yearly scheme of work 2013-chemistry f4

8/10/2019 Yearly Scheme of Work 2013-Chemistry F4

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THEME : INTRODUCING CHEMISTRY

LEARNING AREA : 1. INTRODUCTION TO CHEMISTRY Chemistry Form 4

Week LearningObjectives

Suggested Learning Activities Learning Outcomes Notes

1 & 2

2-11/1/13

1.1Understanding

chemistry andits importance

Collect and interpret the meaning of theword chemistry.

Discuss some example of common

chemicals used in daily life such as

sodium chloride, calcium carbonate andacetic acid.

Discuss the uses of these chemicals indaily life.

View a video or computer courseware on

the following:a.

careers that need the knowledge of

chemistry

b. chemical-based industries inMalaysia and its contribution to

the development of the country.

Attend talks on chemical-based industriesin Malaysia and their contribution to the

development of the country.

A student is able to:

explain the meaning ofchemistry,

list some commonchemicals used in daily life,

state the uses of commonchemicals in daily life,

list examples of occupations

that require the knowledgeof chemistry,

list chemical-basedindustries in Malaysia,

describe the contribution ofchemical-based industriestowards the development of

the country.


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2

1 & 2

2-11/1/13

1.2Sythesising

scientific

method

Observe a situation and identify allvariables. Suggest a question suitable for a

scientific investigation.

Carry out an activity to:

a. observe a situation,b.

identify all variables,

c. suggest a question,

d. form a hypothesis,e. select suitable apparatus,

f. list down work procedures.

Carry out an experiment and:

a.

collect and tabulate data,b. present data in a suitable form,

c. interpret the data and drawconclusions,

d. write a complete report.


Identify variables in a givensituation,

Identify the relationshipbetween two variables forma hypothesis,

Design and carry out a

simple experiment to test

the hypothesis,

Record and present data in asuitable form,

Interpret data to draw aconclusion,

Write a report of theinvestigation.

Students haveknowledge of

scientific method

in Form 1, 2 and3.

Scientific skills

are applied

throughout.

1 & 2

2-11/1/13

1.3

Incorporatescientific

attitudes and

values inconductingscientific

investigations

View videos or read passages about

scientific investigations. Students discussand identify scientific attitudes and values

practiced by researchers and scientists in

the videos or passages.

Students discuss and justify the scientific

attitudes and values that should be

practised during scientific investigations.


Identify scientific attitudesand values practised by

scientists in carrying out

investigations Practise scientific attitudes

and values in conducting

scientific investigations


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THEME : MATTER AROUND US

LEARNING AREA : 2. THE STRUCTURE OF THE ATOM Chemistry Form 4

Week Learning

Objectives


3

14-18/1/13

2.1

Analysingmatter

Discuss and explain the particulate nature

of matter.

Use models or view computer simulation

to discuss the following:a. the kinetic theory of matter,

b. the meaning of atoms, molecules and

ions.

Conduct an activity to investigatediffusion of particles in solid, liquid and

gas.

Investigate the change in the state of

matter based on the kinetic theory ofmatter through simulation or computer

animation.

Conduct an activity to determine themelting and freezing points of ethanamide

or naphthalene.

Plot and interpret the heating and the

cooling curves of ethanamide or

naphthalene


Describe the particulatenature of matter,

State the kinetic theory of

matter,

Define atoms, moleculesand ions,

Relate the change in thestate of matter to thechange in heat,

Relate the change in heat tothe change in kinetic

energy of particles,

Explain the inter-conversion of the state of

matter in terms of kinetictheory of matter

Students have acquired

prior knowledge ofelements, compounds

and mixtures in Form 2.

Ethanamide is alsoknown as acetamide.


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4

21-25/1/13

2.2Synthesising

atomic

structure

Discuss the development of atomicmodels proposed by scientists namely

Dalton, Thomson, Rutherford, Chadwick

and Bohr.

Use models or computer simulation toillustrate the structure of an atom as

containing protons and neutrons in the

nucleus and electrons arranged in shells.

Conduct activities to determine the protonnumber, nucleon number and the number

of protons, electrons and neutrons of an

atom.

Use a table to compare and contrast therelative mass and the relative charge of

protons, electrons ad neutrons.

Investigate the proton and nucleon

numbers of different elements.

Discuss:

a. the relationship between proton numberand nucleon number,

b. to make generalisation that eachelement has a different proton number.

Carry out an activity to write:a. the symbols of elements,

b. the standard representation for an atom


Describe the development

of atomic model

State the main sub atomicparticles of an atom,

Compare and contrast therelative mass and the

relative charge of the

proton, electron andneutron,

Define proton number,

Define nucleon number,

Determine the proton

number, Determine the nucleon

number,

Relate the proton number to

the nucleon number

Relate the proton to thetype of element,

Write the symbol ofelements,

Determine the number of

neutrons, protons andelectrons from the proton

number and the nucleonnumber and vice versa

Construct the atomic

structure.

Dates and how models

are developed are not

needed.

Proton number is alsoknown as atomic

number.

Nucleon number is also

known as mass number.


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of any element.

4

21-25/1/13

2.3

Understanding isotopes

and

assessingtheir

importance

Collect and interpret information on:

a. the meaning of isotope,b. isotopes of hydrogen, oxygen, carbon,

chlorine and bromine.

Conduct activities to determine the

number of subatomic particles of isotopes

from their proton numbers and theirproton numbers and their nucleon

numbers.

Gather information from the internet orfrom printed materials and discuss the

uses of isotope.


