SMJK POI LAM

YEARLY TEACHING PLAN

CHEMISTRY FORM 4 2020

Disediakan oleh Disemak oleh Disahkan Oleh

.. ................................... .......................... ............................

Zamri Bin Abdullah Mahfuzah Bt Sobri Glory Samickanoo
Guru Subjek Ketua Panitia Guru Kanan Sains & Matematik

1
 SMJK POI LAM, CHEMOR, PERAK
SCHEME OF WORK : FORM 4 CHEMISTRY 2020

CONTENT Suggested Activities

Week STANDARD
LEARNING STANDARD
THEME : The Importance Of Chemistry
LEARNING AREA: Introduction to Chemistry
(1) A student is able to:
1.1
Development in  explain the meaning of
2 Jan -3 Jan
chemistry field chemistry,
and its
 list some common
importance in
chemicals used in daily
daily life
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 Malaysia,
describe the contribution of
chemical-based industries
towards the development of
the country.
PERFORMANCE LEVEL
PL 1 : Recall knowledge and scientific skills
on science.
PL 2 : Having an interest and curiosity
towards the environment to
PL 3 : Apply knowledge of concept to
explain the occurrences or
phenomena of nature and perform
simple tasks.
PL 4 : Analyse information about
concept in daily life problem
solving about natural phenomena
PL 5 : Evaluate to make judgement about
concept in daily life problem
solving and decision making to carry
out a task.
PL 6 : Invent by applying the knowledge
accurate in recording and validating data
problem solving or decision
Diligent and persevering
Appreciating the contribution of science
and technology consideration to the
social/ economic/ cultural aspects.
Notes
Collect and interpret the meaning of the word
“chemistry”
Discuss some examples of common chemicals used in
daily life such as sodium chloride(common salt), calcium
carbonate(lime) and acetic acid (vinegar).
Discuss the uses of these chemicals in daily life.
View a video or computer courseware on the following:
a. careers that need the knowledge of chemistry
b. chemical-based industries in Malaysia and its
contribution to their development of the country.
Attend talks on chemical-based industries in Malaysia
and their contribution to the development of the country.
Having an interest an curiosity towards the environment
Being objective
Being thankful to God
Appreciate the contribution of
science and technology
Being flexible and open-minded
Being responsible about the safety of oneself, others and
the environment

2
 1.2 Scientific Pupils are able to: PL 1 : Recall knowledge and scientific skills Suggested activity:
(2) investigation  . identify variables in a given on technology. Observe a situation and identify all variables. Suggest a
in chemistry situation, question suitable for a scientific investigation.
6 Jan -11 Jan PL 2 : Having an interest and curiosity
 identify the relationship Carry out an activity to:
towards the environment to
between two variables to form a. observe a situation
a hypothesis, b. identify all variables
1.3 PL 3 : Apply knowledge of concept to c. suggest a question
Usage ,  design and carry out a simple
explain the occurrences or d. form a hypothesis
Management experiment to test the phenomena of nature and perform e. select suitable apparatus
and Handling of hypothesis, simple tasks. f. list down work procedures
Apparatus and  record and present data in a
Materials. suitable form, PL 4 : Analyse information about carry out an experiment and:
 interpret data to draw a concept in daily life problem a. collect and tabulate data
conclusion, solving about natural phenomena b. present data in a suitable form
write a report of the c. interpret the data and draw conclusions.
investigation. PL 5 : Evaluate to make judgement about
 identify scientific attitudes concept in daily life problem
and values practised by d. write a complete report
solving and decision making to carry
scientists in carrying out out a task.  identify scientific attitudes and values practised by
investigations,
scientists in carrying out investigations,
PL 6 : Invent by applying the knowledge
accurate in recording and validating data
practise scientific attitudes and problem solving or decision  practise scientific attitudes and values in conducting
values in conducting scientific Diligent and persevering scientific investigations
investigations. Appreciating the contribution of
science and technology consideration View videos or read passages about scientific investigations.
Students discuss and identify scientific attitudes and values
to the social/ economic/ cultural
practiced by researchers and scientist in the videos or passages.
aspects.
Students discuss and justify the scientific attitudes and values
that should be practiced during scientific investigations.

3
 CONTENT
Week STANDARD LEARNING STANDARD PERFORMANCE LEVEL Suggested Activities Notes

THEME : FOUNDAMENTAL Of CHEMISTRY

LEARNING AREA: THE STRUCTURE OF THE ATOM

LEARNING AREA: 2.0 Force and Motion I

2.1 Pupils are able to:
(3) Basic Concept Of  describe the particulate nature of
Matter matter,
13 Jan –  state the kinetic theory of matter,
17 Jan  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-conversion of the
states of matter in terms of kinetic
theory of matter.
2.2  describe the development of atomic
Development of model,
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,
PL 1 : Recall knowledge and scientific
skills
on technology.
PL 2 : Having an interest and curiosity
towards the environment to
PL 3 : Apply knowledge of concept to
explain the occurrences or
phenomena of nature and perform
simple tasks.
PL 4 : Analyse information about
concept in daily life problem
solving about natural phenomena
PL 5 : Evaluate to make judgement about
concept in daily life problem
solving and decision making to
carry
out a task.
PL 6 : Invent by applying the knowledge
accurate in recording and validating
data problem solving or decision
Diligent and persevering
Appreciating the contribution of science
and technology consideration to the
social/ economic/ cultural aspects.
Note:
Discuss and explain the particulate nature of matter.
Use models or view computer simulation to discuss the following:
a. the kinetic theory of matter,
b. the meaning of atoms,
molecules and ions.
Conduct an activity to investigate diffusion of particles in solid,
liquid and gas.
Investigate the change in the state of matter based on the kinetic
theory of matter through simulation or computer animation.
Conduct an activity to determine the melting and freezing points of
ethanamide or naphthalene.
Plot and interpret the heating and the cooling curves of
ecteminamide or naphthalene
Having an interest and curiosity towards the environment
Appreciating the beauty of the arrangement of particles.
Thinking rationally

