form 4 yearly teaching plan 2012
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8/3/2019 Form 4 Yearly Teaching Plan 2012
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Form Four Yearly Plan Chemistry F.4
CHEMISTRY
FORM FOUR YEARLY PLAN2012
1
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Form Four Yearly Plan Chemistry F.4Theme : Introducing Chemistry
Learning Area : Introduction to Chemistry
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
1 1.1Understandingchemistry andits importance
Collect and interpret themeaning of the word“chemistry”
Discuss some examples of common chemicals used indaily life such as sodiumchloride(common salt),calcium carbonate(lime) andacetic acid (vinegar).
Discuss the uses of thesechemicals in daily life.
View a video or computer courseware on the following:a. careers that need theknowledge of chemistryb. chemical-based industriesin Malaysia and its
contribution to their development of the country.
Attend talks on chemical-based industries in Malaysiaand their contribution to thedevelopment of the country.
A student is able to:• explain the
meaning of chemistry,
• list some commonchemicals used indaily life,
• state the uses of common chemicalsin daily life,
• list examples of occupations that
require theknowledge of chemistry,
• list chemical-basedindustries inMalaysia,
• describe the
contribution of chemical-basedindustries towardsthe development of the country.
Interpreting data
Classifying
Collecting data
Relating
Communicating
Observing
Having an interest an curiositytowards the environment
Being objective
Being thankful to God
Appreciate the contribution of science and technology
Being f lexible and open-minded
Being responsible about thesafety of oneself, others andthe environment
2
2 1.2Synthesisingscientificmethod
Observe a situation andidentify all variables. Suggesta question suitable for ascientific investigation.
Carry out an activity to:a. observe a situationb. identify all variablesc. suggest a questiond. form a hypothesise. select suitable apparatusf. list down work procedures
carry out an experiment and:a. collect and tabulate data
A student is able to:• identify variables in
a given situation,
• identify therelationshipbetween twovariables to form ahypothesis,
All thinking skillsBeing cooperativeBeing objective
Being confident andindependent
Daring to try
Being honest and beingaccurate in recording andvalidating dataHaving critical and analyticalthinking
2
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
b. present data in a suitableformc. interpret the data and drawconclusions.
d. write a complete report
• design and carryout a simpleexperiment to testthe hypothesis,
• record and present
data in a suitable
form,• interpret data to
draw a conclusion,write a report of theinvestigation.
Being diligent and perseveringHaving critical and analyticalthinkingBeing systematic
2 1.3Incorporatescientificattitudes andvalues inconductingscientificinvestigations
View videos or read passagesabout scientific investigations.Students discuss and identifyscientific attitudes and valuespracticed by researchers andscientist in the videos or passages.
Students discuss and justifythe scientific attitudes andvalues that should bepracticed during scientificinvestigations.
A student is able to:• identify scientific
attitudes andvalues practised byscientists incarrying outinvestigations,
•practise scientificattitudes andvalues inconductingscientificinvestigations.
All thinking skills All the s cientific attitudes andnoble values
2
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Form Four Yearly Plan Chemistry F.4Theme : MATTER AROUND USLearning Area : 2. THE STRUCTURE OF THE ATOM
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Form Four Yearly Plan Chemistry F.4
1
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
3 2.1Analysingmatter
Discuss and explain theparticulate nature of matter.
Use models or view computer simulation to discuss thefollowing:
a. the kinetic theory of matter,
b. the meaning of atoms,molecules and ions.
Conduct an activity toinvestigate diffusion of particles in solid, liquid andgas.
Investigate the change in thestate of matter based on thekinetic theory of matter through simulation or computer animation.
Conduct an activity todetermine the melting andfreezing points of ethanamideor naphthalene.
Plot and interpret the heatingand the cooling curves of ecteminamide or naphthalene.
A student is able to:• describe the
particulate natureof matter,
• state the kinetictheory of matter,
• define atoms,molecules andions,
• relate the change inthe state of matter to the change inheat,
• relate the change inheat to the changein kinetic energy of
particles,• explain the inter-
conversion of thestates of matter interms of kinetictheory of matter.