State the meaning ofisotope,

List examples of element

with isotope,

Determine the number ofsub atomic particles of

isotope,

Justify the uses of isotopein daily life,

5

28/1-1/2/13

2.4Understandi

ng theelectronicstructure of

an atom

Study electron arrangements of variousatoms and identify their valence electrons.

Discuss the meaning of valence electronsusing illustrations.

Conduct activities to:a. illustrate electron arrangements of

elements with proton numbers 1 to 20,b. write electron arrangements of


Describe electron

arrangement of elementswith proton number 1 to 20

Draw electron

arrangements of an atom in

an element

State the meaning of

valence electron

Determine the number of

where:

X = elementA = nucleon number

Z =proton numberXAz


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elements with proton numbers 1 to 20. valence electron from theelectron arrangements of an

atom.

5

28/1-1/2/13

2.5

Appreciatethe

orderliness

anduniqueness

of theatomic

structure

Discuss the contributions of scientists

toward the development of ideas on theatomic structure.

Conduct a story-telling competition on thehistorical development of the atomic

structure with emphasis on the creativityof scientists.


Describe the contribution of

scientist towards the

understanding of the atomicstructure

Describe the creative andconscientious efforts of

scientist to form a completestructure of matter


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LEARNING AREA : 3. CHEMICAL FORMULAE AND EQUATIONS Chemistry Form 4



6

4-8/2/13

3.1 Understandingand applying

the concepts ofrelative atomic

mass and

relativemolecular

mass

Collect and interpret dataconcerning relative atomic

mass and relative molecularmass based on carbon-12 scale.

Discuss the use of carbon-12

scale as a standard fordetermining relative atomic

mass and relative molecular

mass Investigate the concepts of

relative atomic mass andrelative molecular mass using

analogy or computer animation.

Carry out a quiz to calculate therelative molecular mass ofsubstances based on the given

chemical formulae, for example

HCl, CO2, Na2CO3, Al(NO3)3,

CuSO4.5H2O


State the meaning ofrelative atomic mass basedon carbon-12 scale


relative molecular massbased on carbon-12 scale

State why carbon-12 is used

as a standard fordetermining relative atomic

mass and relative atomicmass and relative molecular

mass

Calculate the relativemolecular mass ofsubstances.

Relative formulamass is introduced

as the relativemass for ionic

substances.

6

4-8/2/13

3.2 Analysing the

relationship

between the

Study the mole concept usinganalogy or computersimulation.


Define a mole as the amountof matter that contains as

Avogadroconstant is alsoknown as


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number ofmoles with the

number of

particles

Collect and interpret data onAvogadro constant.

Discuss the relationship

between the number ofparticles in one mole of asubstance with the Avogadro

constant.

Carry out problem solving

activities to convert the numberof moles to the number of

particles for a given substanceand vice versa.

many particles as thenumber of atoms in 12g of

6

12C

State the meaning ofAvogadro constant

Relate the number ofparticles in one mole of a

substance with the

Avogadro constant

Solve numerical problemsto convert the number ofmoles to the number of

particles of a givensubstance and vice versa.

Avogadronumber.

6

12C can also be

represented as

C12

6or C-12.

8

18-22/2/13

3.3 Analysing the

relationship

between thenumber of

moles of asubstance with

its mass

Discuss the meaning of molarmass

Using analogy or computersimulation, discuss to relate:a. molar mass with the

Avogadro constant,

b. molar mass of a substancewith its relative atomic mass

or relative molecular mass.

Carry out problem solvingactivities to convert the number

of moles of a given substanceto its mass and vice versa


State the meaning of molarmass

Relate molar mass to theAvogadro constant

Relate molar mass of asubstance to its relative

atomic mass or relative

molecular mass

Solve numerical problems toconvert the number of moles of a

given substance to its mass and vice

versa

Chemicalformulae ofsubstances are

given for

calculation.


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8

18-22/2/13

3.4 Analysing therelationship

between the

number ofmoles of a gas

with its volume

Collect and interpret data onmolar volume of a gas.

Using computer simulation or

graphic representation, discuss:a. the relationship between

molar volume and

Avogadro constant

b. to make generalization onthe molar volume of a gas

at STP or room conditions.

Carry out an activity tocalculate the volume of gases at

STP or room conditions from

the number of moles and viceversa.

Construct a mind map to showthe relationship between

number of particles, number ofmoles, mass of substances and

volume of gases at STP and

room conditions.

Carry out problem solvingactivities involving number of

particles, number of moles,mass of a substance and

volume of gases at STP orroom conditions.


State the meaning of molarvolume of a gas

Relate molar volume of agas to the Avogadroconstant

Make generalization on the

molar volume of a gas at a

given temperature andpressure.

Calculate the volume ofgases at STP or room

conditions from the number

of moles and vice versa Solve numerical problems

involving number of

particles, number of moles,

mass of substances andvolume of gases at STP or

room conditions.

STPStandardTemperature and

Pressure


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11 &12

11-22/3/13

3.5 Synthesisingchemical

formulae

Collect and interpret data onchemical formula, empirical

formula and molecular formula.

Conduct an activity to:a. determine the empirical

formula of copper(II) oxide

using computer simulation

b. determine the empiricalformula of magnesium

oxidec.

compare and contrast

empirical formula with

molecular formula.

Carry out problem solvingactivities involving empirical

and molecular formulae.

Carry out exercises and quizzesin writing ionic formulae.

Conduct activities to:a. Construct chemical

formulae of compounds

from a given ionic formula

b. State names of chemical

compounds using IUPACnomenclature.


