Form Four Lesson Plan Diselaraskan oleh :

Panitia KIMIA
Year 2007 Daerah Kuala Terengganu

1st Semester : 2/1/2007 – 24/5/2007 (20 weeks – 98 days inclusive of public holidays)

Week Learning Objectives Learning Outcomes Learning Activities

1 Orientation week.
2/1 – 4/1
(3 days)

2 1. Introduction To
7/1 – 11/1 Chemistry
(5 days) 1.1 Understanding A student is able to:
chemistry and • Explain the meaning
its importance of chemistry.
• List some common
chemicals used in daily
life.
• State the uses of
common chemicals in
daily life.
• List examples of
occupations that require
the knowledge of
chemistry.
• List chemical-based
industries in Malaysia.
• Describe the
contribution of chemical-
based industries towards
the development of the
country.
Collect and interpret the meaning of
the word ‘chemistry’.
Discuss some examples of common
chemicals used in daily life such as
sodium chloride, calcium carbonate
and acetic acid.
Discuss the uses of these chemicals in
daily life.
View a video or computer courseware
on the following:
a. Careers that needed the knowledge
of chemistry.
b. Chemical-based industries in
Malaysia and its contribution to
the development of the country.

3 1.2 Synthesizing A student is able to:
14/1 – 18/1 scientific • Identify variables in a
(5 days) method given situation.
• Identify the
relationship between two
variables to form a
hypothesis.
• Design and carry out a
simple experiment to test
the hypothesis.
• Record and present
data in a suitable form.
• Interpret data to draw
a conclusion.
• Write a report of the
investigation.
Observe a situation and identify all
variables. 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 draw
conclusions.
d. Write a complete report.

1
 Week Learning Objectives Learning Outcomes
4 1.3 Incorporate A student is able to:
21/1 – 25/1 scientific • Identify scientific
(4 days) attitudes and attitudes and values
values in practiced by scientists in
*20/1 (Sat) conducting carrying out investigations.
- Awal scientific • Practice scientific
Muharram investigation attitudes and values in
conducting scientific
*21/1 (Sun) investigations.
- State Public
Holiday
2. The Structure of
The Atom
2.1 Analyzing A student is able to:
matter • Describe the
particulate nature of
matter.
• State the kinetic
theory of matter.
• Define atoms,
molecules and ions.
• Relate the change in
the state of matter to the
change in heat.
• Relate the change in
heat to the change in
kinetic energy of particles.
• Explain the inter-
conversion of the states of
matter in terms of kinetic
theory of matter.
5 2.1 Analyzing A student is able to:
28/1 – 1/2 matter • Relate the change in
(5 days) heat to the change in the
kinetic energy of particles.
• Explain the inter-
conversion of the state of
matter in terms of kinetic
theory of matter.
2.2 Synthesizing A student is able to:
atomic • Describe the
structure development of atomic
model.
• State the main
subatomic particles of an
atom.
• Compare and contrast
the relative mass and the
relative charge of the
protons, electrons and
neutrons.
2
Learning Activities
View videos or read passages about
scientific investigations. Students
discuss and 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 praticed during scientific
investigations.
Discuss and explain the particulate
nature of matter.
Use models or computer simulation to
discuss the following:
a. The kinetic theory of matter.
b. The meaning of atoms, molecules
and ions.
Conduct an activity to investigate
diffusion of particles in solid, liquid
and gas.
Investigate the change in the state of
matter based on the kinetic theory of
matter through simulation or computer
animation.
Conduct an activity to determine the
melting and freezing points of
ethanamide or naphthalene.
Plot and interpret the heating and the
cooling curves of ethanamide or
naphthalene.
Discuss the development of atomic
models proposed by scientists namely
Dalton, Thomson, Rutherford,
Chadwick and Bohr.
Use models or computer simulation to
illustrate the structure of an atom as
containing protons and neutrons in the
nucleus and electrons arranged in
shells.
Use a table to compare and contrast
the relative mass and the relative
charge of protons, electrons and
neutrons.
 Week Learning Objectives Learning Outcomes
6 2.2 Synthesizing A student is able to:
4/2 – 8/2 atomic • Define proton number.
(5 days) structure • Define nucleon
number.
• Determine the proton
number.
• Determine the nucleon
number.
• Relate the proton
number to the nucleon
number.
• Relate the proton
number to the type of
element.
• Write the symbols of
elements.
• Determine the number
of neutrons, protons and
electrons from the proton
number and the nucleon
number and vice versa.
7 Test 1
11/2 – 15/2
(5 days)
8 2.3 Understanding A student is able to:
18/2 – 22/2 isotopes and • State the meaning of
(3 days) assessing their isotope.
importance • List examples of
*18 & 19/2 elements with isotopes.
(Sun & Mon)
• Determine the number
– Chinese
of subatomic particles of
New Year
isotopes.
• Justify the uses of
isotopes in daily life.
2.4 Understanding
A student is able to:
the electronic • Describe electron
structure of an arrangements of elements
atom with proton numbers 1 to
20.
• Draw electron
arrangement of an atom in
an element.
• State the meaning of
valence electrons.
• Determine the number
of valence electrons from
3
Learning Activities
Conduct activities to determine the
proton number, nucleon number and
the number of protons, electrons and
neutrons of an atom.
Investigate the proton and nucleon
numbers of different elements.
Discuss:
• The relationship between
proton number and nucleon
number.
• To make generalization that
each element has a different proton
number.
Carry out an activity to write:
• The symbols of elements.
• The standard representation
for an atom of any element.
Where:
A X = element
X A = nucleon number
Z Z = proton number
Collect and interpret information on:
a. The meaning of isotope.
b. Isotopes of hydrogen, oxygen,
carbon, chlorine and bromine.
Conduct information from the internet
or from printed materials and discuss
the uses of isotope.
Study electron arrangements of
various atoms and identify their
valence electrons.
Discuss the meaning of valence
electrons using illustrations.
Conduct activities to:
a. Illustrate electron arrangements of
elements with proton numbers 1 to
20.
b. Write electron arrangements of
elements with proton numbers 1 to
20.
 the electron arrangement
of an atom.
Week Learning Objectives Learning Outcomes Learning Activities

