Form Four Yearly Plan Chemistry F.

YEARLY PLAN
CHEMISTRY FORM 4
2011
MOHAMMAD AIMAN B MOHAMMAD SAYUTI

SMK MENUMBOK, SABAH

1
 Form Four Yearly Plan
Learning Area : Introduction to Chemistry
Week Learning Suggested Learning
No. Objectives Activities
1 1.1 Collect and interpret the
Understanding meaning of the word
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
Synthesising identify all variables. Suggest
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
c. interpret the data and draw
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
chemistry, Classifying
• 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
safety of oneself, others and
• describe the contribution
the environment
of chemical-based
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
conclusions Being systematic
d. write a complete report

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

3
 Form Four Yearly Plan Chemistry F.4

Theme : MATTER AROUND US

Learning Area : 2. THE STRUCTURE OF THE ATOM

2 2.1 Discuss and explain the A student is able to:

Analysing particulate nature of matter. • describe the particulate Generating ideas Having an interest and 2
matter nature of matter, grouping and classifying curiosity towards the
Use models or view computer • state the kinetic theory of environment
simulation to discuss the matter,
following: • define atoms, molecules Visualizing, comparing Appreciating the beauty of the
a. the kinetic theory of matter, and ions, and contrasting, defining arrangement of particles.
b. the meaning of atoms, • relate the change in the
molecules and ions. state of matter to the Relating
change in heat,
Conduct an activity to • relate the change in heat Visualising
investigate diffusion of to the change in kinetic
particles in solid, liquid and energy of particles, Comparing and
gas. contrasting
• explain the inter-
Cooperative
conversion of the states of
Investigate the change in the Daring to try
matter in terms of kinetic
state of matter based on the Being respectful and well-
theory of matter.
kinetic theory of matter mannered
through simulation or Being flexible and open-
computer animation. minded
experimenting Honesty in recording and
Conduct an activity to Measuring and using validating data
determine the melting and numbers
freezing points of ethanamide Making inferences
or naphthalene. Realizing that science is a
means to understand nature
Plot and interpret the heating Communicating
and the cooling curves of Making conclusions
ethanamide or naphthalene.
2 2.2 A student is able to: 2
Synthesising Discuss the development of • describe the development Generating ideas Having critical and analytical
atomic structure atomic models proposed by of atomic model, thinking
scientists namely Dalton, • state the main subatomic Relating
Thomson, Rutherford, particles of an atom, Visualizing the models of
Chadwick and Bohr. atom

Use models or computer • compare and contrast the Comparing and Having critical and analytical
simulation to illustrate the relative mass and the contrasting thinking
structure of an atom as relative charge of the
containing protons and protons, electrons and
neutrons in the nucleus and neutrons, Generating ideas Being diligent and persevering
electrons and neutrons of an • define proton number, in problem solving
atom. • define nucleon number, Using number
Problem solving
• determine the proton
Use a table to compare and conceptualizing
number,
contrast the relative mass and
the relative charge of the • determine the nucleon Relating
number,

4
 Form Four Yearly Plan Chemistry F.4

protons, electrons and • relate the proton number

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.
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
number and vice versa, synthesizing independent in problem solving
• construct the atomic
structure.

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 A student is able to: defining the meaning of Having critical and analytical 1
Understanding information on : • state the meaning of isotopes thinking
isotopes and a. the meaning of isotope, isotope,
assessing their b. isotopes of hydrogen, • list examples of elements
importance oxygen, carbon, chlorine with isotopes, generating ideas
and bromine. • determine the number of problem solving
subatomic particles of
Conduct activities to isotopes, relating Being diligent and persevering
determine the number of • justify the uses of isotope in problem solving
subatomic particles of in daily life.
isotopes from their proton
numbers and their nucleon
numbers.

Gather information from the Generating ideas Being confident and

internet or from printed Resources searching independent in problem solving
materials and discuss the
uses of isotope.