Generating ideasgrouping and classifyingdefining
Visualizing, comparingand constrasting, defining
Relating
Visualising
Comparing andcontrasting
experimentingMeasuring and usingnumbers
Making inferences
CommunicatingMaking conclusions
Having an interest andcur iosity towards theenvironment
Appreciating the beauty of thearrangement of particles.
Thinking rationally
Thinking rationally
Thinking rationally
CooperativeDaring to tryBeing respectful and well-
manneredBeing f lexible and open-mindedHonesty in recording andvalidating dataRealizing that science is ameans to understand nature
2
3 2.2Synthesisingatomic structure
Discuss the development of atomic models proposed byscientists namely Dalton,Thomson, Rutherford,Chadwick and Bohr.
Use models or computer simulation to illustrate thestructure of an atom ascontaining protons andneutrons in the nucleus andelectrons and neutrons of anatom.
Use a table to compare andcontrast the relative mass andthe relative charge of theprotons, electrons andneutrons.
Investigate the proton and
nucleon numbers of differentelements.
A student is able to:• describe the
development of atomic model,
• state the mainsubatomic particles
of an atom,
• compare and
contrast the relativemass and therelative charge of the protons,electrons and
Generating ideas
RelatingVisualizing the models of atom
Comparingand contrasting
Generating ideasUsing number
Problem solvingconceptualizing
Daring to tryBeing thankfulHaving critical and analyticalthinkingBeing f lexible and open-
minded
Having critical and analyticalthinking
Being diligent and perseveringin problem solving
2
× A
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Form Four Yearly Plan Chemistry F.4
Theme : MATTER AROUND USLearning Area : 3. CHEMICAL FORMULAE AND EQUATIONS
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
6 3.1Understandingand applyingthe conceptsof relativeatomic massand relativemolecular mass
Collect and interpret dataconcerning relative atomicmass and relative molecular mass based on carbon-12scale
Discuss the use of carbon-12scale as a standard for determining relative atomicmass and relative molecular mass.
Investigate the concepts of relative atomic mass andrelative molecular mass usinganalogy or computer animation.
Carry out a quiz to calculatethe relative molecular mass of substances based on thegiven chemical formulae, for example HCl, CO2, Na2CO3,Al(NO3)3, CuSO4.5H2O
A student is able to:• state the meaning
of relative atomicmass based oncarbon-12 scale,
• state the meaningof relativemolecular massbased on carbon-12 scale,
• state why carbon-12 is used as astandard for determining relativeatomic mass andrelative molecular mass,
• calculate the
relative molecular mass of substances.
AttributingObserving
Relating
Grouping and classifyingMaking analogies
Measuring and usingnumbersRelatingProblem solvingMaking inferences
Having an interest andcuriosityThinking rationally
Daring to tryBeing confident andindependent
1
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
6 3.2Analysing therelationshipbetween thenumber of moles with thenumber of particles
Study the mole concept usinganalogy or computer simulation.
Collect and interpret data onAvogadro constant.
Discuss the relationshipbetween the number of particles in one mole of asubstance with the Avogadroconstant.
Carry out problem solvingactivities to convert thenumber of moles to thenumber of particles for givensubstance and vice versa
A student is able to:
• define a mole as
the amount of matter that containsas many particlesas the number of atoms in 12 g of 12
C,• state the meaning
of Avogadroconstant,
• relate the number of particles in onemole of asubstance with theAvogadro constant,
• solve numerical
problems to convertthe number of moles to the
number of particlesof a givensubstance and viceversa.
Making analogy
Visualising
Relating
Being systematic
Having critical and analyticalthinking
1
1
7 3.3Analysing therelationshipbetween thenumber of moles of asubstancewith its mass
Discuss the meaning of molar mass.
Using the analogy or computer simulation, discussto relate:a. molar mass with the
Avogadro constant,b. molar mass of a substance
with its relative atomic massor relative molecular mass
Carry out problem solvingactivities to convert thenumber of moles of a givensubstance to its mass andvice versa.