9 3. Chemical Formulae
25/2 – 1/3 And Equations
(5 days) 3.1 Understanding A student is able to:
and applying • State the meaning of
the concepts of relative atomic mass based
relative atomic on carbon-12 scale.
mass and • State the meaning of
relative relative molecular mass
molecular mass based on carbon-12 scale.
• State why carbon-12 is
used as a standard for
determining relative
atomic mass and relative
molecular mass.
• Calculate the relative
molecular mass of
substances.
Collect and interpret data concerning
relative atomic mass and relative
molecular mass based on carbon-12
scale.
Discuss the use of carbon-12 scale as a
standard for determining relative
atomic mass and relative molecular
mass.
Carry out a quiz to calculate the
relative molecular mass of substances
based on the given chemical
formulae.

3.2 Analyzing the A student is able to: Study the mole concept using analogy
relationship or computer simulation.
• Define a mole as the
between the amount of matter that
number of Collect and interpret data on Avogadro
contains as many particles
moles with the constant.
as the number of atoms in
number of 12 g of carbon-12.
particles. Discuss the relationship between the
• State the meaning of
number of particles in one mole of a
Avogadro constant.
substance with Avogadro constant.
• Relate the number of
particles in one mole of a Carry out problem solving activities to
substance with the convert the number of moles to the
Avogadro constant. number of particles for a given
• Solve numerical substance and vice versa.
problems to convert the
number of moles to the
number of particles of a
given substance and vice
versa.

4
 Week Learning Objectives Learning Outcomes Learning Activities

10 3.3 Analyzing the A student is able to: Discuss the meaning of molar mass.
4/3 – 8/3 relationship • State the meaning of
(4 days) between the molar mass. Using analogy or computer simulation,
number of • Relate molar mass to discuss to relate:
*4/3 (Sun) moles of a the Avogadro constant. a. Molar mass with the Avogadro
-Anniversary substance with • Relate molar mass of a constant.
Of its mass substance to its relative b. Molar mass of a substance with its
Installation atomic mass or relative relative atomic mass or relative
Of molecular mass. molecular mass.
Terengganu’s • Solve numerical
Sultan problems to convert the Carry out problem solving activities to
number of moles of a convert the number of moles of a
substance to its mass and given substance to its mass and vice
vice versa. versa.

3.4 Analyzing the Collect and interpret data on molar

relationship A student is able to: volume of a gas.
between the
• State the meaning of
number of Using computer simulation or graphic
molar volume.
moles of a gas presentation, discuss:
• Relate molar volume
with its volume a. The relationship between molar
of a gas to the Avogadro
volume and Avogadro constant.
constant.
b. To make generalization on the
• Make generalization molar volume of a gas at STP or
on the molar volume of a room conditions.
gas at a given temperature
and pressure. Carry out an activity to calculate the
• Calculate the volume volume of gases at STP or room
of gases at STP or room conditions from the number of moles
conditions from the and vice versa.
number of moles and vice
versa. Carry out problem solving activities
• Solve numerical involving number of particles, number
problems involving of moles, mass of substance and
number of particles, volume of gases at STP or room
number of moles, mass of conditions.
substances and volume of
gases at STP or room
conditions.