State the meaning ofchemical formula

State the meaning ofempirical formula

State the meaning ofmolecular formula

Determine empirical andmolecular formulae ofsubstances

Compare and contrastempirical formula with

molecular formula

Solve numerical problemsinvolving empirical andmolecular formulae

Write ionic formulae of ions

Construct chemicalformulae of ioniccompounds

State names of chemical

compounds using IUPACnomenclature.

The use ofsymbols and

chemical

formulaeshould be

widelyencouraged and

not restricted towriting

chemical

equations only.

IUPACInternational

Union of Pureand Applied

Chemistry


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14

1-5/4/13

3.6 Interpretingchemical

equations

Discuss:a. The meaning of chemical

equation

b.

The reactants and productsin a chemical equation.

Construct balanced chemicalequations for the following

reactions:a. heating of copper (II)

carbonate, CuCO3.b.

Formation of ammonium

chloride, NH4Cl

c. Precipitation of lead(II)

iodide, PbI2 Carry out the following

activities:

a. Write a balance chemicalequations,

b. Interpret chemicalequations quantitatively and

qualitativelyc. Solve numerical problems

using chemical equations

(stoichiometry)


State the meaning ofchemical equation

Identify the reactants andproducts of a chemicalequation

Write and balance chemical

equations

Interpret chemical equationsquantitatively and

qualitatively

Solve numerical problemsusing chemical equations.

A computerspreadsheet can

be used for

balancingchemical

equationexercises.


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14

1-5/4/13

3.7 Practisingscientific

attitudes and

values ininvestigating

matter

Discuss the contributions ofscientists for their research on

relative atomic mass, relative

molecular mass, mole concept,formulae and chemical

equations.

Discuss to justify the need forscientists to practice scientificattitudes and positive values in

doing their research on atomicstructures, formulae and

chemical equations.

Discuss the role of chemical

symbols, formulae andequations as tools of

communication in chemistry.


Identify positive scientificattitudes and values

practised by scientists indoing research on mole

concept, chemical formulaeand chemical equations

Justify the need to practisepositive scientific attitudes

and good values in doingresearch on atomic

structures, chemical

formulae and chemical

equations Use symbols, chemical

formulae and equations for

easy and systematiccommunication in the field

of chemistry.


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LEARNING AREA : 4. PERIODIC TABLE OF ELEMENTS Chemistry Form 4



15

8-12/4/13

4.1Analysing the

Periodic Table ofElements

Collect information on thecontributions of various scientists

towards the development of theperiodic Table.

Study the arrangement of elementsin the periodic table from the

following aspects:

a. ground and period,b. proton number,

c. electron arrangement

Carry out an activity to relate theelectron arrange of an element to its

group and period.

Discuss the advantages of grouping

elements in the Periodic Table.

Conduct activities to predict thegroup and period of an element

based on its electron arrangement.


Describe the contributions ofscientists in the historicaldevelopment of the Periodic Table

Identify groups and periods in the

Periodic Table

State the basic principle ofarranging the elements in the

Periodic Table from their protonnumber

Relate the electron arrangement ofan element to its group and period

Explain the advantages ofgrouping elements in the Periodic

Table

Predict the group and the period ofan element based on its electronarrangement.

Include

scientists likeLavoisier,

Dobereiner,

Newlands,Meyer,

Mendeleev and

Mosely.


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15

8-12/4/13

4.2Analysing

Group 18

elements

Use a table to list all the elements inGroup 18.

Describe the physical properties

such as the physical state, densityand boiling point of Group 18

elements.

Discuss:

a. changes in the physical propertiesof group 18 elements,

b. the inert nature of Group 18elements.

Discuss the relationship between theelectron arrangement and the inert

nature of group 18 elements.

Use diagrams or computer

simulations to illustrate the dupletand octet electron arrangement of

Group 18 elements to explain theirstability.

Gather information on the reasonsfor the uses of Group 18 elements.


List all group 18 elements

State in general the physical

properties of group 18 elements Describe the changes in the

physical properties of group 18elements

Describe the inert nature ofelements of group 18

Relate the inert nature of group 18elements to their electron

arrangements

Relate the duplet and octet

electron arrangement of group 18elements to their stability

Describe uses of group 18elements in daily life

The elements in

Group 18 can

alsobe referred to as

noble gases orinert gases.

Students are

encouraged to

use multimediamaterials.

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8-12/4/13

4.3

Analysing Group1 elements

Gather information and discuss:

a. Group 1 elements,b. general physical properties of

lithium, sodium and potassium.

c. changes in the physical properties

A student is able to :

List all Group 1 elements

State the general physicalproperties of lithium, sodium andpotasium.

Teachers areencouraged to

use

demonstration


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from lithium to potassium withrespect to hardness, density and

melting point.

d. Chemical properties of lithium,sodium and potassium.

e. the similarities in chemicalproperties of lithium, sodium and

potassium.

f. the relationship between thechemical properties of Group 1

elements and their electronarrangement.

Carry out experiments to investigatethe reactions of lithium, sodium and

potassium with water and oxygen.

Study the reactions of lithium,

sodium and potassium with chlorineand bromine through computer

simulation.

Discuss changes in the reactivity of

Group 17 elements down the group.

Describe changes in the physicalproperties from lithium to

potasium.

List the chemicals properties oflithium,sodium and potassium.

Describes the similarities inchemicals properties of

lithium,sodium and potassium.

Relate the chemical properties ofGroup 1 elements to their electron

arrangements.

Describe changes in reactivity ofGroup 1 elements down the

group. Predict physical and chemical

properties of other elements in

Group 1

State the safety precaution whenhandling Group 1 element.

for experimentsinvolving

sodium and

potassium.

