lesson plan f4

8/14/2019 Lesson Plan f4

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WEEK THEME/LEARNINGAREA

LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES NOTES

JANUARY

1(4-8/1)

INTRODUCINGCHEMISTRY

1.INTRODUCTION TO

CHEMISTRY

1.1Understanding chemistryand its importance

A student is able to : Explain the meaning of

chemistry, List some common chemicals

used in daily life, List examples of occupations

that require the knowledge of chemistry ,

List chemical-based industriesin Malaysia,

Describe the contribution of chemical- based industriestowards the development of the

country.

Collect and interpret the meaning of the wordchemistry.

Discuss some examples of common chemicals used indaily life such as sodium chloride, calcium carbonateand acetic acid.

Discuss the uses of these chemicals in daily life.View video or computer courseware on the following:

a. careers that need the knowledge of chemistry,

b. Chemical-based industries in Malaysia andits contribution to the development of thecountry.

Attend talks on chemical- based industries inMalaysia and their contribution to the development of the country.

2(11-15/1)

1.2Synthesising scientificmethod

A student is able to: identify variables in a given

situation, identify the relationship

between two variables to form ahypothesis,

design and carry out a simple

experiment to test thehypothesis record and present data in a

suitable form, interpret data to draw a

conclusion, Write a report of the

investigation.

Observe situation and identify all variables. Suggest aquestion suitable for a scientific investigation.

Carry out an activity to :a. observe situation,

b. identify all variables,c. suggest a question,d. form a hypothesis,e. select suitable apparatus,f. list down work procedures.

Carry out an experiment and:a. collect and tabulate data,

b. present data in a suitable form,c. interpret the data and draw conclusions,d. write a complete report.

Students haveknowledge of scientificmethod inForm 1, 2, and3.

Scientificskills areapplied

throughout.

1

SMK BANDAR PUCHONG JAYA (A)

YEARLY PLAN OF CHEMISTRY FORM 42010


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LEARNING OUTCOMES SUGGGESTED LEARNING ACTIVITIES NOTES

2(11-15/1)

1.3Incorporate scientificattitudes and values inconducting scientificinvestigations

A student is able to : identify scientific attitudes and

values practiced by scientistsin carrying out investigations,

practice scientific attitudes andvalues in conducting scientificinvestigations.

View videos or read passages about scientificinvestigations. Students discuss and identify scientificattitudes and values practiced by researchers andscientists in the videos or passage

Throughoutthe course,attentionshould also begiven toidentifying and

practicingscientificattitudes andvalues.

3(18-22/1)

MATTER AROUND US

2.THE STRUCTURE OFTHE ATOM

2.1Analysing matter

A student is able to: describe the particulate nature

of matter, state the kinetic theory of matter,

define atoms, molecules andions,

relate the change in heat, relate the change in heat to the

change in kinetic energy of particles,

explain the inter-conversion of the state of matter in terms of kinetic theory of matter.

Discuss and explain the particulate nature of matter.

Use models or view computer simulation to discuss thefollowing:a. the kinetic theory of matter,

b. the meaning of atoms, molecules and ions.

Conduct an activity to investigate diffusion of particlesin solid, liquid and gas.

Investigate the change in the state of matter based onthe kinetic theory of matter through simulation or computer animation.

Conduct an activity to determine the melting andfreezing points of ethanamide or naphthalene.

Plot and interpret the heating and the cooling curves of ethanamide or naphthalene.

Students haveacquired prior

knowledge of elements,compoundsand mixturesin Form 2.

Ethanamide isalso known asacetamide.

2


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4(25-29/1)

2.2

Synthesising atomicstructure

A student is able to :

describe the development of atomic model, state the main subatomic

particles of an atom, compare and contrast the

relative mass and the relativecharge of the protons, electronsand neutrons,

define nucleon number, determine the proton number, determine the nucleon number, relate the proton number to the

nucleon number, relate the proton number to the

type of element, write the symbol of elements, determine the number of

neutrons, protons and electronsfrom the proton number and thenucleon number and vice versa,

construct the atomic structure.

Discuss the development of atomic models proposed

by scientists namely Dalton, Thomson, Rutherford,Chadwick and Bohr.

Use models or computer simulation to illustrate thestructure of an atom as containing protons andneutrons in the nucleus and electrons arranged inshells.

Conduct activities to determine the proton number,nucleon number and the number of protons, electronsand neutrons of an atoms.

Use a table to compare and contrast the relative massand the relative charge of the protons, electrons andneutrons.

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.

Dates and how

models aredeveloped arenot needed.

Proton number is also knownas atomicnumber.

Nucleonnumber is alsoknown as massnumber.

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FEBRUARY

5(1/2-5/2)

2.3Understanding isotopesand assessing theirimportance

A student is able to: state the meaning of isotope, list examples of elements with

isotopes, determine the number of

subatomic particles of isotopes, justify the uses of isotope in

daily life.

Collect and interpret information on:a. the meaning of isotope,

b. isotopes of hydrogen , oxygen, carbon,chlorine and bromine.