4

2.3 Pupils are able to:
Atomic
Structure
 describe electron arrangements of
elements with proton numbers 1 to 20,
 draw electron arrangement of an atom
in an element,
 state the meaning of valence electrons,
determine the number of valence
electrons from the electron arrangement
of an atom.
PL 1 : Recall knowledge and scientific
skills
on technology.
PL 2 : Having an interest and curiosity
towards the environment to
PL 3 : Apply knowledge of concept to
explain the occurrences or
phenomena of nature and perform
simple tasks.
PL 4 : Analyse information about
concept in daily life problem
solving about natural phenomena
PL 5 : Evaluate to make judgement about
concept in daily life problem
solving and decision making to
carry
out a task.
Suggested activity:
Use a table to compare and contrast the relative mass and the relative
charge of the protons, electrons and neutrons.
Study electron arrangements of various atoms and identify their
valence electrons.
Discuss the meaning of valence electrons using illustrations.
Conduct activities to :
a. illustrate electron
arrangements of elements
with proton numbers 1 to
20.
b. write electron
arrangements of elements
with proton numbers 1 to
20.

PL 6 : Invent by applying the knowledge

accurate in recording and validating
data problem solving or decision
Diligent and persevering
Appreciating the contribution of
science and technology
consideration to the social/
economic/ cultural aspects.

5
 2.3 Suggested activity:
(4) Atomic Structure Pupils are able to: PL 1 : Recall knowledge and scientific
skills Discuss:
 write the symbol of elements, on technology. a. the relationship between
20 Jan –
 determine the number of neutrons, proton number and
22 Jan nucleon number,
protons and electrons from the proton PL 2 : Having an interest and curiosity
number and the nucleon number and b. to make generalization that
towards the environment to
vice versa, each element has a
different proton number.
PL 3 : Apply knowledge of concept to
explain the occurrences or Carry out an activity to write :
phenomena of nature and perform a. the symbols of elements,
simple tasks.
 construct the atomic structure. b. the standard
PL 4 : Analyse information about representation for an atom
concept in daily life problem of any element.
solving about natural phenomena
Where :
X = element
PL 5 : Evaluate to make judgement about A
Z  A = nucleon
concept in daily life problem number
solving and decision making to z = proton
carry number
out a task.

PL 6 : Invent by applying the knowledge Construct models or use computer simulation to show the
accurate in recording and validating atomic structure.
data problem solving or decision
Diligent and persevering
Appreciating the contribution of science
and technology consideration to the social/
economic/ cultural aspects.
23 Jan- Cuti Perayaan Peruntukan KPM
28 Jan Tahun Baru Cina

6
 PL 1 : Recall knowledge and scientific skills
(5) 2.4 Pupils are able to: on technology. Suggested activity:
Isotopes and it
29 Jan –
uses  state the meaning of isotope, PL 2 : Having an interest and curiosity Collect and interprete information on :
31 Jan towards the environment to
 list examples of elements with a. the meaning of isotope,
isotopes, PL 3 : Apply knowledge of concept to b. isotopes of hydrogen,
oxygen, carbon, chlorine
explain the occurrences or
and bromine.
phenomena of nature and perform
 determine the number of
subatomic particles of isotopes,
simple tasks.

 justify the uses of isotope in daily PL 4 : Analyse information about

concept in daily life problem Conduct activities to determine the number of subatomic particles of
life.
solving about natural phenomena isotopes from their proton numbers and their nucleon numbers.

Gather information from the internet or from printed materials and

PL 5 : Evaluate to make judgement about discuss the uses of isotope.
2.5 concept in daily life problem Discuss the contributions of scientists toward the development of
 describe the contributions of solving and decision making to carry
Appreciate the ideas on the atomic structure.
scientists towards the out a task.
orderliness and
understanding of the atomic
uniqueness of the Conduct a story-telling competition on the historical development of
structure,
atomic structure PL 6 : Invent by applying the knowledge the atomic structure with emphasis on the creativity of scientists.
accurate in recording and validating data
 describe the creative and
conscientious efforts of scientists problem solving or decision
to form a complete picture of Diligent and persevering
matter. Appreciating the contribution of
science and technology consideration
to the social/ economic/ cultural
aspects.

