• handle chemicals

wisely.

• Relating


• Being thankful to God

• Having an interest andcuriosity towards theenvironment,

1

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Theme : Matter Around UsLearning Area : 5 Chemical Bonds

WeekNo.

LearningObjectives



No. of Periods

Remarks

16 5.1Understandingformation of compounds

Collect and interpret data onthe existence of variousnaturally occurringcompounds for example,water, H2O, carbon dioxide,CO2, and minerals tointroduce the concept of chemical bonds.Discuss:a. the stability of inert

gases with respect tothe electronarrangement,

b. conditions for theformation of chemicalbonds,

c. types of chemical bonds


• explain thestability of inert gases,

• explainconditions for the formationof chemicalbonds,

• 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

2

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LearningObjectives



No. of Periods

Remarks

16 5.2Synthesisingideas onformation of ionic bond

Use computer simulation toexplain formation of ions andelectron arrangement of ions.

Conduct an activity to prepareionic compounds for example,magnesium oxide, MgO,sodium chloride, Na”Cl andiron(III) chloride, FeCl3.

Carry out an activity toillustrate formation of ionicbond through models,diagrams or computer simulation.

Use computer simulation toillustrate the existence of electrostatic force betweenions of opposite charges inionic bond.

A student is able to:• explain formation

of ions,• write electron

arrangements for the ions formed,

• explain formationof ionic bond,

• illustrate electronarrangement of anionic bond,

• illustrate formation

of ionic bond.

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

2 Ionic bond issynonymous withelectrovalent bond

17 5.3Synthesising

ideas onformation of covalent bond

Collect and inteprete data onthe meaning of covalent bond.

Use models and computer simulation to illustrateformation of:

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 showingelectron arrangements for theformation of covalent bondincluding Lewis structure.

Discuss and construct a mindmap to compare the formationof covalent bond with ionicbond.


of covalent bond,• explain formation

of covalent bond,• illustrate formation

of a covalent bondby drawingelectronarrangement,

• illustrate formationof covalent bond,

• compare and

contrast formationof ionic andcovalent bonds.

Generating ideas

Communication

Prioritising

Visualising

Observing

Being cooperative

Being diligent andperservering

Being systematic, diligent andanalytical thinking

Cooperative

2

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LearningObjectives



No. of Periods

Remarks

17

18

5.4Analysingproperties of ionic andcovalentcompounds

Collect and interpret data onproperties of ionic andcovalent compounds.

Work in groups to carry out anactivity to compare thefollowing properties of ionic

and covalent compounds:a. melting and boiling

points,b. electrical conductivities,

c. solubilities in water and

organic solvents

Discuss:a. differences in electrical

conductivities of ionicand covalentcompounds due to thepresence of ions,

b. differences in the

melting and boilingpoints of ionic andcovalent compounds

Gather information on uses of covalent compounds assolvents in daily life.

A student is able to:• list

properties of ioniccompounds,

• list

properties of covalentcompounds,

• explaindifferences intheelectric

alconductivity of ionicandcovalentcompounds,

• describedifferences in

meltingandboilingpointsof ionicandcovalentcompounds,

• compar e andcontrast thesolubilit

y of

AnalysingInterpreting dataDefining operationally

Attributing

Classifying and grouping

Comparing andconstrasting

Experimentingcommunicating

Cooperative

Think rationallyChallenge to do somethingSystematic

Confidence

Appreciate the contribution of science and technology

2

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Solvent - pelarut

1




LearningObjectives



No. of Periods

Remarks

ionicandcovalentcompounds,

• state

uses of covalentcompoundsassolvents.

Theme : Interaction Between ChemicalLearning Area : 6. Electrochemistry

WeekNo. Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills Scientific attitudes andnoble values No. of Periods Remarks

18 6.1Understandingpropert ies of electrolytes andnon-electrolytes

Conduct activities to classify chemicals intoelectrolytes and non-electrolytes.Discuss:

a. The meaning of electrolytes

b. The relationship between thepresence of freely moving ionsand electrical conductivity.

A student is able to:• State the meaning of

electrolyte,• Classify substances into

electrolytes and non-electrolytes,

• Relate the presence of freelymoving ions to electricalconductivity.

Communicating

Relating

Being systematicThinking rationally

1

19 6.2Analysingelectrolysis of moltencompounds

Discuss:a. Electrolysis process,b. Structure of electrolytic cell.