Conduct activities to determine the number of subatomic particles of isotopes from their protonnumbers and their nucleon numbers.

Gather information from the internet or from printedmaterials and discuss the uses of isotopes.

6(8-12/2)

2.4Understanding theelectronic structure of anatom

A student is able to: describe electron arrangements

of elements with protonnumbers 1 to 20, draw electron arrangement of

an atom in an element, state the meaning of valence

electrons, determine the number of

valence electrons from theelectron arrangement of anatom.

Study electron arrangement of various atoms andidentify their valence electrons.

Discuss the meaning of valence electrons usingillustrations.

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.

6(8-12/2)

2.5Appreciate the orderliness

and uniqueness of theatomic structure

A student is able to: describe the contributions of

scientists towards theunderstanding of the atomicstructure,

describe the creative andconscientious efforts of scientists to form a complete

picture of matter.

Discuss the contributions of scientists toward thedevelopment of ideas on the atomic structure.

Conduct a story-telling competition on the historicaldevelopment of the atomic structure with emphasis onthe creativity of scientists.

7(14-17/2)

Chinese New Year

4


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7 & 8(18-25/2)

MATTER AROUND US

3.CHEMICALFORMULAE ANDEQUATIONS

3.1Understanding andapplying the concepts of relative atomic mass andrelative molecular mass

A student is able to: state the meaning of relative

atomic mass based on carbon-12 scale,

state the meaning of relativemolecular mass based oncarbon-12 scale,

state why carbon-12 is used as astandard for determiningrelative atomic mass andrelative molecular mass,

calculate the relative molecular

mass of substances.

Collect and interpret data concerning relative atomicmass and relative molecular mass based on carbon-12scale.

Discuss the use of carbon-12 scale as a standard for determining relative atomic mass and relativemolecular mass.

Investigate the concepts of relative atomic mass andrelative molecular mass using analogy or computer animation.

Carry out a quiz to calculate the relative molecular mass of substances based on the given chemicalformulae, for example HCl, CO 2 , Na 2CO 3, Al(NO 3)3,CuSO 4.5H 2O

Relativeformula massis introducedas the relativemass for ionicsubstances.

8(22-25/2)

3.2Analysing the relationshipbetween the number of moles with the number of particles

A student is able to: define a mole as the amount of

matter that contains as many particles as the number of atoms in 12 g of 12C,

state the meaning of Avogadroconstant,

relate the number of particlesin one mole of a substancewith the Avogadro constant,

solve numerical problems toconvert the number of molesto the number of particles of agiven substance and viceversa.

Study the mole concept using analogy or computer simulation.

Collect and interpret data on Avogadro constant.

Discuss the relationship between the number of particles in one mole of a substance with the Avogadroconstant.

Carry out problem solving activities to convert thenumber of moles to the number of particles for a givensubstance and vice versa.

Avogadroconstant is alsoknown asAvogadronumber.

12C can also berepresented as12C or 6

C-12

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LEARNING OUTCOMES SUGGESTED ACTIVITIES NOTES

MARCH

9(1-5/3)

3.3Analysing the relationshipbetween the number of moles of a substance withits mass

A student is able to: state the meaning of molar

mass, relate molar mass to the

Avogadro constant, relate molar mass of a

substance to its relative atomicmass or relative molecular mass,

solve numerical problems toconvert the number of molesof a given substance to itsmass and vice versa.

Discuss the meaning of molar mass.

Using analogy or computer simulation, discuss torelate:

a. molar mass with the Avogadro constant, b. molar mass of a substance with its relative

atomic mass or relative molecular mass.

Carry out problem solving activities to convert thenumber of moles of a given substances to its mass andvice versa.

Chemicalformulae of substances aregiven for calculation.

9(1-5/3)

3.4Analysing the relationshipbetween the number of moles of a gas with itsvolume

A student is able to: state the meaning of molar

volume of a gas, relate molar volume of a gas

to the Avogadro constant, make generalization on the

molar volume of a gas at agiven temperature and

pressure, calculate the volume of gases

at STP or room conditions

from the number of moles andvice versa,

solve numerical problemsinvolving number of particles,number of moles, mass of substances and volume of gases at STP or roomconditions.

Collect and interpret data on molar volume of a gas.

Using computer simulation or graphic representation,discuss:

a. the relationship between molar volume andAvogadro constant,

b. to make generalization on the molar volumeof a gas at STP or room conditions.

Carry out an activity to calculate the volume of gases atSTP or room conditions from the number of moles and

vice versa.

Construct a mind map to show the relationship betweennumber of particles, number of moles , mass of substances and volume of gases at STP and roomconditions.Carry out problem solving activities involving number of particles, number of moles, mass of a substance andvolume of gases at STP or room conditions.

STP

StandardTemperatureand Pressure.

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10(8-12/3)

3.5Synthesizing chemicalformulae

A student is able to : state the meaning of chemical

formula, state the meaning of empirical

formula, state the meaning of molecular

formula, determine empirical and

molecular formulae of substances,

compare and contrastempirical formula with

molecular formula, solve numerical problems

involving empirical andmolecular formulae,

write ionic formulae of ions, construct chemical formulae

of ionic compounds, state names of chemical

compounds using IUPACnomenclature.