7
 3.1 Pupils are able to: PL 1 : Recall knowledge and scientific skills Suggested activity:
(6) on technology.
Concepts of  state the meaning of relative
relative atomic atomic mass based on carbon-12 PL 2 : Having an interest and curiosity
3 Feb – mass and relative
7 Feb scale, towards the environment to Collect and interpret data concerning relative atomic mass and
molecular mass relative molecular mass based on carbon-12 scale
 state the meaning of relative PL 3 : Apply knowledge of concept to
molecular mass based on carbon- Discuss the use of carbon-12 scale as a standard for determining
explain the occurrences or
12 scale, relative atomic mass and relative molecular mass.
phenomena of nature and perform
 state why carbon-12 is used as a
standard for determining relative
simple tasks. Investigate the concepts of relative atomic mass and relative
atomic mass and relative molecular mass using analogy or computer animation.
molecular mass, PL 4 : Analyse information about
concept in daily life problem
solving about natural phenomena
 calculate the relative molecular Carry out a quiz to calculate the relative molecular mass of
mass of substances. PL 5 : Evaluate to make judgement about substances based on the given chemical formulae, for example HCl,
concept in daily life problem CO2, Na2CO3, Al(NO3)3, CuSO4.5H2O
solving and decision making to carry 
out a task.

PL 6 : Invent by applying the knowledge

accurate in recording and validating data
problem solving or decision
Diligent and persevering
Appreciating the contribution of
science and technology consideration
to the social/ economic/ cultural Discuss the meaning of molar mass.
Pupils are able to: aspects.
(7) 3.2
10 Feb - Analysing the Using the analogy or computer simulation, discuss to relate:
14Fe relationship  state the meaning of molar a. molar mass with the
b between the mass, Avogadro constant,
number of b. molar mass of a substance
moles of a with its relative atomic mass
substance with or relative molecular mass
its mass  relate molar mass to the
Avogadro constant,
 relate molar mass of a Carry out problem solving activities to convert the number of
substance to its relative atomic moles of a given substance to its mass and vice versa.
mass or relative molecular
Collect and interpret data on molar volume of a gas.
8
 mass,
(Mole Concept)
Analysing the solve numerical problems
relationship  convert the number of
between the moles of a given substance to
number of its mass and vice versa.
moles of a gas  state the meaning of
with its volume molar volume of a gas,
 relate molar volume of a gas
to the Avogadro constant,
 make generalization on the
molar volume of a gas at a
given temperature and
pressure,
 calculate the volume of gases
at STP or room conditions
from the number of moles and
vice versa,
solve numerical problems
involving number of particles,
number of moles, mass of
substances and volume of gases at
STP or room conditions.
 state the meaning of chemical
(8) 3.3 formula,
17 Feb – Chemical  state the meaning of empirical
21
Feb
formulae formula,
 state the meaning of molecular
formula,
 determine empirical and
molecular formulae of
substances,
 compare and contrast empirical
formula with molecular
formula,
PL 1 : Recall knowledge and scientific skills
on technology.
PL 2 : Having an interest and curiosity
towards the environment to
PL 3 : Apply knowledge of concept to
explain the occurrences or
phenomena of nature and perform
simple tasks.
PL 4 : Analyse information about
concept in daily life problem
solving about natural phenomena
Using computer simulation or graphic representation, discuss:
a. the relationship between molar volume and Avogadro
constant,
b. to make generalization on the molar volume of a gas
at STP or room conditions.
Carry out activity to calculate the volume of gases at STP or
room conditions from the number of moles and vice versa.
Construct a mind map to show the relationship between
number of particles, number of moles, mass of substances and
volume of gases at STP and room conditions.
Carry out problem solving activities involving number of
particles, number of moles, mass of a substance and volume of
gases at STP or room conditions.
Collect and interpret data on chemical formula, empirical
formula and molecular formula.
Conduct an activity to:
a. determine the empirical formula of copper(II) oxide
using computer stimulation,
b. determine the empirical formula of magnesium oxide,
c. compare and contrast empirical formula with
molecular formula.
9
  solve numerical problems
(9) 2.8 Weight involving empirical and
molecular formulae,
24Feb –
 write ionic formulae of ions,
28Feb
 construct chemical
formulae of ionic compounds,
state names of chemical
compounds using IUPAC
nomenclature.
3.4 Pupils are able to:
(10) Chemical
2 Mac – equations  state the meaning of
chemical equation,
6 Mac  identify the reactants and
products of a chemical
equation,
 write and balance
chemical equations
 interpret chemical
equations quantitatively
and qualitatively,
solve numerical problems using
chemical equations.
PL 5 : Evaluate to make judgement about
concept in daily life problem
solving and decision making to carry
out a task.
PL 6 : Invent by applying the knowledge
accurate in recording and validating data
problem solving or decision
Diligent and persevering
Appreciating the contribution of
science and technology consideration
to the social/ economic/ cultural
aspects.
PL 5 : Evaluate to make judgement about
concept in daily life problem
solving and decision making to carry
out a task.
PL 6 : Invent by applying the knowledge
accurate in recording and validating data
problem solving or decision
Diligent and persevering
Appreciating the contribution of science and
technology consideration to the social/
economic/ cultural aspects.
Carry out problem solving activities involving empirical and
molecular formulae.
Carry out exercises and quizzes in writing ionic formulae.
Conduct activities to:
a. construct chemical formulae of compounds from a
given ionic formula,
b. state names fo chemical cmpounds using IUPAC
nomenclature.
Discuss :
a. the meaning of chemical equation,
b. the reactants and products in a chemical equation.
Construct balances chemical equations for the following
reactions:
a. heating of copper(II) carbonate,CuCO3,
b. formation of ammonium choride,NH4Cl,
c. precipitation of lead(II) iodide, PbI2.
Carry out the following activities:
a. write and balance chemical equations,
b. interpret chemical equations quantitatively and
qualitatively,
solve numerical problems using chemical
equations(stoichiometry).

