Yearly Lesson Plan Form 4

W Chapter Learning Outcomes Suggested Learning Activities

7 1.1 Understanding
chemistry and its
importance
A student is able to:
explain the meaning of
chemistry,
list some common chemicals
used in daily life,
state the uses of common
chemicals in daily life,
list examples of occupations
that require the knowledge of
chemistry
list chemical-based industries
in alaysia
describe the contribution of
chemical-based industries
towards the de!elopment of
the country.
"ollect and interpret the meaning of the word
#chemistry$.
%iscuss some examples of common chemicals
used in daily life such as sodium chloride,
calcium carbonate and acetic acid.
%iscuss the uses of these chemicals in daily life.
&iew a !ideo or computer courseware on the
following :
a. careers that need the knowledge of chemistry,
b. chemical-based industries in alaysia and its
contribution to the de!elopment of the country.
Attend talks on chemical-based industries in
alaysia and their contribution to the
de!elopment of the country.
7 1.' (ynthesising
scientific method
A student is able to:
identify !ariables in a gi!en
situation,
identify the relationship
between two !ariables to form
a hypothesis,
design and carry out a simple
experiment to test the
hypothesis,
record and present data in a
suitable form,
interpret data to draw a
conclusion,
write a report of the
in!estigation.
)bser!e a situation and identify all !ariables.
(uggest a question suitable for a scientific
in!estigation.
"arry out an acti!ity to:
a. obser!e a situation,
b. identify all !ariables,
c. suggest a question,
d. form a hypothesis,
e. select suitable apparatus,
f. list down work procedures.
"arry 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.
7 1.* +ncorporate
scientific attitudes and
!alues in conducting
scientific
in!estigations
A student is able to:
identify scientific attitudes and
!alues practised by scientists
in carrying out in!estigations,
practise scientific attitudes
and !alues in conducting
scientific in!estigations
&iew !ideos or read passages about scientific
in!estigations. (tudents discuss and identify
scientific attitudes and !alues practiced by
researchers and scientists in the !ideos or
passages.
(tudents discuss and ,ustify the scientific
attitudes and !alues that should be practiced
during scientific in!estigation.
'.1 Analysing matter A student is able to:
describe the particulate
nature of matter,
state the kinetic theory of
matter,
define atoms, molecules and
ions,
relate the change in the state
of matter to the change in
heat,
relate the change in heat to
the change in kinetic energy
of particles,
explain the inter-con!ersion of
%iscuss and explain the particulate nature of
matter.
Use models or !iew computer simulation to
discuss the following:
a. the kinetic theory of matter,
b. the meaning of atoms, molecules
and ions.
"onduct an acti!ity to in!estigate diffusion of
particles in solid, liquid and gas.
+n!estigate the change in the state of matter
the states of matter in term of
kinetic theory of matter
based on the kinetic theory of matter through
simulation or computer animation.
"onduct an acti!ity to determine the melting and
free-ing points of ethanamide or naphthalene
.lot and interpret the heating and the cooling
cur!es of ethanamide or naphthalene

!
"
'.' (ynthesising
atomic structure
A student is able to :
describe the de!elopment of
atomic model.
(tate the
main subatomic particles of an
atom,
"ompare
and contrast the relati!e mass
and the relati!e charge of the
protons, electrons and
neutrons,
%efine
proton numbers,
%efine
nucleon numbers,
%etermine
the proton number,
%etermine
the nucleon number,
/elate the
proton number to the nucleon
number
/elate the
proton number to the type of
element,
0rite the
symbol of elements,
%etermine
the number of neutrons,
protons and electrons from the
proton number and the nucleon
number and !ice !ersa,
"onstruct
the atomic structure.
%iscuss the de!elopment of atomic models
proposed by scientists namely %alton, 1homson,
/utherford, "hadwick and 2ohr.
Use models or computers simulation to illustrated
the structure of an atom as containing protons
and neutrons in the nucleus and electrons
arranged in shells.
"onduct acti!ities to determine the proton
number, nucleon number and the number of
protons, electrons and neutrons of an atom.
Use the table to compare and contrast the
relati!e mass and the relati!e charge of the
protons, electrons and neutrons.
+n!estigate the proton and nucleon numbers of
different elements.
%iscuss :
a. the relationship between proton number
and nucleon number,
b. to make generali-ation that each
element has a different proton number.
"arry out an acti!ity to write:
a. the symbols of elements,
b. the standard representation for an atom
of any element.

0here :
3 4 element
A 4 nucleon number
5 4 proton number
"onstruct models or use computer simulation to
show the atomic structure.
" '.*
Understanding
isotopes and
assessing their
importance
A student is able to:
state the meaning of isotope,
list examples of elements with
isotopes
determine the number of
subatomic particles of
isotopes
,ustify the uses of isotope in
daily life.
"ollect and interpret information on:
a. the meaning of isotope,
b. isotopes of hydrogen, oxygen, carbon,
chlorine and bromine.