A student is able to:• state the meaning
of molar mass,
• relate molar massto the Avogadroconstant,
• relate molar massof a substance toits relative atomic
mass or relativemolecular mass,
solve numerical problems toconvert the number of molesof a given substance to itsmass and vice versa.
Analyzing
Relating
ClassifyingProblem solving
Having critical and analyticalthinking
Being confident andindependent
Being systematicDaring to try
1
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
7 3.4Analysing therelationshipbetween thenumber of moles of a gaswith itsvolume
Collect and interpret data onmolar volume of a gas.Using computer simulation or graphic representation,discuss:
a. the relationshipbetween molar volume andAvogadro constant,
b. to make
generalization onthe molar volume of a gas at STP or room conditions.
Carry out activity to calculatethe volume of gases at STP or room conditions from thenumber of moles and viceversa.
Construct a mind map to showthe relationship betweennumber of particles, number of moles, mass of substancesand volume of gases at STPand room conditions.
Carry out problem solvingactivities involving number of particles, number of moles,mass of a substance andvolume of gases at STP or room conditions.
A student is able to:• state the
meaning of molar volumeof a gas,
• relate molar volumeof a gas to theAvogadro constant,
• makegeneralization onthe molar volume of a gas at a giventemperature andpressure,
• calculate thevolume of gases atSTP or roomconditions from thenumber of moles
and vice versa,
• solve numerical
problems involvingnumber of particles,number of moles,mass of substances and
volume of gases atSTP or roomconditions.
Analyzing
Relating
Interpreting data
Problem solving
Thinking rationallyBeing systematic
Being diligent and persevering
1
1
8 3.5Synthesisingchemicalformulae
Collect and interpret data onchemical formula, empiricalformula and molecular formula.
Conduct an activity to:a. determine the
empirical formula of copper(II) oxideusing computer stimulation,
b. determine theempirical formula of
A student is able to:• state the meaning
of chemicalformula,
• state the meaningof empiricalformula,
• state the meaningof molecular formula,
Experimenting
Defining operationally
Honest and accurate
Thinking rationally
2
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
magnesium oxide,
c. compare and
contrast empiricalformula withmolecular formula.
Carry out problem solving
activities involving empiricaland molecular formulae.
Carry out exercises andquizzes in writing ionicformulae.
Conduct activities to:a. construct chemical
formulae of compounds from agiven ionic formula,
b. state names fo
chemical cmpoundsusing IUPAC
nomenclature.
• determine empiricaland molecular formulae of substances,
• compare andcontrast empiricalformula withmolecular formula,
• solve numericalproblems involvingempirical andmolecular formulae,
• write ionic formulaeof ions,
• construct chemicalformulae of ionic
compounds,• state names of
chemicalcompounds usingIUPACnomenclature.
Interpreting data
Relating
Synthesizing
Grouping and classifying
Having critical and analyticalthinking
Being systematic
*2
9 3.6Interpretingchemicalequations
Discuss :a. the meaning of
chemical equation,
b. the reactants and
products in achemical equation.
Construct balances chemicalequations for the followingreactions:
a. heating of copper(II)
carbonate,CuCO3,
b. formation of
ammoniumchoride,NH4Cl,
c. precipitation of
lead(II) iodide, PbI2.
A student is able to:• state the meaning
of chemicalequation,
• identify thereactants andproducts of achemical equation,
Observing
Interpreting dataMaking inferencesProblem solving
Being responsible about thesafety of oneself, others, andthe environment.Being systematic.Being cooperative.
2
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
Carry out the followingactivities:
a. write and balancechemical equations,
b. interpret chemicalequationsquantitatively andqualitatively,
c. solve numerical
problems usingchemicalequations(stoichiometry).
• write and balancechemical equations
• interpret chemicalequationsquantitatively andqualitatively,
•solve numericalproblems usingchemicalequations.
9 3.7Practisingscientificattitudes andvalues ininvestigatingmatter
Discuss the contributions of scientists for their research onrelative atomic mass, relativemolecular mass, moleconcept, formulae andchemical equations.
Discuss to justify the need for
scientists to practice scientificattitudes and positive valuesin doing their research onatomic structures, formulaeand chemical equations.