5
 Form Four Yearly Plan
3 2.4 Study electron arrangements
Understanding of various atoms and identify
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
Appreciate the scientists toward the
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.
Chemistry F.4
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 configuration
valence electrons, of electron with its Having interest and curiosity
determine the number of location within periodic towards the discovery of
valence electrons from the table atomic model
electron arrangement of an
atom.
Problem solving
A student is able to: Appreciating the contribution 1
• describe the contributions Generating ideas of scientists in discovering
of scientists towards the atomic model.
understanding of the Comparing and
atomic structure, Evaluating the
• describe the creative and contributions of scientists.
conscientious efforts of
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
Understanding concerning relative atomic • state the meaning of Classifying curiosity
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

5 3.2 Study the mole concept using A student is able to: 2

Analysing the analogy or computer
relationship simulation.
between the
number of Collect and interpret data on
moles with the Avogadro constant.
number of
particles 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
Making analogy Being systematic
• define a mole as the
amount of matter that
contains as many
particles as the number of
atoms in 12 g of 12C, Relating
• state the meaning of
Avogadro constant,
• relate the number of
12
particles in one mole of a
substance with the
Avogadro constant,
• solve numerical problems Having critical and analytical 2
to convert the number of thinking
moles to the number of
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
6 3.3 Discuss the meaning of molar A student is able to: Analyzing Having critical and analytical 1
Analysing the mass. • state the meaning of thinking
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.

8
 Form Four Yearly Plan
Theme : Matter Around Us
Learning Area : 4 Periodic Table Of Elements
Week Learning Suggested Learning
No. Objectives Activities
8 4.1 Collect information on the
Analysing the contributions of various
Periodic Table scientist 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 an
element based on its electron
arrangement.
9 4.2 Use a table to use all the
Analysing elements in Group 18.
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,
• Analysing • Having critical and
analytical thinking,
• Being systematic,
• Being confident and
independent,
• Being diligent and
persevering,
• Being objective,
• Daring to try,
• Thinking rationally
2
1
• Grouping and • Having critical and
contrasting, analytical thinking, 1
• Analysing, • Being systematic,
• Relating • Appreciating the
contribution of science
technology 1
1
9
 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.
9 4.3 Gather information and
Analysing discuss:
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.
10 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 one self 2
• state the general physical • Relating others and the
properties of lithium, • Comparing and environment,
sodium and potassium, contrasting, • Having and interest and
• describe changes in the • Interpreting data, curiosity towards the
physical properties from environment.
• Detecting bias,
lithium to potassium,
• Predicting,
• list the chemical
properties of lithium, • Visualising
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,
2
• describe changes in
reactivity of Group 1
elements down the group,
• predict physical and
chemical properties of
other elements in Group
1,
• state the safety
precautions when
handling Group 1
elements.
10
 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.
10 4.4 Gather information and
Analysing discuss:
Group 17 a. Group 17 elements,
elements b. physical properties of
chlorine, bromine and iodine
with respect to their colour,
density and boiling points,
12 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.
Watch multimedia materials
Chemistry F.4
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to: •
• list all Group 17 •
Observing,
Attributing,
• Being responsible
1
about the safety of one
elements, • Relating,
self, others and the
• state the general physical • Comparing and
environment,
properties of chlorine, contrasting,
• Having an interest and
bromine and iodine, • Interpreting data,
curiosity towards the
• describe changes in the • Detecting bias
environment
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 2
elements down the group,
• predict physical and
chemical properties of
other elements in Group
17
• state the safety
precautions when
handling Group 17
elements.
11
 Form Four Yearly Plan
Week Learning Suggested Learning
No. Objectives Activities
on the safety precautions
when handling Group 17
elements.
12 4.5 Collect and interpret data on
Analysing the properties of elements in
elements in a Periods 3 such as:
period a. proton number,
b. electron arrangement,
c. size of atom,
13 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.
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.
13 4.6 Carry out an activity to identify
Understanding the positions of transition
transition elements in the Periodic
elements Table.
14 Collect an interpret data on
properties of transition
elements with respect to
melting points, density,
variable oxidations numbers
and ability to form colour
compounds.
Chemistry F.4
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to: Relating, • Having an interest
• list all elements in Period Observing, and curiosity towards 1
3, Comparing the environment,
• write electron
arrangements of all
and contrasting, • Being cooperative,
Predicting,
elements in Period 3, • Realising that
Visualising science is a means to
• describe changes in the 1
understand nature.
properties of elements
across Period 3,
• state changes in the
properties of the oxides of
elements across Period 3,
• predict changes in the 2
properties of elements
across Period 2
• describe uses of semi-
metals.
A student is able to: • Observing, • Having an interest
• identify the positions of • Attributing and curiosity towards the 1
transition elements in the • Making inferences, environment,
Periodic Table, • Relating, • Being thankful to God
• give examples of • Comparing and
transition elements, contrasting,
• describe properties of 1
• Interpreting data
transition elements
• state uses of transition
elements in industries.
12
 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
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 ,
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.
14 4.7 Gather information on efforts
Appreciating of scientist in discovering the
the existence properties of elements and
of elements make a multimedia
and their presentation.
compounds
Discuss in a forum about life
without various elements and
compound.
Carry out projects to collect
specimens or pictures of
various types of rocks.
A student is able to: • Relating, • Having an interest
• describe efforts of • Comparing and and curiosity towards 1
scientists in discovering contrasting the environment,
the properties of • Being thankful to God
elements,
• describe what life would
be without diverse
elements and compounds,
• identify different colours in
compounds of transition
elements found naturally,
• handle chemicals wisely.

