SEKOLAH MENENGAH KEBANGSAAN RAJA PEREMPUAN, IPOH
SCHEME OF WORK
CHEMISTRY FORM 4, 2010
THEME : INTRODUCING CHEMISTRY
LEARNING AREA : 1.0 INTRODUCING TO CHEMISTRY
Week Learning Objective Learning Outcomes Suggested Learning Activities
1.1 Understanding A student is able to: 1. Collect and interpret the meaning of the word
1 Chemistry and its 1. Explain the meaning of chemistry ‘chemistry’
(4/1 – 8/1) importance 2. List some common chemicals used in 2. Discuss some examples and their uses of common
daily life chemicals used in daily life
3. State the uses of the common 3. View a computer courseware on careers that need
chemicals in daily life the knowledge of chemistry
4. List examples of occupations that
require the knowledge of chemistry Impact:
1.2 a) Synthesising A student is able to: Carry out an activity to:
2 scientific method 1. Identify variables in a given situation Observe a situation
(11/1 – 15/1) 2. Identify the relationship between two Identify all variables
variables to form a hypothesis Suggest a question
3. Design a simple experiment to test Form a hypothesis
the hypothesis Select a suitable apparatus
List down work procedures
Impact:
A student is able to: Carry out an experiment and:
1.2 b) Synthesising 1. Carry out a simple experiment to test a. collect and tabulate data
scientific method the hypothesis b. present data in a suitable form
2. Record and present data in a c. Interpret the data and draw conclusions
suitable form d. write a complete report
3. Interpret data to draw a conclusion
4. Write a report of the invest.. Impact:
THEME : MATTER AROUNDS US
LEARNING AREA : 2.0 THE STRUCTURE OF THE ATOM
Week Learning Objective Learning Outcomes Suggested Learning Activities
2.1 a) Analysing A student is able to Discuss and explain the particulate nature of matter.
3 Matter 1. Describe the particulate Use models or view computer simulations to discuss
(18/1 – 22/1) nature of matter. 1. the kinetic theory of matter
2. State the kinetic theory 2 .the meaning of atoms, molecules and ions
Of matter. 3. conduct an activity to investigate diffusion of
3. Define atoms,molecules and ions. particles in solid, liquid and gas.
4. Relate the change in the state of
matter to the change in heat Impact/reflect:
.
2.1 b) Analysing 1. Relate the change in heat to the 1. Conduct an activity to determine the melting and
Matter change in kinetic energy of particles. freezing points of naphthalene.
2. Explain the inter- conversion of the 2. Plot and interprete the heating and cooling curves of
states of matter in terms of kinetic naphthalene.
theory of matter.
Impact/reflect:
4 2.2 a) Synthesising A student is able to : 1. Discuss the development of atomic models proposed
(25/1 – 29/1) atomic structure 1. describe the development of atomic by scientists namely Dalton, Thomson, Rutherford,
model, Chadwick and Bohr.
2. state the main subatomic particles of 2. Discuss the contributions
an atom, of scientist towards the development of ideas on the
3. describe the contributions atomic structure
of scientists towards the understanding 3. . Use models or computer simulation to illustrate the
of the atomic structure structure of an atom.
Impact/reflect:
2.2 b) Synthesising A student is able to: 1. Conduct activities to determine the proton number,
atomic structure 1. compare and contrast the relative nucleon number and the number of protons, electrons
mass and the relative charge of the and neutrons of an atom.
protons, electrons and neutrons, 2. Use a table to compare and contrast the relative
2. define proton number and mass and the relative charge of the protons, electrons
nucleon number, and neutrons.
3. determine the proton number and the
nucleon number, Impact/ reflect:
4. relate the proton number to the
nucleon number.
2.2 c) Synthesising atomic A student is able to: 1. Investigate the proton and nucleon numbers of
5 structure 1. Relate the proton number to the type different elements.
(1/2 – 5/2) of element. 2. Discuss the relationship between proton number and
2. Write the symbols of elements. nucleon number.
3. Determine the number of neutrons, 3. Carry out an activity to write the standard
protons and electrons from the proton representation for an atom
number and the nucleon number and
vice versa.
