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RANCANGAN MENGAJAR KIMIA TINGKATAN 4

INTRODUCTION TO CHEMISTRY Chemistry DATE Learning O !e"ti#es 1.2 Synthesising scientific method Observe a situation and identify all variables. S$ggeste% Learning A"ti#ities Suggest a question suitable for a scientific investigation. Carry out an activity to: a. observe a situation. b. identify all variables, c. suggest a question, d. form a hypothesis, e. select suitable apparatus, f. list down wor procedures. Carry out an e!periment and: a. collect and tabulate data, b. present data in a suitable form, c. interpret the data and draw conclusions, d. write a complete report. 'iew videos or read passages about scientific investigations. Students discuss and identify scientific attitudes and values practised by researchers and scientists in the videos or passages. Students discuss and (ustify the scientific attitudes and values that Learning O$t"&mes " student is able to: ? identify variables in a given situation, ? identify the relationship between two variables to form a hypothesis, ? design and carry out a simple e!periment to test the hypothesis, ? record and present data in a suitable form, ? interpret data to draw a conclusion, ? write a report of the investigation. " student is able to: ? identify scientific attitudes and values practised by scientists in carrying out investigations, ? practise scientific attitudes and values in conducting scientific investigations. N&tes Students have nowledge of scientific method in #orm 1, 2 and $. Scientific s ills are applied throughout. '&"a $(ary solubility % keterlarutan

5 -9 JAN

12 -16 JAN

1.$ &ncorporate scientific attitudes and values in conducting scientific investigations

)hroughout the course, attention should also be given to identifying and practising scientific attitudes and values.

should be practised during scientific investigations.

THEME ) MATTER AROUND US LEARNING AREA ) *+ THE STRUCTURE O, THE ATOM Chemistry - ,&rm 4 DATE Learning O !e"ti#es 2.1 "nalysing matter *iscuss and e!plain the particulate nature of matter. S$ggeste% Learning A"ti#ities +se models or view computer simulation to discuss the following: a. the inetic theory of matter, b. the meaning of atoms, molecules and ions. Conduct an activity to investigate diffusion of particles in solid, liquid and gas. &nvestigate the change in the state of matter based on the inetic theory of matter through simulation or computer animation. Conduct an activity to determine the melting and free,ing Learning O$t"&mes " student is able to: ? describe the particulate nature of matter, ? state the inetic 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 inetic energy of particles, ? e!plain the inter%conversion of the states of matter in terms of inetic theory of matter. N&tes Students have acquired prior nowledge of elements, compounds and mi!tures in #orm 2. -thanamide is also nown as acetamide. '&"a $(ary collision% perlanggaran diffusion % peresapan melting point%takat lebur free,ing point% takat beku simulation%simulasi inter% conversionperubaha n keadaan

19-29 JAN

points of ethanamide or naphthalene. .lot and interpret the heating and the cooling curves of ethanamide or naphthalene.

2-6 FEB

2.2 Synthesising atomic structure *iscuss the development of atomic models proposed by scientists namely *alton, )homson, /utherford, Chadwic and 0ohr.

+se models or computer simulation to illustrate the structure of an atom as containing protons and neutrons in the nucleus and electrons arranged in shells. Conduct activities to determine the proton number, nucleon number and the number of protons, electrons and neutrons of an atom. +se a table to compare and contrast the relative mass and the relative charge of the protons, electrons and neutrons. &nvestigate the proton and nucleon numbers of different elements. *iscuss :

" 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 relative charge of the protons, electrons and neutrons, ? define proton number, ? 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 electrons from the proton number and the nucleon number and vice versa, ? construct the atomic structure.

*ates and how models are developed are not needed. .roton number is also nown as atomic number. 1ucleon number is also nown as mass number.

ma e generalisation % mengitlak

a. the relationship between proton number and nucleon number, b. to ma e generalisation 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. where: . 2 element " 2 nucleon number 3 2 proton number Construct models or use computer simulation to show the atomic structure.

9-13 FEB

2.$ +nderstanding isotopes and assessing their importance

Collect and interpret information on: a. the meaning of isotope, b. isotopes of hydrogen, o!ygen, carbon, chlorine and bromine. Conduct activities to determine the number of subatomic particles of

" student is able to: ? state the meaning of isotope, ? list e!amples of elements with isotopes, ? determine the number of subatomic particles of isotopes, ? (ustify the uses of isotope in daily life.
A

.
Z

5 +nderstanding the electronic structure of an atom Study electron arrangements of various atoms and identify their valence electrons. *iscuss the contributions of scientists towards the development of ideas on the atomic structure. ? draw electron arrangement of an atom in an element. Conduct activities to: a. 4ather information from the internet or from printed materials and discuss the uses of isotope. 23-27 FEB 2. Conduct a story%telling " student is able to: ? describe electron arrangements of elements with proton numbers 1 to 26. write electron arrangements of elements with proton numbers 1 to 26. *iscuss the meaning of valence electrons using illustrations.isotopes from their proton numbers and their nucleon numbers. ? determine the number of valence electrons from the electron arrangement of an atom. ? state the meaning of valence electrons. b. illustrate electron arrangements of elements with proton numbers 1 to 26.7 "ppreciate the orderliness and uniqueness of the atomic structure " student is able to: ? describe the contributions of scientists towards the understanding of the atomic structure. ? describe the creative and 4ratefulness 8 kesyukuran . 16-20 FEB 2.

