RPT Chemistry F4 2015

Form Four Yearly Plan
Chemistry F.4
CHEMISTRY
FORM FOUR YEARLY PLAN
Chemistry F.4
2015
Theme : Introducing Chemistry
Learning Area : Introduction to Chemistry

Week
No.
3
Learning
Objectives
1.1
Understandin
g chemistry
and its
importance
1.2
Synthesising
scientific
method
Suggested Learning Activities

Collect and interpret the
meaning of the word
chemistry
Learning Outcomes
Discuss some examples of

common chemicals used in
daily life such as sodium
chloride(common salt),
calcium carbonate(lime) and
acetic acid (vinegar).
Discuss the uses of these

chemicals in daily life.
A student is able to:

explain the meaning 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,
Attend talks on chemicalbased industries in Malaysia

and their contribution to the
development of the country.
list chemical-based
industries in Malaysia,
describe the contribution
of chemical-based
industries towards the
development of the
country.
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
Interpreting data
Scientific attitudes and noble

values
Having an interest an curiosity
towards the environment
No. of
Periods
2
Being objective
Classifying
Being thankful to God
Appreciate the contribution of
science and technology
View a video or computer

courseware on the following:
a. careers that need the
knowledge of chemistry
b. chemical-based industries
in Malaysia and its
contribution to their
development of the country.
Observe a situation and

identify all variables. Suggest
a question suitable for a
scientific investigation.
Thinking Skills and

Scientific Skills

identify variables in a
given situation,
Collecting data
Being flexible
minded
and
Being responsible about the

safety of oneself, others and
the environment
Relating
Communicating
Observing
All thinking skills
2
Being cooperative
Being objective
Being
confident
independent
open-
identify the relationship

between two variables to
form a hypothesis,
and
Daring to try
Being honest and being
accurate in recording and
validating data
Having critical and analytical
thinking
carry out an experiment and:
Remarks

Week
No.
Learning
Objectives
a. collect and tabulate data

b. present data in a suitable
form
c. interpret the data and draw
conclusions.
1.3
Incorporate
scientific
attitudes and
values in
conducting
scientific
investigations
Chemistry F.4
Learning Outcomes
design and carry out a

simple experiment to test
the hypothesis,

values
No. of
Periods
Being diligent and persevering

thinking
Being systematic
record and present data in

a suitable form,
interpret data to draw a

conclusion,
d. write a complete report
write a report of the
investigation.
View videos or read passages
about scientific investigations.
identify scientific attitudes
Students discuss and identify
and values practised by
scientific attitudes and values
scientists in carrying out
practiced by researchers and
investigations,
scientist in the videos or
passages.
Students discuss and justify
the scientific attitudes and
values that should be
practiced during scientific
investigations.
Thinking Skills and

Scientific Skills
All thinking skills
practise scientific attitudes

and values in conducting
scientific investigations.
All the scientific attitudes and

noble values
Remarks
Chemistry F.4
Theme
: MATTER AROUND US
Learning Area : 2. THE STRUCTURE OF THE ATOM
Week
No.
5
Form
Learning
Objectives
2.1
Analysing
Discuss and explain the
matter
Four
Yearly Planparticulate 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
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.
Learning Outcomes
2.2
Synthesising
atomic structure

values
No. of
Periods
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 interconversion of the states of
matter in terms of kinetic
theory of matter.
Generating ideas
grouping and classifying
defining
Having an
interest
curiosity
towards
environment
Visualizing,
comparing
and constrasting, defining
Appreciating the beauty of the

arrangement of particles.
Relating
Thinking rationally
Visualising
Thinking rationally
Comparing
contrasting
experimenting
Measuring and
numbers
Making inferences
and
using
Communicating
Making conclusions
and
the
Thinking rationally
Cooperative
Daring to try
Being respectful and wellmannered
Being flexible and openminded
Honesty in recording and
validating data
Realizing that science is a
means to understand nature

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

of atomic model,
state the main subatomic
particles of an atom,
Generating ideas
Relating
Visualizing the models of
atom
Daring to try
Being thankful
thinking
Being flexible and openminded
Use models or computer

simulation to illustrate the
structure of an atom as
containing protons and
neutrons in the nucleus and
electrons and neutrons of an
atom.
Use a table to compare and
contrast the relative mass and
the relative charge of the
protons, electrons and
neutrons.
Investigate the proton and
nucleon numbers of different
elements.
Discuss:
a. the relationship between
proton number and
nucleon number,
b. to make generalization that
each element has a
different proton number.
Remarks
Plot and interpret the heating

and the cooling curves of
ecteminamide or naphthalene.
5
Thinking Skills and

Scientific Skills
compare and contrast the

relative mass and the
relative charge of the
protons, electrons and
neutrons,
define proton number,
Comparing
and contrasting

thinking
Generating ideas
Using number
Problem solving
conceptualizing

in problem solving
define nucleon number,

determine the proton
number,
determine the nucleon
number,
relate the proton number
Relating
Chemistry F.4
Chemistry F.4
Theme : MATTER AROUND US

Learning Area : 3. CHEMICAL FORMULAE AND EQUATIONS
Week
No.
9
Learning
Objectives
3.1
Understandin
g and
applying the
concepts of
relative atomic
mass and
relative
molecular
mass

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.
Learning Outcomes
Investigate the concepts of

relative atomic mass and
relative molecular mass using
analogy or computer
animation.
Carry out a quiz to calculate
the relative molecular mass of
substances based on the
given chemical formulae, for
example HCl, CO2, Na2CO3,
Al(NO3)3, CuSO4.5H2O
9
3.2
Analysing the
relationship
between the
number of
moles with the
number of
particles
Study the mole concept using

analogy or computer
simulation.
Collect and interpret data on

Avogadro constant.
Discuss the relationship
between the number of
particles in one mole of a
substance with the Avogadro
constant.
Carry out problem solving
activities to convert the
number of moles to the
number of particles for given
substance and vice versa

state the meaning of
relative atomic mass
based on carbon-12
scale,
relative 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.