(11) UJIAN 1
9 Mac –
13 Mac

10
 CUTI PERTENGAHAN PENGGAL 1
(14 Mac 2020 – 22 Mac 2020)

TEMPOH PKP 1, 2 & 3 [9 MINGGU]

23/3 – 24/5

CUTI PERTENGAHAN TAHUN

25/05 – 07/06

TEMPOH PKPB DAN PKPP

08 – 14/7

LEARNING AREA: 4.0 THE Periodic Table Of Elements

(12) 4.1 THE Pupils are able to: Suggested activity:

15 July - Periodic
17 July Table Of  describe the contributions of PL 1 : Recall knowledge and scientific skills
Elements scientists in the historical on periodic table. Collect information on the contributions of various scientist
development of the Periodic toward the development of the Periodic Table.
Table, PL 2: Understand element, and able to
comprehend the concept.

Pupils are able to:

(13) 4.2 PL 1 : Recall knowledge and scientific skills Suggested activity:
20 July - The  identify groups and periods in on periodic table
24 July Arrangement in the Periodic Table, Study the arrangement of elements in the Periodic table from
Periodic Table  state the basic principle of PL 2: Understand element, and able to the following aspects:
Of Element arranging the elements in the comprehend the concept. a. group and periods,
Periodic Table from their b. proton number,
proton numbers, PL 3: Apply knowledge of element to explain c. electron arrangement.
the occurrences or phenomena of
 relate the electron arrangement nature and perform simple tasks. Carry out an activity to relate the electron arrangement of the
of an element to its group and element to its group and period.
period, PL 4: Analyse information about periodic
table in daily life problem solving Discuss the advantages of grouping the elements in the
11

 explain the advantages of
grouping elements in the
Periodic Table,
predict the group and the period
of an element based on its
electron arrangement.
4.3  list all Group 18 elements
Analysing
Group 18  state in general the physical
elements properties of Group 18
elements,
 describe the changes in the
physical properties of Group
18 elements,
 describe the inert nature of
elements of Group 18,
 relate the inert nature of Group
18 elements to their electron
arrangements,
 relate the duplet and octet
electron arrangements of
Group 18 elements to their
stability
describe uses of Group 18
elements in daily life.
about natural phenomena.
PL 5 :Evaluate to make judgement about
periodic table in daily life problem
solving and decision making to carry
out a task
.
PL 6 : Invent by applying the knowledge and
skills about chemical element in daily
life problem solving or decision
making to carry out activities/
assignments in a new situation
creatively and innovatively; giving due
consideration to the social/ economic/
cultural aspects.
Periodic Table.
Conduct activities to predict the group and period of and
element based on its electron arrangement.
Use a table to use all the elements in Group 18.
Describe the physical properties such as the physical state,
density and boiling points of Group 18 elements.
Discuss:
a. changes in the physical properties of Group 18 elements.
b. the inert nature of Group 18 elements.
Discuss the relationship between the electron arrangement and
the inert nature of the Group 18 elements.
Use diagrams or computer simulations to illustrate the duplet
and octet electron arrangement of Group 18 elements to
explain their stability.
Gather information on the reasons for the uses of Group 18
elements.
12