&nvestigate the concepts of relative atomic mass and relative molecular mass using analogy or computer animation. ? calculate the relative molecular mass of substances. '&"a $(ary 2-6 MAR . THEME ) MATTER AROUND US LEARNING AREA ) *+ CHEMICAL . *iscuss the use of carbon% 12 scale as a standard for determining relative atomic mass and relative molecular mass. N&tes /elative formula mass is introduced as the relative mass for ionic substances.1 +nderstanding and applying the concepts of relative atomic mass and relative molecular mass S$ggeste% Learning A"ti#ities Collect and interpret data concerning relative atomic mass and relative molecular mass based on carbon%12 scale. to calculate the relative molecular mass of Learning O$t"&mes " student is able to: ? state the meaning of relative atomic mass based on carbon% 12 scale.ORMULAE AND E/UATIONS DATE Learning O !e"ti#es $. ? state the meaning of relative molecular mass based on carbon%12 scale. ? state why carbon%12 is used as a standard for determining relative atomic mass and relative molecular mass. Carry out a qui. conscientious efforts of scientists to form a complete picture of matter.competition on the historical development of the atomic structure with emphasis on the creativity of scientists.

? relate molar mass to the "vogadro constant. ? relate the number of particles in one mole of a substance with 12C can also be represented as 12C or C%12 ? solve numerical problems to convert the number of moles to the number of particles of a given substance and vice versa.$ "nalysing the relationship between the number of moles of a substance with its mass " student is able to: ? state the meaning of molar mass. *iscuss the meaning of molar mass. +sing analogy or computer simulation. Collect and interpret data on "vogadro constant. 1a2CO$. 16-27 MAR $.substances based on the given chemical formulae. *iscuss the relationship between the number of particles in one mole of a substance with the "vogadro constant. discuss to relate: a. for e!ample 9Cl.792O 9-13 MAR $. Carry out problem solving activities to convert the number of moles to the number of particles for a given substance and vice versa. "vogadro constant is also nown as "vogadro number. "l:1O$. ? relate molar mass of a Chemical formulae of substances are given for calculation.2 "nalysing the relationship between the number of moles with the number of particles Study the mole concept using analogy or computer simulation.$. ? state the meaning of "vogadro constant. molar mass with the "vogadro " 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. CuSO5. . CO2. the "vogadro constant.

? ma e generali. or room conditions from the number of moles and vice versa. ? relate molar volume of a gas to the "vogadro constant.constant. mass of substances and volume of gases at S). 8 suhu dan tekanan piawai . the relationship between molar volume and "vogadro constant. discuss: a.ation on the molar volume of a gas at S). to ma e generali. Carry out problem solving activities to convert the number of moles of a given substance to its mass and vice versa. ? solve numerical problems to convert the number of moles of a given substance to its mass and vice versa. S). b. number of moles. b. 30 MAR3 APRIL $. ? calculate the volume of gases at S).ation on the molar volume of a gas at a given temperature and pressure. substance to its relative atomic mass or relative molecular mass. Construct a mind map to " student is able to: ? state the meaning of molar volume of a gas.5 "nalysing the relationship between the number of moles of a gas with its volume Collect and interpret data on molar volume of a gas. or room conditions. 8 Standard )emperature and . molar mass of a substance with its relative atomic mass or relative molecular mass. or room conditions. or room conditions from S).ressure ? solve numerical problems involving number of particles. Carry out an activity to calculate the volume of gases at S). +sing computer simulation or graphic representation.

&onic formula 8 formula ion compounds using &+. ? determine empirical and molecular formulae of substances. Carry out problem solving activities involving number of particles. 6-10 APR $. Carry out problem solving activities " student is able to: ? state the meaning of chemical formula. number of moles. determine the empirical formula of copper:&&. ? state the meaning of empirical formula. b. and room conditions. determine the empirical formula of magnesium o!ide. compare and contrast empirical formula with molecular formula. c. ? solve numerical problems involving empirical and involving empirical and molecular )he use of symbols and chemical formulae should be widely encouraged and not restricted to writing chemical equations only. Conduct an activity to: a. empirical formula and molecular formula. o!ide using computer simulation. mass of substances and volume of gases at S). number of moles. mass of a substance and volume of gases at S).7 Synthesising chemical formulae Collect and interpret data on chemical formula."C nomenclature. the number of moles and vice versa. or room conditions. . ? state the meaning of molecular formula. ? compare and contrast empirical formula with molecular formula.show the relationship between number of particles.

construct chemical formulae of compounds from a given ionic formula.Carry out e!ercises and qui. ? identify the reactants and products of a chemical equation. state names of chemical compounds using &+.b&2. Conduct activities to: a. ? construct chemical formulae of ionic compounds. Carry out the following activities: a. b. the reactants and products in a chemical equation."C 8 &nternational +nion of . CuCO$. c.ure and "pplied Chemistry. Construct balanced chemical equations for the following reactions: a. precipitation of lead:&&.es in writing ionic formulae.< &nterpreting chemical equations *iscuss: a. " student is able to: ? state the meaning of chemical equation. formulae. b.. b. iodide. formation of ammonium chloride. write and balance chemical equations. the meaning of chemical equation. ? write and balance chemical equations ? interpret chemical equations quantitatively and qualitatively. carbonate. heating of copper:&&. 195Cl."C nomenclature. 6-10 APR $. ? state names of chemical &+. ? write ionic formulae of ions. molecular formulae. ? solve numerical problems using chemical equations. " computer spreadsheet can be used for balancing chemical equation e!ercises precipitation % pemendakan . .