16

15-19/4/13

4.4Analysing

Group 17

elements

Gather information and discuss on:a. Group 17 elements,

b. physical properties of chlorine,

bromine and iodine with respect totheir colour, density and boiling

point.

c. Changes in the physical properties

A student be able to:

list all Group 17 elements,

state the general physicalproperties of chlorine, bromine

and iodine,

describe changes in the physical

properties from chlorine to iodine,


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from chlorine to iodine,d. describe the chemical properties

of chlorine, bromine and iodine,

e. the similarities in chemicalproperties of chlorine, bromine and

iodine,f. the relationship between the

chemical properties of Group 17

elements with their electronarrangements.

Carry out experiments to investigate

the reactions of chlorine, bromine

and iodine with:a. water

b. metals suvh as iron,c. sodium hydroxide.

Discuss changes in the reactivity ofGroup 17 elemets down the group.

Predict physical and chemical

properties of Group 17 elements

other than chlorine, bromine andiodine.

Watch multimedia materials on the

safety precautions when handling

Group 17 elements.

lists the chemical properties ofchlorine, bromine and iodine,

describe the similarities in the

chemical properties of chlorine,bromine and iodine,

relate the chemical properties ofGroup 17 elements with their

electron arrangements,

describe the changes in reactivityof Group 17 elements down the

group,

predict the physical and chemicalproperties of other elements in

Group 17, state the safety precautions when

handling Group 17 elements.


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16

15-19/4/13

4.5Analysing

elements in a

period

Collect and interpret data on theproperties on elements in Period 3

such as:

a. proton number,b. electron arrangement,

size of atom,d. electronegativity,

e. physical state.

Discuss changes in the properties of

elements across Period 3.

Carry out experiments to study the

oxides of elements in Period 3 andrelate them to their metallic

properties.

Discuss in small groups and make a

presentation on the changes ofproperties of oxides of elements

across Period 3.

Discuss and predict changes in the

properties of elements in Period 2.

Collect and interpret data on uses ofsemi-metals i.e. silicon and

germanium, in he microelectronic

industry.

A student be able to

List all elements in Period 3

Write electron arrangements of all

elements in Period 3 Describe changes in the properties

of elements across Period 3

State changes in the properties ofthe oxides of elements across

Period 3

Predict changes in the propertiesof elements across Period 2

Describe uses of semi-metals

Semi-metals are

also known asmetalloids.


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17

22-26/4/13

4.6Understanding

Transition

elements

Carry out an activity to identify thepositions of transition elements in

the Periodic Table.

Collect and interpret data on

properties of transition elementswith respect to melting points,

density, variable oxidation numbers

and ability to form colouredcompounds.

Observe the colour of:

a. afew compounds of transition

elements.b. products of the reaction between

aqueous solution of compounds oftransition elements with sodium

hydroxide solution and ammonia

solution,

Observe the colour of preciousstones and identify the presence of

transition elements.

Give examples on he use of

transition elements as catalysts inindustries.

A student be able to:

Identify the positions of transitionelements in the Periodic Table

Give examples of transitionelements

Describe properties of transitionelements

State uses of transition elements inindustries

Oxidation

number issynonymous

with oxidation

state.

Chemical

equation are notrequired.


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17

22-26/4/13

4.7Appreciating the

existence of

elements and theircompounds

Gather information on efforts ofscientists of scientists in discovering

the properties of elements and make

a multimedia presentation.

Discuss in a forum about lifewithout various elements and

compounds.

Carry out projects to collect

specimens or pictures of varioustypes of rocks.

Discuss and practice ways to handlechemicals safely and to avoid their

wastage.


Describe efforts of scientists indiscovering the properties of

elements

Describe what life would bewithout diverse elements and

compounds

Identify different colours in

compounds of transition elementsfound naturally

Handle chemicals wisely


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THEME 2 : MATTER AROUND US

LEARNING AREA : 5. CHEMICAL BONDS Chemistry Form 4



18

29/4-3/5/13

5.1Understandi

ng formationof

compounds

Collect and interpret data on the existence ofvarious naturally occurring compounds for

example, water H2O, carbon dioxide, CO2, andminerals to introduce the concept of chemical

bonds.

Discuss:

a. the stability of inert gases with respect to the

electron arrangement,b. conditions for the formation of

chemical bonds,c. types of chemical bonds.


explain the stability ofinert gases,

explain conditions for theformation of chemical

bonds,

state types of chemicalbonds.

18

29/4-3/5/13

5.2Synthesising

ideas onformation of

ionic bond

Use computer simulation to explain formation ofions and electron arrangement of ions.

Conduct an activity to prepare ionic compounds

for example, magnesium oxide, MgO, sodiumchloride, NaCl and iron (III) chloride, FeCl3.

Carry out an activity to illustrate formation ofionic bond through models, diagrams or computer

simulation.

Use computer simulation to illustrate the existence

of electrostatic force between ions of opposite


explain formation of ions,

write electronarrangements for the ions

formed,

explain formation of ionic

bond, illlustrate electron

arrangement of an ionic

bond,

illustrate formation ofionic bond.

Ionic bond is

synonymouswith

electrovalentbond.


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charges in ionic bond.

24

10-14/6/13

5.3

Synthesising

ideas onformation of

covalentbond

Collect and interpret data on the meaning of

covalent bond.