(14) 4.4 Pupils are able to:
Elements in
27 July- Group 1  list all Group 1 elements.
 state the general physical
31 July
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 Group 1 elements to their
electron arrangements,
 describe changes in reactivity
of Group 1 elements down the
group,
 predict physical and chemical
properties of other elements in
Group 1,
state the safety precautions when
handling Group 1 elements.
PL 1 : Recall knowledge and scientific skills
on periodic table.
PL 2: Understand Gravitation, and able to
comprehend the concept.
PL 3: Apply knowledge of Gravitation to
explain the occurrences or phenomena
of nature and perform simple tasks.
PL 4: Analyse information about periodic
table in daily life problem solving
about natural phenomena.
PL 5 :Evaluate to make judgement about
periodic table in daily life problem
solving and decision making to carry
out a task
. Study the reactions of lithium, sodium and potassium with
PL 6 : Invent by applying the knowledge and
skills about periodic table in daily life
problem solving or decision
making to carry out activities/ assignments in
a new situation creatively and innovatively;
giving due consideration to the social/
economic/ cultural aspects.
Suggested activity:
Gather information and discuss:
a. Group 1 elements,
b. general physical properties of lithium, sodium and
potassium,
c. changes in the physical properties from lithium to potassium
with respect to hardness, density and melting points,
d. chemical properties of lithium, sodium and potassium,
f. the relationship between the chemical properties of Group 1
elements and their electron arrangements.
Carry out experiments to investigate the reactions of lithium,
sodium and potassium with water and oxygen.
chlorine and bromine through computer simulation.
Discuss changes in the reactivity of group 1 elements down
the group.
Predict physical and chemical properties of group 1 elements
other than lithium, sodium and potassium.
Watch multimedia materials on the safety precautions when
handling Group 1 elements.
13
 (15) 4.5
elements in Pupils are able to:
3 Aug – Group 17  list all Group 17 elements,
7 Aug  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 Group 17 elements with
their electron arrangements,
describe changes in reactivity of
Group 17 elements down the
group,
 predict physical and chemical
properties of other elements in
Group 17
state the safety precautions
when handling Group 17
elements.
4.6
Transition
elements
(a)identify the positions of
transition elements in the
Periodic Table,
(b) give examples of transition
elements,
(c)describe properties of transition
elements
THEME : FOUNDAMENTAL Of CHEMISTRY
LEARNING AREA: 5 Chemical Bonds
PL 1 : Recall knowledge and scientific skills
on chemical element
PL 2: Understand periodic table, and able to
comprehend the concept.
PL 3: Apply knowledge of periodic table to
explain the occurrences or phenomena
of nature and perform simple tasks.
PL 4: Analyse information about
periodic table in daily life problem
solving about natural phenomena
Suggested activity:
Gather information and discuss:
a. Group 17 elements,
b. physical properties of chlorine, bromine and iodine with
respect to their colour, density and boiling points,
c. changes in the physical properties from chlorine to iodine,
d. describe the chemical properties of chlorine, iodine and
bromine,
e. the similarities in chemical properties of chlorine, iodine
and bromine,
f. the relationship between the chemical properties of Group
17 arrangements.
Carry out experiments to investigate the reactions of chlorine,
bromine and iodine with:
a. water,
b. metals such as iron,
c. sodium hydroxide.
Discuss changes in the reactivity of Group elements down the
group.
Predict physical and chemical properties of Group 17 elements
other than chlorine, bromine and iodine.
Watch multimedia materials on the safety precautions when
handling Group 17 elements.
Collect an interpret data on properties of transition elements
with respect to melting points, density, variable oxidations
numbers and ability to form coloured compounds.
14
 (16) 5.1 Pupils are able to: Suggested activity:
Use computer simulation to explain formation of ions and
Basic of electron arrangement of ions.
10 Aug - a. explain the basic formation of
compounds
14 Aug compounds
formation PL 1 : Recall knowledge and scientific skills Conduct an activity to prepare ionic compounds for example,
 explain with examples on chemical element. magnesium oxide, MgO, sodium chloride, Na”Cl and iron(III)
the formation of ionic bond, chloride, FeCl3.
PL 2: Understand chemical element, and
 explain with examples
able to comprehend the concept. Carry out an activity to illustrate formation of ionic bond
the formation covalent bond
through models, diagrams or computer simulation.
PL 3: Apply knowledge of chemical element
 compare the ionic and
to explain the occurrences or Use computer simulation to illustrate the existence of
covalent bond,
phenomena of nature and perform electrostatic force between ions of opposite charges in ionic
simple tasks. bond. Collect and inteprete data on the meaning of covalent bond.

PL 4: Analyze information about chemical Use models and computer simulation to illustrate formation
element in daily life problem solving of:
about natural phenomena. a. single bond in hydrogen, H2, chlorine, Cl2, hydrogen
chloride, HCl, water, H2O, methane, CH4, ammonia,
PL 5 :Evaluate to make judgment about NH3, tetrachloromethane, CCl4,
chemical element in daily life problem
solving and decision making to carry Suggested activity:
(17) 5.4 Pupils are able to: out a task
16 Aug – Hydrogen Bond .  Role of hydrogen bond in daily life
19 Aug  Students able to explain PL 6 : Invent by applying the knowledge and  The formation of hydrogen bond between protein
the formation of hydrogen bond skills about chemical element in daily molecule and water molecules
 Effect of hydrogen bond life problem solving or decision
on the physical propreties of making to carry out activities/ a. double bond in oxygen, O2, carbon dioxide, CO2,
substances assignments in a new situation b. triple bond in nitrogen, N2.
5.5 creatively and innovatively; giving due
Dative Bond explain with examples the consideration to the social/ Draw diagrams showing electron
formation dative bond. economic/ cultural aspects. arrangements for the formation of covalent bond including
Lewis structure.

Discuss and construct a mind map to compare the formation of

covalent bond with ionic bond.
5.6  Explain formation of metallic
Metallic bond bond
15
  reason out the electrical Collect and interpret data on properties of metallic
conductivity of metal  compounds.
5.7  Draw diagrams showing electron arrangements for the
metallic structureDiscuss and construct a mind map for this
ionic and process
covalent  Compare the properties of .
compounds ionic and covalent compound
through experiment Collect and interpret data on properties of ionic and covalent
compounds.
 Explain the examples the
Usahe the ionic and covalent Work in groups to carry out an activity to compare the
compound following properties of ionic and covalent compounds:
a. melting and boiling points,
b. electrical conductivities,
c. solubilities in water and organic solvents

Discuss:
a. differences in electrical conductivities of ionic and
covalent compounds due to the presence of ions,
b. differences in the melting and boiling points of ionic and
covalent compounds

CUTI PERTENGAHAN PENGGAL 2 [1 MINGGU]