4. Construct the atomic structure. Impact/reflect:
2.3 A student is able to: Collect and interpret on :
Understanding isotopes 1. state the meaning of isotopes 1. the meaning of isotope
and assessing their 2. List examples of elements with 2. isotopes of hydrogen,
importance isotopes oxygen,carbon,
3. Determine the number of sub-atomic chlorine and bromine
particles of isotopes
4. Justify the uses of isotope in daily life Gather information from
the internet or from
printed materials and
discuss the uses of
isotope
Impact/reflect:
6 2.4 A student is able to 1. Discuss the meaning of valence electrons using
(8/2 – 12/2) Understanding the 1.Describe electron arrangements of illustrations.
electronic structure elements with proton numbers 1 to 20 2. Ilustrate electrons arrangements of elements with
of an atom 2. Draw electron arrangement of and an proton numbers 1 to 20.
atom in an element 3. Write electron arrangements of elements
3.State the meaning of valence with proton numbers 1 to 20.
electrons
4. Determine the number of valence Impact/reflect:
electrons from the electron arrangement
of an atom.
2.5 Discuss the contributions of
Appreciate the scientists towards the development
orderliness and of ideas on the atomic structure .
uniqueness of the atomic
structure Conduct a story-telling competition
on the historical development of the
atomic styructure with emphasis on
the creativity of scientists
THEME : MATTER AROUNDS US
LEARNING AREA : 3.0 CHEMICAL FORMULAE AND EQUATIONS
Week Learning Objective Learning Outcomes Suggested Learning Activities
3.1 Understanding and A student is able to Discuss the use of C 12 scale as a standard scale for
7 applying the concepts of 1. State the meaning of relative atomic determining RAM and RMM
(22/2 – 25/2) relative atomic mass and mass based on C- 12 scale
relative molecular mass 2. State why C 12 is used as a standard Carry ouit a quiz to calculate the relative molecular
for determining relative atomic mass mass of substances based on given chemical formulae.
and relative molecular mass
3. Caculate the relative molecular mass Impact/reflect:
of substances.
3.2 Analysing the A student is able to Discuss the relationship between the number of
relationship between the 1. Define a mole as the amount of particles in one mole of asubstance with the Avogadro
number of moles with the matter that contains as many particles constant
number of particles as the number of atoms in 12 g of C12
2. State the meaning of Avogadro 2. Carry out problem solving activities to con vert the
constant number of moles to the number of particles for a given
3 Relate the number of particles in one substance and vice versa.
mole of a substance with the Avogadro
constant. Impact/reflect
4.Solve numerical problems to convert
the number of moles to the number of
particles of a given substance and vice
versa.
3.3 Analysing the A student is able to Discuss the meaning of molar mass
8 relationship between the
(1/3 – 5/3) number of moles of a 1. State the meaning of molar mass 2. Discuss to relate
substance with its mass 2. Relate molar mass to the Avogadro a). molar mass with the Avogadro constant
constant b) molar mass of a substance with its RAM or RMM
3.Relates molar mass of a substance to
its relative atomic mass or relative 3. Carry out problem solving activities to convert the
molecular mass number of moles of a given substance to its mass and
3. Solve numerical problem to convert vice versa
the number of moles to the number of
particles of a given substance and vice Impact/reflect:
versa
3.4Analysing the A student is able to Discuss
relationship between the 1. State the meaning of molar volume of a) the relationship between molar volume and
number of moles of a gas a gas. Avogadro constant
with its volume 2 Relate molar volume of agas to the b) to make generalization on the molar volume of a gas
Avogadro constant at STP or room condition
3.Make generalization on the molar
volume of a gas at a given temperature 2. Carry out activity to calculate the volume of gases at
and pressure STP or room condition from the number of moles and
4. Calculate the volume of gases at vice versa.
STP or room condition from the number
of moles and vice versa
Impact/reflect
5. Solve numerical problems involving
number of particles number of moles , Constuct a mind map to show the relationship between
mass of substances and volume of the number of particles, number of moles , mass of
gases at STP or room conditions substances and volume of gase4s at STP and room
condition.
2. Carry out problem solving activities involving number
of particles , number of moles , mass of asubstance
3.5 a)Synthesising A Students is able to and volume of gases at STP or room conditions
9 chemical formulae 1.State the meaning of chemical
(8/3 – 12/3) formula Impact/reflect:
[ USBF 1 ] 2.State the meaning of empirical
formula
3. State the meaning of molecular 1. Collect and interpret data on chemical formula,
formula empirical formula.
4. Determine empirical and molecular 2. Conduct an activity to:
formula of substances. a). determine the empirical formula of MgO.
5. Compare and contrast empirical b). Compare and contrast empirical formula with
formula with molecular formula molecular formula.
3.5 b) Synthesising A student is able to Conduct activities to:
chemical formulae 1. . Construct chemical formula of ionic a. Write ionic formula.
compounds b. Write chemical formula
2. Write ionic formula of ions
3. State names of chemical compounds Carry out problem solving activities involving empirical
using IUPAC nomenclature. and molecular formula.