Mid First Semester Break : 9/3/2007 – 17/3/2007 (9 days)

5
 Week Learning Objectives Learning Outcomes
11 3.5 Synthesizing A student is able to:
18/3 – 22/3 chemical • State the meaning of
(5 days) formulae chemical formula.
• State the meaning of
empirical formula.
• State the meaning of
molecular formula.
• Determine empirical
and molecular formulae of
substances.
• Compare and contrast
empirical formula with
molecular formula.
• Solve numerical
problems involving
empirical and molecular
formulae.
• Write ionic formulae
of ions.
• Construct chemical
formulae of ionic
compounds.
• State names of
chemical compounds using
IUPAC nomenclature.
12 3.6 Interpreting A student is able to:
25/3 – 29/3 chemical • State the meaning of
(5 days) equations chemical equation.
• Identify the reactants
and products of a chemical
equation.
• Write and balance
chemical equations.
• Interpret chemical
equations quantitatively
and qualitatively.
• Solve numerical
problems using chemical
equations.
6
Learning Activities
Collect and interpret data on chemical
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 empirical formula
of magnesium oxide.
c. Compare and contrast empirical
formula with molecular formula.
Carry out problem solving activities
involving empirical and molecular
formulae.
Conduct activities to:
a. Construct chemical formulae of
compounds from a given ionic
formulae of ions.
b. State names of chemical
compounds using IUPAC
nomenclature.
Discuss:
a. The meaning of chemical
equation.
b. The reactants and products in a
chemical equation.
Construct balanced chemical equations
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 and balance chemical
equations.
b. Interpret chemical equations
quantitatively and qualitatively.
c. Solve numerical problems using
chemical equations
(stoichiometry).
 Week Learning Objectives Learning Outcomes Learning Activities

13 4. Periodic Table of
1/4 – 5/4 Elements
(4 days) 4.1 Analyzing the A student is able to: Collect information on the
Periodic Table • Describe the contributions of various scientists
*31/3 (Sat) of elements contributions of scientists towards the development of the
- Birthday Of in the historical Periodic Table.
Nabi development of the
Muhammad Periodic Table. Study the arrangement of elements in
• Identify groups and the Periodic Table from the following
*1/4 (Sun) periods in the Periodic aspects:
- State Public Table. a. Group and period.
Holiday • State the basic b. Proton number.
principle of arranging the c. Electron arrangement.
elements in the Periodic
Table from their proton Carry out activity to relate the electron
numbers. arrangement of an element to its group
• Relate the electron and period.
arrangement of an element
to its group and period. Discuss the advantages of grouping
elements in the Periodic Table.
• Explain the
advantages of grouping
Conduct activities to predict the group
elements in the Periodic
and period of an element based on its
Table.
electron arrangement.
• Predict the group and
the period of an element
based on its electron
arrangement.

14 Test 2
8/4 – 12/4
(5 days)

7
 Week Learning Objectives Learning Outcomes
15 4.2 Analyzing A student is able to:
15/4 – 19/4 Group 18 • List all Group 18
(5 days) elements elements.
• State in general the
physical properties of
group 18 elements.
• Describe the changes
in the physical properties
of Group 18 elements.
• Describe the inert
nature of elements of
Group 18.
• Relate the inert nature
of Group 18 elements to
their electron
arrangements.
• Relate the duplet and
octet electron
arrangements of Group 18
elements to their stability.
4.3 Analyzing
Group 1 • Describe uses of
Group 18 elements in daily
elements
life.
A student is able to:
• List all Group 1
elements.
• State the general
physical properties of
litium, sodium and
potassium.
• Describe changes in
the physical properties
from lithium to potassium.
• List the chemical
properties of lithium,
sodium and potassium.
• Describe the
similarities in chemical
properties of lithium,
sodium and potassium.
• Relate the chemical
properties of Group 1
elements to their electron
arrangements.
• Describe changes in
reactivity of Group 1
elements down the group.
• Predict physical and
chemical properties of
other elements in Group 1.
• State the safety
precautions when handling
8
Learning Activities
Use a table to list all the elements in
Group 18.
Describe the physical properties such
as the physical state, density and
boiling point of Group 18 elements.
Discuss:
a. Changes in the physical properties
of Group 18 elements.
b. The inert nature of Group 18
elements.
c. The relationship between the
electron arrangement and the inert
nature of Group 18 elements.
Use diagrams or computer simulation
to illustrate the duplet and the octet
electron arrangement of Group 18
elements to explain their stability.
Gather information on the reasons for
the uses of Group 18 elements.
Gather information and discuss:
a. Group 1 elements.
b. General physical properties of
lithium, sodium and potassium.
c. Changes in the physical properties
from lithium to potassium with
respect to hardness, density and
melting point.
d. Chemical properties of lithium,
sodium and potassium.
e. The similarities in chemical
properties of lithium, sodium and
potassium.
f. The relationship between the
chemical properties of Group 1
elements and their electron
arrangements.
Carry out experiments to investigate
the reactions of lithium, sodium and
potassium with water and oxygen.
Study the reactions of lithium, sodium
and potassium with chlorine and
bromine through computer simulation.
Discuss the changes in the reactivity
of Group 1 elements down the group.
Predict physical and chemical
properties of Group 1 elements other
than lithium, sodium and potassium.
 Group 1 elements. Watch multimedia materials on the
safety precautions when handling
Group 1 elements.
Week Learning Objectives Learning Outcomes Learning Activities