20 – 24 /08

CONTENT Suggested Activities

Week STANDARD
LEARNING STANDARD PERFORMANCE LEVEL
Notes

16
 THEME : WAVES, : Interaction Between Matter
LEARNING AREA: 6. .Acid, Base And Salt

LEARNING AREA: 5.0 WAVE

6.1
(18) Role of water in Pupils are able to: PL 1: Recall knowledge and scientific Suggested activity:
showing acidic and skills on Water. Watch computer simulation on the
31 Aug -4 alkaline properties.  Define and acid and alkali formation of hydroxonium and
\ hydroxide ions in the presence of water
Sep PL 2 Understand Water, and able to
 State the meaning of basicity Discuss:
comprehend the concept.
of an acid a. the concept of acid, base and
alkali in terms of the ions they
 PL 3: Apply knowledge of acid and Water contained or produced in aqueous
Investigate the role of water in to explain the occurrences or
6.2 Solutions.
showing the acidic and alkaline phenomena of nature and perform b. uses of acids, bases and alkalis in daily
properties through experiment.
pH Value simple tasks. life.
Carry out an experiment to show that the
PL 4: Analyze information about Water in presence of water is essential for the
daily life problem solving about formation of hydrogen ions that causes
 state the use of a pH scale, acidity.
 calculate pH value of acidi and
natural phenomena.
Carry out an activity using pH scale to
alkalis measure the pH of solutions used in daily
 Investigate the relationshipbetween PL 5 : Evaluate to make judgment about life such as soap solution, carbonated
pH value concentration of hydrogen acid in daily life problem solving water, tap water or fruit juice.
ions with pH value through and decision making to carry out a
experiments. task. Based on the data obtained from the above
PL 6: Invent by applying the knowledge activity, discuss the relationship between :
and skills about acid and alkali in
daily life problem solving or decision a. pH values and acidity alkalinity
making to carry out activities/ of a substance,
assignments in a new situation pH = -log (H)
creatively and innovatively; giving b. pH values of alkali is
pOH = -log (OH)
due consideration to the social/
economic/ cultural aspects. pH + pOH + 14

(19) 6.3 Pupils are able to:

17
7 Sep- 11 Sep PL 1: Recall knowledge and scientific Suggested activity:
Strength of acid skills on acid . Watch computer simulation on the
and alkalis  Define strong acid, weak acid, formation of hydroxonium and
strong alkali and weak alkali PL 2 Understand concept of acid and alkali hydroxide ions in the presence of water
 Explain the strength of an acid the concept of acid, base and alkali in
and an alkali based on it PL 3: Apply knowledge to explain the terms of the ions they contained or
degree of dissiociation in occurrences or phenomena of nature and produced in aqueous
water. perform simple tasks. solutions.
6.4 b. uses of acids, bases and alkalis in daily
Chemical life.
properties of an
acid a. pH values and acidity alkalinity
of a substance,
 Formulate the chemical b. concentration of hydrogen ions
properties of acid by carrying and the pH values,
out the following reactions c. concentrations of hydroxide
i. Acid and base ions and the pH values,
ii. Acid and reactive d. strong acids and their degree
metal of dissociation,
iii. Acid and carbonates e. weak acids and their degree of
dissociation,
f. strong alkalis and their degree
 Formulate the chemical of dissociation,
properties of an alkali by g. weak alkalis and their degree of
carrying out the following their dissociations
reactions.
i. Alkali and acid Conduct activities
ii. Alkali and metal ion to study chemical properties of acids
iii. Alkali and ammonium and alkalis from the following reactions :
salt a. acids with bases,
b. acids with metals,
c. acids wit metallic
carbonates.

Write equations for the respective

reactions

(20) 6.5 Pupils are able to. PL 1: Recall knowledge and scientific Suggested activity:
14 Sep -18 i. State the meaning of skills on acid and water. Based on the data obtained from the above
Sep
18
 Concentration of an concentration of solutions activity, discuss the relationship between
aqueous Solve the numerical problems PL 2 Understand basic, and able to a. The meaning of concentration and
solutions involving concentrations comprehend the concept. molarity
b. Unit for concentrations in gram
PL 3: Apply knowledge of basic to explain the and mol
occurrences or phenomena of nature and c. Conversion of those unit
6.6 perform simple tasks. The relationship between number of moles
Standard solution i. State the meaning of standard and molarity and volume of solution .
solution PL 4: Analyse information in daily life
problem solving about natural Prepare a solutions with specified
ii. Describe and carry out the phenomena. concentration from the prepared standard
preparation of standard solution through dilution.
solutions PL 5 : Evaluate to make judgement about acid
(a) From a solid substances and basic in daily life problem solving Carry out an experiment to investigate the
(b) Through dilutions of an and decision making to carry out a relationship between pH values with the
aqueous solutions task. molarity of a few diluted solutions of an
acid and an alkali.
6.7 PL 6: Invent by applying the knowledge and
Neutralizations solve numerical problems involving skills in daily life problem solving or Solve numerical problems on the molarity
preparatios of standard solutions and decision making to carry out activities/ of acids and alkalis.
dilutions assignments in a new situation creatively  Write a chemical and ionic
and innovatively; giving due equations for neutralization
Pupils are able to. consideration to the social/ economic/ reaction
cultural aspects.  Carriy out a PLB activity to solve
I. State the meaning of infertile soilfrom a farm land
neutralization through the use of firtiliser.