"onduct acti!ities to determine the number of
subatomic particles of isotopes from their proton
numbers and their nucleon numbers.
6ather information from the internet or from
printed materials and discuss the uses of
isotope.
" '.7
Understanding the
electronic structure of
an atom
A student is able to:
%escribe electron
arrangements of elements
with proton numbers 1 to '8.
%raw electron
arrangement of atoms in an
(tudy electron arrangements of !arious atoms
and identify their !alence electrons.
%iscuss the meaning of !alence electrons using
illustration
12
element.
(tate the
meaning of !alence electrons
%etermine the number of
!alence electrons from the
electron arrangement of an
atom.
"onduct acti!ities to :
b. illustrate electron arrangements of
elements with proton numbers 1 to '8.
c. 0rite electron arrangements of
elements with proton numbers 1 to '8.
" '.9
Appreciate the
orderliness and
uniqueness of the
atomic structure
A student is able to:
%escribe the contributions of
scientists towards the
understanding of the atomic
structure,
%escribe the creati!e
and conscientious efforts of
scientists to form a complete
picture of matter.
%iscuss the contributions of scientists toward the
de!elopment of ideas on the atomic structure.
"onduct a story-telling competition on the
historical de!elopment of the atomic structure
with emphasis on the creati!ity of scientists.
## *.1
Understanding and
applying the concepts
of relati!e atomic
mass and relati!e
molecular mass
A student is able to:
state the meaning of relati!e
atomic mass based on
carbon-1' scale,
state the meaning of relati!e
molecular mass based on
carbon-1' scale,
state why carbon-1' is used
as a standard for determining
relati!e atomic mass and
relati!e molecular mass,
calculate the relati!e
molecular mass of
substances.
"ollect and interpret data concerning relati!e
atomic mass and relati!e molecular mass based
on carbon-1' scale.
%iscuss the use of carbon-1' scale as a
standard for determining relati!e atomic mass
and relati!e molecular mass.
+n!estigate the concept of relati!e atomic mass
and relati!e molecular using analogy or
computer animation.
"arry out a qui- to calculate the relati!e
molecular mass of substances base on the gi!en
chemical formulae for example :"+, ")',
;a'<")*=', Al<;)*=*, "u()7.9:')
#$ *.'
Analysing the
relationship between
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 1' g of
1'
",
state the meaning of
A!ogadro constant,
relate the number of particles
in one mole of a substance
with the A!ogadro constant
sol!e numerical problems to
con!ert the number of moles
to the number of particles of a
gi!en substance and !ice
!ersa.
(tudy the mole concept using analogy or
computer simulation.
"ollect and interpret data on A!ogadro constant.
%iscuss the relationship between the numbers of
particles in one mole )> substance with the
A!ogadro constant.
"arry out problem sol!ing acti!ities to con!ert the
number of moles to the number of particles for a
gi!en substance and !ice !ersa.
#$
!
#%
*.*
Analysing the
relationship between
the number of moles
of a substance with its
mass
A student is able to:
state the meaning of
molar mass,
relate molar mass to the
A!ogadro constant,
relate molar mass of a
substance to its relati!e
atomic mass or relati!e
molecular mass,
sol!e numerical
%iscuss the meaning of molar mass.
Using analogy or computer simulation, discuss to
relate:
a. molar mass with the A!ogadro constant,
b. molar mass of a substance with its relati!e
atomic mass or relati!e
molecular mass.
"arry out problem sol!ing to con!ert the number
of moles of a gi!en substance to its mass and
problems to con!ert the
number of moles of a gi!en
substance to its mass and
!ice !ersa.
!ice !ersa.
#% *.7
Analysing the
relationship between
the number of moles
of a gas with its
!olume
A student is able to:
state the meaning of molar
!olume of a gas,
relate molar !olume of a gas
to the A!ogadro constant,
make generali-ation on the
molar !olume of a gas at a
gi!en temperature and
pressure,
calculate the !olume of gases
at (1. or room conditions
from the number of moles and
!ice !ersa,
sol!e numerical problems
in!ol!ing number of particles,
number of moles, and mass
of substances and !olume of
gases at (1. or room
conditions.
"ollect and interpret data on molar !olume of a
gas.
Using computer simulation or graphic
representation, discuss:
a. 1he relationship between molar !olume
and A!ogadro constant,
b. to make generali-ation on the molar !olume
of a gas at (1. or room conditions.
"arry out an acti!ity to calculate the !olume go
gasses at (1. or room
"onditions from the number of moles and !ice
!ersa.
"onstruct a mind map to show the relationship
between number of particle, number of moles,
mass of substances and !olume of gases at (1.
and room conditions.
"arry out problem sol!ing acti!ities in!ol!ing
number of particles, number of moles, and mass
of a substance and !olume of gases at (1. or
room condition.
#4 *.9
(ynthesising
chemical formulae
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 contrast
empirical formula with
molecular formula,
sol!e numerical problems
in!ol!ing empirical and
molecular formulae,
write ionic formulae of ions,
construct chemical formulae
of ionic compounds,
state names of chemical
compounds using +U.A"
nomenclature.