Discuss and practice ways to

handle chemicals safety and
to avoid their wastage.
Theme : Matter Around Us
Learning Area : 5 Chemical Bonds

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
14 5.1 Collect and interpret data on A student is able to: Analysing data Cooperative
Understanding the existence of various • explain the stability of 2
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
15 5.2 Use computer simulation to A student is able to: Cooperative
Synthesising explain formation of ions and • explain formation Generating idea 2 Ionic bond is
ideas on electron arrangement of ions. of ions, Dilligent and persevering synonymous with
formation of • write electron Communicating electrovalent bond
ionic bond Conduct an activity to prepare arrangements for the ions Systematic
ionic compounds for example, formed, Describing
magnesium oxide, MgO, • explain formation Critical and analytical thinking
sodium chloride, Na”Cl and of ionic bond, Communications
iron(III) chloride, FeCl3. • illustrate electron
arrangement of an ionic Prioritising
16 Carry out an activity to bond, 2
illustrate formation of ionic • illustrate formation Communicating
bond through models, of ionic bond.
diagrams or computer Observing
simulation.
Visualising
Use computer simulation to
illustrate the existence of communicating
electrostatic force between
ions of opposite charges in
ionic bond.

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

16 5.3 Collect and intepret data on A student is able to:

Synthesising the meaning of covalent • state the meaning Generating ideas Being cooperative 2
ideas on bond. of covalent bond,
formation of • explain formation Communication Being deligent and
covalent bond Use models and computer of covalent bond, perservering
simulation to illustrate • illustrate formation Prioritising
formation of: of a covalent bond by Being systematic, deligent and
a. single bond in drawing electron Visualising analytical thinking
hydrogen, H2, chlorine, arrangement,
• illustrate formation Cooperative
Cl2, hydrogen chloride,
of covalent bond, Observing
HCl, water, H2O,
methane, CH4, • compare and contrast
ammonia, NH3, formation of ionic and
tetrachloromethane, covalent bonds.
CCl4,
b. double bond in oxygen,
O2, carbon dioxide,
CO2,
c. triple bond in nitrogen,
2
N2 .
17
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.

17 5.4 Collect and interpret data on A student is able to:

Analysing properties of ionic and • list properties of ionic Analysing 1 Solvent - pelarut
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
Experimenting

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: solubility of ionic and communicating 1

a. differences in electrical covalent compounds,
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.

16
 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 operationally 2
Understanding classify chemicals into • State the meaning Comparing and systematic
properties of electrolytes and non- of electrolyte, contrasting
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.

18 6.2 Discuss: A student is able to: Attributing Thinking rationally 2

Analysing a. Electrolysis • Describe
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 Attributing Being confident and
and anions in a • Describe evidence Detecting Bias independent
molten for the existence of
compound, ions held in a lattice
b. Illustrate to show in solid state but Visualising
the existence of move freely in
ions held in a molten state,
lattice in solid • Describe
state but move electrolysis of a
freely in molten molten compound,
state. • Write half-equations
for the discharge of
19 Conduct an activity to ions at anode and Experimenting Being cooperative 2
investigate the cathode, Observing Being systematic
electrolysis of molten • Predict products of
lead(II) bromide, the electrolysis of
PbBr2 to: molten compounds.
a. Identify cations and Classifying
anions,
b. Describe the Generating ideas Thinking rationally
electrolysis process,

17
 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
chloride, NaCl and
lead(II) oxide, PbO.

Predict products from the Predicting Being confident and

electrolysis of other independent
molten compounds.