II. Determine the concentration of  Gather imformation about various

an unknown solutions through firtiliser. Foer examples producing
titration method urea throught the reaction
between carbon dioxide and
Solve numerical problems involving ammonia.
neutralizations
Determine the quantity of various types of
ammonium firtilisers available base on
their percentage of nitrogen

6.8
(21) Pupils are able to. PL 1: Recall knowledge and scientific Suggested activity:
Salt , crystals and skills on acid bes
19
21 Sep- 25 their uses in I. State the meaning of salt.
Sep daily life
II. Characterize the physical
proprerties of salt crystals.
6.9
Give examples of salt and its uses I
Preparation of salt daily life
Pupils are able to.
I. Test the solubility of salt in
water and classify them into
soluble and insoluble salt
through experiment
II. Describe the preparations of
soluble salt through activity.
III. Describe the preparations of
insoluble salt through activity.
IV. Construct an ionic equations
using the continuous variations
method through experiment.
PL 3: Apply knowledge to explain the
occurrences or phenomena of nature and
perform simple tasks.
PL 4: Analyse information in daily life
problem solving about natural
phenomena.
PL 5 : Evaluate to make judgement in daily life
problem solving and decision making to
carry out a task.
PL 6: Invent by applying the knowledge and
skills in daily life problem solving or
decision making to carry out activities/
assignments in a new situation
creatively and innovatively; giving due
consideration to the social/ economic/
cultural aspects.
 Gather and interpret information
about naturally occurring salt.
 Carry out an activity to grow
crystal.
 Prepare a multimedia presentation
on the uses if a variety of salt in
agriculture, medicine, preparation
of food and preservation.
Debate on the effects of salt on health.
Solube salt can be prepare through
following reactions:
i. Acid and alkalis
ii. Acid and metal oxide
iii. Acid with reactive metals
iv. Acid with metal carbonates
Suggested activities
Carry out an activity to purify a soluble
salt using the recrystallization method.
Prepare an insoluble salt using the double
decomposition reaction.

Carry out an activity to construct an ionic

equations for the formations of an
insoluble salt using the continuous
variation method.

Suggested activity:
(22) 6.10 Pupils are able to. Carry out testto identify following gases:’
28 Sep – PL 1: Recall knowledge and scientific I. Oxygen
20
 2 Oct Effect of heat on I. Describe tests to identify gases skills on chemical element . II. Hydrogen
salt III. Carbon dioxide
II. Investigate the effect of heat on PL 2 Understand salt, and able to IV. Ammonia
salt through experiment comprehend the concept. V. Chlorine
VI. Hydrogen chloride
PL 3: Apply knowledge of salt to explain the VII. Sulphur dioxide
occurrences or phenomena of nature and
perform simple tasks.

6.11
(23) Pupils are able to.
Qualitative analysis PL 2 Understand salt, and able to
5 Oct- 9 Oct . comprehend the concept.
I. Identify the anion and cation
present in salt through PL 3: Apply knowledge of salt to explain the
experiment occurrences or phenomena of nature and
perform simple tasks.
II. Describe the confirmatorytests
to identify cations and anions. PL 4: Analyse information about salt in daily
life problem solving about natural
phenomena.
PL 5 : Evaluate to make judgement about salt
in daily life problem solving and
decision making to carry out a task.
PL 6:Invent by applying the knowledge and
skills about salt in daily life problem
solving or decision making to carry out
activities/ assignments in a new situation
creatively and innovatively; giving due
consideration to the social/ economic/
cultural aspects.
Suggested activity:
Carry out activities to:
a) Construct a chemical equations for
the effect of heat on salt
b) Study the effect of heat on
carbonate and nitrate salt
c) Observe the colour change and the
gas produced when salt are heated
d) Determine the salt base on the
colour of the residue and the type
of gas produced.
e)
Qualitative analysis base on the sequence
of the following tests”
1. Observe the colour
2. Solubility in water
3. Test for gases
4. Observe the effect of heat on the
salt
5. Test with sodium hydroxide and
ammonia solutions
Activities:
1. Carry out test to confirm the
presence of carbonate, chloride,
and nitrate ions in an aqueous
solutions.
2. Carry out tests to identify the
presence of Cu2+, Mg2+, Al3+,
21
 Fe2+, Fe3+, Pb2+, Zn2+, NH4+,
Ca2+ ions in aqueous solution
using sodium hydroxide solution,
NaOH, and ammonia solution,
NH3(aq).
3. Carry out tests to confirm the
presence of Fe2+, Fe3+, Pb2+ and
NH4+ ions in aqueous solution.

4. Plan and carry out tests to identify

anions and cations in unknown

Theme : Interaction Between Matter

Learning Area : 7. Rate of reactions

(24) Pupils are able to. PL 1: Recall knowledge and scientific Suggested activity:
7.1(a) skills on chemical reactions.
12 Oct- 1. Classify fast and slow reactions 1. Example of fast reactions are
16 Oct combustion, explosion.
Determination of that occur in daily life. PL 2 Understand chemical reactions, and able
rate of reaction. to comprehend the concept. 2. Example of slow reactions are
2. Explain the meaning of the rate corrosion, photosynthesis
of reaction PL 3: Apply knowledge of chemical reactions 3. Observable and measurable change
to explain the occurrences or like increase in volume of gas,
3. Identify changes which can be phenomena of nature and perform decrease in mass of reactants and
observe and measured during simple tasks. formations of precipitate to determine
chemical reactions through the rate of reactions.
activity. PL 4: Analyse information about chemical 4. For activity 7.1.4 the rate of reactions
reactions in daily life problem solving is determine using date obtained from
about natural phenomena. experiment 7.1.3.
5.
PL 5 : Evaluate to make judgement about
Waves in daily life problem solving and
decision making to carry out a task.