interpret chemical equations quantitatively and qualitatively.b. ? (ustify the need to practise positive scientific attitudes and good values in doing research on atomic structures. solve numerical problems using chemical equations :stoichiometry. mole concept. formulae and chemical equations.ractising scientific attitudes and values in investigating matter *iscuss the contributions of scientists for their research on relative atomic mass.= . *iscuss the role of chemical symbols. c. 13-17 APR $. " student is able to: ? identify positive scientific attitudes and values practised by scientists in doing research on mole concept.. . ? use symbols. formulae and equations as tools of communication in chemistry. chemical formulae and chemical equations. formulae and chemical equations. relative molecular mass. chemical formulae and chemical equations. *iscuss to (ustify the need for scientists to practise scientific attitudes and positive values in doing their research on atomic structures. chemical formulae and equations for easy and systematic communication in the field of chemistry.

?eyer. Learning O$t"&mes " student is able to: ? describe the contributions of scientists in the historical development of the .eriodic )able from the following aspects: a. b. proton number. ELEMENTS Chemistry 3 . *obereiner. ? identify groups and periods in the .&rm 4 DATE Learning O !e"ti#es 5. ? state the basic principle of arranging the elements in the .eriodic )able from their proton numbers. c.eriodic )able. ?endeleev and ?osely. N&tes &nclude scientists li e >avoisier. Study the arrangement of elements in the .eriodic )able. ? relate the electron arrangement of an element to its group and period.THEME ) MATTER AROUND US LEARNING AREA ) 0+ 1ERIODIC TA2LE O. *iscuss the advantages of grouping elements in the .eriodic )able. ? e!plain the advantages of grouping elements in the . ? predict the group and the period of an element based on its electron arrangement.eriodic )able. 1ewlands.eriodic )able of -lements S$ggeste% Learning A"ti#ities Collect information on the contributions of various scientists towards the development of the . Carry out an activity to relate the electron arrangement of an element to its group and period. Conduct activities to predict the group and period of an element based on its electron arrangement. group and period. electron arrangement. '&"a $(ary 20-24 APR .1 "nalysing the .eriodic )able.

. ? state the general physical properties of lithium. *iscuss: a. c. b. 4ather information on the reasons for the uses of 4roup 1@ elements. density and boiling point of 4roup 1@ elements. 4roup 1 elements. *iscuss the relationship between the electron arrangement and the inert nature of 4roup 1@ elements. ? relate the inert nature of 4roup 1@ elements to their electron arrangements. ? relate the duplet and octet electron arrangements of 4roup 1@ elements to their stability. ? describe the inert nature of elements of 4roup 1@.2 "nalysing 4roup 1@ elements +se a table to list all the elements in 4roup 1@.$ "nalysing 4roup 1 elements " student is able to: ? list all 4roup 1 elements. ? describe the changes in the physical properties of 4roup 1@ elements. changes in the physical properties of 4roup 1@ elements. Students are encouraged to use multimedia materials. ? state in general the physical properties of 4roup 1@ elements. b. )he elements in 4roup 1@ can also be referred to as noble gases or inert gases. ? describe changes in the )eachers are encouraged to use demonstration for activities involving sodium and potassium. changes in the physical properties " student is able to: ? list all 4roup 1@ elements. sodium and potassium. &nert 8 lengai 5. general physical properties of lithium. ? describe uses of 4roup 1@ elements in daily life.20-24 APR 5. the inert nature of 4roup 1@ elements. 4ather information and discuss: a. *escribe the physical properties such as the physical state. +se diagrams or computer simulations to illustrate the duplet and octet electron arrangement of 4roup 1@ elements to e!plain their stability. sodium and potassium.

. . ? state the safety precautions when handling 4roup 1 elements. d. density and melting point. " student is able to: ? list all 4roup 1= elements.from lithium to potassium with respect to hardness. sodium and potassium. ? describe changes in reactivity of 4roup 1 elements down the group. e. the relationship between the chemical properties of 4roup 1 elements and their electron arrangements.redict physical and chemical properties of 4roup 1 elements other than lithium. the similarities in chemical properties of lithium. sodium and potassium.5 "nalysing 4roup 1= elements 4ather information and discuss on: a. f. Carry out e!periments to investigate the reactions of lithium. Aatch multimedia materials on the safety precautions when handling 4roup 1 elements. sodium and potassium. ? state the general physical 27-31 APR 5. physical properties from lithium to potassium. sodium and potassium. *iscuss changes in the reactivity of 4roup 1 elements down the group. ? predict physical and chemical properties of other elements in 4roup 1. ? relate the chemical properties of 4roup 1 elements to their electron arrangements. sodium and potassium with water and o!ygen. 4roup 1= elements. Study the reactions of lithium. sodium and potassium. sodium and potassium with chlorine and bromine through computer simulation. ? list the chemical properties of lithium. ? describe the similarities in chemical properties of lithium. chemical properties of lithium.