Use models and computer simulation to illustrate

formation of :a. single bond in hydrogen, H2, chloride,

Cl2, hydrogen chloride, HCl, water,H2O, methane, CH4, ammonia, NH3,

tetrachloromethane, CCl4.

b. double bond in oxygen, O2, carbondioxide, CO2,

c. triple bond in Nitrogen, N2.

Draw diagrams showing electron arrangements for

the formation of covalent bond including Lewisstructure.

Discuss and construct a mind map to campare the

formation of covalent bond with ionic bond.


state the meaning of

covalent bond, explain formation of

covalent bond,

illustrate formation of acovalent bond by drawingelectron arrangement,

illustrate formation ofcovalent bond,

compare and contrastformation of ionic and

covalent bonds.

24

10-14/6/13

5.4

Analysingproperties ofionic and

covalent

compounds

Collect and interpret data on properties of ionic

and covalent compounds.

Work in groups to carry out and activity to

compare the following properties of ionic and

covalent compounds:a. melting and boiling points,

b. electrical conductivities,c. solubilities in water and organic solvents.


list properties of ioniccompounds,

list properties of covalentcompounds,

explain differences in theelectrical conductivity of

ionic and covalent


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Discuss:

a. differences in electrical conductivities

of ionic and covalents compounds dueto the presence of ions.

b. differences in the melting and boilingpoints of ionic and covalent

compounds.

Gather information on uses of covalent

compounds as solvents in daily life.

compounds,

describe differences inmelting and boiling points

of ionic and covalentcompounds,

compare and contrast thesolubility of ionic and

covalent compounds,

state uses of covalentcompounds as solvents.

THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA : 6. ELECTROCHEMISTRY Chemistry Form 4

Week Learning

Objectives


25

17-21/6/13

6.1

Understanding

properties ofelectrolytes

and non-electrolytes

Conduct activities to classify chemicals into

electrolytes and non-electrolytes.

Discuss:

a. the meaning of electrolyteb. the relationship between the presence of

freely moving ions and electrical conductivity


state the meaning of

electrolyte,

classify substances into

electrolytes and nonelectrolytes,

relate the presence offreely moving ions toelectrical conductivity.


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25

17-21/6/13

6.2 Analysingelectrolysis of

molten

compounds

Discuss:a. electrolysis process

b. structure of electrolytic cell

Use computer simulation to:

a. identify cations and anions in a moltencompound

b. illustrate to show the existence of ions held

in a lattice in solid state but move freely inmolten state

Conduct an activity to investigate the

electrolysis of molten lead(II) bromide to:

a. identify cations and anionsb. describe the electrolysis process

c. write half-equations for the discharge of ionsat anode and cathode

Collect and interpret data on electrolysis ofmolten ionic compounds with very high melting

points, for example sodium chloride, NaCl andlead(II) oxide, PbO

Predict products from the electrolysis of othermolten compounds


describe electrolysis,

describe electrolytic cell,

identify cations and anionsin a molten compound,

describe evidence for theexistence of ions held in a

lattice in solid state but

move freely in moltenstate,

describe electrolysis of amolten compound,

write half equations for

the discharge of ions atanode and cathode,

predict products of theelectrolysis of molten

compounds.

26

24-28/6/13

6.3 Analysing

the electrolysisof aqueous

solutions

Conduct an activity to investigate the

electrolysis of copper(II) sulphate solution anddilute sulphuric acid using carbon electrodes to:

a. identify cations and anions in the aqueous

solutions


identify cations and anionsin an aqueous solution,

desdribe the electrolysis ofan aqueous solution,


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b. describe the electrolysis of the aqueoussolutions

c. write half equations for the discharge of

ions at the anode and the cathode

Conduct experiments to investigate factorsdetermining selective discharge of ions at

electrodes based on:

a. positions of ions in electrochemical seriesb. concentrations of ions in a solution

c. types of electrodes

Use computer simulation to explain factors

affecting electrolysis of an aqueous solution.

Predict the products of electrolysis of aqueoussolutions and write their half equations

explain using examplesfactors affecting affecting

electrolysis of an aqueous

solution,

write half equations forthe discharge of ions at the

anode and the cathode,

predict the products of

electrolysis of a aqueoussolutions

27

1-5/7/13

6.4 Evaluatingelectrolysis in

industry

Conduct experiments to study the purificationand electroplating of metals

Using computer simulation, study and discussa. extraction of aluminium from aluminium

oxide

b. purification of copperc. electroplating of metals

Carry out activities to write chemical equations

for electrolysis in industries.

Collect data and discuss the benefits and

harmful effects of electrolysis in industries.


state uses of electrolysis inindustries,

explain the extraction,purification andelectroplating of metals

involving electrolysis inindustries,

write chemical equationsto represent the

electrolysis process inindustries,

justify uses of electrolysis


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in industries,

describe the problem ofpollution from electrolysis

in industry.


LEARNING AREA : 6. ELECTROCHEMISTRY Chemistry Form 4

Week Learning

Objectives


27

1-5/7/13

6.5 Analysingvoltaic cell

Study the structure of the voltaic cell such asa simple voltaic cell and Daniell cell.

Conduct the experiment to show the

production of electricity from chemicalreaction in a simple voltaic cell.

Carry out activities on a simple voltaic celland Daniell cell to explain the reaction in

each cell.

Collect data and discuss the advantages and

disadvantages of various voltaic cells


Describe the structure of asimple voltaic cell and

Daniell cell.

explain the production ofelectricity from a simple

voltaic cell.

Explain the reactions in asimple voltaic cell andDaniell cell

Compare and contrast theadvantages and

disadvantages of various


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including dry cell, lead- acid accumulator,mercury cell, alkaline cell and nickel

cadmium cell.