PL 6: Invent by applying the knowledge and

skills about chemical reactions in daily
life problem solving or decision making
to carry out activities/ assignments in a
new situation creatively and
22
 innovatively; giving due consideration
to the social/ economic/ cultural aspects.
(25) 7.1( b) .rate of PL 4: Analyse information about chemical
reaction. Pupils are able to reactions in daily life problem solving
19 Oct - 23 4. Determine about natural phenomena.
Oct  Average rate of reaction
 Instantaneous rate of reaction PL 5 : Evaluate to make judgement about
chemical reactions in daily life problem
5. Solve numerical problems base solving and decision making to carry
on the average and instantaneous out a task.
rate of reaction
(26) 7.2 Pupils are able to. PL 1: Recall knowledge and scientific
Factor that affect skills on chemical reactions.
26 Oct – 30 the rate of 1. Investigate the factor affectimg
Oct reaction. the rate of reactions base on : PL 2 Understand chemical reactions, and able
a) Size of reactant to
b) Concentration comprehend the concept.
c) Temperature
Use of catalyst PL 3: Apply knowledge of chemical reactions
to explain the occurrences or
phenomena of nature and perform
simple tasks.
PL 4: Analyse information about chemical
reactions in daily life problem solving
about natural phenomena.
PL 5 : Evaluate to make judgement about
chemical reactions in daily life problem
solving and decision making to carry
out a
task.
PL 6: Invent by applying the knowledge and
skills about chemical reactions in daily life
problem solving or decision making to carry
out activities/ assignments in a new situation
creatively and innovatively; giving due
6. Carry out an experiment to determine
the rate of reaction of the following
 Zinc and acid
 Potassium iodade and lead (II)
nitrate solutions
7. Discuss to identify the change that can
be observe and measured on the
reactants or product and to determine
the rate of reaction.
Factor that affect the rate of reactions:
a. Size of reactant
b. Concentration
c. Temperature
d. Use of catalyst
e. Pressure
Suggested activities
Computer simulations/ video
presentation /multimedia to investigate
pressure factor that affect the rate of
reaction.
The reaction suggested:
 Calcium carbonate with hydrochloric
acid
 Sodium thiosulphate with sulphuric
acid
 Decomposition of Hydrogen Peroxide
in the presence of catalyst.
Discuss how to solve problemsrelate to
rate of reactions and determine the
variable in particular reactions.
23
 consideration to the social/ economic/ cultural

Theme :INDUSTRIAL CHEMISTRY

LEARNING AREA : Manufactured Substances In Industry
Pupils are able to Suggested activity
(27) 8.1
Alloys I. Describe the collision theory  Strength and hardness of alloys with
2 Nov-6 Nov II. Explain activation energy using PL 1: Recall knowledge and scientific skills of their pure metals
examples. metter  Superconductors are which can be
conduct electricity or transport
PL 2: Understand properties of metter and electron from an atom to the others
and able to comprehend the concept with no resistance

 Build an alloy model using ball/

spheres(group).
Design a multimedia presentation or poster
. to relate the properties of alloy and its
quantities using examples in daily life.

Pupils are able to. Collect and interpret data on types,

8.2 composition, properties and uses
Glass
I. Describe with examples of Prepare a folio incorporating video clips
glassproperties and uses and pictures on uses of glass that have
been used for a specific purpose, e.g.
photo chromic glass and conducting glass

24
 (28) 8.3 Pupils are able to.
Ceramic Suggested Activity:
9 Nov-13 Nov
I. Describe with examples of PL 1: Recall knowledge and scientific skills on Collect and interpret data on types, into
Ceramicproperties and uses properties of metter. traditional and advance ceramics.

II. Identify the uses of ceramic in PL 2: Understand properties of metter Classified properties and uses of ceramic
daily life. and able to comprehend the concept.
The purpose of ceramic in building.
8.4
Composite
materials and PL 3:Apply knowledge properties of metter to
their importance explain the occurrences or phenomena of
nature and perform simple tasks
Pupils are able to. . . the meaning of composite materials,
PL 4: Analyse information about properties of b. a list of composite materials such as
I. State the meaning and properties metter in daily life problem solving about reinforced concrete, specific super
of composite materials. natural phenomena. conductor, fibre optic, fibre glass and
photo chromic glass,
II. Describe with examples the uses PL 5:Evaluate to make judgement about c. components of composite materials,
of composite materials. properties of metter in daily life problem
solving and decision making to carry out a. uses of composites materials.
a task.
Compare and contrast the properties of Compare the superior properties of
a composite material with it PL 6:Invent by applying the knowledge and composite materials to their original
constituent materials. skills about properties of metter in daily component by computer simulation.
life problem solving or decision making
to carry out activities/ assignments in a Discuss and justify the uses of composite
new situation creatively and materials.
innovatively; giving due consideration
to the social/ economic/ cultural aspects. Watch the production of composite
materials in factories.

Intensive Revision 
(29)

16 Nov -20

25
 Nov
.

(30)

23 Nov - 27 Final Year Examination

Nov

(31)
Final Year Examination
30 Nov - 4
Dec

(32)
Update Science Files (PBD)
7 Dec-11 Dec
(33)

14 Dec – 18 Update Science Files (PBD)

Dec

CUTI AKHIR [19/12 -31/12]

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