4. Solve numerical problems involving
empirical and molecular formula.
Impact/reflect:
15/3 – 19/3 CUTI PERTENGAHAN PENGGAL 1
10
(22/3 – 26/3) 3.6 a) Interpreting chemical A students is able to: Discuss:
equations 1. State the meaning of chemical a) meaning of chemical equations.
equations. b) the reactants and products in a chemical equation.
2. Identify the reactants and products of
chemical equations. Carry out an activity to:
3. Write and balance chemical a) write and balances chemical equations.
equations. b) solve numerical problems using chemical equations
4. Interpret chemical equations
quantitatively and qualitatively.
3.6 b)Interpreting chemical A student is able to: Carry out an activity to:
equations a) write and balances chemical equations.
1. Solve numerical problems using b) solve numerical problems using chemical equations.
chemical equations
Impact/reflect:
THEME : MATTER AROUNDS US
LEARNING AREA : 4.0 PERIODIC TABLE OF ELEMENTS
Week Learning Objective Learning Outcomes Suggested Learning Activities
11 4.1.
(29/3 – 2/4) Analysing the Periodic A students is able to Collect information on the contributions of various
Table 1. describe the contributions of scientists towards the development of the Periodic
scientists in the historical Table.
development of the Periodic Table,
2. identify groups and periods in the Study the arrangement of elements in the periodic table
Periodic Table. from the following aspects :
3. state the basic principle of a. group and period
arranging the elements in the b. proton number
Periodic Table from their proton c. electron
number. arrangement.
4. relate the electron arrangement of
an element to its group and period Carry out an activity to
5. explain the advantages of grouping a) relate the electron arrangement of an element to its
elements in the Periodic Table group and period.
6. predict the group and the period of b). to predict the group and period of and element
an element based on its electron based on its electron arrangement.
arrangements
Impact/ reflect: :
4.2 A student is able to : 1.Use a periodic Table to list all the elements in Group
Analysing Group 18 1.List all Group 18 elements; !8.
elements 2. State in general the physical 2. Decribe the physical properties; the physical
properties of group 18 elements;. state,density and boiling point,
3. Describe the changes in the physical 3. Discuss on the
properties a) the changes in the physical properties
4. Describe the inert nature ; b) the inert nature
5. Relate the inert nature c) the relationship between the electron arrangement
of Group 18 elements to their and the inert nature,
electron arrangements; c) View a computer simulations to illustrate the duplet
6. Relate the duplet and the octet and octet arrangement to explain their stability
electron arrangements of Group 18 4. Gather imformation on the reasons for the uses of
elements to their stability; Group !8 elements
7. Describe the uses of Group 18
elements in daily life Impact/reflect:
12 4.3 a) Analysing A student is able to : Gather information and discuss
(5/4 – 9/4) Group 1 1. list all Group 1 elements a. Group 1 elements
elements 2. state the general physical properties b. general physical properties of lithium, sodium and
of lithium, sodium and potassium potassium
3. describe changes in the physical c. changes in the physical properties from lithium to
properties from lithium to potassium potassium with respect to hardness, density and
4. list the chemical properties of lithium, melting point
sodium and potassium d. chemical properties of lithium, sodium and
5. state the safety precautions when potassium
handling Group 1 elements e. carry out experiments to investigate the reaction of
with water and oxygen
Impact/reflect:
4.3 b) Analysing A student is able to : Gather information and discuss
Group 1 1. describe the similarities in chemical a. the similarities in chemical properties of lithium,
Elements properties of lithium, sodium and sodium and potassium
potassium b. the relationship between the chemical properties of
2. relate the Group 1 elements to their Group 1 elements and their electron arrangements
electron arrangement
3. describe changes in Study the reaction of lithium, sodium and potassium
reactivity of Group 1 elements down the with chlorine and bromine through computer simulation.
group
4. predict physical and chemical Discuss changes in the reactivity of Group 1 elements
properties of other elements in Group 1 down the group
Predict physical and chemical properties of Group 1
element other than lithium, sodium and potassium
Watch multimedia materials on the safety precaution
when handling Group 1 elements.