"ollect and interpret and chemical formula,
empirical formula and molecular formula.
"onduct an acti!ity to:
a. determine the empirical formula
of copper<++= oxide using
computer simulation,
b. determine the empirical formula
of magnesium oxide,
c. compare and contrast empirical
formula with molecular formula.
"arry out problem sol!ing acti!ities in!ol!ing
empirical and molecular formula.
"arry out exercises and qui--es in writing ionic
formula.
"onduct acti!ities to:
a. construct chemical formula of
compounds from a gi!en ionic
formula,
b. state names of chemical
compounds using +U.A"
nomenclature
#&
!
#'
*.?
+nterpreting chemical
equations
A student is able to:
state the meaning of chemical
equation,
identify the reactants and
products of a chemical
equation,
write and balance chemical
equations
interpret chemical equations
%iscuss:
a. the meaning of chemical equation,
b. the reactants and products in a
chemical equation.
"onstruct balanced chemical equation for the
following reactions:
a. heating of copper<++= carbonate,
"u")*,
b. formation of ammonium chloride,
quantitati!ely and
qualitati!ely,
sol!e numerical problems
using chemical equations.
;:7"l,
c. precipitation of lead<++=
iodide,.b+'
"arry out the following acti!ities:
a. write and balance chemical
equations
b. interpret chemical equations
quantitati!ely and qualitati!ely,
c. sol!e numerical problems using
chemical equations <stoichiometry=
#' *.@
.ractising scientific
attitudes and !alues
in in!estigating matter
A student is able to:
identify positi!e scientific
attitudes and !alues practised
by scientists in doing research
on mole concept, chemical
formulae and chemical
equations,
,ustify the need to practise
positi!e scientific attitudes
and good !alues in doing
research on atomic
structures, chemical formulae
and chemical equations,
use symbols, chemical
formulae and equations for
easy and systematic
communication in the field of
chemistry.
%iscuss the contributions of scientist for their
research on relati!e atomic mass, relati!e
molecular mass, mole concept, formulae and
chemical equations.
%iscuss to ,ustify the need for scientists to
practice scientific attitudes and positi!e !alues in
doing their research on atomic structures,
formulae and chemical equations.
%iscuss the role of chemical symbols, formulae
and equations as tools of communication in
chemistry.
#7 7.1
Analysing the
.eriodic 1able of
Alements
A student is able to:
describe the contributions of
scientists in the historical
de!elopment of the .eriodic
1able,
identify groups and periods in
the .eriodic 1able,
state the basic principle of
arranging the elements in the
.eriodic 1able from their
proton numbers,
relate the electron
arrangement of an element to
its group and period,
explain the ad!antages of
grouping elements in the
.eriodic 1able,
predict the group and the
period of an element based
on its electron arrangement.
"ollect information on the contributions of
!arious scientists towards the de!elopment of the
.eriodic 1able.
(tudy the arrangement of elements in the
periodic table from the following aspects:
<a= 6roup and period
<b= proton number
<c= electron arrangement.
"arry out an acti!ity to relate the electron
arrangement of an element to its group and
period.
%iscuss the ad!antages of grouping elements in
the .eriodic 1able.
"onduct acti!ities to predict the group and period
of an element based on its electron arrangement.
#7 7.'
Analysing 6roup 1B
elements
A student is able to:
list all 6roup 1B elements,
state in general the physical
properties of 6roup 1B
elements,
describe the changes in the
physical properties of 6roup
1B elements,
describe the inert nature of
elements of 6roup 1B,
relate the inert nature of
6roup 1B elements to their
Use a table to list all the elements in group 1B.
%escribe the physical properties such as the
physical state, density and boiling point of group
1B elements.
%iscuss:
<a= changes in the physical properties of group
1B elements,
<b= the inert nature of group 1B elements.
%iscuss the relationship between the electron
arrangement and the inert nature of group 1B
electron arrangements,
relate the duplet and octet
electron arrangements of
6roup 1B elements to their
stability,
describe uses of 6roup 1B
elements in daily life.
elements.
Use diagrams or computer simulations to
illustrate the duplet and octet arrangement of
group 1B elements to explain their stability.
6ather information on the reasons for the uses of
6roup 1B elements.
#7 7.*
Analysing 6roup 1
elements
A student is able to:
list all 6roup 1 elements.
state the general physical
properties of lithium, sodium
and potassium,
describe changes in the
physical properties from
lithium to potassium,
list the chemical properties of
lithium, sodium and
potassium,
describe the similarities in
chemical properties of lithium,
sodium and potassium,
relate the chemical properties
of 6roup 1 elements to their
electron arrangements,
describe changes in reacti!ity
of 6roup 1 elements down
the group,
predict physical and chemical
properties of other elements
in 6roup 1,
state the safety precautions
when handling 6roup 1 elements
6ather information and discuss :
<a= 6roup 1 elements
<b= 6eneral physical properties of lithium, sodium
and potassium
<c= "hanges in the physical properties from
lithium to potassium with respects to hardness,
density and melting point.