20 6.3 Conduct an activity to A student is able to: Observing Be cooperative 2

Analysing the investigate the electrolysis • Identify cations and Experimenting Having an interest and
electrolysis of of copper(II) sulphate anions in an Controlling variables curiosity
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 Hypothesising 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.

18
 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

21 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

Evaluating study the purifications and • State uses of Observing Appreciating the contribution
electrolysis in electroplating of metals. electrolysis in Making hypothesis of science and technology
industry industries, Controlling variables
22 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
Carry out activities to write equations to Sequencing Daring to try 2
chemical equations for represent to
electrolysis in industries. electrolysis process
in industries,
Collect data and discuss • Justify uses of Making Inferences Appreciating the balance of
the benefits and harmful electrolysis in nature
effects of electrolysis in industries,
industries. • Describe the
problem of pollution
from electrolysis in
industry.

19
 Form Four Yearly Plan Chemistry F.4

Week Suggested Learning
No. Activities
25 6.5 Study the structure of
Analysing voltaic cell such as a
voltaic 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.
Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
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

26 6.6 Carry out an experiment to A student is able to: Experimenting Cooperative 2

Synthesising construct the • Describe the Observing Being honest
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
Discuss uses of the importance of Communicating Thinking rationally 1
electrochemical series to electrochemical Predicting Confident and independent
determine: series,
a. Cell terminal, • Predict the ability of
b. Standard cell voltage, a metal to displace
c. The ability of a metal another metal from
to displace another its salt solution,
metal from its salt • Write the chemical
solution. equations for metal

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
displacement
26 Carry out experiments to reactions. 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.

27 6.7 Discuss the importance of
Develop electrochemical industries
awareness and in our daily life.
responsible
practices when Collect data and discuss
handing the problems on pollution
chemicals used caused by the industrial
in processes involving
electrochemical electrochemical industries.
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.
Practice recycling used
batteries.
A student is able to: Communicating Appreciating the contribution 1
• Justify the fact that Relating of science and technology
electrochemical
industries can
improve the quality Communicating Appreciating the contribution 1
of life, Generating idea of science and technology
• Describe the
problem of pollution
caused by the
industrial
processes involving Communicating Being responsible the safety of
electrolysis, Generating idea oneself, others, and the
• Justify the need to environment.
dispose of waste
from
electrochemical
industries in a safe
and orderly Inventing Being responsible the safety of
manner, Relating oneself, others, and the
• Practice safe and environment.
systematic disposal
of used batteries.

21
Form Four Yearly Plan Chemistry F.4

Theme : Interaction Between Chemicals

Learning Area : 7.Acid And Bases

Week Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific attitudes and No. of Remarks
No. and Scientific noble values Periods
Skills
27 7.1 Discuss: A student is able to: Having an interest and 2
Analysing a. the concept of • state the meaning of Attributing curiosity towards the
characteristics and acid, base and acid, base and alkali, environment
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 2
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
28 3
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.

22
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
28 7.2 Carry out an activity using pH scale to A student is able to: Making inferences Being honest and 2
Synthesising the measure the pH of solutions used in • state the use of a pH accurate in recording
concepts of strong daily life such as soap solution, scale, Synthesizing and validating data
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
29 Based on the data obtained from the dissociation,
above activity, discuss the relationship 2
• relate strong or weak
between :
alkali with degree of
dissociation,
a. pH values and
acidity alkalinity • conceptualise
of a substance, qualitatively strong and
b. concentration of weak acids,
hydrogen ions • conceptualise
and the pH qualitatively strong and
values, weak.
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.

23
Form Four Yearly Plan Chemistry F.4

Week Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills Scientific attitudes and No. of Remarks
No. and Scientific 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.
30 7.3 Discuss A student is able to: Analyzing Having critical and 4
Analysing a. the meaning of • state the meaning of analytical thinking
concentration of concentration, concentration, Attributing
acids 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 about
moles with the volume of Priortising the safety of oneself,
molarity and a solution, others and the
the volume of a . describe methods for environment
solution preparing standard
d. methods for solutions, Being honest and
preparing accurate in recording and
standard • describe the preparation validating data
solutions. of
a solution Being cooperative
31 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 2
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.