define a mole as the
amount of matter that
contains as many
particles as the number of
atoms in 12 g of 12C,

Avogadro constant,
relate the number of

particles in one mole of a
substance with the
Avogadro constant,
Thinking Skills and

Scientific Skills
Attributing
Observing

values
Having an interest and
curiosity
Thinking rationally
No. of
Periods
1
Relating
Grouping and classifying

Making analogies
Measuring and
numbers
Relating
Problem solving
Making inferences
using
Daring to try
Being
confident
independent
and
1
Making analogy
Being systematic
Visualising
Relating
12

thinking
solve numerical problems

to convert the number of
moles to the number of
particles of a given
substance and vice versa.
Remarks

Week
No.
10
11
Learning
Objectives
3.3
Analysing the
relationship
between the
number of
moles of a
substance
with its mass
3.4
Analysing the
relationship
between the
number of
moles of a
gas with its
volume
Chemistry F.4

Discuss the meaning of molar
mass.
Using the analogy or
computer simulation, discuss
to relate:
a. molar mass with the
Avogadro constant,
b. molar mass of a substance
with its relative atomic
mass
or relative molecular mass
activities to convert the
number of moles of a given
substance to its mass and
vice versa.
molar volume of a gas.
Using computer simulation or
graphic representation,
discuss:
a. the relationship
between molar
volume and
Avogadro constant,
b. to make
generalization on
the molar volume of
a gas at STP or
room conditions.
Carry out activity to calculate
the volume of gases at STP or
room conditions from the
number of moles and vice
versa.
Learning Outcomes

values
thinking
No. of
Periods
1
Being confident and

independent
relate molar mass to the

Avogadro constant,
relate molar mass of a
substance to its relative
atomic mass or relative
molecular mass,
solve numerical problems to
convert the number of moles
of a given substance to its
mass and vice versa.

state the
meaning of molar volume
of a gas,
relate molar volume of a

gas to the Avogadro
constant,
make generalization on
the molar volume of a gas
at a given temperature
and pressure,
Construct a mind map to show

the relationship between
number of particles, number
of moles, mass of substances
and volume of gases at STP
and room conditions.
activities involving number of
particles, number of moles,
mass of a substance and
volume of gases at STP or
room conditions.

molar mass,
Thinking Skills and

Scientific Skills
Analyzing
calculate the volume of

gases at STP or room
conditions from the
number of moles and vice
versa,

involving number of
particles, number of
moles, mass of
substances and volume of
Relating
1
Being systematic
Daring to try
Classifying
Problem solving
Analyzing
Relating
Interpreting data
Thinking rationally
Being systematic
Problem solving
Remarks

Week
No.
Learning
Objectives
Chemistry F.4
Learning Outcomes
Thinking Skills and

Scientific Skills

values
No. of
Periods
gases at STP or room

conditions.
13
3.5
Synthesising
chemical
formulae

chemical formula, empirical
formula and molecular
formula.
Conduct an activity to:
a. determine the
empirical formula of
copper(II) oxide
using computer
stimulation,
b. determine the
empirical formula of
magnesium oxide,
c. compare and
contrast empirical
formula with
molecular formula.

chemical formula,

empirical formula,

molecular formula,
determine empirical and

molecular formulae of
substances,
compare and contrast

empirical formula with
molecular formula,

activities involving empirical
and molecular formulae.

involving empirical and
molecular formulae,
Carry out exercises and

quizzes in writing ionic
formulae.
write ionic formulae of

ions,
Conduct activities to:

a. construct chemical
formulae of
compounds from a
given ionic formula,
b. state names fo
chemical cmpounds
using IUPAC
nomenclature.
2
Experimenting
Honest and accurate
Defining operationally
Thinking rationally
Interpreting data

thinking
Relating
construct chemical
formulae of ionic
compounds,
state names of chemical
compounds using IUPAC
nomenclature.
Synthesizing
Being systematic
*2
Remarks

Week
No.
14
Learning
Objectives
3.6
Interpreting
chemical
equations

Discuss :
a. the meaning of
chemical equation,
b. the reactants and
products in a
chemical equation.
Chemistry F.4
Learning Outcomes
state the meaning

of chemical
equation,
identify the
reactants and
products of a
chemical equation,
Construct balances chemical

equations for the following
reactions:
a. heating of copper(II)
carbonate,CuCO3,
b. formation of
ammonium
choride,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(stoichiom
etry).
14
3.7
Practising
scientific
attitudes and
values in
investigating
matter
Thinking Skills and

Scientific Skills

values
No. of
Periods
Observing
Interpreting data
Making inferences
Problem solving

safety of oneself, others, and
the environment.
Being systematic.
Being cooperative.
Being honest and accurate
write and balance

chemical equations
interpret chemical
equations
quantitatively and
qualitatively,
solve numerical
problems using
chemical
equations.
Discuss the contributions of

scientists for their research on
identify positive scientific
relative atomic mass, relative
attitudes and values
molecular mass, mole
practised by scientists in
concept, formulae and
doing research on mole
chemical equations.
concept, chemical
formulae and chemical
Discuss to justify the need for
equations,
scientists to practice scientific
justify the need to practise
attitudes and positive values
positive scientific attitudes
in doing their research on
and good values in doing
atomic structures, formulae
research on atomic
and chemical equations.
structures, chemical
Remarks

Week
No.
Learning
Objectives
Chemistry F.4

Discuss the role of chemical
symbols, formulae and
equations as tools of
communication in chemistry.
Learning Outcomes
Thinking Skills and

Scientific Skills
formulae and chemical

equations,
use symbols, chemical
formulae and equations
for easy and systematic
communication in the field
of chemistry.
10

values
No. of
Periods
Remarks
Chemistry F.4
Theme : Matter Around Us

Learning Area : 4 Periodic Table Of Elements
Week
No.
15
Learning
Objectives
4.1
Analysing the
Periodic Table
of Elements