Impact/reflect:
A student is able to :-
13 4.4 Gather information and discuss on :-
(12/4 – 16/4) Analysing group 17 1. list all group 17 elements a) Group 17 elements and their physical and chemical
2. State the general physical properties.
properties of chlorine, bromine and b) the similarities in chemical properties of Group 17
iodine. elements
3. Describe changes in the physical c) the relationship between chemical properties of
properties from chlorine to iodine group 17 elements with their electron arrangements
4. List the chemical properties of
chlorine, bromine and iodine Carry out experiment to investigate the reactions of
5. Describe the similarities in chemical chlorine, bromine and iodine with
properties of chlorine, bromine and a) water
iodine b) metals such as iron
6. Relate the chemical properties of c) sodium hydroxide
group 17 elements with their electron
arrangements Impact/reflect:
A student is able to : Collect and interpret data on the properties of elements
4.5 1. List all elements in Period 3 in Period 3 such as
Analysing elements in a 2. Write electron arrangements of all a. proton number
period elements in Period 3 b. electron arrangements
3. Describe changes in the properties of c. size of atom
elements across Period 3 d. electro negativity
4. State changes in the properties of the e. physical state
oxides of elements across Period 3
5. Predict changes in the properties of Carry out experiments to study the oxides of elements
elements across Period 2 in Period 3 and relate them to their metallic properties
6. Describe uses of semi-metals.
Discuss and predict changes in the properties of
elements in Period 2
Collect and interpret
data on uses of semi-metals
Impact/reflect:
A student is able to; 1. Collect and intrepret data on properties of the
14 4.6 Understanding 1. Identify the positions of transition transition elements based on the melting point and the
(19/4 – 23/4) transition elements elements in the Periodic Table, oxidation number
2.Give examples of transition elements
3.Describe properties of transition 2. Observe the colour of
elements a) a few compound of transition elements
4. State uses of transition elements in b) products of the reaction between aqueous
industries solution of the compounds of transition elements with
sodium hydroxide and ammonia solution
3. Observe the colour of precious stones and identify
the presence of transition elements
Give examples on the use of transition elements as
catalysts in industries
Impact/reflect:
4.7 Appreciating the Gather imformationan efforts of scientist in discovering
existence of elements and the properties of elements and make a multimedia
their compound presentation.
Discuss in a forum about life without various elements
and compounds.
Carry out projects to collects specimens or pictures of
various types of rock
Discuss and practice ways to handle chemical safely
ang to avoid their wastage
THEME : MATTER AROUNDS US
LEARNING AREA : 5.0 CHEMICAL BOND
Week Learning Objective Learning Outcomes Suggested Learning Activities
15 5.1 A student is able to:
(26/4 – 30/4) Understanding formation of Discuss:
compounds 1. explain the stability of inert gases a) The stability of inert gases with respect to the
2..explain conditions for the formation electron
of chemical bonds arrangement,
3. state types of chemical bonds b) Conditions for the formation of chemical bonds,
c) Types of chemical bonds
Impact:
5.2
Synthesising ideas on A student is able to: Conduct an activity to prepare ionic compounds for
formation of ionic bond example, magnesium oxide,MgO, sodium chloride,NaCl
1. explain formation of ions and iron(lll) chloride,FeCl3.
2. write electron arrangement of ions
3. explain formation of ionic bond Carry out an activity to illustrate formation of ionic bond
4. illustrate electron arrangement of through models, diagrams or computer simulation.
ions
3. illustrate formation of ionic bond Impact:
16 5.3
(3/5 -7/5) A student is able to: Use models or computer simulation to illustrate
Synthesising ideas on formation of:
formation of covalent bond 1. state the meaning of covalent bond a. Single bond in H2, Cl2, HCl,
2. explain formation of covalent bond H2O, CH4 NH3, CCl4,
3. . illustrate formation of covalent bond b. Double bond in O2 and CO2,
by drawing electron arrangement c. Triple bond in N2.
4.Compare and contrast formation of
ionic and covalent bonds 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.
Impact:
5.4 A student is able to:
Analysing properties of Work in groups to carry out an activity to compare the
ionic and covalent 1. list properties of ionic compounds following properties of ionic and covalent compounds:
compounds 2. list of properties of covalent a. melting and boiling points
compounds b. electrical conductivies
3. explain differences in the electrical c. solubilities in water and
conductivity of ionic and covalent organic solvents
compounds
4. describe differences in melting and Impact:
boiling points of ionic and covalent
compounds
THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 6.0 ELECTROCHEMISTRY
Week Learning Objective Learning Outcomes Suggested Learning Activities
17 6.1 Understanding A student is able to : Carry out an experiment to classify chemicals into
(10/5 – 12/5) properties of electrolytes State the meaning of electrolyte, electrolytes and non-electrolytes.
and non-electrolytes Classify substances into
electrolytes and non-electrolytes, Discuss the relationship between electrical conductivity
Relate the presence of free moving and presence of freely moving ions.
ions to electrical conductivity.