Discuss the role of chemicalsymbols, formulae andequations as tools of communication in chemistry.
A student is able to:• identify positive
scientific attitudesand valuespractised byscientists in doingresearch on moleconcept, chemical
formulae andchemicalequations,
• justify the need topractise positivescientific attitudesand good values indoing research onatomic structures,chemical formulaeand chemicalequations,
• use symbols,
chemical formulaeand equations for
easy andsystematiccommunication inthe field of chemistry.
Grouping and classifying Being honest and accurate
Being diligent and persevering
2
1
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Form Four Yearly Plan Chemistry F.4Theme : Matter Around UsLearning Area : 4 Periodic Table Of Elements
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
10 4.1Analysing thePeriodic Tableof Elements
Collect information on thecontributions of variousscientist toward thedevelopment of the PeriodicTable.
Study the arrangement of elements in the Periodic tablefrom the following aspects:a. group and periods,b. proton number,c. electron arrangement.
Carry out an activity to relatethe electron arrangement of the element to its group andperiod.
Discuss the advantages of grouping the elements in the
Periodic Table.
Conduct activities to predictthe group and period of andelement based on its electronarrangement.
A student is able to:• describe the
contributions of scientists in thehistoricaldevelopment of thePeriodic Table,
• identify groups andperiods in thePeriodic Table,
• state the basicprinciple of arranging theelements in thePeriodic Table fromtheir protonnumbers,
• relate the electron
arrangement of an
element to its groupand period,
• explain theadvantages of grouping elementsin the PeriodicTable,
• predict the group
and the period of an element basedon its electronarrangement.
• Comparing andcontrasting,
• Attributing,• Grouping and
classifying,• Relating,
• Relating
• Relating
• Analyzing
• Analyzing
• Having an interest andcuriosity towards theenvironment,
• Appreciating thecontributions of scienceand technology,
• Having critical andanalytical thinking,
• Being systematic,• Being confident and
independent,• Being diligent and
persevering,
• Being objective,• Daring to try,• Thinking rationally
2
10 4.2
AnalysingGroup 18elements
Use a table to use all the
elements in Group 18.
Describe the physicalproperties such as thephysical state, density andboiling points of Group 18elements.
Discuss:a. changes in the physicalproperties of Group 18elements.b. the inert nature of Group 18elements.
Discuss the relationship
A student is able to:•
list all Group 18elements
• state in general thephysical propertiesof Group 18elements,
• describe thechanges in thephysical propertiesof Group 18elements,
•
Grouping andcontrasting,• Collecting data
• Inferring• Comparing and
contrasting• Relating
• Analyzing,
• Having critical and
analytical thinking,• Being systematic,
• Being Flexible and open-minded,
• Systematic,
• Appreciating the
2
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
between the electronarrangement and the inertnature of the Group 18elements.Use diagrams or computer simulations to illustrate theduplet and octet electronarrangement of Group 18elements to explain their stability.
Gather information on thereasons for the uses of Group18 elements.
• describe the inertnature of elementsof Group 18,
• relate the inertnature of Group 18elements to their electronarrangements,
• relate the dupletand octet electronarrangements of Group 18 elementsto their stability
• describe uses of
Group 18 elementsin daily life.
• Relating
• Collecting data• relating
contribution of sciencetechnology
Being thankful to god
124.3
AnalysingGroup 1elements
Gather information anddiscuss:
a. Group 1 elements,b. general physical propertiesof lithium, sodium andpotassium,c. changes in the physicalproperties from lithium topotassium with respect tohardness, density and meltingpoints,d. chemical properties of lithium, sodium andpotassium,f. the relationship between thechemical properties of Group1 elements and their electron
arrangements.
Carry out experiments toinvestigate the reactions of lithium, sodium and potassiumwith water and oxygen.
Study the reactions of lithium,sodium and potassium withchlorine and bromine throughcomputer simulation.
Discuss changes in thereactivity of group 1 elementsdown the group.
A student is able to:
•list all Group 1elements.
