Form Four Yearly Plan Chemistry F.

SMK ST. ANTHONY SARIKEI

CHEMISTRY

FORM FOUR YEARLY PLAN

2017
1
 Form Four Yearly Plan
Learning Area : Introduction to Chemistry
Week Learning Suggested Learning
No. Objectives Activities
1 1.1 Collect and interpret the
03/1/17- Understanding meaning of the word
06/1/17 chemistry and “chemistry”
its importance
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.
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.
Attend talks on chemical-
based industries in Malaysia
and their contribution to the
development of the country.
1 1.2 Observe a situation and
03/1/17- Synthesising identify all variables. Suggest
06/1/17 scientific a question suitable for a
method scientific investigation.
Carry out an activity to:
a. observe a situation
b. identify all variables
c. suggest a question
d. form a hypothesis
e. select suitable apparatus
f. list down work procedures
carry our an experiment and:
a. collect and tabulate data
b. present data in a suitable
form
Chemistry F.4
Theme : Introducing Chemistry
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to: Interpreting data Having an interest an curiosity 1
 explain the meaning of towards the environment New Year
chemistry, Classifying 01/01/2017
 list some common Being objective
chemicals used in daily Collecting data
life, Being thankful to God
 state the uses of common Relating
chemicals in daily life, Appreciate the contribution of
 list examples of Communicating science and technology
occupations that require
the knowledge of Observing Being flexible and open-
chemistry, minded
 list chemical-based
industries in Malaysia, Being responsible about the
 describe the contribution safety of oneself, others and
of chemical-based the environment
industries towards the
development of the
country.
A student is able to: All thinking skills Being cooperative 2
 identify variables in a
given situation, Being confident and
 identify the relationship independent
between two variables to
form a hypothesis, Having critical and analytical
 design and carry out a thinking
simple experiment to test
the hypothesis, Being objective
 record and present data in
a suitable form, Daring to try
 interpret data to draw a
conclusion, Being honest and being
write a report of the accurate in recording and
investigation validating data
Being diligent and persevering
2
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
c. interpret the data and draw
conclusions Being systematic
d. write a complete report

1 1.3 View videos or read passages A student is able to: All thinking skills All the scientific attitudes and 1
03/1/17- Incorporate about scientific investigations.  identify scientific attitudes noble values
06/1/17 scientific Students discuss and identify and values practised by
attitudes and scientific attitudes and values scientists in carrying out
values in practiced by researchers and investigations,
conducting scientist in the videos or  practise scientific attitudes
scientific passages. and values in conducting
investigations scientific investigations.
Students discuss and justify
the scientific attitudes and
values that should be
practiced during scientific
investigations.

3
 Form Four Yearly Plan Chemistry F.4

Theme : MATTER AROUND US

Learning Area : 2. THE STRUCTURE OF THE ATOM

Week No. Learning Suggested Learning
Objectives Activities
2 2.1 Discuss and explain the
09/1/17- Analysing particulate nature of matter.
13/1/17 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 Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Perio
ds
A student is able to:
 describe the particulate Generating ideas Having an interest and curiosity 2
nature of matter, grouping and classifying towards the environment
 state the kinetic theory of
matter, Appreciating the beauty of the
 define atoms, molecules Visualizing, comparing arrangement of particles.
and ions, and contrasting, defining
 relate the change in the
state of matter to the Relating
change in heat,
 relate the change in heat Visualizing
to the change in kinetic
energy of particles, Comparing and
 explain the inter- contrasting Cooperative
conversion of the states of Daring to try
matter in terms of kinetic Being respectful and well-
theory of matter. mannered
Being flexible and open-minded
Honesty in recording and
validating data
experimenting
Measuring and using
numbers Realizing that science is a
Making inferences means to understand nature

Plot and interpret the heating Communicating

and the cooling curves of Making conclusions
ethanamide or naphthalene.

3 2.2 A student is able to: 3

16/1/17- Synthesising Discuss the development of
20/1/17 atomic structure atomic models proposed by
scientists namely Dalton,
Thomson, Rutherford,
Chadwick and Bohr.
 describe the development Generating ideas Having critical and analytical
of atomic model, thinking
 state the main subatomic Relating
particles of an atom, Visualizing the models
of atom

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.
 compare and contrast the Comparing and Having critical and analytical
relative mass and the contrasting thinking
relative charge of the
protons, electrons and
neutrons, Generating ideas Being diligent and persevering in
 define proton number, problem solving
 define nucleon number, Using number

4
 Form Four Yearly Plan
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.
Carry out an activity to write :
a. the symbols of elements,
b. the standard
representation for an atom
of any element.
Where :
X = element
A
Z  A = nucleon
number
z = proton
number
Construct models or use
computer simulation to show
the atomic structure.
3 2.3 Collect and interpret
16/1/17- Understanding information on :
20/1/17 isotopes and a. the meaning of isotope,
assessing their b. isotopes of hydrogen,
importance oxygen, carbon, chlorine
and bromine.
Conduct activities to determine
the number of subatomic
particles of isotopes from their
proton numbers and their
nucleon numbers.
Chemistry F.4
 determine the proton Problem solving
number, conceptualizing
 determine the nucleon
number, Relating
 relate the proton number
to the nucleon number,
 relate the proton number
to the type of element,
 write the symbol of
elements, Conceptualizing Thinking rationally
 determine the number of Problem solving
neutrons, protons and
electrons from the proton
number and the nucleon Being confident and independent
number and vice versa, synthesizing in problem solving
 construct the atomic
structure.
A student is able to: defining the meaning of Having critical and analytical 2
 state the meaning of isotopes thinking
isotope,
 list examples of elements
with isotopes, generating ideas
 determine the number of problem solving
subatomic particles of
isotopes, relating Being diligent and persevering in
 justify the uses of isotope problem solving
in daily life.
5
 Form Four Yearly Plan
Gather information from the
internet or from printed
materials and discuss the uses
of isotope.
3 2.4 Study electron arrangements
16/1/17- Understanding of various atoms and identify
20/1/17 the electronic their valence electrons.
structure of an
atom Discuss the meaning of
valence electrons using
illustrations.
Conduct activities to :
a. illustrate electron
arrangements of elements
with proton numbers 1 to
20.
b. write electron
arrangements of elements
with proton numbers 1 to
20.
3 2.5 Discuss the contributions of
16/1/17- Appreciate the scientists toward the
20/1/17 orderliness and development of ideas on the
uniqueness of atomic structure.
the atomic
structure Conduct a story-telling
competition on the historical
development of the atomic
structure with emphasis on the
creativity of scientists.
* 26/1-31/1/17 Chinese New Year Holiday
Chemistry F.4
Generating ideas Being confident and independent
Resources searching in problem solving
A student is able to: 2
 describe electron Visualizing
arrangements of elements
with proton numbers 1 to
20,
 draw electron
arrangement of an atom
in an element, Thinking rationally
 state the meaning of Relating the
valence electrons, configuration of electron Having interest and curiosity
determine the number of with its location within towards the discovery of atomic
valence electrons from the periodic table model
electron arrangement of an
atom.
Problem solving
A student is able to: Appreciating the contribution of 1
 describe the contributions Generating ideas scientists in discovering atomic
of scientists towards the model.
understanding of the Comparing and
atomic structure, Evaluating the
 describe the creative and contributions of
conscientious efforts of scientists.
scientists to form a
complete picture of
matter.
6
 Form Four Yearly Plan Chemistry F.4