Impact/reflect:
6.2 a) A students is able to: Discuss:
Analysing electrolysis of Describe electrolysis a) electrolysis process
molten compounds Describe electrolytic cell, b) structure of electrolytic cell
Identify cations and anions in a
molten compound, Using computer simulation to:
Describe evidence for the existence identify cations and anions in a molten compound,
of ions held in a lattice in solid illustrate to show the existence of ions in solid state
state but move freely in molten but move freely in molten state.
state,
Impact/reflect:
18,19 PEPERIKSAAN PERTENGAHAN TAHUN
CUTI PERTENGAHAN TAHUN
20 6.2 b) A students is able to: Conduct an activity to investigate the electrolysis of
(21/6 – 25/6) Analysing electrolysis of Describe electrolysis of a molten molten lead(II) bromide, PbBr2 to:
molten compounds compound, a) identify cations and anions,
Write half-equations for the b) describe the electrolysis process
discharge of ions at anode and c) write half-equations for the discharge of ions at
cathode, anode and cathode.
Predict products of electrolysis of
molten compounds. 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.
Impact/reflect:
21 6.3 a) A student to able to: Conduct experiment to investigate electrolysis of
(28/6 – 2/7) Analysing electrolysis of Explain using examples factors copper(II) sulphate solution and dilute sulphuric acid
aqueous solutions affecting electrolysis of an aqueous using carbon electrodes to:
solution based on a. identify cations and anions in an aqueous solution
a) positions of ions in b. describe the electrolysis of an aqueous solution,
electrochemical series c. write half-equations for the discharge of ions at the
anode and the cathode
Impact/reflect:
6.3 b) A Student is able to: Conduct experiment to investigate electrolysis of
Analysing electrolysis of Explain using examples factors dilute and concentrated hydrochloric acid or
aqueous solutions affecting electrolysis of an aqueous potassium iodide solution using carbon electrodes
solution based on to:
b) concentrations of ions in a. identify cations and anions in an aqueous solution
solutions. b. describe the electrolysis of an aqueous solution,
write half-equations for c. write half-equations for the discharge of ions at the
the discharge of ions at anode and the cathode
the anode and the
cathode Impact/reflect:
22 6.3 c) A student is able to: Conduct experiment to investigate electrolysis of
(5/7 – 9/7) Analysing electrolysis of Explain using examples factors copper(II) sulphate solutions using carbon and
aqueous solutions affecting electrolysis of an aqueous copper electrodes to:
solution based on a. identify cations and anions in an aqueous solution
c) types of electrodes b. describe the electrolysis of an aqueous solution,
write half-equations for c. write half-equations for the discharge of ions at the
the discharge of ions at anode and the cathode
the anode and the d. using computer simulations to explain factors
cathode affecting electrolysis of an aqueous solution
e. Predict the product of electrolysis of aqueous
solutions and write their half-equations.
Impact/reflect:
6.4 A student is able to: Conduct experiments to to study the purification and
Evaluating electrolysis in State uses of electrolysis in electroplating of metals.
industry industries
Explain the extraction, purification Using computer simulation, study and discuss
and electroplating of metals involving a. extraction of aluminium from aluminium oxide,
electrolysis in industries b. purification of copper
Write chemical equations to c. electroplating of metals
represent electrolysis process in
industries, Carry out activities to write chemical equations for
Justify uses of electrolysis in electrolysis in industries
industries
Describe the problems of pollutions Collect data and discuss the benefits and harmful
in industry. effects of electrolysis in industries
23
12/7 – 16/7 6.5 a) A student is able to: Study the structure of a voltaic cell such as a simple
Analyzing voltaic cell 1. Describe the structure of a simple voltaic cell & Daniell cell
voltaic cell & a Daniell cell
2. Explain the production of electricity Conduct an experiment to show the production of
from a simple voltaic cell electricity from chemical reaction in a simple voltaic cell
3. Explain the reaction in a simple
voltaic cell & Daniell Carry out activities on a simple voltaic cell & a Daniell
cell to explain the reaction in each cell
6.5 b) A student is able to:
Analyzing voltaic cell Collect data & discuss the advantages & disadvantages
1. Compare and contrast the of various voltaic cells including dry cell, lead acid
advantages and the disadvantages of accumulator, mercury cell, alkaline cell & nickel
various voltaic cell cadmium cells
2. Describe the differences between
electrolytic & voltaic cell Discuss and compare an electrolytic cell with a voltaic
cell
Impact/reflect:
24 6.6 a) A student is able to: Carry out an experiment to construct the
(19/7 – 23/7) Synthesizing 1. describe the principals used in electrochemical series base on :
electrochemical series constructing the electrochemical series a) potential difference between two metals
