Professional Documents
Culture Documents
Class
Date
Time
Venue
Attendance
306
304
Exercises
Inquiry
ICT
Dare to try
Discussion
Demonstration
Mastery
Brainstorming
Experiment/
PEKA
Simulation
Contextual
Analytical &
critical thinking
Constructive
Cooperative
Scientific
thinking
Being
Systematic
Values:
Rational thinking, cooperative
Reflection:
Remarks:
Independent
306
304
Explain the inter-conversion of the states of matter in terms of kinetic theory of matter.
Activities:
Engagement
Teacher describes the kinetic theory of matter that focus on movement of particles and forces of
attraction
Teacher displays the state of matter in solid (ice cube), liquid (water), and gas (vapor)
Teacher relate the change in state of matter to the change in heat and to the kinetic theory of
matter
Students are asked to describe the reason of the constant temperature of melting point and
freezing point
Language Focus:
Matter, kinetic theory of matter, atom, molecule, ion
Pedagogy:
Lecture
Discussion
Exercises
Demonstration
Inquiry
Mastery
ICT
Brainstorming
Experiment/
PEKA
Simulation
Contextual
Analytical &
critical thinking
Constructive
Cooperative
Scientific
thinking
Being
Systematic
Values:
Independent, being cooperative, being systematic, and daring to try.
Dare to try
Independent
Reflection:
Remarks:
306
304
Explain the inter-conversion of the states of matter in terms of kinetic theory of matter.
Activities:
Teacher relate the change in state of matter to the change in heat and to the kinetic theory of
matter,
Teacher describe the reason of the constant temperature of melting point and freezing point,
Teacher asks students to conduct an experiment to determine the melting and freezing point of
naphthalene,
Teacher demonstrates how to conduct the experiment and elaborates some steps to be taken
while conducting the experiment,
Teacher asks students to conduct an experiment to determine the melting and freezing point of
naphthalene. (refer practical book)
Explanation
Students are asked to record data of temperature and time throughout the experiment.
Students plot the graphs for freezing and melting point of naphthalene.
Elaboration
Students are asked to describe the reason of the constant temperature of melting point and
freezing point.
Evaluation
Exercises
Demonstration
Inquiry
Mastery
ICT
Brainstorming
Dare to try
Independent
Experiment/
PEKA
Simulation
Contextual
Analytical &
critical thinking
Constructive
Cooperative
Scientific
thinking
Being
Systematic
Values:
Independent, being cooperative, being systematic, and daring to try.
Reflection:
Remarks:
306
304
Compare and contrast the relative mass and the relative charge of the protons, electrons and
neutrons,
Teacher describes the main subatomic particles of an atom; electron, proton and neutron,
Teacher relates between three subatomic particles based on the relative mass and charges,
Refer from the text book page 39, teacher define proton number and nucleon number,
- Proton number: number of proton in its atom
- Nucleon number= sum of number of proton and number of neutron
= number of proton + number of neutron
Language Focus:
Atomic model, proton number, number of neutron, electron, nucleon number
Pedagogy:
Lecture
Discussion
Exercises
Demonstration
Inquiry
Mastery
ICT
Brainstorming
Experiment/
PEKA
Simulation
Contextual
Analytical &
critical thinking
Constructive
Cooperative
Scientific
thinking
Being
Systematic
Dare to try
Independent
Values:
Independent, analytical thinking, Being cooperative, being systematic, and daring to try.
Reflection:
Remarks:
306
304
Determine the number of neutrons, protons and electrons from the proton number and the
nucleon number and vice versa,
Based on definition teacher relate between proton number and nucleon number,
Teacher asks students to refer the periodic table on the back page of the chemistry text book,
Teacher asks several symbols of elements to students as they have to get familiarize with
common symbols of elements,
A: nucleon number
z: proton number
Teacher explains on how to identify the number of neutrons, protons and electron from the
proton number and nucleon number,
Teacher asks students to refer an example from the text book and asks them to complete
exercise 1.2 (B) and work this out page 32 & 33,
From the standard representative teacher explains how to construct the atomic structure;
electron arrangement 2.8.8., valence shell
Language Focus:
Standard representative, electron arrangement, valence shell
Pedagogy:
Lecture
Discussion
Exercises
Demonstration
Inquiry
Mastery
ICT
Brainstorming
Dare to try
Independent
Experiment/
PEKA
Simulation
Contextual
Analytical &
critical thinking
Constructive
Cooperative
Scientific
thinking
Being
Systematic
Values:
Independent, analytical thinking, being cooperative, being systematic, and daring to try.