16 4.4 Analyzing A student is able to: Gather information and discuss on:
22/4 – 26/4 Group 17 • List all Group 17 a. Group 17 elements.
(5 days) elements elements. b. Physical properties of chlorine,
• State the general bromine and iodine with respect to
physical properties of their colour, density, boiling point.
chlorine, bromine and c. Changes in the physical properties
iodine. from chlorine to iodine.
• Describe changes in d. Chemical properties of chlorine,
the physical properties bromine and iodine.
from chlorine to iodine. e. The similarities in chemical
• List the chemical properties of chlorine, bromine
properties of chlorine, and iodine.
bromine and iodine. f. The relationship between the
chemical properties of Group 17
• Describe the
elements with their electron
similarities in chemical
arrangements.
properties of chlorine,
bromine and iodine. Carry out experiments to investigate
• Relate the chemical the reactions of chlorine, bromine and
properties of Group 17 iodine with water, metal such as iron
elements with their and sodium hydroxide.
electron arrangements.
• Describe changes in Discuss changes in the reactivity of
reactivity of Group 17 Group 17 elements down the group.
elements down the group.
Predict physical and chemical
• Predict physical and
properties of Group 17 elements other
chemical properties of
than chlorine, bromine and iodine.
other elements in Group
17. Watch multimedia materials on the
• State the safety safety precautions when handling
precautions when handling Group 17 elements.
Group 17 elements.
4.5 Analyzing Collect and interpret data on the
elements in a properties of elements in Period 3 such
period A student is able to: as:
• List all elements in a. Proton number.
Period 3. b. Electron arrangement.
• Write electron c. Size of atom.
arrangements of all d. Electronegativity.
elements in Period 3. e. Physical state.
• Describe changes in Discuss changes in the properties of
the properties of elements elements across Period 3.
across Period 3.
• State changes in the Carry out experiments to study the
properties of oxides of oxides of elements in Period 3 and
elements across Period 3. relate them to their metallic properties.
• Predict changes in the
properties of elements Discuss in small groups and make a
across Period 2. presentation on the changes of
properties of oxides of elements across
• Describe uses of semi-
Period 3.
metals.
Discuss and predict changes in the
properties of elements in Period 2.
Collect and predict data on uses of
9
 semi-metal like silicon and germanium
in the microelectronic industry.
Week Learning Objectives Learning Outcomes Learning Activities

17 4.6 Understanding A student is able to: Carry out an activity to identify the
29/4 – 3/5 transition • Identify the position of position of transition elements in the
(3 days) elements transition elements in the Periodic Table.
Periodic Table.
*1/5 (Tues) Collect and predict data on properties
• Give examples of
- Labour Day of transition elements with respect to
transition elements.
& melting point, density, variable
• Describe properties of
Wesak Day oxidation numbers and ability to form
transition elements.
coloured compounds.
• State uses of transition
*2/5 (Wed) – elements in industries. Observe the colour of:
Replacement
a. A few compounds of transition
Holiday For
elements.
Wesak Day
b. Products of the reaction between
aqueous solution of compounds of
transition elements with sodium
hydroxide solution, NaOH(aq), and
ammonia solution, NH3(aq).
Observe the colour of precious stones
4.7 Appreciating A student is able to: and identify the presence of transition
the existence of elements.
• Describe efforts of
elements and scientists in discovering
their Give examples on the use of transition
the properties of elements.
compounds elements as catalysts in industries.
• Describe what life
would be without diverse Gather information on efforts of
elements and compounds. scientists in discovering the properties
• Identify different of elements and make a multimedia
colour in compounds of presentation.
transition elements found
naturally. Discuss in a forum about life without
• Handle chemical various elements and compounds.
wisely.
Carry out projects to collect specimens
or pictures of various types of rock.
Discuss and pratice ways to handle
chemicals safely and avoid their
wastage.