2. construct the electrochemical series b) the ability of a metal to displace another metal from
3 its salt solution
Impact/reflect
6.6 b) A student is able to: Discuss uses of the electrochemical series to determine
Synthesizing 1. . explain the importance of :
electrochemical series electrochemical series a) cell terminal
2. predict the ability of a metal to b) standard cell voltage
displace another metal from its salt c) the ability of a metal to displace another metal from
solution its salt solution
3. write the chemical equation for metal
displacement reaction Carry out experiment to confirm the prediction of the
metal displacement reaction
Carry out an activity to write the chemical equation for
metal displacement reaction
Impact/reflect
6.7 A student is able to: - Discuss the importance of electrochemical industries
Develop awareness and 1. Justify the fact that in our daily life
responsible practice when electrochemical industries can
handling chemicals use in improve the quality of life - Collect data & discuss the problems of pollution
electrochemical industries 2. Describe the problem of caused by the industrial processes involving
pollution caused by the electrochemical industries
industrial processes involving
electrolysis - Hold a forum to discuss the importance of waste
3. Justify the need to dispose of disposal from electrochemical industries in a safe and
waste from electrochemical orderly manner
industries in a safe and orderly
manner - Show a video on the importance of recycling and
4. Practice safe and systematic systematic disposal of used batteries in a safe and
disposal of used batteries orderly manner. Practice recycling used batteries.
THEME ; INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 7.0 ACIDS AND BASES
Week Learning Objective Learning Outcomes Suggested Learning Activities
25 7.1 Analysing A student is able to : Discuss ; the concept of acid, bases and alkali in terms
(26/7 – 30/7) characteristics and State the meaning of acid, base of the ion, uses of acid and alkali in daily life
properties of acids and and alkali;
bases State uses of acids, bases and Carry out an expt to show that the presence of water is
alkalis in daily life; essential for the formation of ion hydrogen and
Explain the role of water in the hydroxide ions that cause acidity and alkalinity
formation of hydrogen ions to
show the properties of alkalis;
Explain the role of water in the
formation of hydrogen ions to
show the properties of alkalis
7.1 Analysing A student is able to: Conduct the activities to study chemical properties of
characteristics and 1. Describe chemical properties of acids acids and alkalis from the following reactions: acid with
properties of acids and and alkalis. bases, acids with metals, acids with metallic carbonates
bases
7.2 Synthesizing the A student is able to : Carry out an activity using pH scale to measure the pH
concepts of strong acids, 1. State the use of pH scale; of solution used daily life such as soap solution,
weak acids, strong alkalis 2.Relate pH value with acidic or alkaline carbonate water, tap water and fruit juice.
and weak alkalis properties of a substance; Carry out an activities to measure the pH value of a few
3. Relate concentration of hydrogen solutions with the same concenteration, eg. Etanoic
ions with pH value; acid. Ammonia and sodium hydroxide with the use of
4. Relate concentration of hydroxide indicator, pH meter or computer interface
ions with pH value;
5. Relate strong or weak acid with
degree of dissociation;
6. Relate strong or weak alkali with
degree of dissociation;
7. Conceptualise qualitatively strong
and weak acids;
8.Conceptualise qualitatively strong and
weak alkalis.
7.3 a)Analysing A student is able to: Discuss:
concentration of acids and 1. state the meaning of concentration, a. the meaning of concentration
alkalis 2. state the meaning of molarity, b. the meaning of molarity
3. state the relationship between the c. the relationship between the number of moles
number of moles with molarity and with the molarity and the volume of solution.
volume of a solution, d. Method for preparing standard solutions
4. describe the methods for preparing
standard solutions,
26-28
(2/8 -13/8) 7.3 b) Analysing A student is able to: Prepare a standard solution of NaOH, KOH
concentration of acids and 1. describe the preparation of a solution Prepare a solution with specified concentration from the
alkalis with a specified prepared standard solution through dilution.
concentration using dilution method, Carry out an experiment to investigate the relationship
2. relate pH value with molarity of acid between pH values with the molarity of a few diluted
and alkali, solution of an acid and an alkali.
3. solve numerical problems involving Solve the numerical problems on the molarity of acids
molarity of acids and alkalis. describe and alkalis
the preparation of a solution with a
specified concentration using dilution
[USBF 2] method,
6. relate pH value with molarity of acid
and alkali,
7. solve numerical problems involving
molarity of acids and alkalis.