Carry out e!periments to investigate the reactions of chlorine. bromine and iodine. b. bromine and iodine. ? state the safety precautions when handling 4roup 1= elements. " student is able to: ? list all elements in . describe the chemical properties of chlorine.eriod $ such as: . ? describe changes in reactivity of 4roup 1= elements down the group. c. physical properties of chlorine. ? list the chemical properties of chlorine.7 "nalysing elements in a period Collect and interpret data on the properties of elements in . sodium hydro!ide. the similarities in chemical properties of chlorine. bromine and iodine. bromine and iodine with respect to their colour. ? write electron arrangements of all Semi%metals are also nown as metalloids. metals such as iron. bromine and iodine with: a. properties of chlorine. water. ? relate the chemical properties of 4roup 1= elements with their electron arrangements. the relationship between the chemical properties of 4roup 1= elements with their electron arrangements. d. e. *iscuss changes in the reactivity of 4roup 1= elements down the group. changes in the physical properties from chlorine to iodine.b. c. f.eriod $. ? describe changes in the physical properties from chlorine to iodine. bromine and iodine. density and boiling point. 27-31 APR 5. ? describe the similarities in chemical properties of chlorine. bromine and iodine. ? predict physical and chemical properties of other elements in 4roup 1=.

eriodic )able.eriod 2. ? describe uses of semi% metals. *iscuss in small groups and ma e a presentation on the changes of properties of o!ides of elements across . ? describe changes in the properties of elements across . Collect and interpret data on uses of semi%metals i.e of atom. *iscuss and predict changes in the properties of elements in . proton number. silicon and germanium in the microelectronic industry. e.eriodic )able.eriod $.a. Collect and interpret data on " student is able to: ? identify the positions of transition elements in the .eriod $. electron arrangement. Carry out e!periments to study the o!ides of elements in . *iscuss changes in the properties of elements across . si.eriod $ and relate them to their metallic properties.eriod $. electronegativity.eriod 2. elements in . c. physical state. ? give e!amples of transition O!idation number is synonymous with o!idation state. b.eriod $. 27-31 APR 5. ? state changes in the properties of the o!ides of elements across .< +nderstanding transition elements Carry out an activity to identify the positions of transition elements in the .e. d. ? predict changes in the properties of elements across .eriod $. Chemical equations are not .

19$:aq. ? state uses of transition elements in industries. variable o!idation numbers and ability to form coloured compounds. density. . a few compounds of transition elements. ? describe properties of transition elements. ? describe what life would be without diverse elements and compounds. required.. Observe the colour of: a. and ammonia solution. 4ive e!amples on the use of transition elements as catalysts in industries.properties of transition elements with respect to melting points. b. elements. Observe the colour of precious stones and identify the presence of transition elements. products of the reaction between aqueous solution of compounds of transition elements with sodium hydro!ide solution. 1aO9.= "ppreciating the e!istence of elements and their compounds 4ather information on efforts of scientists in discovering the properties of elements and ma e a multimedia presentation. *iscuss in a forum about life without various elements and " student is able to: ? describe efforts of scientists in discovering the properties of elements. 4-8 MAY 5.

compounds. 92O. ? identify different colours in compounds of transition elements found naturally. ? handle chemicals wisely. ? e!plain conditions for the formation of chemical bonds. ? state types of chemical bonds.&rm 4 DATE Learning O !e"ti#es 7. CO2. N&tes '&"a $(ary 8-12 JUNE .1 +nderstanding formation of compounds S$ggeste% Learning A"ti#ities Collect and interpret data on the e!istence of various naturally occurring compounds for e!ample. carbon dio!ide. Carry out pro(ects to collect specimens or pictures of various types of roc s. *iscuss and practise ways to handle chemicals safely and to avoid their wastage. and minerals to introduce the concept of Learning O$t"&mes " student is able to: ? e!plain the stability of inert gases. water. THEME ) MATTER AROUND US LEARNING AREA ) 4+ CHEMICAL 2ONDS Chemistry 3 .

? illustrate electron arrangement of an ionic bond. ? e!plain formation of ionic bond. +se computer simulation to illustrate the e!istence of electrostatic force between ions of opposite charges in ionic bond. 22-26 JUNE 7. ?gO. +se models and computer " student is able to: ? e!plain formation of ions. 15-18 JUNE 7. types of chemical bonds. &onic bond is synonymous with electrovalent bond. magnesium o!ide. Conduct an activity to prepare ionic compounds for e!ample. 1aCl and iron:&&&. sodium chloride. conditions for the formation of chemical bonds.2 Synthesising ideas on formation of ionic bond +se computer simulation to e!plain formation of ions and electron arrangement of ions. the stability of inert gases with respect to the electron arrangement. Collect and interpret data on the meaning of covalent bond. b. chloride. *iscuss: a. #eCl$ .chemical bonds. Carry out an activity to illustrate formation of ionic bond through models. c. ? illustrate formation of ionic bond. ? write electron arrangements for the ions formed.$ Synthesising ideas on " student is able to: ? state the meaning of covalent . diagrams or computer simulation.

triple bond in nitrogen. solubilities in water and organic solvents. methane. 9Cl. ? compare and contrast the Solvent % pelarut . melting and boiling points. Cl2. double bond in o!ygen. ammonia. 92. Aor in groups to carry out an activity to compare the following properties of ionic and covalent compounds: a. ? e!plain differences in the electrical conductivity of ionic and covalent compounds. bond. electrical conductivities. single bond in hydrogen. c. hydrogen chloride. 19$. CCl5. carbon dio!ide. ? e!plain formation of covalent bond. 92O. *iscuss and construct a mind map to compare the formation of covalent bond with ionic bond. Collect and interpret data on properties of ionic and covalent compounds.formation of covalent bond 22-26 JUNE 7. chlorine. c. tetrachloromethane. b. ? describe differences in melting and boiling points of ionic and covalent compounds. O2. C95.5 "nalysing properties of ionic and covalent compounds simulation to illustrate formation of: a. 12. b. ? illustrate formation of covalent bond. *raw diagrams showing electron arrangements for the formation of covalent bond including >ewis structure. water. CO2. ? compare and contrast formation of ionic and covalent bonds. " student is able to: ? list properties of ionic compounds. ? illustrate formation of a covalent bond by drawing electron arrangement. ? list properties of covalent compounds.