Discuss and compare an electrolytic cell with

a voltaic cell.

Carry out an experiment to construct the

electrochemical series based ona) Potential difference two metals,

b) The ability of a metal to displace anothermetal from its salt solutions.

voltaic cells.Describe the differences

between electrolytic and

voltaic cells.


Describe the principlesused in constracting the

electrochemical series

28

8-12/7/13

6.6 Synthesisingelectrochemical

series

.

Discuss uses of the electrochemical series todetermine

a) Cell terminals,b) Standard cell voltage

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

Carry out experiments to confirm theprediction om the metal displacement

reaction.

Carry out an activity to write the chemicalreactions for metal displacement reations

Construct theelectrochemicals series

Explain the importance ofelectrochemicals series

Predict the ability of ametal to displace another

metal from its salt solution

Write the chemical equationsfor metal displacement

reactions.


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28

8-12/7/13

6.7 Developawareness and

responsible

practices whenhandling

chemicals usedin

electrochemical

industries

Discuss the importance of electrochemicalindustries in our daily life.

Collect data and discuss the problems onpollution caused by the industrial processes

involving electrochemical industries.

Hold a forum to the importance of waste

disposal from electrochemical industriesin a safe orderly manner.

Show a video on the importance of

recycling and systematic disposal of used

batteries in a safe and orderly manner.Practice recycling used batteries.


Justify the fact thatelectrochemical industries

can improve the quality oflife

Describe the problems ofpollution caused by the

industrial processesinvolving eletrolysis

Justify the need to dispose

of waste fromelektrochemical industries

in a safe and orderly

manner.

Practice safe and systematic

disposal of used batteries


LEARNING AREA : 7.ACIDS AND BASES Chemistry Form 4

Week Learning

Objectives


31

29/7-2/8/13

7.1

Analysingcharacteristics

and properties ofacids and bases

Discuss:

a. The concept of acids bases and alkali interms of the ions they contained and produced

in aqueous solution.b. Use of acids, bases and alkalis in daily life

Astudentare able to :

. state the meaning of acid,base and alkali.

. state uses of acids, basesand alkalis in daily life.

The formation of

hydroxoniumion, H3O

+, is

introduced.


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Carry out an experiment to show that the

present of water is essential for the formation

of hydrogen ions that causes acidity.

Carry out an experiment to show that thepresent of water is essential for the formation

of hydroxide ions that causes alkalinity.

Watch computer simulation on the formation

of hydroxonium and hydroxide ions in thepresence of water.

Conduct activities to study chemical propertiesof acids and alkalis from the following

reactions:

a. acids with bases,b. acids with metals,

c. acids with metallic carbonates

Write equations for the respective reactions.

. explain the role of water inthe formation of hydrogen

ions to show the properties

of acids.. explain the role of water in

the formation of hydroxideions to show the properties

of alkalis.

. describe chemicalproperties of acids and

alkalis

Monoprotic and

diprotic acid is

inroduced.

31

29/7-2/8/13

7.2 Synthesising

the concepts of

strong acids,weak acids,

strong alkalis

and weak alkalis

Carry out an activity using pH scale to

measure the pH of solutions used in daily life

such as soap solution, carbonated water, tapwater or fruit juice.

Carry out an activity to measure the pH value

A students is able to :

. state the use of a Ph scale

. relate pH value with acidicor alkaline properties of a

substance

. relate concentration of

The formula pH

= -log[H+] is not

required.


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of a few solutions with the same concentration.For example, hydrochloric acid, ethanoic acid,

ammonia and sodium hydroxide with the use

of indicators, pH meter or computer interface.

Based on the data obtained from the aboveactivity, discuss the relationship between:

a. pH values and acidity or alkalinity of a

substanceb. concentration of hydrogen ions and the pH

valuec. concentration of hydroxide ions and the pH

value.

d. strong acids and their degree of dissociation.e. weak acids and their degree of dissociation.

f. strong alkalis and their degree of

dissociation.g. weak alkalis and their degree of

dissociation.

Use computer simulation to show the degree of

dissociation of strong and weak acids as wellas strong and weak alkalis.

Build a mind map on strong acids, weak acids,

strong alkalis and weak alkalis.

hydrogen ions with pHvalue.

. relate concentration of

hydroxide ions with pHvalue.

. relate strong or weak acidswith degree of dissociation.

. relate strong or weak acids

with degree of dissociation.. conceptualise qualitatively

strong and weak acids. conceptualise qualitatively

Strongandweakalkalis

Dissociation is

also known as

ionisation.


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32

5-9/8/13

7.3 Analysing

concentration of

acids and alkalis

Discuss :

a. the meaning of concentration

b. the meaning of molarityc. the relationship between the number of

moles with the molarity and the volume ofsolution.

d. methods for preparing standard solutions

Solve numerical problems involving

conversion of concentration units from g dm-

3 to mol dm-3 and vice versa.

Prepare standard solution of sodium

hydroxide, NaOH or potassium hydroxide,KOH .

Prepare a solution with specified concentrationfrom the prepared standard solution through

dilution.

Carry out an experiment to investigate the

relationship between pH values with themolarity of a few diluted solutions of an acid

and an alkali.

Solve numerical problems on the molarity of

acids and alkalis.

A student is able to :

. state the meaning of

concentration. state the meaning of

molarity. state the relationship

between the number of

moles with molarity andvolume of solution.

. describe methods forpreparing standard solutions

.describe the preparation of

a solution with a specified

concentration using dilution

method.

. relate pH value withmolarity of acid and alkali

. solve numerical problemsinvolving molarity of aids

and alkalis

The use of pH

meter is

recommended.