18 Revision. Problem solving.

6/5 – 10/5
(5 days)

19 Mid Year
13/5 – 17/5 Examination.
(5 days)

20 Mid Year
20/5 – 24/5 Examination.
(5 days)

10
 Mid Year Holidays : 25/5/2007 – 9/6/2007 (16 days)
2nd Semester : 10/6/2007 – 15/11/2007 (22 weeks – 110 days inclusive of holidays)
1 5. Chemical Bonds
10/6 – 14/6 5.1 Understanding A student is able to:
(5 days) formation of • Explain the stability
compounds of inert gases.
• Explain conditions
for the formation of
chemical bonds.
• State types of
chemical bonds.
5.2 Synthesizing
A student is able to:
ideas on
• Explain formation of
formation of ions.
ionic bond • Write electron
arrangements for the ions
formed.
• Explain the
formation of ionic bond.
• Illustrate electron
arrangement of an ionic
bond.
5.3 Synthesizing
ideas on A student is able to:
formation of • State the meaning of
covalent bond covalent bond.
• Explain the
formation of covalent
bond.
• Illustrate formation
of a covalent bond by
drawing electron
arrangement.
• Compare and
contrast formation of
ionic and covalent bonds.
11
Collect and interpret data on the
existence of various naturally
occurring compounds for example
water, H2O, carbon dioxide, CO2 and
minerals 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.
Use computer simulation to explain
formation of ions and electron
arrangement of ions.
Conduct an activity to prepare ionic
compounds for example magnesium
oxide, MgO, sodium chloride, NaCl
and iron(III) chloride, FeCl3.
Carry out an activity to illustrate
formation of ionic bond through
models, diagrams or computer
simulation.
Use computer simulation to illustrate
the existence of electrostatic force
between ions of opposite charge in
ionic bond.
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,
chlorine, Cl2, hydrogen chloride,
HCl, water, H2O, methane, CH4,
ammonia, NH3 and
tetrachloromethane, CCl4.
b. Double bond in oxygen, O2 and
carbon dioxide, CO2.
c. Triple bond in nitrogen, N2.
Draw diagrams showing electron
arrangements for the formation of
covalent bond including Lewis
structure.
Discuss and construct a mind map to
compare the formation of covalent
bond with ionic bond.
 Week Learning Objectives Learning Outcomes
2 5.4 Analyzing A student is able to:
17/6 – 21/6 properties of • List properties of
(5 days) ionic and ionic compounds.
covalent • List properties of
compounds covalent compounds.
• Explain differences
in the electrical
conductivity of ionic and
covalent compounds.
• Describe differences
in melting and boiling
points of ionic and
covalent compounds.
• Compare and
contrast the solubility of
ionic and covalent
compounds.
• State uses of
covalent compounds as
6. Electrochemistry
solvents.
6.1 understanding
properties of
A student is able to:
electrolytes and
non-electrolytes • State the meaning of
electrolyte.
• Classify substances
into electrolytes and non-
electrolytes.
• Relate the presence
6.2 Analyzing of freely moving ions to
electrolysis of electrical conductivity.
molten
compounds A student ia able to:
• State the meaning of
electrolysis.
• Describe electrolytic
cell.
• Identify cations and
anions in a molten
compound.
• Describe evidence
for the existence of ions
held in a lattice in solid
state but move freely in
molten state.
• Describe electrolysis
of a molten compound.
• Write half equations
for the discharge of ions
at anode and cathode.
• Predict products of
electrolysis of molten
compounds.
12
Learning Activities
Collect and interpret data on properties
of ionic and covalent compounds.
Work in groups to carry out an activity
to compare the following properties of
ionic and covalent compounds:
a. Melting and boiling points.
b. Electrical conductivity.
c. Solubility in water and organic
solvents.
Conduct activities to classify
chemicals into electrolytes and non-
electrolytes.
Discuss:
a. The meaning of electrolyte.
b. The relationship between the
presence of freely moving ions and
electrical conductivity.
Discuss:
a. Electrolysis process.
b. Structure of an 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 state.
Conduct an activity to investigate the
electrolysis of molten lead(II)
bromide, PbBr2 to:
a. Identify cations and anions.
b. Describe the electrolysis 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 high melting
points, for example sodium chloride,
NaCl and lead(II) oxide, PbO.
Predict products from the electrolysis
of other molten compounds.
 Week Learning Objectives Learning Outcomes Learning Activities

3 6.3 Analyzing A student is able to: Conduct an activity to investigate the

24/6 – 28/6 electrolysis of • Identify cations and electrolysis of copper(II) sulphate
(5 days) aqueous anions in an aqueous solution and dilute sulphuric acid
solutions solution. using carbon electrodes to:
• Describe the a. Identify cations and anions in the
electrolysis of an aqueous aqueous solutions.
solution. b. Describe the electrolysis of the
• Explain using aqueous solutions.
examples factors c. Write half equations for the
affecting electrolysis of discharge of ions at the anode and
an aqueous solution. the cathode.
• Write half equations
for the discharge of ions Conduct experiments to investigate
at the anode and cathode. factors determining selective discharge
of ions at electrodes based on:
• Predict the products
a. Positions of ions in
of electrolysis of aqueous
electrochemical series.
solutions.
b. Concentration 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

aqueous solutions and write their half
equations.