b. ? state uses of covalent compounds as solvents. *iscuss: a. ? describe electrolytic cell. )he term and s ill in writing halfequation or halfreaction molten 8 leburan half%equation % setengah persamaan '&"a $(ary 29 JUNE-3 JULY 6-10 JULY <. +se computer simulation to: a. the meaning of electrolyte. structure of electrolytic cell. LEARNING AREA ) 4+ MANU. 4ather information on uses of covalent compounds as solvents in daily life. " student is able to: ? describe electrolysis. b.ACTURED SU2STANCES IN INDUSTRY Chemistry 3 . *iscuss: a. identify cations and anions in a Learning O$t"&mes " student is able to: ? state the meaning of electrolyte. differences in electrical conductivities of ionic and covalent compounds due to the presence of ions.1 +nderstanding properties of electrolytes and non%electrolytes S$ggeste% Learning A"ti#ities Conduct activities to classify chemicals into electrolytes and non% electrolytes. ? identify cations and anions in a N&tes Students have basic nowledge that electrical circuit can be built using solutions and electrolysis of water. ? relate the presence of freely moving ions to electrical conductivity. solubility of ionic and covalent compounds.&rm 4 DATE Learning O !e"ti#es <.2 "nalysing electrolysis of molten compounds . differences in the melting and boiling points of ionic and covalent compounds. the relationship between the presence of freely moving ions and electrical conductivity. ? classify substances into electrolytes and nonelectrolytes.*iscuss: a. b. electrolysis process.

identify cations and anions in " student is able to: ? identify cations and anions in an aqueous solution.$ "nalysing the electrolysis of aqueous solutions Conduct an activity to investigate the electrolysis of copper:&&. is new to students. b.molten compound. b. Conduct an activity to investigate the electrolysis of molten lead:&&.bO. illustrate to show the e!istence of ions held in a lattice in solid state but move freely in molten state. ? predict products of the electrolysis of molten compounds. . bromide. molten compound. ? describe evidence for the e!istence of ions held in a lattice in solid state but move freely in molten state. describe the electrolysis process. write half%equations for the discharge of ions at anode and cathode.b0r2 to: a. half%reaction % setengah tindak balas 13-17 JULY <. ? write half%equations for the discharge of ions at anode and cathode. for e!ample sodium chloride. sulphate solution and dilute sulphuric acid using carbon electrodes to: a. identify cations and anions.redict products from the electrolysis of other molten compounds. . ? describe the electrolysis of an aqueous solution. . . ? describe electrolysis of a molten compound. 1aCl and lead:&&. o!ide. Collect and interpret data on electrolysis of molten ionic compounds with very high melting points. c.

? e!plain using e!amples factors affecting electrolysis of an aqueous solution. study and discuss: " student is able to: ? state uses of electrolysis in industries. ? predict the products of electrolysis of aqueous solutions. +se computer simulation to e!plain factors affecting electrolysis of an aqueous solution. b. Conduct e!periments to investigate factors determining selective discharge of ions at electrodes based on: a. purification and electroplating of . +sing computer simulation. 20-21 JULY <.5 -valuating electrolysis in industry Conduct e!periments to study the purification and electroplating of metals. ? e!plain the e!traction. b. ? write half equations for the discharge of ions at the anode and the cathode. c.redict the products of electrolysis of aqueous solutions and write their half equations. write half equations for the discharge of ions at the anode and the cathode. describe the electrolysis of the aqueous solutions.the aqueous solutions. concentration of ions in a solution. types of electrodes. positions of ions in electrochemical series. c. .

lead%acid accumulator. ? (ustify uses of electrolysis in industries. ? e!plain the production of electricity from a simple voltaic cell. ?ention new cells such as lithium ion. Carry out activities on a simple voltaic cell and a *aniell cell to e!plain the reactions in each cell. " voltaic cell is also called galvanic cell. ? write chemical equations to represent the electrolysis process in industries. ? describe the problem of pollution from electrolysis in industry. purification of copper. electroplating of metals. Collect data and discuss the advantages and disadvantages of various voltaic cells including dry cell. metals involving electrolysis in industries. .7 "nalysing voltaic cell Study the structure of a voltaic cell such as a simple voltaic cell and *aniell cell. Collect data and discuss the benefits and harmful effects of electrolysis in industries. 20-24 JULY <. b. Carry out activities to write chemical equations for electrolysis in industries. al aline cell and nic el cadmium cell. nic el hydride and polymeric cells. c. ? describe the differences between electrolytic and voltaic cells. ? compare and contrast the advantages and disadvantages of various voltaic cells. " student is able to: ? describe the structure of a simple voltaic cell and *aniell cell. Conduct an e!periment to show the production of electricity from chemical reactions in a simple voltaic cell. e!traction of aluminium from aluminium o!ide.a. ? e!plain the reactions in a simple voltaic cell and *aniell cell. mercury cell.