Reflection:
Remarks:
306
304
Teacher asks student to try and guess what is inside of the bottle.
Exploration
Teacher explains that the scientists deduced the electronic structure of an atom.
Explanation
Teacher uses simulation to show how to fill nucleus with proton and neutron, shells with
electrons
Elaboration
Exercises
Demonstration
Inquiry
Mastery
Experiment/
PEKA
Simulation
Contextual
Constructive
Cooperative
Scientific
thinking
ICT
Brainstorming
Analytical &
critical thinking
Being
Systematic
Values:
Independent, being cooperative, being systematic, and daring to try.
Dare to try
Independent
Reflection:
Remarks:
403
By using power point slides show, teacher introduces the meaning of relative atomic mass &
relative molecular mass based on carbon-12 scale,
Teacher explains how to make comparison in terms of RAM of any elements based on
carbon-12 scale,
Teacher asks students to answer a few questions regarding RAM and RMM of substances.
Language Focus:
Carbon-12 scale, RAM, RMM, RFM
Pedagogy:
Explanation, Discussion
Values:
Independent, Being cooperative, being systematic, and daring to try.
Reflection:
Remarks:
403
Teacher introduce topic of a day by giving some quantity that represent number of object. E.g.
decade = 10, dozen = 12, pair = 2, gross = 144 etc,
Teacher explains what is mole and the meaning of Avogadros constant (NA),
Teacher relate between the number of particles in one mole of substance with NA,
Remarks:
403
Remarks:
403
Remarks:
403
14.3.2013
10.40-12.00
Class
Teacher asks the ionic formula of several elements from all students,
Teacher asks students to write down the several ionic compound in front of the class,
Teacher asks students to complete exercise 3.10: naming chemical compounds (Q1, Q2 and
Q3)
Remarks:
403
21.3.2013
10.40-12.00
Class
Teacher explains the steps in writing and balancing the chemical equations from the
questions in the hand out given,
Teacher describes the interpretations from the chemical equations quantitatively and
qualitatively,
Teacher asks students to complete the hand out on writing the chemical equations.
Language Focus:
Chemical equation, reactant, product
Pedagogy:
Explanation, Discussion
Values:
Independent, being cooperative, being systematic, and daring to try.
Reflection:
Remarks:
403
Teacher explains the steps in writing and balancing the chemical equations from the
questions in the hand out given,
Teacher describes the interpretations from the chemical equations quantitatively and
qualitatively,
Teacher asks students to complete the hand out on writing the chemical equations.
Language Focus:
Chemical equation, reactant, product
Pedagogy:
Explanation, Discussion
Values:
Independent, being cooperative, being systematic, and daring to try.
Reflection:
Remarks:
403
Remarks:
403
Activities:
Group 2 describe the Group 18 elements,
- All elements in Group 18,
- Physical properties of elements,
- Inert nature to their electron arrangement,
- Duplet and octet electron arrangement to their stability,
- Uses of Group 18 elements in daily life,
Open to Q & A session,
Teacher explains those parts that students not understand much.
Language Focus:
Noble/ inert gases, chemically unreactive, atomic size, forces of attraction
Pedagogy:
Explanation, Discussion
Values:
Independent, being cooperative, being systematic, and daring to try.
Reflection:
Remarks:
403
Remarks:
403
Relate the chemical properties of Group 17 elements with their electron arrangements,
Remarks:
403
Remarks:
403
Remarks:
403
Remarks:
403
Teacher introduces the Periodic Table of Element, the group and the period,
Teacher shows how to determine the position of elements in the Periodic Table of Element,
Teacher explains the elements of Group 18 (inert gases); F, Cl, Br, and I,
Relate the stability of inert gases with other elements in Periodic Table of Elements,
Teacher introduces types of chemical bonds; ionic bond and covalent bond,
With a few examples, explains how the formation of ions and how to write the electron
arrangement for the ions formed,
Asks students to try out a few questions regarding the formation of ions,
Language Focus:
Inert gases, Periodic Table of Elements, chemical bonds
Pedagogy:
Explanation, Discussion
Values:
Independent, being cooperative, being systematic, and daring to try.
Reflection:
Remarks:
403
Teacher shows how the formation of ionic bond between metal and non-metal atoms by
drawing the electron arrangement,
Teacher explains the formations of ionic bond through few examples such as NaCl, and MgO,
Asks students to draw few ionic bond and explains the how the formations is formed.