Week Learning Objectives Learning Outcomes Learning Activities

13
 4 6.4 Evaluating A student is able to:
1/7 – 5/7 electrolysis in • State uses of
(5 days) industry electrolysis in industries.
• Explain the
extraction, purification
and electroplating of
metals involving
electrolysis in industries.
• Write chemical
equations to represent the
electrolysis process in
industries.
• Justify uses of
electrolysis in industries.
• Describe the problem
of pollution from
electrolysis in industries.
6.5 Analyzing
A student ia able to:
voltaic cells
• Describe the
structure of a simple
voltaic cell and Daniell
cell.
• Explain the
production of electricity
from a simple voltaic
cell.
• Compare and
contrast the advantages
and disadvantages of
various voltaic cells.
• Describe the
differences between
electrolytic and voltaic
cells.
5 Test 3
8/7 – 12/7
(5 days)
6 6.6 Synthesizing A student is able to:
15/7 – 19/7 electrochemical • Describe the
(5 days) series
principles used in
constructing the
electrochemical series.
• Explain the
importance of
electrochemical series.
• Predict the ability of
a metal to displace
another metal from its
salt solution.
• Write the chemical
equations for metal
displacement reactions.
14
Conduct experiments to study the
purification and electroplating of metals.
Using computer simulation, study and
discuss:
a. Extraction of aluminium from
aluminium oxide.
b. Purification of copper.
c. 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.
Study the structure of a voltaic cell such as
a simple voltaic cell and Daniell cell.
Conduct an experiment to show the
production of electricity from chemical
reactions in a simple voltaic cell.
Carry out activities on a simple voltaic cell
and Daniell cell to explain the reactions in
each cell.
Collect data and discuss the advantages
and disadvantages of various voltaic cells
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 on:
a. Potential difference between two
metals.
b. The ability of metal to displace
another 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 the
predictions on the metal displacement
reaction.
 Week Learning Objectives Learning Outcomes
7 7. Acids And Bases A student is able to:
22/7 – 26/7 7.1 Analyzing • State the meaning of
(5 days) characteristics acid, base and alkali.
and properties • State uses of acids,
of acids and bases and alkalis in daily
bases life.
• Explain the role of
water in the formation of
hydrogen ions to show
the properties of acids.
• Explain the role of
water in the formation of
hydroxide ions to show
the properties of alkalis.
• Describe chemical
properties of acids and
alkalis.
7.2 Synthesizing
the concepts of
A student is able to:
strong acids,
• State the use of a pH
weak acids,
scale.
strong alkalis
and weak • Relate pH value with
alkalis acidic or alkaline
properties of a substance.
• Relate concentration
of hydrogen ions with pH
value.
• Relate concentration
of hydroxide ions with
pH value.
• Relate strong or
weak acid with degree of
dissociation.
• Relate strong or
weak alkali with degree
of dissociation.
• Conceptualize
qualitatively strong and
weak acids.
• Conceptualize
qualitatively strong and
weak alkalis.
15
Learning Activities
Discuss:
a. The concept of acid, base and
alkali in terms of the ions they
contained or produced in aqueous
solutions.
b. Uses of acids, bases and alkalis in
daily life.
Carry out experiments to show that the
presence of water is essential for the
formation of hydrogen ions and
hydroxide ions that cause acidity and
alkalinity.
Watch computer simulation on the
formation of hydroxonium ions and
hydroxide ions in the presence of
water.
Conduct activities to study chemical
properties of 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.
Carry out an activity using pH scale to
measure the pH of solutions used in
daily life such as soap solution,
carbonated water, tap water or fruit
juice.
Carry out an activity to measure the
pH value of a few solutions with the
same concentration. For example,
hydrochloric acid, ethanoic acid,
ammonia and sodium hydroxide with
the use of indicators and pH meter.
Based on the data obtained from the
above activity, discuss the relationship
between:
a. pH values and acidity or alkalinity
of a substance.
b. Concentration of hydrogen ions,
hydroxide ions and the pH values.
c. Strong acids, weak acids, strong
alkalis, weak alkalis and their
degree of dissociation.
 Week Learning Objectives Learning Outcomes
8 7.3 Analyzing A student is able to:
29/7 – 2/8 concentration • State the meaning of
(5 days) of acids and concentration.
alkalis • State the meaning of
molarity.
• State the relationship
between the number of
moles with molarity and
volume of a solution.
• Describe methods for
preparing standard
solutions.
• Describe the
preparation of a solution
with a specified
concentration using
dilution method.
• Relate pH value with
molarity of acid and
alkali.
• Solve numerical
problems involving
molarity of acids and
alkalis.
9 7.4 Analyzing A student is able to:
5/8 – 9/8 neutralization • Explain the meaning
(5 days) of neutralization.
• Explain the
application of
neutralization in daily
life.
• Write equations for
neutralization reactions.
• Describe acid-base
titration.
• Determine the end
point of titration during
neutralization.
• Solve numerical
problems involving
neutralization reactions to
calculate either
concentration or volume
of solutions.
16
Learning Activities
Discuss:
a. The meaning of concentration.
b. The meaning of molarity.
c. The relationship between the
number of moles with the molarity
and the volume of a solution.
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 a standard solution of sodium
hydroxide, NaOH or potassium
hydroxide, KOH.
Prepare a solution with specified
concentration from the prepared
standard solution through dilution.
Carry out an experiment to investigate
the relationship between pH values
with the molarity of a few diluted
solution of an acid and an alkali.
Collect and interpret data on
neutralization and its application in
daily life.
Carry out activities to write equations
for neutralization reactions.
Carry out acid-base titrations and
determine the end point using
indicators.
Carry out problem solving activities
involving neutralization reactions to
calculate either concentration or
volume of solutions.
 Week Learning Objectives Learning Outcomes
10 8. Salts A student is able to:
12/8 – 16/8 8.1 Synthesizing • State examples of
(5 days) salts salts used in daily life.
• Explain the meaning
of salts.
• Identify soluble and
insoluble salts.
• Describe the
preparation of soluble
salts.
• Describe the
purification of soluble
salts by recrystallisation.
11 8.1 Synthesizing A student is able to:
26/8 – 30/8 salts • List physical
(5 days) characteristics of crystals.
• Describe the
preparation of insoluble
salts.
• Write chemical and
ionic equations for
reactions used in the
preparation of salts.
• Design an activity to
prepare a specified salt.
• Construct ionic
equations through the
continuous variation
method.
• Solve problems
involving calculation of
quantities of reactants or
products in stoichiometri
reactions.
17
Learning Activities
Collect and interpret data on:
a. Naturally existing salts.
b. The meaning of salts.
c. Uses of salts in agriculture,
medical field, preparation and
preservation of food.
Carry out experiments to study the
solubility of nitrate, sulphate,
carbonate and chloride salts.
Prepare soluble salts by reacting:
a. Acid with alkali.
b. Acid with metallic oxides.
c. Acid with metal.
d. Acid with metallic carbonate.
Observe to identify physical
characteristics of crystals such as
copper(II) sulphate, CuSO4, sodium
chloride, NaCl, potassium
chromate(VI), K2CrO4 and potassium
dichromate(VI), K2Cr2O7.
Prepare insoluble salts such as lead(II)
iodide, PbI2, lead(II) chromate(VI),
PbCrO4 and barium sulphate, BaSO4
through precipitation reactions.
Carry out activities to write chemical
and ionic equations for preparation of
soluble and insoluble salts.
Construct a flow chart to select
suitable methods for preparation of
salts.
Plan and carry out an activity to
prepare a specified salt.
Carry out an experiment to construct
ionic equations through continuous
variation method.
Calculate quantities of reactants or
products in stoichiometric reactions.
 Week Learning Objectives Learning Outcomes
12 8.2 Synthesizing A student is able to:
2/9 – 6/9 qualitative • State the meaning of
(5 days) analysis of salts qualitative analysis.
• Make inferences on
salts based on their
colour and solubility in
water.
• Describe tests for the
identification of gases.
• Describe the action
of heat on salts.
13 Test 4
9/9 – 13/9
(5 days)
14 8.2 Synthesizing A student is able to:
16/9 – 20/9 qualitative • Describe the tests for
(5 days) analysis of salts anions.
• State observations of
reaction of cations with
sodium hydroxide
solution and ammonia
solution.
• Describe
confirmatory tests for
Fe2+, Fe3+, Pb2+ and NH4+.
• Plan qualitative
analysis to identify salts.
18
Learning Activities
Discuss the meaning of qualitative
analysis.
Study and make inferences on the
colour and the 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,
carbon dioxide, CO2, ammonia, NH3,
chlorine, 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 of gases when the salts are
heated.
Carry out tests to confirm the presence
of carbonate, sulphate, chloride and
nitrate ions in aqueous solution.
Carry out tests to identify the presence
of Cu2+, Mg2+, Al3+, Fe2+, Fe3+, Pb2+,
Zn2+, NH4+ and Ca2+ ions in aqueous
solution using sodium hydroxide
solution, NaOH and ammonia
solution, NH3.
Carry out tests to confirm the presence
of Fe2+, Fe3+, Pb2+ and NH4+ ions in
aqueous solution.
Construct a flow chart on the
qualitative analysis of salts.
 Week Learning Objectives Learning Outcomes Learning Activities

15 8.2 Synthesizing A student is able to: Plan and carry out tests to identify
23/9 – 27/9 qualitative • Plan qualitative anions and cations in unknown salts.
(5 days) analysis of salts analysis to identify salts.