<d= "hemical properties of lithium, sodium and
potassium.
<e= the similarities in chemical properties of
lithium, sodium and potassium.
<f= the relationship between chemical properties
of 6roup 1 elements and their electron
arrangements.
"arry out experiments to in!estigate the
reactions of lithium, sodium and potassium with
water and oxygen.
(tudy the reactions of lithium, sodium and
potassium with chlorine and bromine through
computer simulation.
%iscuss changes in the reacti!ity of 6roup 1
elements down the group.
.redict physical and chemical properties of group
1 elements other than lithium, sodium and
potassium.
$( 7.7 Analysing group
1@ elements
A student is able to:
list all 6roup 1@ elements,
state the general physical
properties of chlorine,
bromine and iodine,
describe changes in the
physical properties from
chlorine 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 6roup 1@ elements with
their electron arrangements,
describe changes in reacti!ity
of 6roup 1@ elements down
the group,
predict physical and chemical
properties of other elements
in 6roup 1@,
state the safety
precautions when
handling 6roup 1@
elements.
6ather information and discuss on :
<a= group 1@ elements
<b= physical properties of chlorine, bromine and
iodine with respect to their colours, density and
boiling point
<c= changes in the physical properties from
chlorine to iodine
<d= describe the chemical properties of chlorine,
bromine and iodine.
<f= the relationship between the chemical
properties of group 1@ elements with their
electron arrangements
"arry out experiments to in!estigate the
reactions of chlorine, bromine and iodine with:
<a= water
<b= metals such as iron
<c= sodium hydroxide
%iscuss changes in the reacti!ity of group 1@
elements down the group
.redict physical and chemical properties of group
1@ elements other than chlorine, bromine and
iodine
$(
7.9 Analysing
elements in a period
A student is able to:
list all elements in
.eriod *.
0rite the electron
arrangements of all
elements in .eriod *.
%escribe changes in the
properties of elements
across .eriod *.
(tate changes in the
properties of the oxides
of elements across
period *.
.redict changes in the
properties of elements
across .eriod '.
%escribe uses of semi-metals.
"ollect and interpret data on the properties of
elements in .eriod * such as:
a: proton number
b: electron arrangement
c: si-e of atom
d: electronegati!ity
e: physical state
%iscuss changes in the properties of elements
across .eriod *.
"arry out experiments to study the oxides of
elements in .eriod * and relate them to their
metallic properties.
%iscuss in small groups and make a presentation
on the changes of properties of oxides of
elements across .eriod *.
%iscuss and predict changes in the properties of
the elements in .eriod '.
"ollect and interpret data on uses of semi-
metals, i.e. silicon and germanium, in the
microelectronic industry.
$# 7.?Understanding
transition elements
A student is able to:
+dentify the position of
transition elements in
the .eriodic 1able
6i!e example of
transition elements
%escribe properties of
transition elements
(tate uses of transition
elements in industries.
"arry out an acti!ity to identify the position of
transition elements in the .eriodic 1able.
"ollect and interpret data on properties of
transition elements with respect to melting points,
density, !ariable oxidation numbers and ability to
form coloured compounds.
)bser!e the colour of :
a: a few compounds of transition elements,
b: products of the reaction between aqueous
solution of compounds of transition elements with
sodium hydroxide solution, ;a):, and ammonia
solution , ;:* <aq=
)bser!e the colour of precious stones and
identify the presence of transition elements.
6i!e examples on the use of transition elements
as catalysts in industries.
$# 7.@ Appreciating the
existence of elements
and their compounds
A student is able to:
%escribe the efforts of
scientists in disco!ering
the properties of
elements
%escribe what life would
be without di!erse
elements and
compounds
+dentify different colours
in compounds of
transition elements
found naturally,
:andle chemicals
wisely
6ather information on efforts of scientists in
disco!ering the properties of elements and make
a multimedia presentation.
%iscuss in a forum about life without !arious
elements and compounds.
"arry out pro,ect to collect specimens or pictures
of !arious types of rocks.
%iscuss and practice ways to handle chemicals
safely and to a!oid their wastage.
$$
9.1 Understanding
>ormation of
A student is able to:
explain the stability of inert
"ollect and interpret data on the existence of
!arious naturally occurring compounds for
"ompound gases,
explain conditions for the
formation of chemical bonds,
state types of chemical bonds

example water, :') carbon dioxide ")' and
minerals to introduce the concept of chemical
bonds.
%iscuss:
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
$$
9.'
(ynthesising ideas d
formation 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
ions and electron arrangement of ions.
"onduct an acti!ity to prepare ionic compounds
for example, magnesium oxide g), sodium
chloride ;a"l and iron <+++= chloride, >e"l*.
"arry out an acti!ity to illustrate formation of ionic
bond trough models, diagrams or computer
simulation.