Use computer simulation to:

a. Identify cations and anions in a

molten compound,b. Illustrate to show the existence of

ions held in a lattice in solid statebut move freely in molten state.

Conduct an activity to investigate theelectrolysis of molten lead(II) bromide,PbBr 2 to:

A student is able to:• Describe electrolysis• Describe electrolytic cell,

• Identify cations and anions in

a molten compound

• Describe evidens for the

existence of ions held in alattice in solid state but movefreely in molten state,

Attributing

AttributingRelating

VisualisingExperimentingObserving

Inferring

Thinking rationally


Being cooperativeBeing systematicThinking rationally

Being honest and

1

1





Scientific attitudes andnoble values

No. of Periods

Remarks

a. Identify cations and anions,

b. Describe the ekectrolysis process,

c. Write half-equations for the discharge

of ions at anode and cathode.

Collect and interpret data on electrolysis

of molten ionic compounds with very highmelting points, for example sodiumchoride, NaCl and lesd(II) oxide, PbO.Predict products from the electrolysis of other molten compounds.

• Describe electrolysis of amolten compound,

• Write half-equations for thedischarge of ions at anodeand cathode,

• Predict products of the

electrolysis of moltencompounds.

ClasssifyingDefining Operationally

Communicating

Interpreting data

Predicting

accurate in recordingand validating data.

Having critical andanalytical thinkingBeing confident and

indepedent

2

1

20

21

6.3Analysing theelectrolysis of aqueoussolutions

Conduct an activity to investigate theelectrolysis of copper(II) sulphate solutionsand dilute sulphuric acid using carbonelectrodes to:

a. Identify cations and anions in the

aqueous solutions,b. Describe the electrolysis of the

aqueous solutions,

c. Write half equations for the dischargeof ions at the anode and the cathode.

Conduct experiments to investigate factorsdetermining selective discharge of ions atelectrodes based on:

a. Positions of ions in electrochemicalseries,

b. Concentrations of ions in a solution,c. Type of electrodes.

Use computer simulation to explain factorsaffecting electrolysis of an aqueous solution.

Predict the products of electrolysis of aqueous solutions and write their half equations.


• Identify cations and anions in

an aqueous solution,

• Describe the electrolysis of an aqueous solution,

• Explain using examplesfactors affecting electrolysis

of an aqueous solution,• Write half equations for the

discharge of ions at theanode and the cathode,

• Predict the products of electrolysis of aqueoussolutions.

ObservingExperimenting

Communicating

Controlling variables

ExperimentingHypothesisingInterpreting dataObservingPrioritisingAnalyzing

Communicating

PredictingDetecting Bias

Be cooperativeHaving an interest andcuriosity towards theenvironment

Be cooporativeHaving critical andanalytical thinkingDaring to try

Being systematicBeing responsible aboutthe safety of oneself andothers

Having critical andanalytical thinking

2

2

1

1






No. of Periods

Remarks

21 6.4Evaluatingelectrolysis inindustry

Conduct experiments to study thepurifications and electroplating of metals.

Using computer simulation, study anddiscuss:

a. Extraction of aluminium from

aluminium oxide,

b. Purification of copper,c. Electroplating of metals.

Carry out activities to write chemicalequations for electrolysis in industries.

Collect data and discuss the benefits andharmful effects of electolysis in industries.

A student is able to:• State uses of electrolysis in

industries,• Explain the extraction,

purification and electroplatingof metals involvingelectrolysis in industries,

• Write chemical equations torepresent electrolysis processin industries,

• Justify uses of electrolysis inindustries,

• Describe the problem of pollution from electrolysis inindustry.

Generating ideasExperimentingObserving

Relating

Making Inferences

Evaluating

Being cooperativeAppreciating thecontribution of scienceand technology

Daring to try

Appreciating thebalance of nature

2

1

24 6.5Analysing voltaic

cell

Study the structure of voltiaic cell such as asimple voltaic cell and Daniell cell.

Conduct an experiment to show theproduction of electricity from chemicalreactions in a simple voltaic cell.

Carry out activities on a simple voltaic celland a Daniell cell to explain the reactions ineach cell.

Collect data and discuss the advantagesand disadvantages of various voltaic cellsincluding dry cell, lead-acid accumulator,mercury cell, alkaline cell and nickelcadmium cell.

Discuss and compare an electrolytic cellwith a voltaic cell.