Collect information on the
contributions of various
scientist toward the
development of the Periodic
Table.
Study the arrangement of
elements in the Periodic table
from the following aspects:
a. group and periods,
b. proton number,
c. electron arrangement.
Carry out an activity to relate
the electron arrangement of
the element to its group and
period.
15
4.2
Analysing
Group 18
elements
Learning Outcomes
Thinking Skills and

Scientific Skills
Comparing and
contrasting,
Attributing,
Grouping and
classifying,
Relating,

describe the contributions
of scientists in the
historical development of
the Periodic Table,
identify groups and

periods in the Periodic
Table,
state the basic principle of

arranging the elements in
the Periodic Table from
their proton numbers,
Relating
relate the electron

arrangement of an
element to its group and
period,
Relating
Analyzing
Conduct activities to predict

the group and period of and
element based on its electron
arrangement.
explain the advantages of

grouping elements in the
Periodic Table,
predict the group and the

period of an element
based on its electron
arrangement.
Analyzing
Describe the physical

properties such as the
physical state, density and
boiling points of Group 18
elements.
Discuss:
a. changes in the physical

properties of Group 18
elements.
b. the inert nature of Group 18
elements.
Discuss the relationship
between the electron
arrangement and the inert
nature of the 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 18 elements,
describe the inert nature
of elements of Group 18,
relate the inert nature of
Group 18 elements to
their electron
arrangements,
Discuss the advantages of

grouping the elements in the
Periodic Table.
Use a table to use all the

elements in Group 18.

values

curiosity towards the
environment,
Appreciating the
contributions of science
and technology,
Grouping and
contrasting,
Collecting data
Being objective,
Daring to try,
Thinking rationally
Having critical and

analytical thinking,
Being systematic,
Inferring
Comparing and
contrasting
Relating
Analyzing,
Relating
11
Having critical and

analytical thinking,
Being systematic,
Being confident and
independent,
Being diligent and
persevering,
No. of
Periods
2
Being Flexible and openminded,

Systematic,
Appreciating the
contribution of science
technology
Remarks

Week
No.
Learning
Objectives
Use diagrams or computer

simulations to illustrate the
duplet and octet electron
arrangement of Group 18
elements to explain their
stability.
Gather information on the
reasons for the uses of Group
18 elements.
16
4.3
Analysing
Group 1
elements
Chemistry F.4
Learning Outcomes
Thinking Skills and

Scientific Skills
Collecting data
relating
relate the duplet and octet

electron arrangements of
Group 18 elements to
their stability

values
No. of
Periods
Being thankful to god
describe uses of Group

18 elements in daily life.
list all Group 1 elements.
state the general physical

properties of lithium,
sodium and potassium,
describe changes in the

physical properties from
lithium to potassium,
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
points,
d. 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.
Observing,
Attributing,
Relating
Comparing and
contrasting,
Experimenting
Observing
Attributing
Interpreting data,
Detecting bias,
list the chemical

properties of lithium,
sodium and potassium,
describe the similarities in
chemical properties of
lithium, sodium and

potassium,
relate the chemical
elements to their electron
arrangements,
Having and interest and

environment.
Relating
2
Study the reactions of lithium,

sodium and potassium with
chlorine and bromine through
computer simulation.
Discuss 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.
Watch multimedia materials

on the safety precautions
when handling Group 1
elements.
describe changes in
reactivity of Group 1
elements down the group,
Comparing and
contrasting
predict physical and

other elements in Group
1,
Predicting,
state the safety

precautions when
handling Group 1
elements.
Visuallising
12
Being responsible about

the safety of one self
others and the
environment,
Remarks

Week
No.
17
Learning
Objectives
4.4
Analysing
Group 17
elements
Chemistry F.4

Gather information and
discuss:
a. Group 17 elements,
b. physical properties of
chlorine, bromine and iodine
with respect to their colour,
density and boiling points,
c. changes in the physical
properties from chlorine to
iodine,
d. describe the chemical
properties of chlorine, iodine
and bromine,
e. the similarities in chemical
properties of chlorine, iodine
and bromine,
f. the relationship between the
chemical properties of Group
17 arrangements.

investigate the reactions of
chlorine, bromine and iodine
with:
a. water,
b. metals such as iron,
c. sodium hydroxide.
Learning Outcomes
list all Group 17
elements,
state the general physical

properties of chlorine,
bromine and iodine,

physical properties from
chlorine to iodine,
list the chemical

properties of chlorine,
bromine and iodine,
describe the similarities in

chlorine, bromine and
iodine,
relate the chemical

elements with their
electron arrangements,
Watch multimedia materials

on the safety precautions
when handling Group 17
elements.

values
predict physical and

other elements in Group
17
state the safety

precautions when
handling Group 17
elements.
No. of
Periods
2
Observing,
Attributing,
Relating
Comparing and
contrasting,
Experimenting
Observing
Attributing
Interpreting data,
Detecting bias,
Relating
Comparing and
contrasting
Predicting,

environment

the safety of one self
others and the
environment,
describe changes in
elements down the group,

elements down the group.
Predict physical and chemical
elements other than chlorine,
bromine and iodine.
Thinking Skills and

Scientific Skills
Visuallising
13
Remarks

Week
No.
17
Learning
Objectives
4.5
Analysing
elements in a
period
Chemistry F.4

the properties of elements in
Periods 3 such as:
a. proton number,
b. electron arrangement,
c. size of atom,
d. electronegativity,
e. physical state.
properties of elements across
Period 3.
study the oxides of elements
in Periods 3 and relate them
to their metallic properties.
Learning Outcomes
Thinking Skills and