Theme : MATTER AROUND US

Learning Area : 3. CHEMICAL FORMULAE AND EQUATIONS

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
4 3.1 Collect and interpret data A student is able to: Observing Having an interest and 2
23/1/17- Understanding concerning relative atomic  state the meaning of Classifying curiosity
27/1/17 and applying mass and relative molecular relative atomic mass Thinking rationally
the concepts mass based on carbon-12 based on carbon-12
of relative scale scale,
atomic mass  state the meaning of Relating
and relative Discuss the use of carbon-12 relative molecular mass
molecular scale as a standard for based on carbon-12
mass determining relative atomic scale,
mass and relative molecular  state why carbon-12 is Grouping and classifying
mass. used as a standard for Making analogies
determining relative
Investigate the concepts of atomic mass and relative
relative atomic mass and molecular mass,
relative molecular mass using  calculate the relative Measuring and using Daring to try
analogy or computer molecular mass of numbers Being confident and
animation. substances. Relating independent
Problem solving
Carry out a quiz to calculate Making inferences 2
the relative molecular mass of
substances based on the
given chemical formulae, for
example HCl, CO2, Na2CO3,
Al(NO3)3, CuSO4.5H2O

4 3.2 Study the mole concept using A student is able to: 2

23/1/17- Analysing the analogy or computer
27/1/17 relationship simulation.
between the
number of Collect and interpret data on
moles with the Avogadro constant.
number of
particles Discuss the relationship
between the numbers 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
 define a mole as the Making analogy Being systematic
amount of matter that
contains as many
particles as the number of
atoms in 12 g of 12C,
 state the meaning of Relating
Avogadro constant,
 relate the number of
particles in one mole of a 12
substance with the
Avogadro constant,
 solve numerical problems
to convert the number of Having critical and analytical 2
moles to the number of thinking
particles of a given
substance and vice versa.

7
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
5 3.3 Discuss the meaning of molar A student is able to: Analyzing Having critical and analytical 1
30/1/17- Analysing the mass.  state the meaning of thinking
03/2/17 relationship molar mass,
between the Using the analogy or  relate molar mass to the
number of computer simulation, discuss Avogadro constant, Being confident and
moles of a to relate:  relate molar mass of a independent
substance a. molar mass with the substance to its relative Relating 1
with its mass Avogadro constant, atomic mass or relative
b. molar mass of a substance molecular mass,
with its relative atomic mass solve numerical problems to Being systematic
or relative molecular mass convert the number of moles Classifying Daring to try
of a given substance to its Problem solving
Carry out problem solving mass and vice versa. 2
activities to convert the
number of moles of a given
substance to its mass and
vice versa.
6 3.4 Collect and interpret data on A student is able to: Analyzing 1
30/1/17- Analysing the molar volume of a gas.  state the meaning of
03/2/17 relationship Using computer simulation or molar volume of a gas
between the graphic representation,  relate molar volume of a
number of discuss: gas to Avogadro constant
moles of a gas a. the relationship  make generalisation on
with its between molar the molar volume of a gas
volume volume and at given temperature and
Avogadro constant pressure Relating
b. to make  calculate the volume of
generalization on gases at STP or room
the molar volume of conditions from the
a gas at STP or number of moles and vice
room condition. versa
Carry out activity to calculate  solve numerical problems Interpreting data
the volume of gases at STP or involving number of
room condition from the particles, number of
number of moles and vice moles, mass of
versa substances and volume of
gases at STP or room
Construct a mind map to show condition.
the relationship between Problem solving
number of particles, number of
moles, mass of substances
and volume of gases at STP
and room condition.