Use computer simulation to illustrate the
existence of electrostatic force between ions of
opposite charges in ionic bond.
$%
9.*
(ynthesising ideas on
formation of co!alent
bond
A student is able to:
state the meaning of
co!alent bond,
explain formation of
co!alent bond,
illustrate formation of a
co!alent bond by drawing
electron arrangement,
illustrate formation of
co!alent bond,
compare and contrast
formation of ionic and
co!alent bonds
.
"ollect and interpret data on the meaning of
co!alent bond.
Use models and computer simulation to illustrate
formation of:
a. single bond in hydrogen , :' , chlorine, "l' ,
hydrogen chloride :"l, water :'), methane ,
":7, ammonia,, ;:*, tetrachloromethane, ""l7
b. double bond in oxygen ,)'
,
, carbon dioxide,
")'
c. triple bond in nitrogen, ;'
%raw diagrams showing electron arrangement
for the formation of co!alent bond including
Cewis (tructure.
%iscuss and construct a mind map to compare
the formation of co!alent bond with ionic bond
$%
9.7
Analysing properties
of ionic and co!alent
compounds
A student is able to:
list properties of ionic
compounds,
list properties of co!alent
compounds,
explain differences in the
electrical conducti!ity of ionic
and co!alent compounds,
describe differences in
melting and boiling points of
ionic and co!alent
compounds,
compare and contrast the
solubility of ionic and co!alent
compounds,
state uses of co!alent
compounds as sol!ents.
"ollect and interpret data on properties of ionic
and co!alent compounds.
0ork in groups to carry out an acti!ity to
compare the following properties of ionic and
co!alent compounds:
a. melting and boiling points
b. electrical conducti!ities
c. solubility in water and organic sol!ents.
%iscuss:
a. differences in electrical conducti!ities of ionic
and co!alent compounds due to the presence of
ions,
b. differences in the melting and boiling points of
ionic and co!alent compounds.
6ather information on uses of co!alent
compounds as sol!ents in daily life.
$4 ?.1
Understanding
A student is able to:
state the meaning of
"onduct acti!ities to classify chemicals into
electrolytes and non-electrolytes.
properties of
electrolytes and non-
electrolytes
electrolytes
classify substances into
electrolytes and non-
electrolytes
relate the presence of freely
mo!ing ions to electrical
conducti!ity.
%iscuss:
a. the meaning of electrolytes
b. the relationship between the presence of
freely mo!ing ions and electrical conducti!ity.
$4 ?.'
Analysing electrolysis
of molten compounds
A student is able to:
describe electrolysis,
describe electrolytic cell,
identify cations and anions in
a molten compound,
describe e!idence for the
existence of ions held in a
lattice in solid state but mo!e
freely in molten state,
describe electrolysis of a
molten compound,
write half-equations for the
discharge of ions at anode
and cathode,
predict products of the
electrolysis of molten
compounds.
%iscuss:
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 mo!e freely in
molten state.
"onduct an acti!ity to in!estigate the electrolysis
of molten lead<++= bromide, .b2r' to:
a. identify cations and anions
b. describe the electrolysis process
c. write half-equations for the discharge of ions
at anode and cathode
"ollect and interpret data on electrolysis of
molten ionic compounds with !ery high melting
points, for example sodium chloride, ;a"l and
lead<++= oxide, .b).
.redict products from the electrolysis of other
molten compounds.
$&
!
$'
?.*
Analysing the
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
an aqueous solution,
write half equations for the
discharge of ions at the
anode and the cathode,
predict the products of
electrolysis of aqueous
solutions.
"onduct an acti!ity to in!estigate the electrolysis
of copper<++= sulphate solution and dilute
sulphuric acid using carbon electrodes to:
a. identify cations and anions in the aqueous
solutions
b. describe the electrolysis of the aqueous
solutions
c. write half equations for the discharge of ions
at the anode and the cathode.
"onduct experiments to in!estigate factors
determining selecti!e discharge of ions at
electrodes based on:
a. positions of ions in electrochemical series
b. concentration of ions in a solution
c. types of electrodes.
Use computer simulation to explain factors
affecting electrolysis of an aqueous solution.
.redict the products of electrolysis of aqueous
solutions and write their half equations.
$' ?.7
A!aluating
electrolysis in industry
A student is able to:
state uses of electrolysis in
industries,
explain the extraction,
purification and electroplating
of metals in!ol!ing
electrolysis in industries,
write chemical equations to
represent the electrolysis
process in industries,
,ustify uses of electrolysis in
"onduct experiments to study the purification
and electroplating of metals.
Using computer simulation, study and discuss:
a. extraction of aluminium from aluminium oxide
b. purification of copper
c. electroplating of metals
"arry out acti!ities to write chemical equations
for electrolysis in industries.
"ollect data and discuss the benefits and harmful
industries,
describe the problem of
pollution from electrolysis in
industry.
effects of electrolysis in industries.