? construct the electrochemical series. b. ? e!plain the importance of electrochemical series. displacement reaction 8 tindak balas penyesaran 27-31 JULY <. ? write the chemical equations for metal displacement reactions.= *evelop awareness and responsible practices when " student is able to: ? (ustify the fact that electrochemical industries can improve the quality of life. Collect data and discuss the " student is able to: ? describe the principles used in constructing the electrochemical series. Carry out an activity to write the chemical equations for metal displacement reactions. Carry out e!periments to confirm the predictions on the metal displacement reaction. 27-31 JULY <.< Synthesising electrochemical series Carry out an e!periment to construct the electrochemical series based on: a. standard cell voltage.*iscuss and compare an electrolytic cell with a voltaic cell. *iscuss uses of the electrochemical series to determine: a. cell terminal. *iscuss the importance of electrochemical industries in our daily life. potential difference between two metals. c. b. the ability of a metal to displace another metal from its salt solution. ? predict the ability of a metal to displace another metal from its salt solution. the ability of a metal to displace another metal from its salt solution. .

9old a forum to discuss the importance of waste disposal from electrochemical industries in a safe and orderly manner. ? practise safe and systematic disposal of used batteries. ? (ustify the need to dispose of waste from electrochemical industries in a safe and orderly manner. .ractise recycling used batteries. . Show a video on the importance of recycling and systematic disposal of used batteries in a safe and orderly manner.handling chemicals used in electrochemical industries problems on pollution caused by the industrial processes involving electrochemical industries. ? describe the problem of pollution caused by the industrial processes involving electrolysis.

?onoprotic and diprotic acid is introduced. Aatch computer simulation on the formation of hydro!onium ions and hydro!ide ions in the presence of water.THEME ) INTERACTION 2ET5EEN CHEMICALS LEARNING AREA ) *+ ACIDS AND 2ASES Chemistry 3 . 9$6B.1 "nalysing characteristics and properties of acids and bases S$ggeste% Learning A"ti#ities Learning O$t"&mes *iscuss: a. ? state uses of acids. is introduced.&rm 4 DATE Learning O !e"ti#es =. base and al ali in terms of the ions they contained or produced in aqueous solutions. ? e!plain the role of water in the formation of hydro!ide ions to show the properties of al alis. the concept of acid. base and al ali. bases and al alis in daily life. ? e!plain the role of water in the formation of hydrogen ions to show the properties of acids. '&"a $(ary monoprotic acid 8 asid monobes diprotic acid 8 asid dwibes 3-7 AUG . ? describe chemical properties of acids and al alis. Conduct activities to study chemical " student is able to: ? state the meaning of acid. N&tes )he formation of hydro!onium ion. bases and al alis in daily life. Carry out an e!periment to show that the presence of water is essential for the formation of hydrogen ions that causes acidity. b. Carry out an e!periment to show that the presence of water is essential for the formation of hydro!ide ions that causes al alinity. uses of acids.

acids with bases.properties of acids and al alis from the following reactions: a. dissociation 8 penceraian ionisation % pengionan . ammonia and sodium hydro!ide with the use of indicators. 10-14 AUG =. ethanoic acid. acids with metals. ? relate strong or wea acid with degree of dissociation. ? relate concentration of hydro!ide ions with p9 value. ? conceptualise qualitatively strong and wea al alis. ? conceptualise qualitatively strong and wea acids. tap water or fruit (uice. p9 meter or computer interface. c. acids with metallic carbonates. p9 values and acidity or " student is able to: ? state the use of a p9 scale. 0ased on the data obtained from the above activity. discuss the relationship between: a. b. wea acids.2 Synthesising the concepts of strong acids. hydrochloric acid. *issociation is also nown as ionisation. ? relate strong or wea al ali with degree of dissociation. strong al alis and wea al alis Carry out an activity using p9 scale to measure the p9 of solutions used in daily life such as soap solution. )he formula p9 2 %log C9BD is not required. Carry out an activity to measure the p9 value of a few solutions with the same concentration. #or e!ample. ? relate concentration of hydrogen ions with p9 value. carbonated water. Arite equations for the respective reactions. ? relate p9 value with acidic or al aline properties of a substance.

concentration of hydrogen ions and the p9 values. the meaning of molarity. f. 10-14 AUG =. d. c. g. 0uild a mind map on strong acids. e. b. strong acids and their degree of dissociation. wea acids and their degree of dissociation. )he use of p9 meter is recommended. . strong al alis and their degree of dissociation. the meaning of concentration. " student is able to: ? state the meaning of concentration. wea al alis and their degree of dissociation. b.al alinity of a substance. concentration of hydro!ide ions and the p9 values. wea acids.$ "nalysing concentration of *iscuss: a. +se computer simulation to show the degree of dissociation of strong and wea acids as well as strong and wea al alis. strong al alis and wea al alis.

? state the meaning of molarity. methods for preparing standard solutions. 92C2O5. d. EO9. Solve numerical problems involving conversion of concentration units from g dm%$ to mol dm%$ and vice versa. Salt solutions can be included in the discussion. Carry out an e!periment to investigate the relationship between p9 values with the molarity of a few diluted solutions of an acid and an al ali. the relationship between the number of moles with the molarity and the volume of a solution.acids and al alis c.repare a standard solution of sodium hydro!ide. Sodium hydro!ide is not stable and absorbs moisture. ? relate p9 value with molarity of acid and al ali. thus the concentration is only appro!imate. . . ? solve numerical problems involving molarity of acids and al alis. O!alic acid. ?olarity or molar concentration. Solve numerical problems on the molarity of acids and al alis.292O or sodium carbonate. ? describe the preparation of a solution with a specified concentration using dilution method. ? describe methods for preparing standard solutions.repare a solution with specified concentration from the prepared standard solution through dilution. recommended as a primary standard solution. ? state the relationship between the number of moles with molarity and volume of a solution. 1a2CO$ is . 1aO9 or potassium hydro!ide.