29
(16/8 – 20/8) 7.4 Analysing neutralisation A student is able to: Collect andinterpret data on neutralization and its
1. explain the meaning of neutralisation, application in daily life. Carry out activities to write
2. explain the application of equations for neutralization.
neutralisation in daily life, Carry out acid-bes titration and determine the end point
3. write equations for neutralisation using the indicator.
reactions, Carry out problem solving activities involving
4. describe acid-base titrations, neutralisation reactions to calculate either concent. or
5. determine the end point of titration volume solution
during neutralisation,
6. solve numerical problems involving
neutralisation reactions to calculate
either concebtration or volume of
solutions.
CUTI PERTENGAHAN PENGGAL 2
THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 8.0 SALTS
Week Learning Objective Learning Outcomes Suggested Learning Activities
30 8.1 a) Synthesizing salt A student is able to : Collect and interpret data on :
(23 – 26/8) State examples of salts used in a) naturally existing salts
daily life b) the meaning of salt
Explain the meaning of salt c) uses of salts in agriculture, medical field ,
Identify soluble and insoluble preparation and preservation of food
salts
Carry out experiments to study the solubilities of
nitrate, sulphate, carbonate and chloride salts.
8.1 b)Synthesizing salt A student is able to: Prepare soluble salts by reacting :
Describe the preparation of a) acid with alkali
soluble salts b) acid with metallic oxide
Write chemical equations for
reactions used in the Carry out activity to write chemical and ionic
preparation of salts equations for preparation of soluble sailts.
Impact/reflect:
8.1c) Synthesizing salt A student is able to: Carry out an activity to purify soluble salts by re-
Describe the purification of crystallizations.
soluble salts by re- Discuss the need to purify salts
crystallization
Observe to identify physical characteristics of
List physical characteristics of crystals crystals such as CuSO4, NaCl, K2CrO4
31 8.1d) Synthesizing salt A student is able to: Prepare insoluble salts such as PbI2, PbCrO4 and
(30/8 – 3/9) BaSO4
Describe the preparations of
insoluble salts Carry out activities to write chemical and ionic
Write chemical and ionic equations for preparation of soluble and insoluble
equations for reactions used in salts
the preparation of salts
Design an activity to prepare a Construct a flow chart to select suitable methods for
specified salt preparation of salts
Impact/reflect:
8.1 e) Synthesizing salt A student is able to Carry out experiment to construct ionic equations
Construct ionic equations through continuous variation method.
through the continuous
variation methods Calculate quantities of reactants or products in
Solve problems involving stoichiometric reactions
calculation of quantities
reactants or products in
stoichiometric reactions
6/9 – 10/9 CUTI PERTENGAHAN PENGGAL 2
13/9 – 16/9 CUTI HARI RAYA AIDIL FITRI
32 8.2 Synthesising qualitative A student is able to : Discuss the meaning of qualitative analysis
(20/9 – 24/9) analysis of salts
1. state the meaning of qualitative Study and make inferences on the colour and the
analysis solubility of various salts in water.
2. make inferences on salts based on
their colour and solubility in water Carry out chemical tests to identify oxygen, O2,
3. describe tests for the identification of hydrogen, H2, carbon dioxide, CO2, ammonia, NH3,
gases chlorine, Cl2, hydrogen chloride, HCl, sulphur dioxide,
4. . describe the action of heat on salts SO2, and nitrogen dioxide, NO2, gases.
Carry out tests to study the action of heat on carbonate
and nitrate salts.
8.2 Synthesising qualitative A student is able to : Carry out tests to confirm the presence of carbonate,
analysis of salts 1. describe the tests for anions sulphate, chloride and nitrate ions in aqueous solutions.
Impact/reflect:
2+
8.2 Synthesising qualitative A student is able to : Carry out test to identify the presence of Cu ,
2+ 3+ 2+ 3+ 2+ 2+ + 2+
analysis of salts 1. state observation of reaction of Mg ,Al , Fe , Fe , Pb , Zn , NH4 , Ca ions in
cations with sodium hydroxide solution aqueous solution using sodium hydroxide and ammonia
and ammonia solution solution.
Impact/reflect:
2+ 3+
8.2 Synthesising qualitative A student is able to : Carry out test to confirm the presence of Fe , Fe ,
2+ 2+ +
analysis of salts 1. describe confirmatory tests for Fe , Pb , NH4 ions in aqueous solution.