Salt solution canbe included in

the discussion.

Molarity or

molarconcentration.

Sodiumhydroxide is not

stable andabsorbs

moisture, thus

the concentrationis only

approximate.

Oxalic acid,

H2C2O4.2H2O orsodium

carbonate,Na2CO3is

recommended as

a primarystandard

solution.


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34

19-24/8/13

7.4 Analysing

neutralisation

Collect and interpret data one neutralisation

and its application in daily life

Carry out activities to write equations for

neutralisation reactions.

Carry out acid-base titrations ad determine the

end point using indicators or computerinterface.

Carry out problem solving activities involvingneutralisation reactions to calculate either

concentration or volume of solutions

A students is able to :

.explain the meaning of

neutralisation.. explain the application of

neutralisation in daily life.. write equations for

neutralisation reactions

.describe acid-base titrationDuring neutralisation .

.solve numerical problemsinvolving neutralisation

reactions to calculate either

concentration or volume ofsolutions

Neutralise soil

using lime or

ammonia, use ofanti-acid.

Teacher should

emphasise onusing correct

techniques.


LEARNING AREA : 8. SALTS Chemistry Form 4

Week LearningObjectives Suggested Learning Activities Learning Outcomes Notes

35

26-30/8/13

8.1

Synthesisingsalts

Collect and interpret data on:

a. naturally existing salts,b. the meaning of salt,

c. uses of salts in agriculture, medicinalfield, preparation and preservation of

food.


State examples of salts

used in daily life

Explain the meaning ofsalts

The soluble salts

prepared arepurified by

recrystallisation.


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Carry out experiments to study the solubilities

of nitrate, sulphate, carbonate and chloride

salts.

Prepare soluble salts by reacting:a. acid with alkali

b. acid with metallic oxide,

c. acid with metal,d. acid with metallic carbonate

Carry out an activity to purify soluble salts by

recrystallisation. Discuss the need to purify

salts.

Observe to identify physical characteristics ofcrystal such as copper (II) sulphate, CuSO4,

sodium chloride, NaCl, potassium

chromate(VI), K2CrO4, and potassiumdichromate(VI), K2Cr2O7.

Prepare insoluble salts such as lead (II) iodide,PbI2, lead chromate(VI), PbCrO4, and barium

sulphate, BaSO4, through precipitation

reactions.

Carry out activities to write chemical and ionicequations for preparation of soluble and

insoluble salts.

Construct a flow chart to select suitable

methods for preparation or salts.

Identify soluble andinsoluble salts

Describe the preparation

of soluble salts Describe the purification

of soluble salts byrecrystallisation

List physicalcharacteristics of crystals

Describe the preparationof insoluble salts

Write chemical and ionicequation for reaction used

in the preparation of salts Design an activity to

prepare a specified salt

Construct ionic equationsthrough the continuous

variation methodSolve problems involving

calculation of quantities ofreactants or products in

stoichiometric reactions

Use prepared

crystal of salts.


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Plan and carry out an activity to prepare a

specified salt.

Carry out an experiment to construct ionic

equations through continuous variationmethod.

Calculate quantities of reactants or products instoichiometric reactions

Use worksheetsor quizzes

36

2-6/9/13

8.2

Synthesising

qualitativeanalysis of salts

Discuss the meaning of quantitative analysis.

Study and make inferences on the colour andthe solubility of various salts in water.

Watch multimedia presentation on methods

used for identifying gases.

Observe and carry out chemical tests to

identify oxygen, O2, hydrogen, H2, carbondioxide, CO2, ammonia, NH3chlorine, Cl2,hydrogen chloride, HCl, sulphur dioxide SO2,and nitrogen dioxide, NO2 gases.

Carry out tests to study the action of heat on

carbonate and nitrate salts.

Observe changes in colour and evolution ofgases when the salts are heated.

Carry out tests to confirm the presence of



qualitative analysis Make inferences on salts

based on their colour andsolubility in water

Describe tests for theidentification of gases

Describe the action ofheat on salts

Describe the tests foranions

State observation ofreaction of cations with

sodium hydroxide

solution and ammoniasolution

Describe confirmatorytests for Fe

2+, Fe

3+, Pb

2+

Chemical tests

for O2,H2, CO2,NH3and HCl are

confirmatorytests

Action of heat on

sulphate andchloride salts

may bementioned.


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carbonate, sulphate, chloride and nitrate ions inaqueous solutions

Carry out tests to identify the presence ofCu2+

, Mg2+

, Al3+

, Fe2+

, Fe3+

, Pb2+

, Zn2+

, NH4+

and Ca2+

ion in aqueous solution using sodiumhydroxide solution, NaOH, and ammonia

solution, NH3(aq).

Carry out tests to confirm the presence of Fe2+,

Fe3+

, Pb2+

and NH4+

ions in aqueous solutions.Construct a flow chart on the quanlitative

analysis of salts.

Plan and carry out tests to identify anions and

cations in unknown salts.

and NH4+

Plan qualitative analysis

to identify salts

36

2-6/9/13

8.3

Practising to be

systematic andmeticulous when

carrying outactivities

Carry out activities using correct techniques

during titration, preparation of standard

solutions and preparation of salts and crystals.

Plan and carry out an experiment, makeobservations, record and analyse data

systematically and carefully.


Carry out activities using

the correct techniquesduring preparation of salts

and crystals

Activities are

integrated in thetopic where

applicable.