• Describe the structure of a

simple voltaic cell and Daniellcell,

• Explain the production of electricity from a simplevoltaic cell,

• Explain the reactions in a

simple voltaic cell and Daniellcell,

• Compare and contrast theadvantages of various voltaiccells,

• Describe the differencesbetween electrolytic andvoltaic cells.

Attributing

Experimenting

Experimenting


Evaluating

Comparing andcontrastingCommunicating


Appreciating thecontribution of scienceand technology

Being cooperative

Being systematicBeing objective

Thinking rasionally

Being confident andindependentHaving critical andanalytical thinking

2

1

1

1






No. of Periods

Remarks

25

26

6.6Synthesisingelectrochemicalseries

Carry out an experiment to construct theelectrochemical series based on:

a. Potential difference between twometals,

b. The ability of a metal to displaceanother metal from its salt solution.

Discuss uses of the electrochemical series

to determine:a. Cell terminal,b. Standard cell voltage,c. The ability of a metal to displace

another metal from its salt solution.Carry out experiments to confirm thepredictions on the metal displacementreaction.

Carry out an activity to write the chemicalequations for metal displacement reactions.

A student is able to:• Describe the principles used

in constructing theelectrochemical series,

• Construct the electrochemicalseries,

• Explain the importance of electrochemical series,

• Predict the ability of a metalto displace another metalfrom its salt solution,

• Write the chemical equationsfor metal displacementreactions.

ExperimentingObservingMeasuring and usingnumbersRelatingSequencingSynthesising

Generating ideas

CommunicatingPredicting

Experimenting

Communicating

CooperativeBeing honestDaring to try

Having critical andanalytical thinkingThinking rationallyConfident and

independent

CooperativeConfident andindependent

2

1

1

1

26 6.7Developawareness andresponsiblepractices whenhandingchemicals usedin

electrochemicalindustries

Discuss the importance of electrochemicalindustries in our daily life.

Collect data and discuss the problems onpolluction caused by the industrialprocesses involving electrochemicalindustries.

Hold a forum to discuss the importance of waste disposal from electrochemicalindustries in a safe and orderly manner.Show a video on the importance of recyclingand systematic disposal of used batteries ina safe and orderly manner. Practiserecycling used batteries.

A student is able to:• Justify the fact that

electrochemical industriescan improve the quality of life,

• Describe the problem of pollution caused by theindustrial processes involvingelectrolysis,

• Justify the need to dispose of waste from electrochemicalindustries in a safe andorderly manner,

• Practice safe and systematicdisposal of used batteries.

Generating ideaCommunicatingRelating

CommunicatingEvaluating

Generating ideaCommunicating

InventingRelating



Being responsible thesafety of oneself, others,and the environment.

Appreciating andpractising clean andhealthy living

Being responsible thesafety of oneself, others,and the environment.

1

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Theme : Interaction Between ChemicalsLearning Area : 7.Acid And Bases

WeekNo.

Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills


No. of Periods

Remarks

28 7.1Analysing characteristicsand properties if acids and

bases

Discuss:a. the concept of acid , base and

alkali in terms of the ions they

contained or produced in aqueoussolutions.

b. uses of acids, bases and alkalis in dailylife.

Carry out an experiment to show that thepresence of water is essential for theformation of hydrogen ions that causesacidity.

Carry out an experiment to show that thepresence of water is essential for theformation of hydroxide ions that causesalkalinity.

Watch computer simulation on the formationof hydroxonium andhydroxide ions in the presence of water

Conduct activitiesto study chemical properties of acidsand alkalis from the following reactions :a. acids with bases,b. acids with metals,c. acids wit metallic

carbonates.

Write equations for the respective reactions.


• state the meaning of

acid, base and alkali,

• state uses of acids,bases and alkalis indaily life,

• explain the role of water in the formation of hydrogen ions to showthe properties of acids,

• explain the role of water

in the formation of hydroxide ions to showthe properties of alkalis,

• describe chemical

properties of acids andalkalis.

Attributing


Relating

Experimenting

Observing


Experimenting

Grouping andClassifying

Having an interest andcuriosi ty towards theenvironment

Being cooperative

Being honest

Being responsible about thesafety of oneself, others andenvironment

Being honest and accuratein recording and validatingdata

2

2

WeekNo.