Collect and interpret data on chemical formula,empirical formula and molecular formula.

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 involvingempirical and molecular formulae.

Carry out exercises and quizzes in writing ionicformulae.

Conduct activities to:a. construct chemical formulae of compounds

from a given ionic formula, b. state names of chemical compounds using

IUPAC nomenclature.

The use of symbols andchemicalformulaeshould bewidelyencouragedand notrestricted towritingchemicalequations only.

IUPAC- Inter-national Unionof Pure andAppliedChemistry .

(13-21/3) Mid first semester Holiday

11(22-26/3)

First Assessment

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11(22-26/3)

3.6Interpreting chemicalequations

A student is able to: state the meaning of chemical

equation, identify the reactants and

products of a chemicalequation,

write and balance chemicalequations,

interpret chemical equationsquantitatively andqualitatively,

solve numerical problemsusing chemical equations.

Discuss:a. the meaning of chemical equation,

b. the reactants and products in a chemicalequation.

Construct balanced chemical equations for thefollowing reactions:

a. heating of copper(II) carbonate, CuCO 3, b. formation of ammonium chloride, NH 4Cl,c. precipitation of lead(II) iodide, PbI 2.

Carry out the following activities:a. write and balance chemical equations,

b. interpret chemical equations quantitativelyand qualitatively,c. solve numerical problems using chemical

equations (stoichiometry).

A computer spreadsheetcan be used for

balancingchemicalequationexercises.

12 (29/3-2/4) First AssessmentAPRIL

13(5-9/4)

3.7Practicing scientificattitudes and values ininvestigating matter

A student is able to: identify positive scientific

attitudes and values practiced by scientists in doing researchon mole concept, chemicalformulae and chemicalequations,

justify the need to practice positive scientific attitudes andgood values in doing researchon atomic structures, chemicalequations,

use symbols, chemicalformulae and equations for easy and systematiccommunication in the field of

Discuss the contributions of scientists for their researchon relative atomic mass, relative molecular mass, moleconcept, formulae and chemical equations.

Discuss to justify the need for scientists to practicescientific attitudes and positive values in doing their research on atomic structures, formulae and chemical

equations.

Discuss the role of chemical symbols, formulae andequations as tools of communication in chemistry.

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chemistry.WEEK THEME/LEARNING

AREALEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES NOTES

14(12-16/4)

MATTER AROUND US

4.PERIODIC TABLEOFELEMENTS

4.1Analysing the PeriodicTable of Elements

A student is able to: describe the contributions of

scientists in the historicaldevelopment of the PeriodicTable,

identify groups and periods inthe Periodic Table,

state the basic principle of arranging the elements in thePeriodic Table from their

proton numbers, relate the electron arrangement

of an element to its group and period, explain the advantages of

grouping elements in thePeriodic Table,

predict the group and the period of an element based onits electron arrangement.

Collect information on the contributions of variousscientists towards the development of the PeriodicTable.

Study the arrangement of elements in the PeriodicTable from the following aspects:

a. group and period, b. proton number,c. electron arrangement.

Carry out an activity to relate the e lectron arrangementof an element to its group and period.

Discuss the advantages of grouping elements in thePeriodic Table.

Conduct activities to predict the group and period of anelement based on its electron arrangement.

Includescientists likeLavoisier,Dobereiner,

Newlands,Meyer,Mendeleev andMosely.

14(12-16/4)

4.2Analysing Group 18elements

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 Group18 elements,

describe the inert nature of elements of Group 18,

relate the inert nature of Group18 elements to their electronarrangements,

Use a table to list all the elements in Group 18.

Describe the physical properties such as the physicalstate, density and boiling point of Group 18 elements.

Discuss:a. change in the physical properties of Group 18

elements, b. the inert nature of Group 18 elements.

Discuss the relationship between the electronarrangement and the inert nature of Group 18 elements.

The elementsin Group 18can also bereferred to as

noble gasses or inert gases

9


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relate the duplet and octet Use diagrams or computer simulations to illustrate theduplet and octet electron arrangement of Group 18

Students areencouraged to



electron arrangements of Group 18 elements to their stability,describe uses of Group 18 elements in dailylife.

elements to explain their stability.

Gather information on the reasons for the uses of Group 18 elements.

use multimediamaterials.

15(19-23/4)


A student is able to: list all Group 1 elements. State the general physical

properties of lithium, sodiumand potassium,

describe changes in the

physical properties fromlithium to potassium, list the chemical properties of

lithium, sodium and potassium,

describe the similarities inchemical properties of lithium,sodium and potassium,

relate the chemical propertiesof Group 1 elements to their electron arrangements,

describe changes in reactivity

of Group 1 elements down thegroup

predict physical and chemical properties of other elements inGroup 1,

state the safety precautionswhen handling Group 1elements.

