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PROGRAM IJAZAH SARJANA MUDA PERGURUAN DENGAN KEPUJIAN

(SAINS PENDIDIKAN RENDAH) SCE3103 MENEROKA BAHAN TOPIK 10: BAHAN BUATAN MANUSIA AMMONIA, ASID SULFURIK & ASID NITRIK
Hasil Pembelajaran: Menghuraikan proses pembuatan ammonia, asid sulfurik dan asid nitrik secara industri Menyatakan penggunaan ammonia, asid sulfurik dan asid nitrik dalam kehidupan harian Menjalankan aktiviti PPIK untuk mengajar bidang pembelajaran yang berkaitan dengan ammonia, asid sulfurik dan asid nitrik. Menyediakan baja ammonium.

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ISL 10 Anda dikehendaki mengumpul maklumat tentang penggunaan ammonia, asid sulfurik dan asid nitrik dalam kehidupan harian.

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Secara berkumpulan, bincangkan tajuk-tajuk berikut: (a) Menjelaskan proses pembuatan ammonia secara industri. Bina satu carta aliran untuk menunjukkan peringkat dalam pembuatan ammonia. (b) Menjelaskan proses pembuatan asid sulfurik secara industri. Bina satu carta aliran untuk menunjukkan peringkat dalam pembuatan asid sulfurik. (c) Menjelaskan proses pembuatan asid nitrik secara industri. Bina satu carta aliran untuk menunjukkan peringkat dalam pembuatan asid nitrik. (d) (i) Membincangkan penggunaan asid sulfurik dalam kehidupan harian seperti pembuatan cat, detergen, baja dan akumulator. (ii) Membincangkan penggunaan ammonia dalam kehidupan harian seperti pembuatan baja dan asid nitrik. (iii) Membincangkan penggunaan asid nitrik dalam kehidupan harian seperti pembuatan baja, bahan letupan, plastik dan pencelup (dye). Sediakan satu laporan dan bentangkan laporan anda pada 21 Ogos 2011. Laporan anda hendaklah mengandungi tajuk, data/maklumat dan rujukan yang digunakan.

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Tutorial 10 (PPIK 4) Majority of students in schools fail to make connections between what they are learning and how that knowledge will be used. This is because the way they process information and their motivation for learning are not touched by the traditional methods of classroom teaching. The students have a difficult time understanding academic concepts as they are commonly taught (that is, using an abstract, lecture method), but they desperately need to understand the concepts as they relate to the workplace and to the larger society in which they will live and work. Traditionally, students have been expected to make these connections on their own. Realising that some fundamental changes must be made in the teaching and learning process, an instructional approach based on contextual learning has been developed by Centre for Occupational Research and Development (CORD), USA. Based on

contextual learning strategies, instruction should be structured to encourage five essential forms of learning: Relating, Experiencing, Applying, Cooperating, and Transferring. Get into group of four, discuss and plan some activities to allow the pupils relating or applying the concepts of acid and base into an imagined future (a possible career) or into an unfamiliar location (a workplace) based on Applying one of the essential forms of learning in contextual learning strategies. Present your discussion on 22 August 2011. Prepare a report after presentation.

Catatan: Maklumat lanjut: http://www.cord.org/contextual-teaching-and-learning/

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Amali (Praktikal 5) Jalankan satu eksperimen untuk menyediakan baja ammonium sulfat dan sediakan satu laporan yang mengandungi perkara-perkara berikut: (a) (b) (c) (d) (e) Tujuan eksperimen Teori Senarai bahan Senarai alat radas Susunan radas (f) (g) (h) (i) Kaedah eksperimen Data dan pemerhatian Perbincangan (Q & A) Kesimpulan

Sediakan satu laporan refleksi selepas eksperimen.

Questions: 1. Write a balance equation to represent the formation of ammonium sulphate in this experiment. 2. How does the addition of ammonium sulphate affect the pH of the soil? 3. Besides fertilizers, ammonium sulphate is also used as an agriculture spray adjuvant for water soluble pesticides. Explain the function of ammonium sulphate in this area. 4. Name three examples of natural fertilizers which are used in farming. 5. Name three examples of synthetic fertilizers which are used in agriculture. 6. Write chemical equations to represent the formation of: (a) ammonium phosphate (b) ammonium nitrate (c) urea 7. Calculate the percentage of nitrogen in 1 mole of the above fertilizers. [Relative atomic mass: H, 1; C,12; N,14; O, 16; P, 31; S, 32] 8. Which of the above fertilizer is the most suitable for the growth of plants? Explain your answer.

Khair Mohamad Yusof (2003). Improving Teaching and Learning Lets REACT. Journal of Technical Education. 2(1): 7 16.