Scientific Skills

list all elements in Period
3,
write electron
arrangements of all
elements in Period 3,

uses of semi-metals, i.e.
silicon and germanium, in the
microelectronic industry.
18
4.6
Understandin
g transition
elements

properties of elements
across Period 3,
Comparing
and contrasting,
state changes in the

properties of the oxides of
elements across Period 3,
Experimenting
Observing
Relating
Classifying
Predicting,
predict changes in the

properties of elements
across Period 2
describe uses of semimetals.
Carry out an activity to identify

the positions of transition
(a) identify the positions of
elements in the Periodic
transition elements in the
Table.
Periodic Table,
(b) give examples of
Collect an interpret data on
transition elements,
properties of transition
(c) describe properties of
elements with respect to
transition elements
melting points, density,
variable oxidations numbers
and ability to form coloured
compounds.
No. of
Periods
2
Observing,
Attributing
Discuss in small groups and

make a presentation on the
changes of elements across
Period 3.
Discuss and predict changes
in the properties of elements
in Period 2.

values
Observing
Observing
Attributing
Making inferences,
Comparing and
contrasting
Relating,
Interpreting data
Observe the colour of:

a. a few compounds of
transitions elements,
b. product of the reactions
between aqueous solutions of
transition of elements with
sodium hydroxide solution,
NaOH and ammonia solution ,
14

environment,
Being cooperative,
Realising that science is

a means to understand
nature.
Having an interest
and curiosity towards the
environment,
Being thankful to
God
Remarks

Week
No.
Learning
Objectives
Chemistry F.4
Learning Outcomes
Thinking Skills and

Scientific Skills

values
No. of
Periods
NH3 (aq).
Observe the colour of
precious stones and identify
the presence of transition
elements.
Give examples on the use of
transition elements of
catalysts in industries.
18
4.7
Appreciating
the existence
of elements
and their
compounds
Gather information on efforts

of scientist in discovering the
properties of elements and
make a multimedia
presentation.
(d)
Discuss in a forum about life

without various elements and
compound.
Carry out projects to collect

specimens or pictures of
various types of rocks.
Discuss and practice ways to

handle chemicals safety and
to avoid their wastage.
state uses of transition

elements in industries.

describe efforts of
scientists in discovering
the properties of
elements,
describe what life would
be without diverse
elements and
compounds,
identify different colours in
compounds of transition
elements found naturally,
Relating
Comparing and
contrasting
handle chemicals wisely.
15
Being thankful to God

environment,
Remarks
Chemistry F.4
Theme : Matter Around Us

Learning Area : 5 Chemical Bonds
Week
No.
19
19
Learning
Objectives
5.1
Understandin
g formation of
compounds
5.2
Synthesising
ideas on
formation of
ionic bond
Learning Outcomes

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
explain the stability of

the electron
inert gases,
arrangement,
explain conditions for the

b. conditions for the
formation of chemical
formation of chemical
bonds,
bonds,
state types of chemical

c. types of chemical bonds
bonds.
Use computer simulation to
explain formation of ions and
electron arrangement of ions.

explain formation
of ions,
write electron
Conduct an activity to prepare
arrangements for the ions
ionic compounds for example,
formed,
magnesium oxide, MgO,
sodium chloride, NaCl and
iron(III) chloride, FeCl3.
Thinking Skills and

Scientific Skills

values
Use computer simulation to

illustrate the existence of
electrostatic force between
ions of opposite charges in
ionic bond.
explain formation
of ionic bond,
illustrate electron
arrangement of an ionic
bond,
illustrate formation
of ionic bond.
Remarks
Analysing data
Cooperative
Communicating
Critical and analytical thinking
Attributing
Think rationally
Comparing
Create interest and curiosity
Grouping and classifiying
Think objectively
Cooperative
Generating idea
2
Diligent and persevering
Communicating
Systematic
Describing
Critical and analytical thinking
Communications
Think objectively
Prioritizing
Carry out an activity to

illustrate formation of ionic
bond through models,
diagrams or computer
simulation.
No. of
Periods
Communicating
Observing
Visualising
communicating
16
Eager to
something
learn
or
know
Ionic
bond
is
synonymous with
electrovalent bond

Week
No.
20
Learning
Objectives
5.3
Synthesising
ideas on
formation of
covalent bond
Chemistry F.4
Learning Outcomes
Collect and inteprete data on

the meaning of covalent bond.
state the meaning
of covalent bond,
Use models and computer
explain formation
simulation to illustrate
of covalent bond,
formation of:
a. single bond in
of a covalent bond by
hydrogen, H2, chlorine,
drawing
electron
Cl2, hydrogen chloride,
arrangement,
HCl, water, H2O,
methane, CH4,
of covalent bond,
ammonia, NH3,
tetrachloromethane,
CCl4,
b. double bond in oxygen,
O2, carbon dioxide,
CO2,
c. triple bond in nitrogen,
N2 .
Draw diagrams showing
electron arrangements for the
formation of covalent bond
including Lewis structure.
Thinking Skills and

Scientific Skills

values
Generating ideas
Being cooperative
Communication
Being
diligent
perservering
No. of
Periods
Remarks
2
and
Prioritising
Being systematic, diligent and
analytical thinking
Visualising
Cooperative
Observing

formation of ionic and
covalent bonds.
Discuss and construct a mind

map to compare the formation
of covalent bond with ionic
bond.
20
20
5.4
Analysing
properties of
ionic and
covalent
compounds

properties of ionic and
covalent compounds.

list properties of ionic
compounds,
list properties of 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 conductivities,
c. solubilities in water and
organic solvents
Discuss:
a. differences in electrical
conductivities of ionic
and covalent
compounds due to the
presence of ions,
b. differences in the
melting and boiling
Analysing
Interpreting data
Cooperative
Attributing
Think rationally
Challenge to do something
Systematic
Confidence
Classifying and grouping

explain differences in the
electrical conductivity of
ionic
and
covalent
compounds,
Comparing
constrasting
and
describe differences in
melting and boiling points
of ionic and covalent
compounds,
compare and contrast the
solubility of ionic and
Experimenting
communicating
17
Appreciate the contribution of

science and technology
Solvent - pelarut

Week
No.
Learning
Objectives
Chemistry F.4
Learning Outcomes
points of ionic and

covalent compounds
Gather information on uses of
covalent compounds as
solvents in daily life.
Thinking Skills and