Gather information and discuss:a. Group 1 elements,

b. General physical properties of lithium, sodiumand potassium,

c. Changes in the physical properties fromlithium to potassium with respect to hardness,density and melting point,

d. Chemical properties of lithium, sodium and potassium,

e. The similarities in 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 potassiumwith chlorine and bromine through computer simulation.

Discuss changes in the reactivity of Group 1 elementsdown the group.

Predict physical and chemical properties of Group 1elements other than lithium, sodium and potassium.Watch multimedia materials on the safety precautions

Teachers areencouraged tousedemonstrat-tion for experimentsinvolvingsodium and

potassium.

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when handling Group 1 elements



16(26-30/4)


A student is able to: list all Group 17 elements, state the general physical

properties of chlorine, bromine and iodine,

describe changes in the physical properties fromchlorine to iodine,

list the chemical 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 withtheir electron arrangements,

describe changes in reactivityof Group 17 elements downthe group,

predict physical and chemical properties of other elements inGroup 17,

state the safety precautions

when handling Group 17elements.

Gather information and discuss:a. Group 17 elements,

b. physical properties of chlorine, bromine andiodine with respect to their colour, density and

boiling points,c. changes in the physical properties from

chlorine to iodine,d. describe the chemical properties of chlorine,

bromine and iodine,e. the similarities in chemical properties of

chlorine, bromine and iodine,f. the relationship between the chemical

properties of Group 17 elements with their electron 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 elementsdown the group.

Predict physical and chemical properties of Group 17elements other than chlorine, bromine and iodine.

Watch multimedia materials on the safety precautionswhen handling Group 17 element

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MAY

17(3-7/5)

4.5Analysing elements in aperiod

A student is able to: list all elements in Period 3, write electron arrangements of

all elements in Period 3, describe changes in the

properties of elements acrossPeriod 3,

state changes in the propertiesof the oxides of elementsacross Period 3,

predict changes in the

properties of elements acrossPeriod 2, describe uses of semi-metals.

Collect and interpret data on the properties of elementsin Period 3 such as:

a. proton number, b. electron arrangement,c . s ize of atom,d. electronegativity,e. physical state.

Discuss changes in the properties of elements acrossPeriod 3.

Carry out experiments to study the oxides of elementsin Period 3 and relate them to their metallic properties.

Discuss in small groups and make a presentation on thechanges of properties of oxides of elements acrossPeriod 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.

Semi-metalsare alsoknown asmetalloids

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17(3-7/5)

4.6Understanding transitionelements

A student is able to: identify the positions of

transition elements in thePeriodic Table,

give examples of transitionelements,

describe properties of transition elements,

state uses of transitionelements in industries.

Carry out an activity to identify the positions of transition elements in the Periodic Table.

Collect and interpret data on properties of transitionelements with respect to melting points, density,variable oxidation numbers and ability to formcoloured compounds.

Observe the colour of:a. a few compounds of transition elements,

b. products of the reaction between aqueoussolution of compounds of transition elementswith sodium hydroxide solution, NaOH, andammonia solution, NH 3(aq).

Observe the colour of precious stones and identify the presence of transition elements.

Give examples on the use of transition elements ascatalysts in industries.

Oxidationnumber issynonymouswith oxidationstate.

Chemicalequations arenot required.

17(3-7/5)

4.7Appreciating the existenceof elements and theircompounds

A student is able to: describe efforts of scientists in

discovering the properties of elements,

describe what life would bewithout diverse elements andcompounds,

identify different colours incompounds of transitionelements found naturally,

handle chemicals wisely.

Gather information on efforts of scientists indiscovering the properties of elements and make amultimedia presentation.

Discuss in a forum about life without various elementsand compounds.

Carry out projects to collect specimens or pictures of various types of racks.

Discuss and practise ways to handle chemicals safely

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and to avoid their wastage.



18-20(10-27/5) Mid year exam

JUNE21

(31/5-4/6)Discussion exam papers

(5-20/6) Mid semester holiday

22(21-25/6)

MATTER AROUND US

5.CHEMICAL BONDS

5.1Understanding formationof compounds

A student is able to: explain the stability of inert

gases, explain conditions for the

formation of chemical bonds, state types of chemical bonds.

Collect and interpret data on the existence of variousnaturally occurring compounds for example, water,H2O, carbon dioxide, CO 2, and minerals to introducethe concept of chemical bonds.

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

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22(21-25/6)

5.2Synthesising ideas onformation of ionic bond

A student is able to: explain formation of ions, write electron arrangements

for the ions formed, explain formation of ionic

bond, illustrate electron arrangement

of an ionic bond, illustrate formation of ionic

bond

Use computer simulation to explain formation of ionsand electron arrangement of ions.

Conduct an activity to prepare ionic compounds for example, magnesium oxide, MgO, sodium chloride,

NaCl and iron(III) chloride, FeCl 3.

Carry out an activity to illustrate formation of ionic bond through models, diagrams or computer simulation.

Use computer simulation to illustrate the existence of electrostatic force between ions of opposite charges inionic bond.

Ionic bond issynonymouswith electro-valent bond.