8
 Form Four Yearly Plan
Week Learning Suggested Learning
No. Objectives Activities
6 3.5 Collect and interpret data on
06/2/17- Synthesising chemical formula, empirical
10/2/17 chemical formula and molecular formula
formulae Conduct an activity to
a. determine the
empirical formula of
copper (II) oxide
using computer
simulation
b. determine the
empirical formula of
magnesium oxide
c. compare and
contrast empirical
formula with
molecular formula
Carry out problem solving
activities involving empirical
and molecular formulae
Carry out exercises and
quizzes in writing ionic
formulae
Conduct activities to:
a. construct chemical
formulae of
compounds from a
given ionic formula
b. state name to
chemical
compounds using
IUPAC
nomenclature
6 3.6 Discuss:
06/2/17- Interpreting a. the meaning of
10/2/17 chemical chemical equation
equations b. the reactants and
products in a
chemical equation
Construct balance chemical
equations for the following
reactions:
a. heating of copper(II)
carbonate
b. formation of
ammonium chloride
c. precipitation of lead
Chemistry F.4
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to
 state the meaning of
chemical formula 2
 state the meaning of
empirical formula Experimenting Honest and accurate
 state the meaning of
molecular formula
 determine empirical and
molecular formulae of
substances Defining operationally Thinking rationally
 compare and contrast
empirical formulae
 solve numerical problems
involving empirical and
molecular formulae Interpreting data Having critical and analytical
 write ionic formulae of ions thinking
 construct chemical
Relating
formulae of ionic
compounds
 state names of chemical
Synthesizing
compounds using IUPAC
nomenclature
Grouping and classifying
A student is able to Be responsible about the safety 2
 state the meaning of oneself, others, and the
of chemical Observing environment
equation
 identify the
reactants and Interpreting data
products of a Being systematic
chemical equation
 interpret chemical Problem solving
equations Being cooperative
quantitatively and
qualitatively
 solve numerical
problems using the
9
 Form Four Yearly Plan
Week Learning Suggested Learning
No. Objectives Activities
(II) iodide
carry out the following
activities:
a. write the balance
chemical equations
b. interpret chemical
equations
quantitatively and
qualitatively
c. solve numerical
problems using
chemical
equations(stoichiom
etry)
6 3.8 Discuss the contributions of
06/2/17- Practising scientists for their research on
10/2/17 scientific relative atomic mass, relative
attitudes and molecular mass, mole
values in concept, formulae and
investigating chemical equations
matter
Discuss to justify the need for
scientists to practise scientific
attitudes and positive values
in doing their research on
atomic structures, formulae
and chemical equations
Discuss the role of chemical
symbols, formulae and
equations as tools of
communication in chemistry
Chemistry F.4
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
chemical equations
A student is able to
 identify positive scientific
attitudes and values
practiced by scientists in
doing research on mole
concept, chemical
formulae and equations
 justify the need for
scientists to practise
scientific attitudes and
positive values in doing
their research on atomic
structures, formulae and
chemical equations
 use chemical symbols,
formulae and equations
as tools of
communication in
chemistry
10
 Form Four Yearly Plan
Theme : Matter Around Us
Learning Area : 4 Periodic Table Of Elements
Week Learning Suggested Learning
No. Objectives Activities
7 4.1 Collect information on the
13/2/17- Analysing the contributions of various
17/2/17 Periodic Table scientists toward the
of Elements 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 and activity to relate
the electron arrangement of
the element to its group and
period.
Discuss the advantages of
grouping the elements in the
Periodic Table.
Conduct activities to predict
the group and period of and
element based on its electron
arrangement.
7 4.2 Use a table to use all the
13/2/17- Analysing elements in Group 18.
17/2/17 Group 18
elements 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.
Learning Outcomes
A student is able to:
 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,
 relate the electron
arrangement of an
element to its group and
period,
 explain the advantages of
grouping elements in the
Periodic Table,
 predict the group and the
period of an element
based on its electron
arrangement.
A student is able to:
 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,
 relate the duplet and octet
electron arrangements of
Chemistry F.4
Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
 Comparing and  Having an interest and 1
contrasting, curiosity towards the
 Attributing, environment,
 Grouping and  Appreciating the
classifying, contributions of science
 Relating, and technology,
 Analyzing  Having critical and
analytical thinking,
 Being systematic,
 Being confident and
independent,
 Being diligent and
persevering,
 Being objective,
 Daring to try,
 Thinking rationally
2
2
 Grouping and  Having critical and
contrasting, analytical thinking, 1
 Analyzing,  Being systematic,
 Relating  Appreciating the
contribution of science
technology 1
2
11
 Form Four Yearly Plan
Week Learning Suggested Learning
No. Objectives Activities
Discuss the relationship
between the electron
arrangement and the inert
nature of the Group 18
elements.
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.
8 4.3 Gather information and
20/2/17- Analysing discuss:
24/2/17 Group 1 a. Group 1 elements,
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.
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.
Chemistry F.4
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
Group 18 elements to
their stability
 describe uses of Group 18
elements in daily life.
A student is able to:  Observing,  Being responsible about
 list all Group 1 elements.  Attributing, the safety of oneself others 2
 state the general physical  Relating and the environment,
properties of lithium,  Comparing and  Having and interest and
sodium and potassium, contrasting, curiosity towards the
 describe changes in the  Interpreting data, environment.
physical properties from  Detecting bias,
lithium to potassium,  Predicting,
 list the chemical  Visualizing
properties of lithium,
sodium and potassium,
 describe the similarities in
chemical properties of
lithium, sodium and
potassium,
 relate the chemical
properties of Group 1
elements to their electron
arrangements,
 describe changes in 1
reactivity of Group 1
elements down the group,
 predict physical and
chemical properties of
other elements in Group
1,
 state the safety
precautions when
handling Group 1
elements.
12
 Form Four Yearly Plan
Week Learning Suggested Learning
No. Objectives Activities
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.
9 4.4 Gather information and
27/2/17- Analysing discuss:
03/3/17 Group 17 a. Group 17 elements,
elements b. physical properties of
chlorine, bromine and iodine
with respect to their color,
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.
Carry out experiments to
investigate the reactions of
chlorine, bromine and iodine
with:
a. water,
b. metals such as iron,
c. sodium hydroxide.
Discuss changes in the
reactivity of Group 17
elements down the group.
Predict physical and chemical
properties of Group 17
elements other than chlorine,
bromine and iodine.
Chemistry F.4
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to:  Observing,  Being responsible about
 list all Group 17  Attributing, the safety of oneself others 2
elements,  Relating, and the environment,
 state the general physical  Comparing and  Having an interest and
properties of chlorine, contrasting, curiosity towards the
bromine and iodine,  Interpreting data, environment
 describe changes in the  Detecting bias
physical properties from
chlorine to iodine,
 list the chemical 1
properties of chlorine,
bromine and iodine,
 describe the similarities in
chemical properties of
chlorine, bromine and
iodine,
 relate the chemical
properties of Group 17
elements with their
electron arrangements,
 describe changes in
reactivity of Group 17
elements down the group,
 predict physical and
chemical properties of
other elements in Group
17
 state the safety
precautions when
handling Group 17
elements.
13
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods

Watch multimedia materials

on the safety precautions
when handling Group 17
elements.

12 4.5 Collect and interpret data on
27/3/17- Analysing the properties of elements in
31/3/17 elements in a Periods 3 such as:
period a. proton number,
b. electron arrangement,
c. size of atom,
d. electronegativity,
e. physical state.
Discuss changes in the
properties of elements across
Period 3.
Carry out experiments to
study the oxides of elements
in Periods 3 and relate them
to their metallic properties.
Discuss in small groups and
make a presentation on the
changes of elements across
Period 3.
A student is able to:  Relating,  Having an interest and
 list all elements in Period  Observing, curiosity towards the 2
3,  Comparing environment,
 write electron and contrasting,  Being cooperative,
arrangements of all  Predicting,  Realizing that science is
elements in Period 3,  Visualizing a means to understand
 describe changes in the nature. 1
properties of elements
across Period 3,
 state changes in the
properties of the oxides of
elements across Period 3,
 predict changes in the 1
properties of elements
across Period 2
 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, i.e.
silicon and germanium, in the
microelectronic industry.