Scientific Skills

values
No. of
Periods
Remarks
covalent compounds,
state uses of covalent

compounds as solvents.
Theme : Interaction Between Chemical

Learning Area : 6. Electrochemistry
Week
No.
21

6.1
Understanding
properties
of
electrolytes and
non-electrolytes
Conduct activities to classify chemicals into

electrolytes and non-electrolytes.
Discuss:
a. The meaning of electrolytes
b.
The relationship between the

presence of freely moving ions
and electrical conductivity.
Learning Outcomes
State the meaning of

electrolyte,
Classify substances into

electrolytes and nonelectrolytes,
21
6.2
Analysing
electrolysis
molten
compounds
of
Discuss:
a. Electrolysis process,
b. Structure of electrolytic cell.
Use computer simulation to:
a. Identify cations and anions in a
molten compound,
b. Illustrate to show the existence of
ions held in a lattice in solid state
but move freely in molten state.
Conduct an activity to investigate the
electrolysis of molten lead(II) bromide,
PbBr2 to:
a. Identify cations and anions,
b. Describe the ekectrolysis process,
c. Write half-equations for the discharge
of ions at anode and cathode.
Collect and interpret data on electrolysis
of molten ionic compounds with very high
melting points, for example sodium
choride, NaCl and lesd(II) oxide, PbO.
Predict products from the electrolysis of
other molten compounds.
Scientific attitudes and

noble values
Being systematic
Thinking rationally
No. of
Periods
1
Communicating
Relating
Relate the presence of freely

moving ions to electrical
conductivity.
Describe electrolysis
Describe electrolytic cell,
Thinking Skills and

Scientific Skills
Identify cations and anions in

a molten compound
Describe evidens 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 the
electrolysis of molten
compounds.
18
Attributing
Thinking rationally
Being confident
independent
Attributing
Relating
and
Being cooperative
Being systematic
Thinking rationally
Visualising
Experimenting
Observing
Inferring
Classsifying
Defining Operationally
Being honest and

accurate in recording
and validating data.
Communicating
Interpreting data
Predicting
Having
critical
analytical thinking
Being confident
indepedent
and
and
1
Remarks

Week
No.
22
Chemistry F.4
6.3
Analysing
electrolysis
aqueous
solutions
the
of
Conduct an activity to investigate the

electrolysis of copper(II) sulphate solutions
and dilute sulphuric acid using carbon
electrodes to:
a. Identify cations and anions in the
aqueous solutions,
b. Describe the electrolysis of the
aqueous solutions,
Learning Outcomes
Identify cations and anions in

an aqueous solution,
Describe the electrolysis of an

aqueous solution,
Explain using examples
factors affecting electrolysis
of an aqueous solution,
Write half equations for the
discharge of ions at the
anode and the cathode,
Conduct experiments to investigate factors

determining selective discharge of ions at
electrodes based on:
a. Positions of ions in electrochemical
series,
b. Concentrations of ions in a solution,
c. Type of electrodes.
22
25
Use computer simulation to explain factors

affecting electrolysis of an aqueous
solution.
6.4
Evaluating
electrolysis
industry
Predict the products of electrolysis of

aqueous solutions and write their half
equations.
Conduct experiments to study the
purifications and electroplating of metals.
in
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 electolysis in industries.

noble values
Be cooperative
environment
No. of
Periods
2
Communicating
c. Write half equations for the discharge

of ions at the anode and the cathode.
Thinking Skills and

Scientific Skills
Observing
Experimenting
Controlling variables
Experimenting
Hypothesising
Interpreting data
Observing
Prioritising
Analyzing
Be cooporative
Having
critical
and
analytical thinking
Daring to try
Being systematic
the safety of oneself and
others
Communicating
Predict the products of

electrolysis of aqueous
solutions.
State uses of electrolysis in

industries,
Explain the extraction,

purification and electroplating
of metals involving
electrolysis in industries,
Having
critical
analytical thinking
and
Predicting
Detecting Bias
Generating ideas
Experimenting
Observing
Being cooperative
Appreciating
the
and technology
Relating
Making Inferences
Daring to try
Evaluating
Write chemical equations to

represent electrolysis process
in industries,
Justify uses of electrolysis in
industries,
Describe the problem of
pollution from electrolysis in
industry.
19
Appreciating the
balance of nature
1
Remarks

Week
No.
26
6.5
Analysing voltaic
cell
Chemistry F.4
Learning Outcomes
Study the structure of voltiaic cell such as a

simple voltaic cell and Daniell cell.
Describe the structure of a

simple voltaic cell and Daniell
cell,
Explain the production of

electricity from a simple
voltaic 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 a 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.
Compare and contrast the

advantages of various voltaic
cells,
Describe the differences

between electrolytic and
voltaic cells.
Discuss and compare an electrolytic cell

with a voltaic cell.
27
6.6
Synthesising
electrochemical
series
Carry out an experiment to construct the

electrochemical series based on:
a. Potential difference between two
metals,
b. The ability of a 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.
27
Carry out an activity to write the chemical

equations for metal displacement reactions.
Explain the reactions in a

simple voltaic cell and Daniell
cell,
Describe the principles used

in constructing the
electrochemical series,
Construct the electrochemical

series,
Explain the importance of

electrochemical series,
Predict the ability of a metal
to displace another metal
from its salt solution,
Thinking Skills and