• state the generalphysical propertiesof lithium, sodiumand potassium,
• describe changesin the physicalproperties fromlithium topotassium,
• list the chemicalproperties of
lithium, sodium andpotassium,
• describe thesimilarities inchemical propertiesof lithium, sodiumand potassium,
• relate the chemicalproperties of Group1 elements to their electronarrangements,
• Observing,• Attributing,
• Relating• Comparing and
contrasting,• Experimenting• Observing• Attributing• Interpreting
data,• Detecting bias,
• Relating
• Comparing andcontrasting
• Having and interestand curiosity towardsthe environment.
• Being responsible
about the safety of one self others and
the environment,
2
2
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
Predict physical and chemicalproperties of group 1 elementsother than lithium, sodium andpotassium.
Watch multimedia materialson the safety precautionswhen handling Group 1elements.
• describe changesin reactivity of Group 1 elementsdown the group,
• predict physicaland chemicalproperties of other elements in Group1,
• state the safety
precautions whenhandling Group 1elements.
• Predicting,
• Visuallising
13 4.4AnalysingGroup 17elements
Gather information anddiscuss:a. Group 17 elements,b. physical properties of chlorine, bromine and iodinewith respect to their colour,
density and boiling points,c. changes in the physicalproperties from chlorine toiodine,d. describe the chemicalproperties of chlorine, iodineand bromine,e. the similarities in chemicalproperties of chlorine, iodineand bromine,f. the relationship between thechemical properties of Group17 arrangements.
Carry out experiments toinvestigate the reactions of chlorine, bromine and iodinewith:a. water,b. metals such as iron,c. sodium hydroxide.
Discuss changes in thereactivity of Group 17elements down the group.
Predict physical and chemicalproperties of Group 17
A student is able to:• list all Group 17
elements,• state the general
physical propertiesof chlorine, bromine
and iodine,• describe changes
in the physicalproperties fromchlorine to iodine,
• list the chemicalproperties of chlorine, bromineand iodine,
• describe thesimilarities inchemical propertiesof chlorine, bromineand iodine,
• relate the chemical
properties of Group17 elements withtheir electronarrangements,
• describe changesin reactivity of Group 17 elementsdown the group,
• Observing,• Attributing,
• Relating• Comparing and
contrasting,• Experimenting• Observing• Attributing• Interpreting
data,• Detecting bias,
• Relating
• Comparing andcontrasting
• Predicting,
• Having an interestand curiosity towardsthe environment
2
1
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
elements other than chlorine,bromine and iodine.
Watch multimedia materialson the safety precautionswhen handling Group 17elements.
• predict physicaland chemicalproperties of other elements in Group17
• state the safety
precautions whenhandling Group 17elements.
• Visuallising• Being responsible
about the safety of one self others andthe environment,
14 4.5Analysingelements in aperiod
Collect and interpret data onthe properties of elements inPeriods 3 such as:a. proton number,b. electron arrangement,c. size of atom,d. electronegativity,e. physical state.
Discuss changes in theproperties of elements acrossPeriod 3.
Carry out experiments tostudy the oxides of elementsin Periods 3 and relate themto their metallic properties.
Discuss in small groups andmake a presentation on thechanges of elements acrossPeriod 3.
Discuss and predict changes
in the properties of elementsin Period 2.
Collect and interpret data onuses of semi-metals, i.e.silicon and germanium, in themicroelectronic industry.
A student is able to:• list all elements in
Period 3,• write electron
arrangements of allelements in Period3,
• describe changesin the properties of elements acrossPeriod 3,
• state changes inthe properties of the oxides of elements acrossPeriod 3,
• predict changes inthe properties of elements acrossPeriod 2
• describe uses of
semi-metals.
• Observing,• Attributing
• Comparingand contrasting,
• Experimenting• Observing• Relating• Classifying• Predicting,
• Having an interestand curiosity towardsthe environment,
• Being cooperative,
• Realising that
science is a meansto understand nature.
2
1
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
15 4.6Understandingtransitionelements
Carry out an activity to identifythe positions of transitionelements in the PeriodicTable.
Collect an interpret data onproperties of transitionelements with respect tomelting points, density,variable oxidations numbersand ability to form colouredcompounds.