 WEEK 10 – 11 06/3-17/3/17 First Term Examination

 18/3 – 26/3/17 Mid Semester 1 Holiday

14
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods

13 4.6 Carry out an activity to identify
03/4/17- Understanding the positions of transition
07/4/17 transition elements in the Periodic
elements Table.
Collect an interpret data on
properties of transition
elements with respect to
melting points, density,
variable oxidations numbers
and ability to form colored
compounds.
A student is able to:
 identify the positions of
transition elements in the
Periodic Table,
 give examples of
transition elements,
 describe properties of
transition elements
 state uses of transition
elements in industries.
 Observing,  Having an interest and
 Attributing curiosity towards the 1
 Making inferences, environment,
 Relating,  Being thankful to God
 Comparing and
contrasting,
 Interpreting data 1

Observe the color 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 ,
NH3 (aq).

Observe the color of precious

stones and identify the
presence of transition
elements.

Give examples on the use of

transition elements of
catalysts in industries.
13 4.7 Gather information on efforts A student is able to:  Relating,  Having an interest and
03/4/17- Appreciating of scientist in discovering the  describe efforts of  Comparing and curiosity towards the 1
07/4/17 the existence properties of elements and scientists in discovering contrasting environment,
of elements make a multimedia the properties of  Being thankful to God
and their presentation. elements,
compounds  describe what life would
be without diverse

15
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
Discuss in a forum about life elements and compounds,
without various elements and  identify different colours in
compound. compounds of transition
elements found naturally,
Carry out projects to collect  handle chemicals wisely.
specimens or pictures of
various types of rocks.

Discuss and practice ways to

handle chemicals safety and
to avoid their wastage.

16
 Form Four Yearly Plan Chemistry F.4

Theme : Matter Around Us

Learning Area : 5 Chemical Bonds

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
14 5.1 Collect and interpret data on A student is able to: Analyzing data Cooperative
10/4/17 - Understanding the existence of various  explain the stability of 2
14/4/17 formation of naturally occurring inert gases, Communicating Critical and analytical thinking
compounds compounds for example,  explain conditions for the
water, H2O, carbon dioxide, formation of chemical Attributing Think rationally
CO2, and minerals to bonds,
introduce the concept of  state types of chemical Comparing Create interest and curiosity
chemical bonds. bonds.
Grouping and classifying Think objectively
Discuss:
a. the stability of inert
gases with respect to
the electron
arrangement,
b. conditions for the
formation of chemical
bonds,
c. types of chemical bonds

14 5.2 Use computer simulation to A student is able to: Cooperative

10/4/17 - Synthesising explain formation of ions and  explain formation of ions, Generating idea 2 Ionic bond is
14/4/17 ideas on electron arrangement of ions.  write electron Diligent and persevering synonymous with
formation of arrangements for the ions Communicating electrovalent bond
ionic bond Conduct an activity to prepare formed, Systematic
ionic compounds for example,  explain formation of ionic Describing
magnesium oxide, MgO, bond, Critical and analytical thinking
sodium chloride, Na”Cl and  illustrate electron Communications
iron(III) chloride, FeCl3. arrangement of an ionic
bond, Prioritizing
Carry out an activity to  illustrate formation of ionic
illustrate formation of ionic bond. Communicating
bond through models,
diagrams or computer Observing
simulation.
Visualizing
Use computer simulation to
illustrate the existence of communicating
electrostatic force between
ions of opposite charges in
ionic bond.

17
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods

15 5.3 Collect and interpret data on A student is able to:

17/4/17 - Synthesising the meaning of covalent  state the meaning of Generating ideas Being cooperative 2
21/4/17 ideas on bond. covalent bond,
formation of  explain formation of Communication Being diligent and persevering
covalent bond Use models and computer covalent bond,
simulation to illustrate  illustrate formation of a Prioritizing Being systematic, diligent and
formation of: covalent bond by drawing analytical thinking
a. single bond in electron arrangement, Visualizing
hydrogen, H2, chlorine,  illustrate formation of Cooperative
Cl2, hydrogen chloride, covalent bond,
HCl, water, H2O,  Compare and contrast Observing
methane, CH4, formation of ionic and
ammonia, NH3, covalent bonds.
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.

Discuss and construct a mind

map to compare the
formation of covalent bond
with ionic bond.

16 5.4 Collect and interpret data on A student is able to:

24/4/17 - Analysing properties of ionic and  list properties of ionic Analyzing 2 Solvent - pelarut
28/4/17 properties of covalent compounds. compounds, Interpreting data
ionic and  list properties of covalent Defining operationally
covalent Work in groups to carry out compounds,
compounds an activity to compare the  explain differences in the Attributing
following properties of ionic electrical conductivity of
and covalent compounds: ionic and covalent Comparing and
a. melting and boiling compounds, contrasting
points,  describe differences in
b. electrical conductivities, melting and boiling points
c. solubility in water and of ionic and covalent
organic solvents compounds,
 compare and contrast the
Discuss: solubility of ionic and Experimenting
a. differences in electrical covalent compounds, communicating 1

18
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods

conductivities of ionic  State uses of covalent

and covalent compounds as solvents.
compounds due to the
presence of ions,
b. differences in the
melting and boiling
points of ionic and
covalent compounds

Gather information on uses of

covalent compounds as
solvents in daily life.

19
 Form Four Yearly Plan Chemistry F.4

Theme : Interaction between Chemical

Learning Area : 6. Electrochemistry

Week Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Activities Scientific Skills values Periods
17 6.1 Conduct activities to A student is able to: Experimenting Being orally 2
02/5/17 - Understanding classify chemicals into  State the meaning Comparing and systematic Labour Day
05/5/17 properties of electrolytes and non- of electrolyte, contrasting Thinking rationally 01/05/2017
electrolytes and electrolytes.  Classify substances
non-electrolytes into electrolytes
Discuss: and non- Communicating Thinking rationally
a. The meaning of electrolytes,
electrolytes  Relate the presence
b. The relationship of freely moving Relating
between the ions to electrical
presence of conductivity.
freely moving
ions and
electrical
conductivity.