Scientific Skills
Attributing
Write the chemical equations

for metal displacement
reactions.
20
No. of
Periods
2
Experimenting
Being cooperative
Experimenting
Comparing
contrasting
Being systematic
Being objective
and
1
Evaluating
Comparing
contrasting
Communicating
Thinking rasionally
and
Experimenting
Observing
Measuring and using
numbers
Relating
Sequencing
Synthesising
Generating ideas
Being confident
independent
Having
critical
analytical thinking
and
1
and
Cooperative
Being honest
Daring to try
2
1
Having
critical
analytical thinking
Thinking rationally
Confident
independent
and
and
Communicating
Predicting
Experimenting

noble values
Having
critical
and
analytical thinking
Appreciating
the
and technology
Communicating
1
Cooperative
Confident
independent
and
1
Remarks

Week
No.
28
Chemistry F.4
6.7
Develop
awareness and
responsible
practices
when
handing
chemicals used
in
electrochemical
industries
Discuss the importance of electrochemical

industries in our daily life.
Collect data and discuss the problems on
polluction caused by the industrial
processes involving electrochemical
industries.
Hold a forum to discuss the importance of
waste disposal from electrochemical
industries in a safe and orderly manner.
Show a video on the importance of
recycling and systematic disposal of used
batteries in a safe and orderly manner.
Practise recycling used batteries.
Learning Outcomes
Justify the fact that

electrochemical industries
can improve the quality of
life,
Describe the problem of

pollution caused by the
industrial processes involving
electrolysis,
Justify the need to dispose of

waste from electrochemical
industries in a safe and
orderly manner,
Practice safe and systematic
disposal of used batteries.
Thinking Skills and

Scientific Skills
Generating idea
Communicating
Relating

noble values
Appreciating
the
and technology
Communicating
Evaluating
Appreciating
the
and technology
Generating idea
Communicating
Being responsible the

safety of oneself, others,
and the environment.
Appreciating
practising clean
healthy living
Inventing
Relating
No. of
Periods
1
Remarks
and
and
Being responsible the

safety of oneself, others,
and the environment.
Theme : Interaction Between Chemicals
Learning Area : 7.Acid And Bases
Week
No.
30
Learning Objectives
7.1
Analysing characteristics
and properties if acids and
bases
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.
Learning Outcomes

state the meaning of acid, base
and alkali,
state uses of acids, bases and

alkalis in daily life,
Carry out an experiment to show that the

presence of water is essential for the
formation of hydrogen ions that causes
acidity.
explain the role of water in the

formation of hydrogen ions to
show the properties of acids,
Carry out an experiment to show that the

presence of water is essential for the
formation of hydroxide ions that causes
alkalinity.
explain the role of water in the

formation of hydroxide ions to
show the properties of alkalis,
Watch computer simulation on the formation

of hydroxonium and
hydroxide ions in the presence of water
Conduct activities
to study chemical properties of acids
and alkalis from the following reactions :
Thinking Skills and

Scientific Skills
Attributing
describe chemical properties of
21
No.
of
Periods
2
Comparing and
contrasting
Relating
Being cooperative
2
Experimenting
Being honest
Observing

environment
Comparing
contrasting

values
curiosity
towards
the
environment
Experimenting
and
Being honest and accurate

in recording and validating
data
Remarks

Week
No.
Learning Objectives
Chemistry F.4
Learning Outcomes
a. acids with bases,

b. acids with metals,
c. acids wit metallic
carbonates.
acids and alkalis.
Thinking Skills and

Scientific Skills
Grouping
and
Classifying

values
No.
of
Periods
Remarks
Write equations for the respective reactions.

Week
No.
30
Learning Objectives
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, tap water or fruit
juice.
Learning Outcomes

state the use of a pH scale,
relate pH value with acidic or
alkaline properties of a substance,
Thinking Skills and

Scientific Skills
Making inferences

values
Being honest and accurate in
recording and validating data
Synthesizing
No. of
Periods
2

thinking
Relating
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, pH meter or
computer interface.
Observing
Interpreting data
Generating ideas
Based on the data obtained from the

above activity, discuss the relationship
between :
a. pH values and acidity alkalinity
of a substance,
b. concentration of hydrogen ions
and the pH values,
c. concentrations of hydroxide
ions and the pH values,
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
their dissociations.
Use computer simulation to show the
degree of dissociation of strong and
weak acids as well as strong and weak
alkalis.
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,
conceptualise qualitatively strong

and weak acids,
conceptualise qualitatively strong

and weak alkali.
Build a mind map on strong acids,

weak acids, strong alkalis and weak
alkalis.
22
Remarks

31
7.3
Analysing concentration
of acids and alkalis
Chemistry F.4
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 solutionm
d. methods for preparing standard
solutions.
Solve numerical problems involving
conversion of concentration units from
gdm-3 and vice versa.

concentration,
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,
Analyzing

thinking
Attributing
Being systematic
Relating
Thinking rationally
Sequencing
the environment
Priotising

2
Prepare a standard solution of sodium

hydroxide, NaOH or potassium
hydroxide, KOH.
Prepare a solutions with specified
concentration from the prepared
standard solution through dilution.
Being cooperative
Thinking rationally
describe the preparation of

a solution with a specified
concentration using dilution
method,
Carry out an experiment to investigate

the relationship between pH values with
the molarity of a few diluted solutions of
an acid and an alkali.
Solve numerical problems on the
molarity of acids and alkalis.
Week No.
32
Learning
Objectives
7.4
Analysing
neutralisation

involving molarity of acids and
alkalis.