No. of Periods

Remarks

29 7.2Synthesising theconcepts of strongacids, weakacids, strong alkalis andweak 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 or computer interface.

Based on the data obtained from the

above activity, discuss the relationship

A student is able to:• state the use of a pH scale,• relate pH value with acidic

or alkaline properties of asubstance,

Making inferences

Synthesizing

Relating

Observing

Interpreting data

Generating ideas

Being honest and accurate inrecording and validating data


2

21






No. of Periods

Remarks

between :

a. pH values and acidity alkalinityof a substance,

b. concentration of hydrogen ionsand the pH values,

c. concentrations of hydroxideions and the pH values,

d. strong acids and their degreeof dissociation,

e. weak acids and their degree of dissociation,

f. strong alkalis and their degreeof dissociation,

g. weak alkalis and their degree of their dissociations.

Use computer simulation to show thedegree of dissociation of strong andweak acids as well as strong and weakalkalis.

Build a mind map on strong acids,weak acids, strong alkalis and weak

alkalis.

• relate concentration of hydrogen ions with pHvalue,

• relate concentration of

hydroxide ions with pHvalue

• relate strong or weak acidwith degree of dissociation,

• relate strong or weak alkaliwith degree of dissociation,

• conceptualise qualitativelystrong and weak acids,

• conceptualise qualitatively

strong and weak alkali.

30 7.3Analysing concentrationof acids and alkalis

Discussa. the meaning of concentration.

b. the meaning of molarity,c. the relationship between the

number of moles with the molarityand the volume of a solutionm

d. methods for preparing standardsolutions.

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 with

the molarity of a few diluted solutions of

A student is able to:• state the meaning of

concentration,

• state the meaning of

molarity,

• state the relationship

between the number of moles with molarity andvolume of a solution,

•describe methods for

preparing standardsolutions,

• describe the preparation of a solution with a specifiedconcentration using dilutionmethod,

Analyzing

Attributing

Relating

Sequencing

Priotising


Being systematic

Thinking rationally

Being responsible about thesafety of oneself, others andthe environment

Being honest and accurate inrecording and validating data

Being cooperative

Thinking rationally

2

2

1



Form Four Yearly Plan Chemistry F.4an acid and an alkali.

Solve numerical problems on themolarity of acids and alkalis.

• relate pH value with

molarity of acid and alkali,

• solve numerical problems

involving molarity of acidsand

alkalis.

Week No. LearningObjectives



No. of Periods

Remarks

31

32

7.4Analysingneutralisation

Collecct and interpret data on neutralisationand its application in daily life.

Carry out activities to write equations for neutralization reactions.

Carry out acid-base titrations and determinethe end point using indicators or computer interface.

Carry out problem solving activities involvingneutralization reactions to calculate either concentration or volume of solutions

A student is able to:• explain the meaning of

neutralisation,• explain the application of

neutralisation in daily life,• write equations for neutralisation

reactions,

• describe acid-base titration,• determine the end point of titration

during neutralisation,

• solve numerical problems

involving neutralisation reactionsto calculate either concentrationor volume of solutions

Interpreting data

Relating

Experimenting

Analyzing

Making conclusions


Being systematic

Being responsible about thesafety of oneself, others andenvironment

Being honest and accurate in

recording and validating data

Being cooperative

2

2

2

Interaction Between ChemicalsLearning Area : 8. Salts

WeekNo.

LearningObjectives



No. of Periods

Remarks

33 8.1

Synthesisingsalts

Collect and interpret data on:

a. naturally existing saltsb. 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 oxide

c. acid with metal


• state examples of salts used in dailylife,

• explain themeaning of salt

• identify soluble andinsoluble salts

• describe thepreparation of soluble salts

Groupling and classifying

Interpreting data

ExperimentingAnalysing

ExperimentingAnalysingSequencing


recording and validating data

Being cooperativeDaring to tryHaving critical & analyticalthinking

Thinking rationallyDaring to try

1

1

1




LearningObjectives



No. of Periods

Remarks

d. acid with metallic carbonate

Carry out an activity to purifysoluble salts byrecrystallisation. Discuss theneed to purify salts.

Observe to identify physical

characteristics of crystals suchas copper(II) sulphate, CuSO4,sodium chloride, NaCl,potassium chromate(VI),K2CrO4 and potassiumdichromate, K2Cr 2O7.