16 9. Manufactured A. student is able to: Discuss uses of sulphuric acid in daily

30/9 – 4/10 Substances In • List uses of sulphuric life such as in the making of paints,
(4 days) Industry acid. detergents, fertilizers and
9.1 Understanding • Explain industrial accumulators.
* 29/9 (Sat) the process in the
- Nuzul Quran manufacture of manufacture of sulphuric Collect and interpret data on the
Day sulphuric acid acid. manufacture of sulphuric acid.
• Explain that sulphur
*30/9 (Sun) dioxide causes Construct a flow chart to show the
- State Public environmental pollution. stages in the manufacture of sulphuric
Holiday acid as in the Contact process.

Gather information and write an essay

on how sulphur dioxide, SO2 causes
environmental pollution.

9.2 Synthesizing Discuss uses of ammonia in daily life,

the A student is able to: for example in the manufacture of
manufacture of • List uses of fertilizers and nitric acid.
ammonia and ammonia.
its salts Carry out an activity to investigate
• State the properties
properties of ammonia.
of ammonia.
• Explain the industrial
Collect data from various sources and
process in the
construct a flow chart to show the
manufacture of ammonia
stages in the manufacture of ammonia
• Design an activity to as in the Haber process.
prepare ammonium
fertilizer. Design an activity to prepare
ammonium fertilizer, for example
ammonium sulphate, (NH4)2SO4.

19
 Week Learning Objectives Learning Outcomes
17 9.3 Understanding A student is able to:
7/10 – 11/10 alloys • Relate the
(5 days) arrangement of atoms in
metals to their ductile and
malleable properties.
• State the aim of
making alloys.
• List compositions
and properties of alloys
• Relate the
arrangement of atoms in
alloys to their strength
and hardness.
• Relate properties of
alloys to their uses.
18 9.4 Evaluating uses A student is able to:
14/10 – 18/10 of synthetic • State the meaning of
(3 days) polymers polymers.
• List naturally
*13 & 14/10 occurring polymers.
(Sat & Sun) • List synthetic
– Hari Raya polymers and their uses.
Puasa • Identify the
monomers in the
*15/10 (Mon) synthetic polymers.
- State Public • Justify uses of
Holiday
synthetic polymers in
daily life.
9.5 Applying uses
of glass and
ceramics
A student is able to:
• List uses of glass.
• List uses of ceramics.
• List types of glass
and their properties.
• State properties of
ceramics.
20
Learning Activities
Look at some examples of pure metals
and materials 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 pure metals.
Study the arrangement of atoms in
metals and alloys through computer
simulation.
Work in group to discuss:
a. The meaning of alloys.
b. The purpose of making alloys such
as duralumin, brass, steel, stainless
steel, bronze and pewter.
c. 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.
Discuss the meaning of polymers.
Observe exhibits of materials made of
polymers and classify them into
naturally occurring polymers and
synthetic polymers.
Identify the monomers in synthetic
polymers using models or computer
simulation
Collect information on the quantity
and types of household synthetic
polymers disposed of over a certain
period of time.
Discuss the environmental pollution
resulting from the disposal of
synthetic polymers.
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 that have been improved for
a specific purpose, for example
photochromic glass and conducting
glass.
 Week Learning Objectives Learning Outcomes Learning Activities

19 9.6 Evaluating uses A student is able to:
21/10 – 25/10 of composite • Describe needs to
(5 days) materials produce new materials
for specific purposes.
• State the meaning of
composite materials.
• List examples of
composite materials and
their components.
• Compare and
contrast properties of
composite materials with
those of their original
component.
• Justify uses of
composite materials.
• Generate ideas to
produce advanced
materials to fulfill
specific needs.
Watch a multimedia presentation and
prepare a folio on:
a. The meaning of composite
materials.
b. A list of composite materials
including reinforced concrete,
specific super conductor, fibre
optics, fibre-glass and
photochromic glass.
c. Components of composite
materials.
d. Uses of composite materials.
Compare the superior properties of
composite materials to their original
component through computer
simulation.
Discuss and justify the uses of
composite materials.
Watch the production of composite
materials in factories.

20 End of Year
28/10 – 1/11 Examination.
(5 days)

21 End of Year
4/11 – 8/11 Examination.
(4 days)

*8/11 (Thur)
- Deepavali

22 End of Year
11/11 – 15/11 Examination.
(5 days)

End Of Year Holidays : 16/11/2007 – 1/1/2008 (47 days)

21