Observe the colour of:a. a few compounds of transitions elements,b. product of the reactionsbetween aqueous solutions of transition of elements withsodium hydroxide solution,NaOH and ammonia solution ,NH3 (aq).
Observe the colour of precious stones and identifythe presence of transitionelements.
Give examples on the use of transition elements of catalysts in industries.
A student is able to:(a) identify the positions of
transition elements inthe Periodic Table,
(b) give examples of transition elements,
(c) describe properties of transition elements
(d) state uses of transition
elements in industries.
• Observing
• Observing• Attributing• Making
inferences,• Comparing and
contrasting• Relating,• Interpreting
data
• Having an interestand curiosity towardsthe environment,
• Being thankful to God
2
15 4.7Appreciatingthe existenceof elementsand their compounds
Gather information on effortsof scientist in discovering theproperties of elements andmake a multimediapresentation.
Discuss in a forum about lifewithout various elements andcompound.
Carry out projects to collectspecimens or pictures of various types of rocks.
Discuss and practice ways tohandle chemicals safety andto avoid their wastage.
A student is able to:• describe efforts of
scientists indiscovering theproperties of elements,
• describe what lifewould be withoutdiverse elementsand compounds,
• identify differentcolours incompounds of transition elementsfound naturally,
• handle chemicals
wisely.
• Relating
• Comparing andcontrasting
• Being thankful to God
• Having an interest andcuriosity towards theenvironment,
1
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Form Four Yearly Plan Chemistry F.4
Theme : Matter Around UsLearning Area : 5 Chemical Bonds
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
16 5.1Understandingformation of compounds
Collect and interpret data onthe existence of variousnaturally occurringcompounds for example,water, H2O, carbon dioxide,CO2, and minerals tointroduce the concept of chemical bonds.Discuss:a. the stability of inert
gases with respect tothe electronarrangement,
b. conditions for theformation of chemicalbonds,
c. types of chemical bonds
A student is able to:
• explain thestability of inert gases,
• explainconditions for the formationof chemicalbonds,
• state types of
chemicalbonds.
Analysing data
Communicating
Attributing
Comparing
Grouping and classifiying
Cooperative
Critical and analytical thinking
Think rationally
Create interest and curiosity
Think objectively
2
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
16 5.2Synthesisingideas onformation of ionic bond
Use computer simulation toexplain formation of ions andelectron arrangement of ions.
Conduct an activity to prepareionic compounds for example,magnesium oxide, MgO,sodium chloride, Na”Cl andiron(III) chloride, FeCl3.
Carry out an activity toillustrate formation of ionicbond through models,diagrams or computer simulation.
Use computer simulation toillustrate the existence of electrostatic force betweenions of opposite charges inionic bond.
A student is able to:• explain formation
of ions,• write electron
arrangements for the ions formed,
• explain formationof ionic bond,
• illustrate electronarrangement of anionic bond,
• illustrate formation
of ionic bond.
Generating idea
Communicating
Describing
Communications
Prioritizing
Communicating
Observing
Visualising
communicating
Cooperative
Diligent and persevering
Systematic
Critical and analytical thinking
Think objectively
Eager to learn or knowsomething
2 Ionic bond issynonymous withelectrovalent bond
17 5.3Synthesising
ideas onformation of covalent bond
Collect and inteprete data onthe meaning of covalent bond.
Use models and computer simulation to illustrateformation of:
a. single bond in
hydrogen, H2, chlorine,Cl2, hydrogen chloride,HCl, water, H2O,methane, CH4,ammonia, NH3,tetrachloromethane,CCl4,
b. double bond in oxygen,
O2, carbon dioxide,CO2,
c. triple bond in nitrogen,
N2.
Draw diagrams showingelectron arrangements for theformation of covalent bondincluding Lewis structure.
Discuss and construct a mindmap to compare the formationof covalent bond with ionicbond.
A student is able to:• state the meaning
of covalent bond,• explain formation
of covalent bond,• illustrate formation
of a covalent bondby drawingelectronarrangement,
• illustrate formationof covalent bond,
• compare and
contrast formationof ionic andcovalent bonds.