Prepare insoluble salt such aslead(II) iodide, PbI2, lead(II)chromate(VI), PbCrO4 andbarium sulphate, BaSO4

through precipitationreactions.

Carry out activities to write

chemical and ionic equationsfor preparation of soluble andinsoluble salts.Construct a flow chart toselect suitable methods for preparation of salts.

Plan and carry out an activityto prepare a specified salt.

Carry out an experiment toconstruct ionic equationsthrough continuous variationmethod.

Calculate quantities of reactant or products instoichiometric.

• describe the

purification of soluble salts byrecrystallisation

• list physicalcharacteristics of crystals

• describe thepreparation of insoluble salts

• write chemical andionic equations for reactions used inthe preparation of salts

• design an activity toprepare a specifiedsalt

• construct ionicequations throughthe continuousvariation method

• solve problems

involvingcalculation of quantities of reactants or products instoichiometric

Experimenting

Comparing & Contrasting

Attributing

InventingSequencingMaking Conclusions

RelatingGenerating ideas

SequencingPrioritising

Visualising

ExperimentingRelatingPredicitngSynthesisisngMaking inferences

EvaluatingMaking conclusions



recording and validating dataBeing systematic

Thinking rationallyBeing f lexible and open-minded

Appreciating the balance of nature

Thinking rationally

Daring to try

Being cooperative

Being fair and just

1

1

1




LearningObjectives



No. of Periods

Remarks

reactions.

35

36

37

8.2Synthesisingqualitativeanalys is of salts

Discuss the meaning of qualitative analysis.

Study and make inferences onthe colour and the solubility of various 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, hydrogenchloride 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 the

salts are heated.

Carry out tests to confirm thepresence of carbonate,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 the


of qualitativeanalysis,

• make inferences onsalts based on their colour andsolubility in water

• describe tests for the identification of gases

• describe the actionof heat on salts

• describe the testsfor anions

• state observation of

reaction of cationswith sodiumhydroxide solutionand ammonia

Defining operationally

AttributingMaking inferences

Comparing & contrastingAnalysingMaking conclusions

AttributingMaking conclusionsExperimenting

ExperimentingAttributingMaking conclusions

Being objective

Having critical & analyticalthinking

Thinking rationally

Daring to tryBeing confident andindependentBeing honest and accurate inrecording and validating dataBeing systematicThinking rationally

1

1

2

2

2

2

1




LearningObjectives



No. of Periods

Remarks

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 to

identify anions and cations inunknown salts.

solution

• describe

confirmatory testsfor Fe2+, Fe3+, Pb2+

and NH4+

• plan qualitative

analysis to identifysalts.

Generating ideasComparing & ContrastingInventing

Being systematic

378.3Practising tobe systematicandmeticulouswhen carryingout activities

Carry out activities usingcorrect techniques duringtitration, preparation of standard solutions andpreparation of salts andcrystals.

Plan and carry out an

experiment, makeobservations, record andanalyse data systematicallyand carefully.

A student is able to:carry out activities using thecorrect techniques duringpreparation of salts andcrystals.

ExperimentingSequencingInterpreting dataAnalysingInventing

Being systematicBeing confident andindependentThinking rationally

2

1



Form Four Yearly Plan Chemistry F.4Theme : Production and Management Of Manufactured ChemicalsLearning Area : 9. Manufactured Substances In Industry

WeekNo.

LearningObjectives



No. of Periods

Remarks

38 9.1Understandingthemanufactureof sulphuric

acid

Discuss uses of sulphuric acidin daily life such as in themaking of paints, detergents,fertilizers and accumulators

Collect and interpret data onthe manufacture of sulphuricacid

Construct a flow chart to showte stages in the manufactureof sulphuric acid as in thecontact process.

Gather information and writean essay on how sulphur dioxide, SO2, causesenvironmental pollution.

A student is able to:• list uses of

sulphuric acid,

• explain industrialprocess in themanufacture of sulphuric acid,

• explain that

sulphur dioxidecausesenvironmental

pollution.

Attributing

Classifyi

ng Inter

pretingdata

Inventing

Communication

Cooperative Objective Flexible and open-

minded Honest and

accurate inrecording &validating data

Thinking rationally

Appreciating and

practising clean &healthy living

2

2

39 9.2Synthesisingthemanufactureof ammoniaand its salts

Discuss uses of ammonia inda ily life , e .g. in themanufacture of fertilizers andnitric acid.