17 6.2 Discuss: A student is able to: Attributing Thinking rationally 1

02/5/17 - Analyzing a. Electrolysis  Describe
05/5/17 electrolysis of process, electrolysis
molten b. Structure of  Describe electrolytic
compounds electrolytic cell. cell,
 Identify cations and
Use computer simulation anions in a molten 2
to: compound
a. Identify cations  Describe evidence Attributing Being confident and
and anions in a for the existence of Detecting Bias independent
molten ions held in a lattice
compound, in solid state but
b. Illustrate to show move freely in Visualizing
the existence of molten state,
ions held in a  Describe
lattice in solid electrolysis of a
state but move molten compound,
freely in molten  Write half-equations
state. for the discharge of
ions at anode and
Conduct an activity to cathode, Experimenting Being cooperative 2
investigate the  Predict products of Observing Being systematic
electrolysis of molten the electrolysis of
lead(II) bromide, molten compounds.
PbBr2 to:
a. Identify cations and Classifying
anions,
b. Describe the Generating ideas Thinking rationally
electrolysis process,

20
 Form Four Yearly Plan Chemistry F.4

Week Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Activities Scientific Skills values Periods
c. Write half-equations Sequencing Daring to try
for the discharge of Being systematic
ions at anode and
cathode.

Collect and interpret data Interpreting data Being honest and accurate in 2
on electrolysis of molten recording and validating data.
ionic compounds with
very high melting points,
for example sodium
choride, NaCl and
lesd(II) oxide, PbO.

Predict products from the Predicting Being confident and

electrolysis of other independent
molten compounds.

6.3 Conduct an activity to A student is able to: Observing Be cooperative 2

18 Analyzing the investigate the electrolysis  Identify cations and Experimenting Having an interest and
08/5/17 - electrolysis of of copper(II) sulphate anions in an Controlling variables curiosity
12/5/17 aqueous solutions and dilute aqueous solution,
solutions sulphuric acid using carbon  Describe the
electrodes to: electrolysis of an
a. Identify cations and aqueous solution, Classifying
anions in the  Explain using Detecting Bias
aqueous solutions, examples factors
b. Describe the affecting
electrolysis of the electrolysis of an
aqueous solutions, aqueous solution,
c. Write half equations  Write half equations Sequencing
for the discharge of for the discharge
ions at the anode of ions at the anode
and the cathode. and the cathode,
 Predict the products
Conduct experiments to of electrolysis of Controlling variables Daring to try 2
investigate factors aqueous solutions. Experimenting Being systematic
determining selective Hypothesizing Being responsible about the
discharge of ions at Interpreting data safety of oneself and others
electrodes based on: Observing
a. Positions of ions in
electrochemical
series,
b. Concentrations of
ions in a solution,
c. Type of electrodes.

21
 Form Four Yearly Plan Chemistry F.4

Week Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Activities Scientific Skills values Periods
Use computer simulation to Observing Appreciating the contribution 2
explain factors affecting Analyzing of science and technology
electrolysis of an aqueous
solution.
Predicting
Predict the products of
electrolysis of aqueous
solutions and write their
half equations.

21 6.4 Conduct experiments to A student is able to: Experimenting Being cooperative 2

12/6/17 - Evaluating study the purifications and  State uses of Observing Appreciating the contribution Nuzul Quran
16/6/17 electrolysis in electroplating of metals. electrolysis in Making hypothesis of science and technology 12/06/2017
industry industries, Controlling variables
Using computer simulation,  Explain the 2
study and discuss: extraction,
a. Extraction of purification and
aluminium from electroplating of
aluminium oxide, metals involving
b. Purification of copper, electrolysis in
c. Electroplating of industries,
metals.  Write chemical
equations to
Carry out activities to write represent to Sequencing Daring to try 2
chemical equations for electrolysis process
electrolysis in industries. in industries,
 Justify uses of
Collect data and discuss electrolysis in Making Inferences Appreciating the balance of
the benefits and harmful industries, nature
effects of electrolysis in  Describe the
industries. problem of pollution
from electrolysis in
industry.

22
 Form Four Yearly Plan Chemistry F.4

Week Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Activities Scientific Skills values Periods

22 6.5 Study the structure of
19/6/17 - Analyzing voltaic voltaic cell such as a
23/6/17 cell simple voltaic cell and
Daniell cell.
Conduct an experiment to
show the production of
electricity from chemical
reactions in a simple
voltaic cell.
Carry out activities on a
simple voltaic cell and 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.
A student is able to: Attributing Having critical and analytical 2
 Describe the thinking
structure of a Appreciating the contribution
simple voltaic cell of science and technology
and Daniell cell,
 Explain the Experimenting Being cooperative
production of
electricity from a
simple voltaic cell,
 Explain the
reactions in a
simple voltaic cell Experimenting Being systematic
and Daniell cell, Being objective
 Compare and
contrast the
advantages of
various voltaic Comparing and Thinking rationally 1
cells, contrasting
 Describe the
differences
between electrolytic
and voltaic cells.

Discuss and compare an Comparing and Being confident and 1

electrolytic cell with a contrasting independent
voltaic cell. Communicating

23
 Form Four Yearly Plan Chemistry F.4

Week Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Activities Scientific Skills values Periods
24 6.6 Carry out an experiment to A student is able to: Experimenting Cooperative 2
03/7/17 - Synthesizing construct the  Describe the Observing Being honest
05/7/17 electrochemical electrochemical series principles used in Measuring and using Daring to try
series based on: constructing the numbers
a. Potential difference electrochemical
between two metals, series,
b. The ability of a metal  Construct the
to displace another electrochemical
metal from its salt series,
solution.  Explain the
importance of
Discuss uses of the electrochemical Communicating Thinking rationally 1
electrochemical series to series, Predicting Confident and independent
determine:  Predict the ability of
a. Cell terminal, a metal to displace
b. Standard cell voltage, another metal from
c. The ability of a metal its salt solution,
to displace another  Write the chemical
metal from its salt equations for metal
solution. displacement
reactions.
Carry out experiments to Experimenting Cooperative 2
confirm the predictions on Confident and independent
the metal displacement
reaction.
Sequencing
Carry out an activity to
write the chemical
equations for metal
displacement reactions.