23(28/6-2/7)

5.3Synthesising ideas onformation of covalentbond

A student is able to: state the meaning of covalent

bond, explain formation of covalent

bond, illustrate formation of a

covalent bond by drawingelectron arrangement,

illustrate formation of covalent bond,

compare and contrastformation of ionic andcovalent bonds.

Collect and interpret data on the meaning of covalent bond.

Use models and computer simulation to illustrateformation of:

a. single bond in hydrogen, H 2, Chlorine, Cl 2,hydrogen chloride, HCl, water, H 2O, methane,CH 4, ammonia, NH 3, tetrachloromethane,CCl 4,

b. double bond in oksigen, O 2, carbon dioxide,CO 2,

c. triple bond in nitrogen, N 2.

Draw diagrams showing electron arrangements for theformation of covalent bond including Lewis structure.

Discuss and construct a mind map to compare theformation of covalent bond with ionic bond.

15


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JULY

24(5-9/7)

5.4Analysing properties of ionic and covalentcompounds

A student is able to: list properties of ionic

compounds, list properties of covalent

compounds, explain differences in the

electrical conductivity of ionicand covalent compounds,

describe differences in meltingand boiling points of ionic andcovalent compounds,

compare and contrast thesolubility of ionic andcovalent compounds,

state uses of covalentcompounds as solvents.

Collect and interpret data on properties of ionic andcovalent compounds.

Work in group to carry out an activity to compare thefollowing properties of ionic and covalent compounds:

a. melting and boiling points, b. electrical conductivities,c. solubilities in water and organic solvents.

Discuss:a. differences in electrical conductivities of ionic

and covalent compounds due to the presenceof ions,

b. differences in the melting and boiling pointsof ionic and covalent compounds.

Gather information on uses of covalent compounds assolvents in daily life.



25(12-16/7)

INTERACTIONBETWEENCHEMICALS6.ELECTRO-CHEMISTRY6.1Understanding properties

of electrolytes and non-electrolytes

A student is able to: state the meaning of

electrolyte, classify substances into

electrolytes, relate the presence of freely

moving ions to electricalconductivity.

Conduct activities to classify chemicals intoelectrolytes and non electrolytes.

Discuss:a. the meaning of electrolytes,

b. the relationship between the presence of freelymoving ions and electrical conductivity.

Students have basicknowledge thatelectricalcircuit can be

built usingsolutions andelectrolysis of

water.

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25(12-16/7) 6.2

Analysing electrolysis of molten compounds

A student is able to: describe electrolysis, describe electrolytic cell, identify cations and anions in

a molten compounds, describe evidence for the

existence of ions held in alattice in solid state but movefreely in molten state,

describe electrolysis of amolten compound,

write half-equations for thedischarge of ions at anode andcathode,

predict products of the

electrolysis of moltencompounds.

Discuss:a. electrolysis process,

b. structure of electrolytic cell.

Use computer simulation to:a. identify cations and anions in a molten

compound , b. illustrate to show the existence of ions held in

a lattice in solid state but move freely inmolten state.

Conduct an activity to investigate the electrolysis of molten lead(II) bromide, PbBr 2, to:

a. identify cations and anions, b. describe electrolysis process,c. write half-equations for the discharge of ions

at anode and cathode.Collect and interpret data on electrolysis of moltenionic compounds with very high melting points, for example sodium chloride, NaCl and lead(II) oxide,PbO.

Predict products from the electrolysis of other moltencompounds.

The term andskill in writinghalf equationor half-reactionis new tostudents.



17


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26(19-23/7) 6.3

Analysing electrolysis of aqueous solutions

A student is able to: identify cations and anions in

an aqueous solution, describe the electrolysis of an

aqueous solution, explain using examples factors

affecting electrolysis of anaqueous solution,

write half equations for thedischarge of ions at the anodeand the cathode,

predict the products of electrolysis of aqueoussolutions.

Conduct an activity to investigate the electrolysis of copper(II) sulphate solution and dilute sulphuric acidusing carbon electrodes to:

a. identify cations and anions in the aqueoussolutions,

b. describe the electrolysis of the aqueoussolutions,

c. write half equations for the discharge of ionsat the anode and the cathode.

Conduct experiments to investigate factors determiningselective discharge of ions at electrodes based on:

a. positions of ions in electrochemical series, b. concentration of ions in solution,c. types of electrodes.

Use computer simulation to explain factors affectingelectrolysis of an aqueous solution.Predict the products of electrolysis of aqueoussolutions and write their half equations.



18


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27(26-30/7)

6.4Evaluating electrolysis inindustry

A student is able to: state uses of electrolysis in

industries, explain in extraction,

purification and electroplatingof metals involvingelectrolysis in industries,

write chemical equations torepresent the electrolysis

process in industries, justify uses of electrolysis in

industries, describe the problem of

pollution from electrolysis inindustry.

Conduct experiments to study purification andelectroplating of metals.

Using computer simulation, study and discuss:a. extraction of aluminium from aluminium

oxide, b. purification of copper,c. electroplating of metals.