Carry out an act ivity toinvestigate properties of ammonia.

Collect data from varioussources and construct a flowchart to show the stages in themanufacture of ammonia as inthe Haber process.

Design an activity to preparean ammonium fertilizer, for example ammonium sulphate,(NH4)2SO4.

A student is able to:• list uses of

ammonia,

• state theproperties of ammonia,

• explain theindustrial processin the manufactureof ammonia,

• design an activity

to prepareammoniumfertilizer.

Attributing Classifying Experimenting Interpreting

data

Cooperative Flexible and open-

minded Diligent and

persevering Honest and

accurate inrecording &validating data

Confident &independent

Systematic Thinking rationally

2

1

1

1




LearningObjectives



No. of Periods

Remarks

40 9.3Understandingalloys

Look at some examples of pure metals and materialsmade of alloys in daily life.Li st and d iscuss their properties.

Carry out an act ivity tocompare the strength and

hardness of alloys with their pure metals.

Study the arrangement of atoms 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, stainlesssteel, 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 of atoms in metals totheir ductile andmalleableproperties,

• state the meaningof alloy,

• state the aim of making alloys,

• list examples of alloys

• list compositions

and properties of alloys, relate thearrangement of atoms in alloys totheir strength andhardness, relateproperties of alloys to their uses.

Attributing

Comparing &contrasti

ng Inter

pretingdata

Relating

Experimenting

Inventing

Communication

Having an interestand curiositytowards theenvironment

Honest andaccurate inrecording andvalidating data

Diligent andpersevering


1

1

40 9.4Evaluatinguses of syntheticpolymers

Discuss the meaning of polymers.

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 of household synthetic polymersdisposed of over a certainperiod of time.


of polymers,• list naturally

occurring polymers,

• list syntheticpolymers and their uses,

• identify themonomers in thesyntheticpolymers,

• justify uses of

Attributing

Inter pretingdata

Comparing &contrasting

Communication

Flexible and open-minded

Honest andaccurate inrecording &validating data

Appreciating thecontribution of science andtechnology

1

1




LearningObjectives



No. of Periods

Remarks

Discuss the environmentalpollution resulting from thedisposal of syn theticpolymers.

Hold a debate on uses and

the environmental effects of non-biodegradable syntheticpolymers in daily life.

synthetic polymersin daily life.

1

41 9.5Applying usesof glass andceramics

Collect and interpret data ontypes, composition, propertiesand uses of glass 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

and their properties,

• state properties of

ceramics.

Inter pretingdata

Attributing

Communication

Clas

sifying

Maki

nggeneralisationing

Honest andaccurate inrecording &validating data

Cooperative Appreciating the

contribution of science andtechnology

1

1

41 9.6Evaluatinguses of compositematerials

Watch a multimediapresentation and prepare afolio on:

a. the meaning of compositematerials,

b. a list of compositematerials such asreinforced concrete,specific super conductor,fibre optic, fibre glass andphoto chromic glass,

c. components of compositematerials,

d. uses of compositesmaterials.

Compare the superior propert ies of compositematerials to their originalcomponent by computer simulation.

A student is able to:• describe needs to

produce newmaterials for specificpurposes,

• state the meaningof compositematerials,

• list examples of compositematerials andtheir components,

• compare and

Communication

Attributing Comparing &

contrasting Generating

ideas Inventing Observing

Cooperative

Appreciating and

practising clean &healthy living


1

1




LearningObjectives



No. of Periods

Remarks

Discuss and justify the uses of composite materials.

Watch the product ion of composite materials infactories.

contrastproperties of compositematerials withthose of their originalcomponent,

• justify uses of compositematerials,

• generate ideas to

produceadvancedmaterials to fulfilspecific needs.

41 9.7Appreciatingvarioussyntheticindustrialmaterials

Discuss the importance of synthetic materials in daily life.

Hold a forum to discussimportance of research and

development for thecontinuous well being of mankind.

Watch a multimediapresentation or computer simulation on pollution causedby the disposal of syntheticmaterials.

A student is able to:• justify the

importance of doing researchand developmentcontinuously,

• act responsiblywhen handlingsynthetic materialsand their wastes,

• describe the

importance of synthetic materialsin daily life.

• Communication

• Observing

Diligent andpersevering

Appreciating thecontribution of science andtechnology

Appreciating andpractising clean &healthy living

1

1

form 4 yearly teaching plan 2012

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