24
 Form Four Yearly Plan Chemistry F.4

Week No. Learning Suggested Learning Activities Learning Outcomes Thinking Skills Scientific attitudes and No. of Remarks
Objectives and Scientific noble values Periods
Skills
31 7.4 Collect and interpret data on A student is able to: Interpreting data Having critical and 1
Analysing neutralisation and its application in • explain the meaning of analytical thinking
neutralisation daily life. neutralisation, Relating
• explain the application of
32 Carry out activities to write equations neutralisation in daily life, Experimenting Being systematic 3
for neutralization reactions. • write equations for neutralisation
reactions, Analyzing Being responsible about
Carry out acid-base titrations and • describe acid-base titration, the safety of oneself,
determine the end point using • determine the end point of Making others and environment
indicators or computer interface. titration during neutralisation, conclusions
Being honest and 2
• solve numerical problems
Carry out problem solving activities accurate in recording
involving neutralisation reactions
involving neutralization reactions to and validating data
to calculate either concentration
calculate either concentration or
or volume of solutions
volume of solutions Being cooperative

25
 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
33 8.1 Collect and interpret data on: A student is able to: Grouping and classifying Being honest and accurate in 1
Synthesising a. naturally existing salts • state examples of salts Interpreting data recording and validating data
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 solubilities of nitrate, insoluble salts Analysing Daring to try
sulphate, carbonate and Having critical & analytical
chloride salts. thinking

34 Prepare soluble salts by • describe the preparation Experimenting Thinking rationally 2

reacting: of soluble salts Analysing 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
soluble salts by soluble salts by Experimenting independent
recrystallisation. Discuss the recrystallisation
need to purify salts.

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

35 Prepare insoluble salt such as Inventing Thinking rationally 2

lead(II) iodide, PbI2, lead(II) • describe the preparation Sequencing Being flexible and open-
chromate(VI), PbCrO4 and of insoluble salts Making Conclusions minded
barium sulphate, BaSO4
through precipitation
reactions.

Carry out activities to write

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

26
 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. prepare a specified salt

Plan and carry out an activity Visualising Daring to try

to prepare a specified salt.

37 Carry out an experiment to Experimenting Being cooperative 2

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

Calculate quantities of Evaluating Being fair and just 1

reactant or products in • solve problems involving Making conclusions
stoichiometric. calculation of quantities of
reactants or products in
stoichiometric reactions.

37 8.2 A student is able to:

Synthesising Discuss the meaning of • state the meaning of Defining operationally Being objective 1
qualitative qualitative analysis. qualitative analysis,
analysis of
salts
38 Study and make inferences on • make inferences on salts Attributing Having critical & analytical 1
the colour 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 Analysing
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.

39 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 colour and
evolution of gases when the
salts are heated.

Carry out tests to confirm the • describe the tests for Experimenting 2
presence of carbonate, anions Attributing

27
 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
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.

Construct a flow chat on the • plan qualitative analysis to Generating ideas Being systematic 2
qualitative analysis of salts. identify salts. Comparing & Contrasting
Inventing
Plan and carry out tests to
identify anions and cations in
unknown salts.

40
8.3 Carry out activities using A student is able to: Experimenting Being systematic 2
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 Analysing Thinking rationally
meticulous preparation of salts and crystals. Inventing
when carrying crystals.
out activities
Plan and carry out an
experiment, make
observations, record and
analyse data systematically
and carefully.

28
 Form Four Yearly Plan Chemistry F.4

Theme : Production and Management Of Manufactured Chemicals

Learning Area : 9. Manufactured Substances In Industry

Week Learning Suggested Learning Learning Outcomes Thinking Skills and Scientific attitudes and noble No. of Remarks
No. Objectives Activities Scientific Skills values Periods
9.1 Discuss uses of sulphuric acid A student is able to:  Attri  Cooperative
Understanding in daily life such as in the • list uses of sulphuric acid, buting  Objective 2
the making of paints, detergents, • explain industrial process  Clas  Flexible and open-
manufacture fertilizers and accumulators in the manufacture of sifying minded
of sulphuric sulphuric acid,  Inter  Honest and
acid Collect and interpret data on • explain that sulphur preting data accurate in recording &
the manufacture of sulphuric dioxide causes  Inve validating data
acid environmental pollution. nting  Thinking rationally
 Com  Appreciating and
Construct a flow chart to show munication practising clean & healthy
the stages in the manufacture
living
of sulphuric acid as in the
contact process.