Carry out activities to write chemical equations for electrolysis in industries.

Collect data and discuss the benefits and harmfuleffects of electrolysis in industries.

27(26-30/7)

6.5Analysing voltaic cell

A student is able to: describe the structure of a

simple voltaic cell and Daniellcell,

explain the production of electricity from a simplevoltaic cell,

explain the reactions in asimple voltaic cell and Daniellcell,

compare and contrast theadvantages and disadvantages

of various voltaic cells, describe the differences

between electrolytic andvoltaic cells.

Study the structure of a voltaic cell such as a simplevoltaic cell and Daniell cell.

Conduct an experiment to show the production of electricity from chemical reactions in a simple voltaiccell.

Carry out activities on a simple voltaic cell and aDaniell cell to explain the reactions In each cell.

Collect data and discuss the advantages anddisadvantages of various voltaic cells including drycell, lead-acid accumulator, mercury cell, alkaline celland nickel cadmium cell.

Discuss and compare an electrolytic cell with a voltaiccell.

A voltaic cellis also calledgalvanic cell

Mention newcells such aslithium ion,nickel hydrideand polymericcells.



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AUGUST

28(2-6/8)

6.6Synthesisingelectrochemical series

A student is able to: describe the principles used in

constructing theelectrochemical series,

construct the electrochemicalseries,

explain the importance of electrochemical series,

predict the ability of a metal todisplace another metal from itssalt solution,

write the chemical equationsfor metal displacementreactions.

Carry out an experiment to construct theelectrochemical series based on:

a. potential difference between two metals, b. the ability of a metal to displace another metal

from its salt solution.

Discuss uses of the electrochemical series to determine:a. cel l terminal ,

b. standard cell voltage,c. the ability of a metal to displace another metal


Carry out experiments to confirm the chemicalequations for metal displacement reactions.

28(2-6/8)

6.7Develop awareness andresponsible practiceswhen handling chemicalsused in electrochemicalindustries

A student is able to:

justify the fact thatelectrochemical industries canimprove the quality of life,

describe the problem of pollution caused by theindustrial processes involvingelectrolysis,

justify the need to dispose of waste from electrochemicalindustries in a safe and orderlymanner,

practise safe and systematic

disposal of used batteries.

Carry out an experiment to construct theelectrochemical series based on:

c. potential difference between two metals,d. the ability of a metal to displace another metal


Discuss uses of the electrochemical series to determine:d. cell terminal,e. standard cell voltage,f. the ability of a metal to displace another metal


Carry out experiments to confirm the chemicalequations for metal displacement reactions.

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Second assessment



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(16-20/8)

INTERACTIONBETWEENCHEMICALS

7ACIDS AND BASES

7.1Analysing characteristicsand properties of acidsand bases

A student is able to: state the meaning of acid, base

and alkali, state uses of acids, bases and

alkalis in daily life, explain the role of water in the

formation of hydrogen ions toshow the properties of acids,

explain the role of water in theformation of hydroxide ionsto show the properties of alkalis,

describe chemical propertiesof acids and alkalis.

Discuss:a. the concept of acid, base and alkali in terms of

the ions they contained or produced inaqueous solutions,

b. uses of acids, bases and alkalis in daily life.

Carry out an experiment to show that the presence of water is essential for the formation of hydrogen ionsthat causes acidity.

Carry out an experiment to show that the presence of water is essential for the formation of hydroxide ionsthat causes alkalinity.

Watch computer simulation on the formation of hydroxonium and hydroxide ions in the presence of

water.

Conduct activities to study chemical properties of acidsand alkalis from the following reactions;

a. acids with bases, b. acids with metals,c. acids with metallic carbonates.

Write equations for the respective reactions

The formationof hydro-xonium ion,H3O+, is

introduced.

Monoproticand diproticacid isintroduced.



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SEPTEMBER

32(1-3/9)

7.2Synthesising the conceptsof strong acids, weak acids, strong alkalis and

weak alkalis

A student is able to: state the use of pH scale, relate pH value with acidic or

alkaline properties of asubstance,

relate concentration of hydrogen ions with pH value,

relate concentration of hydroxide ions with pH value,

relate strong or weak acid withdegree of dissociation,

relate strong or weak alkaliwith degree of dissociation,

conceptualise qualitativelystrong and weak acids,

conceptualise qualitativelystrong and weak alkalis.

Carry out an activity using pH scale to measure the pHof solutions used in daily life such as soap solution,carbonated water, tap water or fruit juice.

Carry out activity to measure the pH value of a fewsolutions with the same concentration. For example,hydrochloric acid, ethanoic acid, ammonia and sodiumhydroxide with the use of indicators, pH meter or computer interface.

Based on the data obtained from the above activity,discuss the relationship between:

a. pH values and acidity or alkalinity of asubstance,

b. concentration of hydrogen ions and the pHvalues,

c. concentration of hydroxide ions and the pHvalues,

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 dissociation.

Use computer simulation to show the degree of dissociation of strong and weak acids as well as strongand weak alkalis.