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THEME : PRODUCTION AND MANAGEMENT OF MANIFACTURED CHEMICALS

LEARNING AREA : 9. MANIFACTURED SUBSTANCES IN INDUSTRY Chemistry Form 4

Week LearningObjectives Suggested Learning Activities Learning Outcomes Notes

37

9-13/9/13

9.1Understanding

the manufactureof sulphuric acid

Discuss uses of sulphuric acid in daily lifesuch as in the making of paints, detergents,

fertilizers and accumulators.

Collect and interpret data on the manufacture

of sulphuric acid.

Construct a flow chart to show the stages in themanufacture of sulphuric acid as in the contact

process.

Gather information and write an essay on how

sulphur dioxide, SO2, causes environmentalpollution.


list uses of sulphuric acid,

explain industrial process

in the manufacture ofsulphuric acid,

Explain that sulphurdioxide causes

environmental pollution.

37

9-13/9/13

9.2 Synthesising

the manufactureof ammonia and

its salts

Discuss uses of ammonia in daily life, e.g. in

the manufacture of fertilizers and nitric acid.

Carry out an activity to investigate properties

of ammonia.

Collect data from various sources and

construct a flow chart to show the stages in themanufacture of ammonia as in the Haber

process.


list uses of ammonia,

state the properties of

ammonia,

explain the industrialprocess in the

manufacture of ammonia,

design an activity toprepare ammonium

fertilizer.


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Design an activity to prepare an ammoniumfertilizer, for example ammonium sulphate

(NH4)2SO4

38

16-20/9/13

9.3Understanding

alloys

Look at some examples of pure metals andnon-metals made of alloys in daily life. List

and discuss their properties.

Carry out an activity to compare the strength

and hardness of alloys with that of their puremetals.

Study the arrangement of atoms in metals and

alloys through computer simulation.

Work in groups to discuss:

the meaning of alloy

the purpose of making alloys such asduralamin, brass, steel, stainless steel,bronse and pewter.

Compositions, properties and uses of

alloys.

Carry out experiments to compare the rate of

corrosion of iron, steel and stainless steel.

Study various local products made from alloys.


relate the arrangement ofatoms in metals to theirductile and malleable

properties,

state the meaning ofalloy,

state the aim of making

alloys,

list examples of alloys,

list compositions andproperties of alloys,

relate the arrangement ofatoms in alloys to theirstrength and hardness,

relate properties of alloysto their uses.

Propertiesinclude

conductivity,ductility,

malleability and

luster.

Discuss themaking of alloys,

for example steel

and pewter as anenrichment

exercise.


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38

16-20/9/13

9.4 Evaluatinguses of synthetic

polymers

Discuss the meaning of polymers.

Observe exhibits of materials made of

polymers and classify them into naturallyoccurring polymers and synthetic polymers.

Identify the monomeers in synthetic polymers

usin models or computer simulation.

Collect the information on the quantity and

types of household synthetic polymersdisposed of over a certain period of time.

Discuss the environmental pollution resultingfrom the disposable of synthetic polymers.

Hold a debate on uses and the environmental

effects of non-biogedradable synthetic

polymers in daily life.


state the meaning ofpolymers,

list naturally occurringpolymers,

list synthetic polymersand their uses,

identify the monomersin the syntheticpolymers,

Justify uses of syntheticpolymers in daily life.

Natural polymersto be discussed

are rubber,

cellulose andstarch.

Synthetic

polymers to be

discussed arePVC, polythene,

polypropelene,Perspex, nylon

and terylene.

Recycling as a

disposal methodcan be discussed.

Uses ofbiodegradable

polymers can bediscussed.


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39

23-27/9/13

9.5 Applyinguses of glass and

ceramics

Collect and interpret data on types,composition, properties and uses of glass and

ceramics.

Prepare a folio incorporating video clips and

pictures on uses of glass and ceramics tahathave been used synthetic polymersor a specific

purpose, e.g photo chromic glass and

conducting glass.


list uses of glass,

list uses of ceramics,

list types of glass andtheir properties,

State properties ofceramics.

Glass typesinclude soda-

lime glass, fused

glass,borosilicate glass

and lead crystalglass.

39

23-27/9/13

9.6 Evaluating

uses ofcomposite

materials.

Watch a multimedia presentation and prepare a

folio on :a. the meaning of composite materials

b. a list of composite materials such asreinforced concrete, specific super

conductor, fibre optic, fibre glass and

photo chromic glass,c. components of composite materials,

d. uses of composite materials.

Compare the superior properties of composite

materials to their original component bycomputer simulation.

Discuss and justify the uses of composite

materials.

Watch the production of composite materials

in factories.


describe needs toproduce new materials

for specific purposes,

state the meaning ofcomposite materials,

list examples ofcomposite materials and

their components,

compare and contrastproperties of compositematerials with those of

their original

component,

justify uses of compositematerials,

Generate ideas toproduce advancedmaterials to fulfil

specific needs.


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39

23-27/9/13

9.7Appreciatingvarious synthetic

industrial

materials

Discuss the importance of synthetic materialsin daily life.

Hold a forum to discuss importance of researchand development for the continuous well being

of mankind.

Watch a multimedia presentation or computer

simulation on pollution caused by the disposalof synthetic materials.


justify the importance ofdoing research and

developmentcontinuously,

act responsibly whenhandling synthetic

materials and theirwastes,

describe the importance

of synthetic materials indaily life.


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YEARLY SCHEME OF WORK

CHEMISTRYFORM 4

2013

SMK AYER KEROH

TAMAN TASIK UTAMA

75450 AYER KEROHMELAKA

yearly scheme of work 2013-chemistry f4

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