Collecct and interpret data on neutralisation
and its application in daily life.
Carry out activities to write equations for
neutralization reactions.
32
relate pH value with molarity of

acid and alkali,
Learning Outcomes
explain the meaning of neutralisation,
explain the application of neutralisation
in daily life,
write equations for neutralisation

reactions,
Carry out acid-base titrations and determine

the end point using indicators or computer
interface.
Carry out problem solving activities involving

neutralization reactions to calculate either
concentration or volume of solutions
describe acid-base titration,

determine the end point of titration
during neutralisation,
solve numerical problems involving
neutralisation reactions to calculate
either concentration or volume of
solutions
23
Thinking Skills and

Scientific Skills
Interpreting data

values
thinking
No. of
Periods
2
Relating
Experimenting
Being systematic
Analyzing

environment
Making conclusions

Being cooperative
Remarks
Chemistry F.4
Interaction Between Chemicals

Learning Area : 8. Salts
Week
No.
33
Learning
Objectives
8.1
Synthesising
salts

Collect and interpret data on:
a. naturally existing salts
b. the meaning of salt
b. uses of salts in agriculture,
medicinal field, preparation
and preservation of food.
Learning Outcomes
Experimenting
Analysing
Being cooperative
Daring to try
Having critical & analytical
thinking
describe the preparation

of soluble salts
Experimenting
Analysing
Sequencing
Thinking rationally
Daring to try
describe the purification of

soluble salts by
recrystallisation
list physical
characteristics of crystals
Experimenting
Comparing & Contrasting

Attributing
No. of
Periods
1
Being
confident
independent
and

Being systematic
Prepare insoluble salt 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.
identify soluble and

insoluble salts

state examples of salts
used in daily life,
explain the meaning of

salt
Prepare soluble salts by
reacting:
a. acid with alkali
b. acid with metallic oxide
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,
K2Cr2O7.

values
study the solubilities of nitrate,

sulphate, carbonate and
chloride salts.
Carry out an activity to purify

soluble salts by
recrystallisation. Discuss the
need to purify salts.
Thinking Skills and

Scientific Skills
Groupling and classifying
Interpreting data
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
Inventing
Sequencing
Making Conclusions
Thinking rationally
Being flexible and
minded
Relating
Generating ideas
Appreciating the balance of

nature
Sequencing
Prioritising
Thinking rationally
open-
24
Remarks

Week
No.
Learning
Objectives
Chemistry F.4
Learning Outcomes
Thinking Skills and

Scientific Skills
Visualising

values
Daring to try
No. of
Periods
Experimenting
Relating
Predicitng
Synthesisisng
Making inferences
Being cooperative
Evaluating
Making conclusions
Being fair and just
Being objective
make inferences on salts

based on their colour and
solubility in water
Attributing
Making inferences
Having critical & analytical

thinking
describe tests for the

identification of gases
Comparing & contrasting

Analysing
Making conclusions
Thinking rationally
Plan and carry out an activity

to prepare a specified salt.
33
8.2
Synthesising
qualitative
analysis
of
salts
Carry out an experiment to

construct ionic equations
through continuous variation
method.
construct ionic equations

through the continuous
variation method
Calculate quantities of
reactant or products in
stoichiometric.
solve problems involving

calculation of quantities of
reactants or products in
stoichiometric reactions.
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.

qualitative analysis,
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 solutions.
Carry out tests to identify the
presence of Cu2+, Mg2+, Al3+,
Fe2+, Fe3+, Pb2+, Zn2+, NH4+,
Ca2+ ions in aqueous solution
using sodium hydroxide
Daring to try
Being
confident
and
independent
Being systematic
Thinking rationally
describe the action of

heat on salts
Attributing
Making conclusions
Experimenting
describe the tests for

anions
Experimenting
Attributing
Making conclusions
state observation of
reaction of cations with
sodium hydroxide solution
and ammonia solution
25
Remarks

Week
No.
Learning
Objectives
Chemistry F.4
Learning Outcomes
Thinking Skills and

Scientific Skills

values
No. of
Periods
solution, NaOH, and ammonia

solution, NH3(aq).
34
Carry out tests to confirm the

presence of Fe2+, Fe3+, Pb2+
and NH4+ ions in aqueous
solution.
Construct a flow chat on the
qualitative analysis of salts.
Plan and carry out tests to
identify anions and cations in
unknown salts.
describe confirmatory
tests for Fe2+, Fe3+, Pb2+
and NH4+
plan qualitative analysis to

identify salts.
Generating ideas
Comparing & Contrasting
Inventing
Being systematic
35
8.3
Practising to
be systematic
and
meticulous
when carrying
out activities
Carry out activities using

correct techniques during
titration, preparation of
standard solutions and
preparation of salts and
crystals.

carry out activities using the
correct techniques during
preparation of salts and
crystals.
Experimenting
Sequencing
Interpreting data
Analysing
Inventing
Plan and carry out an

experiment, make
observations, record and
analyse data systematically
and carefully.
26
Being systematic
Being
confident
independent
Thinking rationally
2
and
Remarks
Chemistry F.4
Theme : Production and Management Of Manufactured Chemicals

Learning Area : 9. Manufactured Substances In Industry
Week
No.
34
Learning
Objectives
9.1
Understandin
g
the
manufacture
of
sulphuric
acid
Learning Outcomes
Discuss uses of sulphuric acid A student is able to:

in daily life such as in the
list uses of sulphuric acid,
making of paints, detergents,
fertilizers and accumulators
the manufacture of sulphuric
acid
explain industrial process

in the manufacture of
sulphuric acid,
Thinking Skills and

Scientific Skills
Attributing
Classifying
Interpreting data
Inventing
Communication
Construct a flow chart to show

te stages in the manufacture
of sulphuric acid as in the
contact process.
Gather information and write
an essay on how sulphur
dioxide,
SO2,
causes
environmental pollution.
34
9.2
Synthesising
the
manufacture
of ammonia
and its salts
an activity
properties
to
of
Collect data from various

sources and construct a flow
chart to show the stages in
the manufacture of ammonia
as in the Haber process.
Design an activity to prepare
an ammonium fertilizer, for

example ammonium sulphate,
(NH4)2SO4.
No. of
Periods
2
2
explain that sulphur
dioxide causes
environmental pollution.
Discuss uses of ammonia in A student is able to:

daily
life,
e.g.
in
the
list uses of ammonia,
manufacture of fertilizers and
nitric acid.
Carry out
investigate
ammonia.