Build a mind map o strong acids, weak acids, strong

alkalis and weak alkalis

The formula pH =-log [H] + isnot required.

Dissociation isalso known asionization.

(4-12/9) Second Mid year holiday



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7.3Analysing concentrationof acids and alkalis

A student is able to: state the meaning of

concentration, state the meaning of molarity state the relationship between

the number of moles withmolarity and volume of asolution,

describe methods for preparing standard solutions,

describe the preparation of asolution with a specifiedconcentration using dilutionmethod,

relate pH value with molarityof acid and alkali,

solve numerical problemsinvolving molarity of acidsand alkalis.

Discuss:a. the meaning of concentration,

b. the meaning of molarity,c. the relationship between the number of moles

with molarity and volume of a solution,d. methods for preparing standard solutions,

Solve numerical problems involving conversion of concentration units fromg dm -3 to mol dm -3 and vice versa.

Prepare a standard solution of sodium hydroxide, NaOH or potassium hydroxide, KOH.

Prepare a solution with specified concentration fromthe prepared standard solution through dilution.

Carry out an experiment to investigate the relationship between pH values with the molarity of a few dilutedsolutions of an acid and an alkali.

Solve numerical problems on the molarity of acids andalkalis.

The use of pHmeter isrecommend-ed.

Salt solutioncan beincluded in thediscussion.

Molarity or molar con-centration.

Sodiumhydroxide is

not stable andabsorbsmoisture, thusthe concentra-tion is onlyapproximate.Oxalic acid,H2C2O4.2H 20 or sodiumcarbonate,

Na 2CO 3 is

recommend-edas a primarystandardsolution.



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7.4Analysing neutralisation

A student is able to: explain the meaning of

neutalisation, explain the application of

neutralization in daily life, write equations for neutralisation

reactions describe acid-base titration, determine the end point of titration

during neutralisation, solve numerical problems

involving neutralisation reactionsto calculate either concentration or volume of solutions.

Collect and interpret data on neutralization and itsapplication in daily life.

Carry out activities to write equations for

neutralization reactions.

Carry out acid-base titrations and determine the end point using indicators or computer interface.

Carry out problem solving activities involvingneutralization reactions to calculate either concentration or volume of solutions.

Neutralise soilusing lime or ammonia, use of anti-acid.

Teacher shouldemphasiseon using correcttechniques.

34(20-24/9)

INTERACTION

BETWEEN CHEMICALS

8SALTS

8.1Synthesising salts

A student is able to:

state examples of salts used indaily life, explain the meaning of salt identify soluble salts and insoluble

salts, describe the preparation of soluble

salts, describe the purification of soluble

salts by recrystallisation , list physical characteristics of

crystals, describe the preparation of

insoluble salts, write chemical and ionic equations

for reactions used in the preparation of salts,

Collect and interpret data on:

a. naturally existing salts, b. the meaning of salt,c. uses of salts in agriculture, medical field,

preparation and preservation of food.

Carry out experiments to study the solubilities of nitrate, sulphate, carbonate and chloride salts.

Prepare soluble salts by reacting:a. acid with alkali,

b. acid with metallic oxide,c. acid with metal,

d. acid with metallic carbonate.

The soluble salts

prepared are purified byrecrystalisation.



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design an activity to prepare aspecified salt,

construct ionic equations throughthe continuous variation method,

solve problems involvingcalculation of quantities of reactants or products instoichiometric reactions

Carry out activity to purify soluble salts byrecrystallisation. Discuss the need to purify salts.

Observe to identify physical characteristics of crystals such as copper(II) sulphate, CuSO 4, sodiumchloride, NaCl, potassium chromate(VI), K 2CrO 4,and potassium dichromate, K 2Cr 2O7.Prepare insoluble salts such as lead(II) iodide,PbI2, lead(II) chromate(VI), PbCrO4, and bariumsulphate, BaSO4, through precipitation reactions.

Carry out activities to write chemical and ionicequations for preparation of soluble and insolublesalts.

Construct a flow chart to select suitable methods for preparation of salts.

Plan and carry out an activity to prepare a specifiedsalt.

Plan and carry out an activity to prepare a specifiedsalt.

Carry out an experiment to construct ionic equationsthrough continuous variation method.

Calculate quantities of reactants or products instoichiometric reactions.

Use preparedcrystals of salts

Use worksheetsor quizzes.



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8.3Practising to be systematicand meticulous whencarrying out activities

A student is able to: carry out activities using the

correct techniques during preparation of salts and crystals.

Carry out activities using correct techniques duringtitration

Preparation of standard solutions and preparation

of salts and crystals.Plan and carry out an experiment, makeobservations, record and analyse datasystematically and carefully.

OCTOBER

36(4-8/10)

PRODUCTION ANDMANAGEMENT OFMANUFACTUREDCHEMICALS

9MANUFACTUREDSUBSTANCED IN

INDUSTRY

9.1Understanding themanufacture of sulfuricacid

A student is able to: list uses of sulfuric acid, explain industrial process in the

manufacture of sulfuric acid, explain that sulfur dioxide causes

environmental pollution.