$7 ?.9
Analysing !oltaic cell
A student is able to:
describe the structure of a
simple !oltaic cell and %aniell
cell,
explain the production of
electricity from a simple
!oltaic cell,
explain the reactions in a
simple !oltaic cell and %aniell
cell,
compare and contrast the
ad!antages and
disad!antages of !arious
!oltaic cells,
describe the differences
between electrolytic and
!oltaic cells.
(tudy the structure of a !oltaic cell such as a
simple !oltaic cell and %aniell cell.
"onduct an experiment to show the production of
electricity from chemical reactions in a simple
!oltaic cell.
"arry out acti!ities on a simple !oltaic cell and a
%aniell cell to explain the reaction in each cell.
"ollect data and discuss the ad!antages and
disad!antages of !arious !oltaic cells including
dry cell, lead-acid accumulator, mercury cell,
alkaline cell and nickel cadmium cell.
%iscuss and compare an electrolytic cell with a
!oltaic cell.
$ ?.?
(ynthesising
electrochemical
series
A student is able to:
describe the principles used
in constructing the
electrochemical series,
construct the electrochemical
series,
explain the importance of
electrochemical series,
predict the ability of a metal to
displace another metal from
its salt solution,
write the chemical equations
for metal displacement
reactions.
"arry out an experiment to construct the
electrochemical series based on:
a. potential difference between two metals
b. the ability of a metal to displace another metal
from its salt solution.
%iscuss uses of the electrochemical series to
determine:
a. cell terminal
b. standard cell !oltage
c. the ability of a metal to displace another metal
from its salt solution.
"arry out experiments to confirm the predictions
on the metal displacement reaction.
"arry out an acti!ity to write the chermical
equations for metal displacement reactions.
$ ?.@
%e!elop awareness
and responsible
practices when
handling chemicals
used in
electrochemical
industries
A student is able to:
,ustify the fact that
electrochemical industries
can impro!e the quality of life,
describe the problem of
pollution caused by the
industrial processes in!ol!ing
electrolysis,
,ustify the need to dispose of
waste from electrochemical
industries in a safe and
orderly manner,
practise safe and systematic
disposal of used batteries.
%iscuss the importance of electrochemical
industries in our daily life.
"ollect data and discuss the problems on
pollution caused by the industrial processes
in!ol!ing electrochemical industries.
:old a forum to discuss the importance of waste
disposal from electrochemical industries in a safe
and orderly manner.
(how a !ideo on the importance of recycling and
systematic disposal of used batteries in a safe
and orderly manner. .ractise recycling used
batteries.
$" @.1 Analysing
characteristics and
properties of acids
and bases
A student is able to:
state the meaning of acid,
base and alkali,
state uses of acids, bases
and alkalis in daily life,
%iscuss:
<a= the concept of acid, base and alkali in
terms of the ions they contained or
produced in aqueous solutions,
<b= uses of acids, bases and alkalis in daily
explain the role of water in the
formation of hydrogen ions to
show the properties of acids,
explain the role of water in the
formation of hydroxide ions to
show the properties of alkalis,
describe chemical properties
of acids and alkalis.
life
carry out in experiment to show that the
presence of water is essential for the formation of
hydrogen ions that causes acidity.
carry out in experiment to show that the
presence of water is essential for the formation of
hydroxide ions that causes alkalinity.
0atch computer simulation on the formation of
hydroxonium and hydroxide ions in presence of
water.
"onduct acti!ities to study chemical properties of
acids and alkalis from the following reactions:
a. acids with bases
b. acids with metals
c. acids with metallic carbonates
write equations for the respecti!e reactions.
$" @.'
(ynthesising the
concepts of strong
acids, weak acids,
strong alkalis and
weak alkalis
A student is able to:
state the use of a p: scale,
relate p: !alue with acidic or
alkaline properties of a
substance,
relate concentration of
hydrogen ions with p: !alue,
relate concentration of
hydroxide ions with p: !alue,
relate strong or weak acid
with degree of dissociation,
relate strong or weak alkali
with degree of dissociation,
conceptualise qualitati!ely
strong and weak acids,
conceptualise qualitati!ely
strong and weak alkalis
"arry out an acti!ity using p: scale to measure
the p: of solutions used in daily life such as soap
solution, carbonated water, tap water or fruit
,uice.
"arry out an acti!ity to measure the p: !alue of
few solutions with the same concentration. >or
example hydrochloric acid, ethanoic acid,
ammonia and sodium hydroxide with the use of
indicators, p: meter or computer interface.
2ased on the data obtained from the abo!e
acti!ity, discuss the relationship between:
a. p: !alues and acidity or alkalinity of
substance,
b. concentration of hydrogen ions and the p:
!alues,
c. concentration of hydroxide ions and the p:
!alues,
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
strong and weak alkalis.
2uild a mind map on strong acids, weak acids,
strong alkalis and weak alkalis.