values
Cooperative
Objective
Flexible and open-minded
Honest and accurate in
recording & validating data
Thinking rationally
Appreciating and
practising clean & healthy
living
Attributing
Classifying
Experimenting
Interpreting data
state the properties of

ammonia,
Cooperative
Confident & independent
Systematic
Thinking rationally
explain the industrial

process in the
manufacture of ammonia,
design an activity to
prepare ammonium
fertilizer.
27
Remarks

Week
No.
35
Learning
Objectives
9.3
Understandin
g alloys
Chemistry F.4
Learning Outcomes
Look at some examples of A student is able to:

pure metals and materials
relate the arrangement of
made of alloys in daily life.
atoms in metals to their
List
and
discuss
their
ductile and malleable
properties.
properties,
Carry out an activity to
compare the strength and
hardness of alloys with their
pure metals.
Thinking Skills and

Scientific Skills
Attributing
Comparing &
contrasting
Interpreting data
Relating
Experimenting
Inventing
Communication

values
environment
recording and validating
data
Having critical and
analytical thinking
No. of
Periods
1
Study the arrangement of

atoms in metals and alloys
through computer simulation.
Work in groups to discuss:
a. the meaning of alloy,
b. the purpose of making
alloys such as duralumin,
brass, steel, stainless
steel, bronze and pewter,
c. compositions, properties
and uses of alloys.

compare the rate of corrosion
of iron, steel and stainless
steel.
state the meaning of alloy,

state the aim of making
alloys,
list examples of 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.
Study various local products

made from alloys.
35
9.4
Evaluating
uses of
synthetic
polymers
Discuss the
polymers.
meaning
of

polymers,
Observe exhibits of materials
list naturally occurring
made of polymers and classify
polymers,
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.
Attributing
Interpreting data
Comparing &
contrasting
Communication
list synthetic polymers

and their uses,
identify the monomers in
the synthetic polymers,
justify uses of synthetic
polymers in daily life.
28

Appreciating the
contribution of science and
technology
Remarks

Week
No.
Learning
Objectives
Chemistry F.4
Learning Outcomes
Thinking Skills and

Scientific Skills

values
No. of
Periods
Discuss the environmental

pollution resulting from the
disposal
of
synthetic
polymers.
1
Hold a debate on uses and
the environmental effects of
non-biodegradable synthetic
polymers in daily life.
36
38
9.5
Applying uses
of glass and
ceramics
9.6
Evaluating
uses of
composite
materials
Collect and interpret data on A student is able to:

types, composition, properties
list uses of glass,
and uses of glass and
list uses of ceramics,
ceramics.
list types of glass and

their properties,
Prepare a folio incorporating
state properties of
video clips and pictures on
ceramics.
uses of glass and ceramics
that have been used for a
specific purpose, e.g. photo
chromic glass and conducting
glass.
Watch
a
multimedia
presentation and prepare a
folio on:
a.
b.
c.
the meaning of composite

materials,
a
list
of
composite
materials
such
as
reinforced
concrete,
specific super conductor,
fibre optic, fibre glass and
photo chromic glass,
components of composite
materials,
d. uses
materials.
of
Communication
Attributing
Comparing &
contrasting
Generating ideas
Inventing
Observing
composites
Compare
the
superior
properties
of
composite
materials to their original
component
by
computer
simulation.
Discuss and justify the uses of
composite materials.
Watch the
composite
factories.

describe needs to
produce new materials for
specific purposes,
composite materials,
list examples of
composite materials and
their components,
Interpreting data
Attributing
Communication
Classifying
Making
generalisationing
production
materials
of
in

properties of composite
materials with those of
their original component,
justify uses of composite
materials,
generate ideas to produce
advanced materials to
fulfil specific needs.
29

Cooperative
Appreciating the
technology
Cooperative
Appreciating and
living
Having critical and
analytical thinking
Remarks

Week
No.
38
Learning
Objectives
9.7
Appreciating
various
synthetic
industrial
materials
Chemistry F.4
Learning Outcomes
justify the importance of
doing research and
development
continuously,
act responsibly when

handling synthetic
materials and their
wastes,
describe the importance

of synthetic materials in
daily life.
Discuss the importance of

synthetic materials in daily life.
Hold a forum to discuss
importance of research and
development
for
the
continuous well being of
mankind.
Watch
a
multimedia
presentation or computer
simulation on pollution caused
by the disposal of synthetic
materials.
Thinking Skills and

Scientific Skills
Communication
Observing
30

values
Appreciating the
technology
Appreciating and
living
No. of
Periods
1
Remarks

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Form Four Yearly Plan

Form Four Yearly Plan

Theme : Introducing Chemistry

Learning Area : Introduction to Chemistry

Suggested Learning Activities

Discuss some examples of

Discuss the uses of these

A student is able to:

state the uses of

Attend talks on chemicalbased industries in Malaysia

Carry out an activity to:

Scientific attitudes and noble

View a video or computer

Observe a situation and

Thinking Skills and

A student is able to:

Being responsible about the

All thinking skills

identify the relationship

carry out an experiment and:

Form Four Yearly Plan

a. collect and tabulate data

Suggested Learning Activities

design and carry out a

Scientific attitudes and noble

Being diligent and persevering

record and present data in

interpret data to draw a

Thinking Skills and

All thinking skills

practise scientific attitudes

All the scientific attitudes and

Form Four Yearly Plan

Scientific attitudes and noble

describe the particulate

state the kinetic theory of

relate the change in heat

Appreciating the beauty of the

A student is able to:

describe the development

Use models or computer

A student is able to:

Plot and interpret the heating

Thinking Skills and

compare and contrast the

Having critical and analytical

Being diligent and persevering

define nucleon number,

Form Four Yearly Plan

Theme : MATTER AROUND US

Suggested Learning Activities

Investigate the concepts of

Study the mole concept using

Collect and interpret data on

A student is able to:

A student is able to:

state the meaning of

relate the number of

Thinking Skills and

Scientific attitudes and noble

Grouping and classifying

Having critical and analytical