Discuss uses of sulfuric acid in daily life such as inthe making of paints, detergent, fertilizers andaccumulators.

Collect and interpret data on the manufacture of sulfuric acid.

Construct a flow chart to show the stages in the

manufacture of sulfuric acid as in the contact process.

Gather information and write an essay on howsulfur dioxide, SO 2, causes environmental

pollution.

36(4-8/10)

9.2Synthesising themanufacture of ammoniaand its salts

A student is able to: list uses of ammonia, state the properties of ammonia, explain the industrial process in the

manufacture of ammonia, design an activity to prepare

ammonium fertilizer.

Discuss uses of ammonia in daily life, e.g. in themanufacture of fertilizers and nitric acid.Carry out an activity to investigate properties of ammonia.

Collect data from various sources and construct a

flow chart to show the stages in the manufacture of ammonia as in the Haber process.Design an activity to prepare an ammoniumfertilizer, for example ammonium sulphate,(NH 4)2SO 4.

WEEK THEME/LEARNING LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES NOTES

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AREA36

(4-8/10)9.3Understanding alloys

A student is able to: relate the arrangement of atoms in

metals to their ductile andmalleable 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 andhardness,

relate properties of alloys to their uses

Look at some examples of pure metals andmaterials made of alloys in daily life. List anddiscuss their properties

Carry out an activity to compare the strength andhardness of alloys with that of their pure metals.

Study the arrangement of atoms in metals andalloys through computer simulation.

Work in groups to discuss:a. the meaning of alloys,

b. the purpose of making alloys such asduralumin, brass, steel, stainless steel,

bronze and pewter,

c. compositions, properties and uses of alloys.

Carry out experiments to compare the rate of corrosion of iron, steel and stainless steel.

Study various local products made from alloys.

Propertiesinclude

conductivity,ductility,malleabilityand lustre.

Discuss themaking of alloys, for example steeland pewter asan enrichmentexercise.

37(11-15/10)

9.4Evaluating uses of synthetic polymers

A student is able to: state the meaning of polymers, list naturally occurring polymers, list synthetic polymers and their

uses, identify the monomers in the

synthetic polymers, justify uses of synthetic polymers

in daily life.

Discuss the meaning of polymers.

Observe exhibits of materials made of polymersand classify them into naturally occurring

polymers and synthetic polymers.

Identify the monomers in synthetic polymers usingmodels or computer simulation.

Collect information on the quantity and types of household synthetic polymers disposed of over acertain period of time.

Natural polymers to bediscussed arerubber,cellulose and

starch.Synthetic

polymers to bediscussed arePVC,

polythene, polypropene,



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Discuss the environmental pollution resulting fromthe disposal of synthetic polymers.

Hold a debate on uses and the environmental

effects on non-biodegradable synthetic polymersin daily life.

Perspex, nylonand terylene.

Recycling as a

disposalmethod can bediscussed.

Uses of biodegradablePolymers can

be discussed.37

(11-15/10)9.5Applying uses of glass andceramics

A student is able to: list uses of glass, list uses of ceramics, list types of glass and their

properties, state properties of ceramics.

Collect and interpret data on types, composition, properties and uses of glass and ceramics.

Prepare a folio incorporating video clips and

pictures on uses of glass and ceramics that have been used for a specific purpose, e.g. photochromic glass and conducting glass.

Glass typesinclude soda-lime glass,fused glass,

borosilicateglass and leadcrystal glass.

WEEK THEME/LEARNING AREA

LEARNING OUTCOME SUGGESTED LEARNING ACTIVITIES NOTES

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9.6Evaluating uses of composite materials

A student is able to: describe needs to produce

new materials for specific purposes,

state the meaning of composite materials,

list examples of compositematerials and their components,

compare and contrast properties of compositematerials with those of their original component,

justify uses of compositematerials,

generate ideas to produceadvanced materials to fulfillspecific needs

Watch a multimedia presentation and prepare a folioon:

a. the meaning of composite materials, b. a list of composite materials such as

reinforced concrete, specific super conductor,fibre optic, fibre glass and photo chromicglass,

c. components of composite materials,d. uses of composite materials.

Compare the superior properties of composite materialsto their original component by computer simulation.

Discuss and justify the uses of composite materials.

Watch the production of composite materials in

factories.

37(11-15/10)

9.7Appreciatingvarious syntheticindustrial materials

A student is able to: justify the importance of

doing research anddevelopment continuously,

act responsibly whenhandling synthetic materialsand their wastes,

describe the importance of synthetic materials in daily

life.

Discuss the importance of synthetic materials in dailylife.

Hold a forum to discuss importance of research anddevelopment for the continuous well being of mankind.

Watch a multimedia presentation or computer simulation on pollution caused by disposal of syntheticmaterials.

38-40(18/10-3/11)

Final Exam

NOVEMBER 40-42 (4-19/11/09)

Discussion & Make exercises

(20/11 31/12) Final Year Holiday

29

Prepared by

(MAZNAH MOHAMED)

lesson plan f4

Documents