%( @.*
Analysing
concentration of 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 with
molarity and !olume of a
solution,
describe methods for
preparing standard solutions,
%iscuss:
a. the meaning of concentration
b.the meaning of molarity
c. the relationship between the number of moles
with the molarity and the !olume of the solutions
d. methods for preparing standard solutions
(ol!e numerical problems in!ol!ing con!ersion
of concentration units from g dm
-*
to mol dm
-*

and !ice !ersa.
describe the preparation of a
solution with a specified
concentration using dilution
method,
relate p: !alue with molarity
of acid and alkali,
sol!e numerical
problems in!ol!ing molarity
of acids and alkalis.
.repare a standard solution of sodium hydroxide,
;a): or potassium hydroxide, D):
.repare a solution with specified concentration
from the prepared standard solution through
dilution.
"arry out an experiment to in!estigate the
relationship between p: !alues with molarity of a
few diluted solutions of an acid and an alkali
(ol!e numerical problems on the molarity of
acids and alkalis
%# @.7
Analysing
neutralisation
A student is able to:
explain the meaning of
neutralisation,
explain the application of
neutralisation in daily life,
write equations for
neutralisation reactions,
describe acid-base titration,
determine the end point of
titration during neutralisation,
sol!e numerical problems
in!ol!ing neutralisation
reactions to calculate either
concentration or !olume of
solutions.
"ollect and interpret data on neutralisation and
its application in daily life
"arry out acti!ities to write equations for
neutralisation reactions
"arry out acid-base titrations and determine the
end point using indicators or computer interface.
"arry out problem sol!ing acti!ities in!ol!ing
neutralisation reactions to calculate either
concentration to !olume of solutions.
%$
!
%%
!
%4
B.1
(ynthesising salts
A student is able to:
state examples of salts used
in daily life,
explain the meaning of salt
identify soluble and insoluble
salts,
describe the preparation of
soluble salts.
describe the purification of
soluble salts by
recrystallisation,
list physical characteristics of
crystals.
"ollect and interpret data on :
a. naturally existing salts,
b. the meaning of salts,
c. uses of salts in agriculture, medicinal field,
preparation and preser!ation of food.
"arry out experiments to study the solubility of
nitrate, sulphate, carbonate and chloride salts.
.repare soluble salts by reacting :
a. acid with alkaline
b. acid with metallic oxide
c. acid with metal
d. acid with metallic carbonate
"arry out an acti!ity to purify soluble salts by
crystalli-ation. %iscuss the need to purify salts.
)bser!e to identify physical characteristics of
crystals such as copper <++= sulphate, "u()7,
(odium chloride, ;a"l, .otassium chromate <&+=,
D'"r)7 and .otassium dichromate, D'"r')@.
describe the preparation of
insoluble salts,
write chemical and ionic
equations for reactions used
in the preparation of salts.
.repare insoluble salts such as lead <++= iodide,
.b+', lead <++= chromate <&+=, .b"r)7 and 2arium
sulphate,2a()7 through precipitation reactions
"arry out acti!ities to write chemicals and ionic
equations for preparation of soluble and
insoluble salts.
"onstruct a flow chart to select suitable method
design an acti!ity to prepare a
specified salt,
construct ionic equations
through the continuous
!ariation method,
sol!e problems in!ol!ing
calculation of quantities of
reactants or products in
stoichiometric reactions.
for preparation of salts.
.lan and carry out an acti!ity to prepare a
specified salt.
"arry out an experiment to construct ionic
equations through continuous !ariation method.
"alculate quantities of reactants or products in
stoichiometric reactions.

%4
!
4&
B.' (ynthesising
qualitati!e analysis
of salts
A student is able to:
state the meaning of
qualitati!e analysis,
make inferences on salts
based on their colour and
solubility in water,
describe tests for the
identification of gases,
describe the action of heat on
salts,
describe the tests for anions,
%iscuss the meaning of qualitati!e analysis.
(tudy and make inferences on the colour and the
solubility of !arious salts in water.
0atch multimedia presentation on methods used
for identifying gases.
)bser!e and carry out chemical tests to identify
oxygen, )', hydrogen, :', "arbon dioxide, ")',
ammonia, ;:*, chlorine, "l', :ydrogen chloride,
:"l, (ulphur dioxide, ()' and ;itrogen dioxide,
;)' gases.
"arry out tests to study the action of heat on
carbonate and nitrate salts. )bser!e changes in
colour and e!olution of gases when the salts are
heated.
"arry out test to confirm the presence of
carbonate sulphate chloride and nitrate ions in
aqueous solutions.
state obser!ation of reaction
of cations with sodium
hydroxide solution and
ammonia solution,
describe confirmatory tests
for >e
'E
, >e
*E
, .b
'E
and ;:7
E
,
plan qualitati!e analysis to
identify salts.
"arry out tests to identify the presence of "u
'E,

g
'E,
Al
*E,
>e
'E,
>e
*E,
.b
'E,
5n
'E,
;:
7E,
"a
'E
ions in
aqueous solution using sodium hydroxide
solution, ;a): and ammonia solutions ;:*<q=.
"arry out test to confirm the presence of >e
'E,

>e
*E,
.b
'E
and ;:
7E
ions in aqueous solution.