Generating ideas
Communication
Prioritising
Visualising
Observing
Being cooperative
Being diligent andperservering
Being systematic, diligent andanalytical thinking
Cooperative
2
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
17
18
5.4Analysingproperties of ionic andcovalentcompounds
Collect and interpret data onproperties of ionic andcovalent compounds.
Work in groups to carry out anactivity to compare thefollowing properties of ionic
and covalent compounds:a. melting and boiling
points,b. electrical conductivities,
c. solubilities in water and
organic solvents
Discuss:a. differences in electrical
conductivities of ionicand covalentcompounds due to thepresence of ions,
b. differences in the
melting and boilingpoints of ionic andcovalent compounds
Gather information on uses of covalent compounds assolvents in daily life.
A student is able to:• list
properties of ioniccompounds,
• list
properties of covalentcompounds,
• explaindifferences intheelectric
alconductivity of ionicandcovalentcompounds,
• describedifferences in
meltingandboilingpointsof ionicandcovalentcompounds,
• compar e andcontrast thesolubilit
y of
AnalysingInterpreting dataDefining operationally
Attributing
Classifying and grouping
Comparing andconstrasting
Experimentingcommunicating
Cooperative
Think rationallyChallenge to do somethingSystematic
Confidence
Appreciate the contribution of science and technology
2
1
Solvent - pelarut
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
ionicandcovalentcompounds,
• state
uses of covalentcompoundsassolvents.
Theme : Interaction Between ChemicalLearning Area : 6. Electrochemistry
WeekNo. Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills Scientific attitudes andnoble values No. of Periods Remarks
18 6.1Understandingpropert ies of electrolytes andnon-electrolytes
Conduct activities to classify chemicals intoelectrolytes and non-electrolytes.Discuss:
a. The meaning of electrolytes
b. The relationship between thepresence of freely moving ionsand electrical conductivity.
A student is able to:• State the meaning of
electrolyte,• Classify substances into
electrolytes and non-electrolytes,
• Relate the presence of freelymoving ions to electricalconductivity.
Communicating
Relating
Being systematicThinking rationally
1
19 6.2Analysingelectrolysis of moltencompounds
Discuss:a. Electrolysis process,b. Structure of electrolytic cell.
Use computer simulation to:
a. Identify cations and anions in a
molten compound,b. Illustrate to show the existence of
ions held in a lattice in solid statebut move freely in molten state.
Conduct an activity to investigate theelectrolysis of molten lead(II) bromide,PbBr 2 to:
A student is able to:• Describe electrolysis• Describe electrolytic cell,
• Identify cations and anions in
a molten compound
• Describe evidens for the
existence of ions held in alattice in solid state but movefreely in molten state,
Attributing
AttributingRelating
VisualisingExperimentingObserving
Inferring
Thinking rationally
Being confident andindependent
Being cooperativeBeing systematicThinking rationally
Being honest and
1
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes andnoble values
No. of Periods
Remarks
a. Identify cations and anions,
b. Describe the ekectrolysis process,
c. Write half-equations for the discharge
of ions at anode and cathode.
Collect and interpret data on electrolysis
of molten ionic compounds with very highmelting points, for example sodiumchoride, NaCl and lesd(II) oxide, PbO.Predict products from the electrolysis of other molten compounds.
• Describe electrolysis of amolten compound,
• Write half-equations for thedischarge of ions at anodeand cathode,
• Predict products of the
electrolysis of moltencompounds.
ClasssifyingDefining Operationally
Communicating
Interpreting data
Predicting
accurate in recordingand validating data.
Having critical andanalytical thinkingBeing confident and
indepedent
2
1
20
21
6.3Analysing theelectrolysis of aqueoussolutions
Conduct an activity to investigate theelectrolysis of copper(II) sulphate solutionsand dilute sulphuric acid using carbonelectrodes to:
a. Identify cations and anions in the
aqueous solutions,b. Describe the electrolysis of the
aqueous solutions,
c. Write half equations for the dischargeof ions at the anode and the cathode.