24 6.7 Discuss the importance of A student is able to: Communicating Appreciating the contribution 1
03/7/17 - Develop electrochemical industries  Justify the fact that Relating of science and technology
05/7/17 awareness and in our daily life. electrochemical
responsible industries can
practices when Collect data and discuss improve the quality Communicating Appreciating the contribution 1
handing the problems on pollution of life, Generating idea of science and technology
chemicals used caused by the industrial  Describe the
in processes involving problem of pollution
electrochemical electrochemical industries. caused by the
industries industrial processes
Hold a forum to discuss the involving Communicating Being responsible the safety of
importance of waste electrolysis, Generating idea oneself, others, and the
disposal from  Justify the need to environment.
electrochemical industries dispose of waste
in a safe and orderly from
manner. electrochemical
industries in a safe

24
 Form Four Yearly Plan Chemistry F.4

Week Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Activities Scientific Skills values Periods
Show a video on the and orderly Inventing Being responsible the safety of
importance of recycling manner, Relating oneself, others, and the
and systematic disposal of  Practice safe and environment.
used batteries in a safe systematic disposal
and orderly manner. of used batteries.
Practice recycling used
batteries.

 WEEK 19 – 20 15/5 - 26/5/17 First Term Examination

 27/5 – 11/6/17 Mid Year Holidays
 WEEK 23 26/6 – 30/6/17 Hari Raya Puasa Holiday

25
Form Four Yearly Plan Chemistry F.4

Theme : Interaction Between Chemicals

Learning Area : 7.Acid And Bases

Week Learning Objectives Suggested Learning Actvities Learning Outcomes Thinking Skills Scientific attitudes and No. of Remarks
No. and Scientific noble values Periods
Skills
25 7.1 Discuss: A student is able to: Having an interest and
10/7/17 - Analyzing a. the concept of  state the meaning of Attributing curiosity towards the
14/7/17 characteristics and acid, base and acid, base and alkali, environment 7
properties if acids and alkali in terms  state uses of acids, Comparing and
bases of the ions they bases and alkalis in daily contrasting
contained or life,
produced in Relating
aqueous
solutions.
b. uses of acids,
bases and
alkalis in daily  explain the role of water
life. in the formation of
hydrogen ions to show
Carry out an experiment to show the properties of acids, Being cooperative
that the presence of water is  explain the role of water
essential for the formation of in the formation of Experimenting Being honest
hydrogen ions that causes acidity. hydroxide ions to show
the properties of alkalis, Observing Being responsible
Carry out an experiment to show  describe chemical about the safety of
that the presence of water is properties of acids and oneself, others and
essential for the formation of alkalis. environment
hydroxide ions that causes
alkalinity. Being honest and
accurate in recording
Watch computer simulation on the and validating data
formation of hydroxonium and
hydroxide ions in the presence of
water

Conduct activities
to study chemical properties of
acids
and alkalis from the following Comparing and
reactions : contrasting
a. acids with bases,
b. acids with metals, Experimenting
c. acids wit metallic
carbonates. Grouping and
Classifying
Write equations for the respective
reactions.

26
Form Four Yearly Plan Chemistry F.4

Week Learning Objectives Suggested Learning Actvities Learning Outcomes Thinking Skills Scientific attitudes No. of Remarks
No. and Scientific and noble values Periods
Skills
25 7.2 Carry out an activity using pH scale to A student is able to: Making inferences Being honest and
10/7/17 - Synthesizing the measure the pH of solutions used in  state the use of a pH accurate in recording
14/7/17 concepts of strong daily life such as soap solution, scale, Synthesizing and validating data 4
acids, weak carbonated water, tap water or fruit  relate pH value with
acids, strong alkalis juice. acidic or alkaline Having critical and
and weak alkalis properties of a substance, Relating analytical thinking
Carry out an activity to measure the pH  relate concentration of
value of a few solutions with the same hydrogen ions with pH Observing
concentration. For example, value,
hydrochloric acid, ethanoic acid,  relate concentration of Interpreting data
ammonia and sodium hydroxide with hydroxide ions with pH
the use of indicators, pH meter or value,
computer interface.  relate strong or weak acid Generating ideas
with degree of
Based on the data obtained from the dissociation,
above activity, discuss the relationship  relate strong or weak
between : alkali with degree of
dissociation,
a. pH values and  conceptualise
acidity alkalinity qualitatively strong and
of a substance, weak acids,
b. concentration of
 conceptualize
hydrogen ions
qualitatively strong and
and the pH
weak.
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.

27
Form Four Yearly Plan Chemistry F.4

Week Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific attitudes No. of Remarks
No. and Scientific and noble values Periods
Skills
Use computer simulation to show the
degree of dissociation of strong and
weak acids as well as strong and weak
alkalis.

Build a mind map on strong acids, weak

acids, strong alkalis and weak alkalis.
26 7.3 Discuss A student is able to: Analyzing Having critical and
17/7/17 - Analyzing a. the meaning of  state the meaning of analytical thinking
21/7/17 concentration of acids concentration, concentration, Attributing 6
and alkalis b. the meaning of  state the meaning of Being systematic
molarity, molarity, Relating
c. the relationship  state the relationship Thinking rationally
between the between the number of Sequencing
number of moles with molarity and Being responsible
moles with the volume of Priotising about the safety of
molarity and a solution, oneself, others and
the volume of a . describe methods for the environment
solution preparing standard
d. methods for solutions, Being honest and
preparing accurate in recording
standard  describe the preparation and validating data
solutions. of
a solution Being cooperative
Solve numerical problems involving with a specified
conversion of concentration units from concentration Thinking rationally
gdm-3 and vice versa. using dilution
method,
Prepare a standard solution of sodium
hydroxide, NaOH or potassium  relate pH value with
hydroxide, KOH. molarity of acid and
alkali,
Prepare a solutions with specified  solve numerical
concentration from the prepared problems involving
standard solution through dilution. molarity of acids and
alkalis.
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.