. +se wor sheets or qui. ? describe the purification of soluble salts by recrystallisation. 24-28 AUG @. ? describe acid%base titration. sulphate. ? determine the end point of titration during neutralisation. naturally e!isting salts. ? solve numerical problems involving neutralisation reactions to calculate either concentration or volume of solutions. use of anti%acid. . medicinal field. ? list physical characteristics of )he soluble salts prepared are purified by recrystalisation. ? e!plain the meaning of salt ? identify soluble and insoluble salts. )eacher should emphasise on using correct techniques.es precipitation reaction 8 tindak balas pemendaka n . carbonate and chloride salts. c. +se prepared crystals of salts. Carry out acid%base titrations and determine the end point using indicators or computer interface. ? describe the preparation of soluble salts. Carry out problem solving activities involving neutralisation reactions to calculate either concentration or volume of solutions.17-21 AUG =. 1eutralise soil using lime or ammonia.repare soluble salts by reacting: a. b. ? write equations for neutralisation reactions. preparation and preservation of food. Collect and interpret data on: a.1 Synthesising salts " student is able to: ? state e!amples of salts used in daily life. ? e!plain the application of neutralisation in daily life. acid with al ali. uses of salts in agriculture.5 "nalysing neutralisation Collect and interpret data on neutralisation and its application in daily life. Carry out activities to write equations for neutralisation reactions. the meaning of salt. Carry out e!periments to study the solubilities of nitrate. " student is able to: ? e!plain the meaning of neutralisation.

CuSO5.. Carry out an activity to purify soluble salts by recrystallisation. iodide.b&2. E2CrO5. ? construct ionic equations through the continuous variation method. ? solve problems involving calculation of quantities of reactants or products in stoichiometric reactions. chromate:'&. . Observe to identify physical characteristics of crystals such as copper:&&.bCrO5. through precipitation reactions. d. 0aSO5. . . acid with metallic o!ide. ? design an activity to prepare a specified salt..lan and carry out an activity to prepare crystals. . 1aCl. ? describe the preparation of insoluble salts.repare insoluble salts such as lead:&&. sulphate. lead:&&. acid with metallic carbonate. . Carry out activities to write chemical and ionic equations for preparation of soluble and insoluble salts. *iscuss the need to purify salts. Construct a flow chart to select suitable methods for preparation of salts. sodium chloride. and potassium dichromate. E2Cr2O=. acid with metal.b. potassium chromate:'&. c. and barium sulphate. ? write chemical and ionic equations for reactions used in the preparation of salts.

"ction of heat on sulphate and chloride salts may be mentioned. Cl2. ? describe tests for the identification of gases. chlorine. Carry out tests to study the action of student is able to: ? state the meaning of qualitative analysis. ? ma e inferences on salts based on their colour and solubility in water. ? describe the tests for anions.b2B and 195 Chemical tests for O2. Study and ma e inferences on the colour and the solubility of various salts in water. 92. CO2. 19$ and 9Cl are confirmatory tests. 1O2. Carry out an e!periment to construct ionic equations through continuous variation method.2 Synthesising qualitative analysis of salts *iscuss the meaning of qualitative analysis.a specified salt. gases. hydrogen. O2. ? describe confirmatory tests for #e2B. 19$. 9Cl. ? describe the action of heat on salts. ? state observation of reaction of cations with sodium hydro!ide solution and ammonia solution. Calculate quantities of reactants or products in stoichiometric reactions. . SO2. #e$B. Aatch multimedia presentation on methods used for identifying gases. 1-4 SEPT @. and nitrogen dio!ide. Observe and carry out chemical tests to identify o!ygen. CO2. sulphur dio!ide. hydrogen chloride. ammonia. 92. carbon dio!ide. .

b2B and 195 B ions in aqueous solution. and ammonia solution. Ca2B ions in aqueous solution using sodium hydro!ide solution. . chloride and nitrate ions in aqueous solutions.lan and carry out tests to identify anions and cations in un nown salts. 19$ :aq. 195 B. #e$B.b2B. "l$B. Observe changes in colour and evolution of gases when the salts are heated. 1aO9. Carry out tests to confirm the presence of carbonate. Carry out tests to confirm the presence of #e2B. . Construct a flow chart on the qualitative analysis of salts. #e$B.. .heat on carbonate and nitrate salts. sulphate. ? plan qualitative analysis to identify salts. . 3n2B. #e2B. B. ?g 2B. Carry out tests to identify the presence of Cu2B.