Gather information and write

an essay on how sulphur
dioxide, SO2, causes
environmental pollution.

41 9.2 Discuss uses of ammonia in A student is able to:  Attributing  Cooperative

Synthesising daily life, e.g. in the • list uses of ammonia,  Classifying  Flexible and open- 1
the manufacture of fertilizers and • state the properties of  Experimenting minded
manufacture nitric acid. ammonia,  Interpreting  Diligent and
of ammonia • explain the industrial data persevering
and its salts Carry out an activity to process in the  Honest and
investigate properties of manufacture of ammonia, accurate in recording &
ammonia. • design an activity to validating data
prepare ammonium  Confident &
Collect data from various fertilizer. independent
sources and construct a flow
 Systematic
chart to show the stages in the
manufacture of ammonia as in  Thinking rationally
the Haber process.

Design an activity to prepare

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

29
 Form Four Yearly Plan Chemistry F.4

Week Learning Suggested Learning
No. Objectives Activities
9.3 Look at some examples of
Understanding pure metals and materials
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 Thinking Skills and Scientific attitudes and noble No. of Remarks
Scientific Skills values Periods
A student is able to:  Attri  Having an interest
• relate the arrangement of buting and curiosity towards the 1
atoms in metals to their  Com environment
ductile and malleable paring & contrasting  Honest and
properties,  Inter accurate in recording and
• state the meaning of alloy, preting data validating data
• state the aim of making  Rela  Diligent and
alloys, ting persevering
• list examples of alloys,  Exp  Having critical and
analytical thinking
• list compositions and
erimenting
 Inve
properties of alloys, relate
nting
the arrangement of atoms
in alloys to their strength  Com
and hardness, relate munication
properties of alloys to their
uses.

Carry out experiments to 1

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

Study various local products

made from alloys.

9.4 Discuss the meaning of A student is able to:  Attri  Flexible and open-
Evaluating polymers. • state the meaning of buting minded 1
uses of polymers,  Inter  Honest and
synthetic Observe exhibits of materials • list naturally occurring preting data accurate in recording &
polymers made of polymers and classify polymers,  Com validating data
them into naturally occurring • list synthetic polymers and paring & contrasting  Appreciating the
polymers and synthetic their uses,  Com contribution of science and
polymers. • identify the monomers in munication technology
the synthetic polymers,
42 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

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
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

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

42 9.5 Collect and interpret data on A student is able to:  Inter  Honest and
Applying uses types, composition, properties • list uses of glass, preting data accurate in recording & 1
of glass and and uses of glass and • list uses of ceramics,  Attri validating data
ceramics ceramics. • list types of glass and buting  Cooperative
their properties,  Com  Appreciating the
Prepare a folio incorporating • state properties of munication contribution of science and
video clips and pictures on ceramics.  Clas technology
uses of glass and ceramics sifying
that have been used for a  Maki
specific purpose, e.g. photo ng
chromic glass and conducting generalisationing
glass.
42 9.6 Watch a multimedia A student is able to:  Communicatio  Cooperative
Evaluating presentation and prepare a • describe needs to n  Appreciating and 1
uses of folio on: produce new materials for  Attributing practising clean & healthy
composite a. the meaning of composite specific purposes,  Comparing & living
materials materials, • state the meaning of contrasting  Having critical and
b. a list of composite composite materials,  Generating analytical thinking
materials such as • list examples of composite ideas
reinforced concrete, materials and their  Inventing
specific super conductor, components,
fibre optic, fibre glass and • compare and contrast  Observing
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
Compare the superior
advanced materials to
properties of composite
fulfill specific needs.
materials to their original
component by computer
simulation.

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
1
Discuss and justify the uses of
composite materials.

Watch the production of

composite materials in
factories.

43 9.7 Discuss the importance of A student is able to: • Communicatio  Diligent and
Appreciating synthetic materials in daily life. • justify the importance of n persevering 1
various doing research and • Observing  Appreciating the
synthetic Hold a forum to discuss development contribution of science and
industrial importance of research and continuously, technology
materials development for the • act responsibly when  Appreciating and
continuous well being of handling synthetic practising clean & healthy
mankind. materials and their living
wastes,
Watch a multimedia • describe the importance
presentation or computer of synthetic materials in
simulation on pollution caused daily life.
by the disposal of synthetic
materials.

32