28
Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Activities Learning Outcomes Thinking Skills Scientific attitudes and No. of Remarks
No. Objectives and Scientific noble values Periods
Skills
27 7.4 Collect and interpret data on A student is able to: Interpreting data Having critical and
24/7/17 - Analyzing neutralization and its application in daily  explain the meaning of analytical thinking
28/7/17 neutralization life. neutralisation, Relating 5
 explain the application of
Carry out activities to write equations for neutralisation in daily life, Experimenting Being systematic
neutralization reactions.  write equations for
neutralisation reactions, Analyzing Being responsible about
Carry out acid-base titrations and  describe acid-base the safety of oneself,
determine the end point using indicators titration, Making others and environment
or computer interface.  determine the end point conclusions
of titration during Being honest and
Carry out problem solving activities neutralisation, accurate in recording
involving neutralization reactions to  solve numerical and validating data
calculate either concentration or volume problems involving
of solutions neutralization reactions Being cooperative
to calculate either
concentration or volume
of solutions

 WEEK 30 – 31 14/8 – 25/8/17 Second Mid – Term Examination

 26/8 – 03/9/17 Second Mid – Term Holiday

29
 Form Four Yearly Plan Chemistry F.4

Theme : Interaction between Chemicals

Learning Area : 8. Salts

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
28 8.1 Collect and interpret data on: A student is able to: Grouping and classifying Being honest and accurate in 1
31/7/17 - Synthesising a. naturally existing salts  state examples of salts Interpreting data recording and validating data
04/8/17 salts b. the meaning of salt used in daily life,
b. uses of salts in agriculture,  explain the meaning of
medicinal field, preparation salt
and preservation of food.

Carry out experiments to  identify soluble and Experimenting Being cooperative 2

study the solubility of nitrate, insoluble salts Analyzing Daring to try
sulphate, carbonate and Having critical & analytical
chloride salts. thinking

Prepare soluble salts by  describe the preparation Experimenting Thinking rationally 2

reacting: of soluble salts Analyzing Daring to try
a. acid with alkali Sequencing
b. acid with metallic oxide
c. acid with metal
d. acid with metallic carbonate

Carry out an activity to purify  describe the purification of Being confident and 2
29 soluble salts by soluble salts by Experimenting independent
07/8/17 - recrystallisation. Discuss the recrystallisation
11/8/17 need to purify salts.

Observe to identify physical  list physical Comparing & Contrasting Being honest and accurate in
characteristics of crystals such characteristics of crystals Attributing recording and validating data 1
as copper(II) sulphate, CuSO4, Being systematic
sodium chloride, NaCl,
potassium chromate(VI),
K2CrO4 and potassium
dichromate, K2Cr2O7.

Prepare insoluble salt such as  describe the preparation Inventing Thinking rationally 2
lead(II) iodide, PbI2, lead(II) of insoluble salts Sequencing Being flexible and open-
chromate(VI), PbCrO4 and Making Conclusions minded
barium sulphate, BaSO4
through precipitation
reactions.

Carry out activities to write

 write chemical and ionic
chemical and ionic equations Relating Appreciating the balance of 1
equations for reactions
for preparation of soluble and Generating ideas nature
used in the preparation of
insoluble salts.
salts
Construct a flow chart to Sequencing Thinking rationally 1
 design an activity to
select suitable methods for Prioritizing
prepare a specified salt

30
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
preparation of salts.

Plan and carry out an activity Visualizing Daring to try

to prepare a specified salt.

Carry out an experiment to  construct ionic equations Experimenting Being cooperative 2

construct ionic equations through the continuous Relating
through continuous variation variation method Predicting
method. Synthesizing
Making inferences

Calculate quantities of  solve problems involving Evaluating Being fair and just 1
reactant or products in calculation of quantities of Making conclusions
stoichiometric. reactants or products in
stoichiometric reactions.

32 8.2 A student is able to:

04/9/17 - Synthesising Discuss the meaning of  state the meaning of Defining operationally Being objective 1
08/9/17 qualitative qualitative analysis. qualitative analysis,
analysis of
salts
Study and make inferences on  make inferences on salts Attributing Having critical & analytical 1
the color and the solubility of based on their colour and Making inferences thinking
various salts in water. solubility in water

Watch multimedia  describe tests for the Comparing & contrasting Thinking rationally 2
presentation on methods used identification of gases Analyzing
for identifying gases. Making conclusions

Observe and carry out Daring to try

chemical tests to identify Being confident and
oxygen, O2, hydrogen, H2, independent
carbon dioxide, CO2, ammonia Being honest and accurate in
NH3, chlorine, Cl2, hydrogen recording and validating data
chloride HCl, sulphur dioxide, Being systematic
SO2, and nitrogen dioxide, Thinking rationally
NO2, gases.

Carry out tests to study the  describe the action of heat Attributing 2
action of heat on carbonate on salts Making conclusions
and nitrate salts. Observe Experimenting
changes in color and evolution
of gases when the salts are
heated.

31
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
33 Carry out tests to confirm the  describe the tests for Experimenting 2
11/9/17 - presence of carbonate, anions Attributing
15/9/17 sulphate, chloride and nitrate Making conclusions
ions in aqueous solutions.

Carry out tests to identify the  state observation of

presence of Cu2+, Mg2+, Al3+, reaction of cations with
Fe2+, Fe3+, Pb2+, Zn2+, NH4+, sodium hydroxide solution
Ca2+ ions in aqueous solution and ammonia solution
using sodium hydroxide
solution, NaOH, and ammonia
solution, NH3(aq).

Carry out tests to confirm the  describe confirmatory

presence of Fe2+, Fe3+, Pb2+ tests for Fe2+, Fe3+, Pb2+
and NH4+ ions in aqueous and NH4+
solution. Being systematic

Construct a flow chat on the  plan qualitative analysis to Generating ideas 2

qualitative analysis of salts. identify salts. Comparing & Contrasting
Inventing
Plan and carry out tests to
identify anions and cations in
unknown salts.

33
11/9/17 - 8.3 Carry out activities using A student is able to: Experimenting Being systematic 2
15/9/17 Practising to correct techniques during carry out activities using the Sequencing Being confident and
be systematic titration, preparation of correct techniques during Interpreting data independent
and standard solutions and preparation of salts and Analyzing Thinking rationally
meticulous preparation of salts and crystals. Inventing
when carrying crystals.
out activities
Plan and carry out an
experiment, make
observations, record and
analyze data systematically
and carefully.