ers and accumulators. 4ather information and write an essay on how sulphur dio!ide.&rm 4 DATE 15%1@ S-. " student is able to: ? carry out activities using the correct techniques during preparation of salts and crystals. Construct a flow chart to show the stages in the manufacture of sulphuric acid as in the contact process. N&tes '&"a $(ary . fertili.$ . SO2. . record and analyse data systematically and carefully. causes Learning O$t"&mes " student is able to: ? list uses of sulphuric acid.) Learning O !e"ti#es F. preparation of standard solutions and preparation of salts and crystals. Collect and interpret data on the manufacture of sulphuric acid.ACTURED SU2STANCES IN INDUSTRY Chemistry 3 .1 +nderstanding the manufacture of sulphuric acid S$ggeste% Learning A"ti#ities *iscuss uses of sulphuric acid in daily life such as in the ma ing of paints. detergents.ractising to be systematic and meticulous when carrying out activities Carry out activities using correct techniques during titration. THEME ) 1RODUCTION AND MANAGEMENT O. ma e observations. ? e!plain that sulphur dio!ide causes environmental pollution.ACTURED CHEMICALS LEARNING AREA ) 4+ MANU.7-11 SEPT @. MANU.lan and carry out an e!periment. ? e!plain industrial process in the manufacture of sulphuric acid.

the purpose of ma ing alloys such as >oo at some e!amples of pure metals and materials made of alloys in daily life.er.) =. ? design an activity to prepare ammonium fertili. Aor in groups to discuss: . Carry out an activity to investigate properties of ammonia. 15%1@ S-.environmental pollution.g. for e!ample ammonium sulphate. ? state the properties of ammonia. 21%27 S-.$ >oo at some e!amples of pure +nderstanding metals alloys and materials made of alloys in daily life. b. >ist and discuss their properties. *esign an activity to prepare an ammonium fertili. Study the arrangement of atoms in metals and alloys through computer simulation. :195. for e!ample steel and pewter as an enrichment e!ercise. malleability and lustre.) F. Carry out an activity to compare the strength and hardness of alloys with that of their pure metals. Aor in groups to discuss: a.2 Synthesising the manufacture of ammonia and its salts *iscuss uses of ammonia in daily life. Collect data from various sources and construct a flow chart to show the stages in the manufacture of ammonia as in the 9aber process. ductile 8 mulur malleable 8 boleh tempa / bentuk lustre – kilau / relap . ? e!plain the industrial process in the manufacture of ammonia. in the manufacture of fertili. the meaning of alloy. Carry out an activity to compare the strength and hardness of alloys with that of their pure metals. >ist and discuss their properties. ductility.roperties include conductivity. " student is able to: ? list uses of ammonia.2SO5. e. *iscuss the ma ing of alloys.er. Study the arrangement of atoms in metals and alloys through computer simulation.ers and nitric acid.

nylon and terylene. steel and stainless steel. polypropene.e and pewter. b. steel and stainless steel. ? list naturally occurring polymers.duralumin. the meaning of alloy. *iscuss the environmental pollution resulting from the disposal of synthetic .'C. a. properties and uses of alloys. ? list synthetic polymers and their uses. steel. perspe!. properties and uses of alloys. &dentify the monomers in synthetic polymers using models or computer simulation. biodegradable 8 terbiodegradas i non% biodegradable 8 tidak terbiodegradas i 21%27 S-. compositions. cellulose and starch. bron.5 -valuating uses of synthetic polymers *iscuss the meaning of polymers. Carry out e!periments to compare the rate of corrosion of iron. the purpose of ma ing alloys such as duralumin. " student is able to: ? state the meaning of polymers. stainless steel. compositions. Observe e!hibits of materials made of polymers and classify them into naturally occurring polymers and synthetic polymers. polythene. ? identify the monomers in the synthetic polymers. Synthetic polymers to be discussed are . +ses of biodegradable polymers can be discussed. stainless steel.) F. c. c. /ecycling as a disposal method can be discussed. ? (ustify uses of synthetic polymers in daily life. Study various local products made from alloys. brass. Study various local products made from alloys. 1atural polymers to be discussed are rubber. bron. brass. steel.e and pewter. Carry out e!periments to compare the rate of corrosion of iron. Collect information on the quantity and types of household synthetic polymers disposed of over a certain period of time.

*iscuss and (ustify the uses of " student is able to: ? list uses of glass. ? compare and contrast properties of composite materials with those of their original component. c. photo chromic glass and conducting glass. ? list types of glass and their properties. 9old a debate on uses and the environmental effects of nonbiodegradable synthetic polymers in daily life. 4lass types include soda%lime glass. fibre glass and photo chromic glass. ? (ustify uses of composite materials. ? list uses of ceramics. b. ? state properties of ceramics. Collect and interpret data on types. borosilicate glass and lead crystal glass. fused glass. uses of composite materials. properties and uses of glass and ceramics. Compare the superior properties of composite materials to their original component through computer simulation.g. components of composite materials. composition. d. specific super conductor. the meaning of composite materials. ? list e!amples of composite materials and their components. . Aatch a multimedia presentation and prepare a folio on: a.repare a folio incorporating video clips and pictures on uses of glass and ceramics that have been improved for a specific purpose. fibre optic. a list of composite materials including reinforced concrete. e.F.< -valuating uses of composite materials student is able to: ? describe needs to produce new materials for specific purposes. 2@%$6 S-.) F. ? generate ideas to produce advanced materials to fulfil .7 "pplying uses of glass and ceramics polymers. ? state the meaning of composite materials.

" student is able to: ? (ustify the importance of doing research and development continuously.= "ppreciating various synthetic industrial materials *iscuss the importance of synthetic materials in daily life. . Aatch a multimedia presentation or computer simulation on pollution caused by the disposal of synthetic materials. specific needs. ? describe the importance of synthetic materials in daily life.composite materials.) F. 2@%$6 S-. 9old a forum to discuss the importance of doing research and development for the well being of man ind continuously. ? act responsibly when handling synthetic materials and their wastes. Aatch the production of composite materials in factories.