"onstruct a flow chart on the qualitati!e analysis
of salts.
%& B.*
.ractising to be
systematic and
meticulous when
carrying out acti!ities
A student is able to:
carry out acti!ities using the
correct techniques during
preparation of salts and crystals.
.lan and carry out tests to identify anions and
cations in unknown salts.
"arry out acti!ities using correct techniques
during titration, preparation of standard solutions
and preparation of salts and crystals.
.lan and carry out an experiment, make
obser!ations, record and analyse data
systematically and carefully.
%' F.1 Understanding the
manufacture of
sulphuric acid.
A student is able to:
list uses of sulphuric acid,
to explain industrial process
in manufacture of sulphuric
acid,
explain that sulphur dioxide
causes en!ironmental
pollution.
%iscuss uses of sulphuric acid in daily life such
as in the making of paints, detergents, fertili-ers
and accumulators.
"ollect and interpret data on the manufacture of
sulphuric acid.
"onstruct a flow chat to show the stages in the
manufacture of sulphuric acid as in the contact
process.
6ather information and write an essay on how
sulphur dioxide, ()' , causes en!ironmental
pollution.
%' F.' (ynthesising the
manufacture of
ammonia and 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 acti!ity to prepare
ammonium fertili-er.

%iscuss uses of ammonia in daily life, e.g. in the

manufacture of fertili-ers and nitric acid.
"arry out an acti!ity to in!estigate properties of
ammonia.
"ollect data from !arious sources and construct
the flow chart to show the stages in the
manufacture of ammonia as in the haber
process.
%' F.* Understanding
alloys.
A student is able to:
relate the arrangement of
atoms in metals to their
ductile and malleable
properties,
state the meaning of alloy,
state the aim of making
alloys,
list examples of alloys,
list compositions and
properties of alloys,
relate the arrangement of
atoms in alloys to their
strength and hardness,
relate properties of alloys to
their uses.
Cook at some example of pure metals and
materials made of alloys in daily life, list and
discuss their properties.
"arry out an acti!ity to compare the strength and
hardness of alloys with that of their pure metals.
(tudy the arrangement of atoms in metals and
alloys through computer simulation.
0ork in group to discussG
a. the meaning of alloy
b. the purpose of making alloys such as
duralumin, brass, steel, bron-e and
pewter.
c. "omposition, properties and uses of
alloys.
"arry out experiments to compare the rate of
corrosion of iron, steel and stainless steel.
(tudy !arious local product made from alloys.
%7 F .7 A!aluating uses
of synthetic polymers
A student is able to:
(tate the meaning of
polymers
Cist naturally occurring
polymers
Cist synthetic polymers and
their uses
+dentify the monomers in the
synthetic polymers
Hustify uses of synthetic
polymers in daily life
%iscuss the meaning of polymers.
)bser!e exhibits of materials made of polymers
and classify them into naturally occurring
polymers and synthetic polymers.
+dentify the monomers in synthetic polymers
using models or computer simulation.
"ollect information on the quantity and types of
household synthetic polymers disposed of o!er a
certain period of time.
%iscuss the en!ironmental pollution resulting
from the disposal of synthetic polymers.
:old a debate on uses and the en!ironmental
effects of non-biodegradable synthetic polymers
in daily life.
%7 F.9 Applying uses of
glass and ceramics
A student is able to:
Cist uses of glass
Cist uses of ceramics
Cist types of glass and their
properties
(tate properties of ceramics
"ollect and interpret data on types, composition,
properties and uses of glass and ceramics.
.repare a folio incorporating !ideo clips and
pictures on uses of glass and ceramics that ha!e
been used for a specific purpose, e.g. photo
chromic glass and conducting glass.
%7 F.? A!aluating uses of
composite materials
A student is able to:
%escribe needs to produce
new materials for specific
purposes,
(tate the meaning of
composite materials,
Cist examples of composite
materials and their
component,
Hustify uses of composite
materials,
6enerate ideas to produce
ad!anced materials to fulfill
specific needs.
0atch a multimedia presentation and prepare a
folio on:
a. 1he meaning of composite materials,
b. A list of composite materials such as
reinforced concrete, specific super conductor,
fiber optic, fiber glass and photo chromic glass
c. "omponents of composite materials
d. Uses of composite materials
"ompare the superior properties of composite
materials to their original component by
computer simulation.
%iscuss and ,ustify the uses of composite
materials.
0atch the production of composite materials in
factories.
%7 F.@ Appreciating
!arious synthetic
industrial materials
A student is able to:
Hustify the importance of
doing research and
de!elopment continuously
Act responsibly when
handling synthetic materials
and their wastes,
%escribe the
importance of synthetic
materials in daily life.
%iscuss the importance of synthetic materials in
daily life,
:old a forum to discuss importance of research
and de!elopment for the continuous well being of
mankind.
0atch a multimedia presentation or computer
simulation on pollution caused by the disposal of
synthetic materials.