32
 Form Four Yearly Plan Chemistry F.4

Theme : Production and Management of Manufactured Chemicals

Learning Area : 9. Manufactured Substances in Industry

Week No. Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Objectives Activities Scientific Skills values Periods
34 9.1 Discuss uses of sulphuric acid A student is able to:  Attributing  Cooperative
18/09/17 - Understanding in daily life such as in the  list uses of sulphuric acid,  Classifying  Objective 2 Awal Muharram
22/09/17 the making of paints, detergents,  explain industrial process  Interpreting data  Flexible and open-minded 21/09/2017
manufacture of fertilizers and accumulators in the manufacture of  Inventing  Honest and accurate in
sulphuric acid sulphuric acid,  Communication recording & validating data
Collect and interpret data on  explain that sulphur  Thinking rationally
the manufacture of sulphuric dioxide causes  Appreciating and
acid environmental pollution. practicing clean & healthy
living
Construct a flow chart to show
the 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 Discuss uses of ammonia in A student is able to:  Attributing  Cooperative

18/09/17 - Synthesising daily life, e.g. in the  list uses of ammonia,  Classifying  Flexible and open-minded 1
22/09/17 the manufacture of fertilizers and  state the properties of  Experimenting  Diligent and persevering
manufacture of nitric acid. ammonia,  Interpreting data  Honest and accurate in
ammonia and  explain the industrial recording & validating data
its salts Carry out an activity to process in the  Confident & independent
investigate properties of manufacture of ammonia,  Systematic
ammonia.  design an activity to  Thinking rationally
prepare ammonium
Collect data from various fertilizer. 1
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 1

an ammonium fertilizer, for
example ammonium sulphate,
(NH4)2SO4.

33
 Form Four Yearly Plan Chemistry F.4

Week No. Learning Suggested Learning
Objectives Activities
35 9.3 Look at some examples of
25/09/17 - Understanding pure metals and materials
29/09/17 alloys made of alloys in daily life.
List and discuss their
properties.
Carry out an activity to
compare the strength and
hardness of alloys with their
pure metals.
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.
Learning Outcomes
A student is able to:
 relate the arrangement of
atoms in metals to their
ductile and malleable
properties,
 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.
Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
 Attributing  Having an interest and
 Comparing & curiosity towards the 1
contrasting environment
 Interpreting data  Honest and accurate in
 Relating recording and validating
 Experimenting data
 Inventing  Diligent and persevering
 Communication  Having critical and
analytical thinking

Carry out experiments to 1

compare the rate of corrosion
of iron, steel and stainless
steel.

Study various local products

made from alloys.

35 9.4 Discuss the meaning of A student is able to:  Attributing  Flexible and open-minded
25/09/17 - Evaluating polymers.  state the meaning of  Interpreting data  Honest and accurate in 1
29/09/17 uses of polymers,  Comparing & recording & validating data
synthetic Observe exhibits of materials  list naturally occurring contrasting  Appreciating the
polymers made of polymers and classify polymers,  Communication contribution of science and
them into naturally occurring  list synthetic polymers and technology
polymers and synthetic their uses,
polymers.  identify the monomers in
the synthetic polymers,
Identify the monomers in  justify uses of synthetic 1
synthetic polymers using polymers in daily life.
models or computer
simulation.

Collect information on the

quantity and types of

34
 Form Four Yearly Plan Chemistry F.4

Week No. Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Objectives Activities Scientific Skills values Periods
household synthetic polymers
disposed of over a certain
period of time.

Discuss the environmental

pollution resulting from the
disposal of synthetic
polymers.

Hold a debate on uses and 1

the environmental effects of
non-biodegradable synthetic
polymers in daily life.

36 9.5 Collect and interpret data on A student is able to:  Interpreting data  Honest and accurate in
02/10/17 - Applying uses types, composition, properties  list uses of glass,  Attributing recording & validating data 1
06/10/17 of glass and and uses of glass and  list uses of ceramics,  Communication  Cooperative
ceramics ceramics.  list types of glass and  Classifying  Appreciating the
their properties,  Making contribution of science and
Prepare a folio incorporating  state properties of generalisation technology
video clips and pictures on ceramics. 1
uses of glass and ceramics
that have been used for a
specific purpose, e.g. photo
chromic glass and conducting
glass.
36 9.6 Watch a multimedia A student is able to:  Communication  Cooperative
02/10/17 - Evaluating presentation and prepare a  describe needs to  Attributing  Appreciating and 1
06/10/17 uses of folio on: produce new materials for  Comparing & practicing clean & healthy
composite a. the meaning of composite specific purposes, contrasting living
materials materials,  state the meaning of  Generating ideas  Having critical and
b. a list of composite composite materials,  Inventing analytical thinking
materials such as  list examples of composite  Observing
reinforced concrete, materials and their
specific super conductor, components,
fibre optic, fibre glass and  compare and contrast
photo chromic glass, properties of composite
c. components of composite materials with those of
materials, their original component,
d. uses of composites  justify uses of composite
materials. materials,
 generate ideas to produce 1
Compare the superior advanced materials to
properties of composite fulfill specific needs.
materials to their original
component by computer
simulation.

35
 Form Four Yearly Plan Chemistry F.4

Week No. Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Objectives Activities Scientific Skills values Periods
1
Discuss and justify the uses of
composite materials.

Watch the production of

composite materials in
factories.

36 9.7 Discuss the importance of A student is able to:  Communication  Diligent and persevering
02/10/17 - Appreciating synthetic materials in daily life.  justify the importance of  Observing  Appreciating the 1
06/10/17 various doing research and contribution of science and
synthetic Hold a forum to discuss development technology
industrial importance of research and continuously,  Appreciating and
materials development for the  act responsibly when practicing clean & healthy
continuous well being of handling synthetic living
mankind. materials and their
wastes,
Watch a multimedia  describe the importance 1
presentation or computer of synthetic materials in
simulation on pollution caused daily life.
by the disposal of synthetic
materials.

 WEEK 37 , 39 09/10 – 27/10/17 Year End Examination

 WEEK 38 16/10 - 20/10/17 Deepavali Holiday
 WEEK 40 – 43 30/10 – 24/11/17 Discussion of Paper
 25/11/17 – 01/01/18 Year End Holiday

Prepared by Checked by: Verified by

Mdm Nor Hidayah binti Abd Jalil Mdm Lee Pei Chen Mdm Wendy Tiong Mee Ing
Coordinator of Chemistry Form 4 Head of Chemistry Panel Head of Science and Mathematics Department

36