3+ 2+ +
Fe , Pb and NH4
2. Plan qualitative analysis to identify Plan and carry out tests to identify anions and cations in
salts unknown salts.
Impact/reflect:
THEME : PRODUCTOIN AND MANAGEMENT OFMANUFACTURED CHEMICALS
LEARNING AREA : 9.0 MANUFACTURED SUBSTANCE IN INDUSTRY
Week Learning Objective Learning Outcomes Suggested Learning Activities
33 9.1 Understanding the A student is able to : 1. Discuss uses of sulphuric acid in daily life such as in
(27/9 -1/10) manufacture of sulphuric the making of paints, detergents, fertilizers and
acid 1. List uses of sulphuric acid accumulators.
2. Explain industrial process in the
manufacture of sulphuric acid 2. Collect and interpret data on the manufacture of
3. Explain that sulphur dioxide causes sulphuric acid.
environmental pollution.
Impact/reflect :
9.2 A student is able to : 1. Discuss uses of ammonia in daily life e.g. in the
Synthesizing the manufacture of fertilizers and nitric acid
manufacture of ammonia 1. List uses of ammonia.
and its salts 2. State the properties of 2. Carry out an activity to investigate properties of
ammonia. ammonia.
3. Explain the industrial
process in the manufacture 3. Design an activities to prepare and ammonium
of ammonia fertilizer, for example ammonium sulphate ,
4. Design an activity to (NH4)2SO4
prepare ammonium
fertilizer. Impact/reflect:
34 9.3 A student is able to : 1. Look at some examples of pure metals and materials
(4/10 – 8/10) Understanding alloys 1. Relate the arrangement of made of alloys in daily life. List and discuss their
atom in metals to their ductile and properties.
malleable properties
2. State the meaning of alloy. 2. Carry out an activity to compare the strength and
3. State the aim of making the alloys. hardness of alloys
4. List the examples of alloys. with that of their pure metals.
5. List compositions and
properties of alloys. 3. Study the arrangement of atoms in metals and alloys
6. Relate the arrangement of through computer simulation.
atoms in alloys to their
strength and hardness. 4. Carry out experiments to compare the rate of
7. Relate properties of alloys to their corrosion of iron, steel and stainless steel.
uses.
5. Study various local products made from alloys.
Impact/reflect:
9.4 A student is able to : 1. Discuss the meaning of polymers
Evaluating users of 1. State the meaning of polymers
synthetic polymers 2. List naturally occurring polymers 2. Observe exhibits of materials made of polymers and
3. List synthetic polymers and their classify them into naturally occurring polymers and
users. synthetic polymers.
4. Identify the monomers in the
synthetic polymers. 3. Identify the monomers in synthetic polymers using
5. Justify uses of synthetic polymer in models or computer simulation.
daily life.
4. Identify information on the quantity and types of
household synthetic polymers disposed of over a
certain period of time.
5. Discuss the environmental pollution resulting from
the disposal of synthetic polymers.
6. Discuss the uses and the environmental effect of
non-biodegradable synthetic polymers in daily life.
Impact/reflect:
35
(11/10 – 15/10) 9.5 A student is able to: 1. Collect and interpret data on types, composition,
Applying uses of glass properties and uses of glass and ceramic including
and ceramics 1. List uses of glass photo chromic glass and conducting glass.
2. List uses of ceramic
3. List types of glass and their Impact/reflect:
properties
4. State properties of ceramic.
9.6 A student is able to : 1. Watch a multimedia presentation and prepare a folio
Evaluating uses of on :
composite materials 1. Describe needs to produce new a) the meaning of composite materials,
material for specific purposes b) a list of composite materials including reinforced
2. State the meaning of composite concrete, specific super conductor, fibre optic, fibre
materials. glass and photo chromic glass,
3. List example of composite materials c) components of composite materials,
and their components. d) uses of composite materials.
4. Compare and contrast properties of
composite materials with those of their 2. Compare the superior properties of composite
original component. materials to their original component through computer
5. Justify uses of composite materials simulation.
6. Generate ideas to produce advance
materials to fulfill specific needs. 3. Discuss and justify the uses of composite materials.
4. Watch the production of composite material in
factories.
Impact/reflect:
36,37 PEPERIKSAAN AKHIR TAHUN (18 – 29/10/2010)
38,39,40 DISCUSSION AND PEKA ACTIVITIES
CUTI AKHIR TAHUN
Prepared by: Checked by : Checked by : Certified by : Certified by:
………………………. ……………………… . ………………… …………………….. …………………….
ZAUYAH A. AHMAD PN UMAIMAH HARITH (Ketua Panitia)