Language Focus:
Inert gases, Periodic Table of Elements, chemical bonds
Pedagogy:
Explanation, Discussion
Values:
Independent, being cooperative, being systematic, and daring to try.
Reflection:
Remarks:
403
Conduct some exercises by not referring to any books but they can discuss with each other,
The questions regarding the skills on drawing a correct diagram of set-up of apparatus, graph,
and electron arrangements of ionic bond.
Language Focus:
Inert gases, Periodic Table of Elements, chemical bonds
Pedagogy:
Explanation, Discussion
Values:
Independent, being cooperative, being systematic, and daring to try.
Reflection:
Remarks:
403
Remarks:
403
Remarks:
SEMESTER 2
403
Date
11.6.2013
Time
12.40-2.00
Venue
Class
Attendance
THEME:
LEARNING AREA:
Learning Objectives : Revision
Learning Outcomes :
A student is able to:
Know the right answer/scheme answer for the previous Semester 1 2013 Examination papers
Know how to answer based on the scheme answer
Make correction for the mistake made
Activities :
Carry out discussion on previous Semester 1 2013 Examination papers.
Language Focus :
Pedagogy :
Discussion, Brainstorming
Values : Being cooperative, being systematic, daring to try.
Reflection :
403
Date
20.6.2013
Time
7.40-9.00
Venue
Lab
Attendance
THEME: MATTER AROUND US
LEARNING AREA: 6. Electrochemistry
Learning Objectives : 6.1 Understanding properties of electrolytes and non-electrolytes
6.2 Analysing electrolysis of molten compounds
Learning Outcomes :
A student is able to:
Describe electrolysis.
Describe electrolytic cell.
Identify cations and anions in a molten compound.
Describe evidence for the existence of ions held in a lattice in solid state but move 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.
Activities :
Language Focus :
Electrolytes, non-electrolytes, electrolysis, electrolytic, anion, cation
Pedagogy :
Discussion, Brainstorming
Values : Being cooperative, being systematic, daring to try.
Reflection :
403
Date
3.7.2013
Time
10.40-12.00
Venue
Lab
Attendance
THEME: MATTER AROUND US
LEARNING AREA: 6. Electrochemistry
Learning Objectives : 6.3 Analysing the electrolysis of aqueous solutions
Learning Outcomes :
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.
Activities :
Teacher brings copper(II) sulphate salts, sulphuric acid, water and two beakers to the lab
Teacher asks two volunteers to come in front of the lab to prepare copper(II) sulphate solution
and dilute sulphuric acid in two different beakers
Students are asked to identify cations and anions which are present in both solutions
o Anions : Sulphate ion and hydroxide ion
o Cations : Copper ion and hydrogen ion
Teacher shows to the students the learning outcomes for todays lesson using power point
slides
Teacher shows a diagram of an electrolytic cell in which an aqueous solution of copper(II)
sulphate is electrolysed and ask a few questions
Teacher explains the reactions that occur at both electrodes
Students are asked to write half equation and overall equation for the electrolysis of aqueous
solution of copper(II) sulphate
Students are asked to conclude the lesson
Language Focus :
Oxidation, reduction, ionization, discharge
Pedagogy :
Discussion, Brainstorming
Values : Being cooperative, being systematic, daring to try.
Reflection :
403
Date
4.7.2013
Time
7.40-9.00
Venue
Lab
Attendance
THEME: MATTER AROUND US
LEARNING AREA: 6. Electrochemistry
Learning Objectives : 6.3 Analysing the electrolysis of aqueous solutions
Learning Outcomes :
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.
Activities :
Language Focus :
Oxidation, reduction, ionization, discharge
Pedagogy :
Discussion, Brainstorming, Experimenting
Values : Being cooperative, being systematic, daring to try.
Reflection :
Remarks : Students to complete the exercises as well as the lab report and submit by next class.
403
Date
8.7.2013
Time
7.40-9.00
Venue
Lab
Attendance
THEME: MATTER AROUND US
LEARNING AREA: 6. Electrochemistry
Learning Objectives : 6.4 Evaluating electrolysis in industry
Learning Outcomes :
A student is able to:
state uses of electrolysis in industries
explain the extraction, purification and electroplating of metals involving electrolysis in
industries
Language Focus :
Extraction, purific ation, electroplating
Pedagogy :
Discussion, Brainstorming, Experimenting
Values : Being cooperative, being systematic, daring to try.
Reflection :
Remarks : Students to complete the exercises as well as the lab report and submit by next class.