Conduct experiments to investigate factorsdetermining selective discharge of ions atelectrodes based on:
a. Positions of ions in electrochemicalseries,
b. Concentrations of ions in a solution,c. Type of electrodes.
Use computer simulation to explain factorsaffecting electrolysis of an aqueous solution.
Predict the products of electrolysis of aqueous solutions and write their half equations.
A student is able to:
• Identify cations and anions in
an aqueous solution,
• Describe the electrolysis of an aqueous solution,
• Explain using examplesfactors affecting electrolysis
of an aqueous solution,• Write half equations for the
discharge of ions at theanode and the cathode,
• Predict the products of electrolysis of aqueoussolutions.
ObservingExperimenting
Communicating
Controlling variables
ExperimentingHypothesisingInterpreting dataObservingPrioritisingAnalyzing
Communicating
PredictingDetecting Bias
Be cooperativeHaving an interest andcuriosity towards theenvironment
Be cooporativeHaving critical andanalytical thinkingDaring to try
Being systematicBeing responsible aboutthe safety of oneself andothers
Having critical andanalytical thinking
2
2
1
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes andnoble values
No. of Periods
Remarks
21 6.4Evaluatingelectrolysis inindustry
Conduct experiments to study thepurifications and electroplating of metals.
Using computer simulation, study anddiscuss:
a. Extraction of aluminium from
aluminium oxide,
b. Purification of copper,c. Electroplating of metals.
Carry out activities to write chemicalequations for electrolysis in industries.
Collect data and discuss the benefits andharmful effects of electolysis in industries.
A student is able to:• State uses of electrolysis in
industries,• Explain the extraction,
purification and electroplatingof metals involvingelectrolysis in industries,
• Write chemical equations torepresent electrolysis processin industries,
• Justify uses of electrolysis inindustries,
• Describe the problem of pollution from electrolysis inindustry.
Generating ideasExperimentingObserving
Relating
Making Inferences
Evaluating
Being cooperativeAppreciating thecontribution of scienceand technology
Daring to try
Appreciating thebalance of nature
2
1
24 6.5Analysing voltaic
cell
Study the structure of voltiaic cell such as asimple voltaic cell and Daniell cell.
Conduct an experiment to show theproduction of electricity from chemicalreactions in a simple voltaic cell.
Carry out activities on a simple voltaic celland a Daniell cell to explain the reactions ineach cell.
Collect data and discuss the advantagesand disadvantages of various voltaic cellsincluding dry cell, lead-acid accumulator,mercury cell, alkaline cell and nickelcadmium cell.
Discuss and compare an electrolytic cellwith a voltaic cell.
A student is able to:
• Describe the structure of a
simple voltaic cell and Daniellcell,
• Explain the production of electricity from a simplevoltaic cell,
• Explain the reactions in a
simple voltaic cell and Daniellcell,
• Compare and contrast theadvantages of various voltaiccells,
• Describe the differencesbetween electrolytic andvoltaic cells.
Attributing
Experimenting
Experimenting
Comparing andcontrasting
Evaluating
Comparing andcontrastingCommunicating
Having critical andanalytical thinking
Appreciating thecontribution of scienceand technology
Being cooperative
Being systematicBeing objective
Thinking rasionally
Being confident andindependentHaving critical andanalytical thinking
2
1
1
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes andnoble values
No. of Periods
Remarks
25
26
6.6Synthesisingelectrochemicalseries
Carry out an experiment to construct theelectrochemical series based on:
a. Potential difference between twometals,
b. The ability of a metal to displaceanother metal from its salt solution.
Discuss uses of the electrochemical series
to determine:a. Cell terminal,b. Standard cell voltage,c. The ability of a metal to displace
another metal from its salt solution.Carry out experiments to confirm thepredictions on the metal displacementreaction.
Carry out an activity to write the chemicalequations for metal displacement reactions.
A student is able to:• Describe the principles used
in constructing theelectrochemical series,
• Construct the electrochemicalseries,
• Explain the importance of electrochemical series,
• Predict the ability of a metalto displace another metalfrom its salt solution,
• Write the chemical equationsfor metal displacementreactions.
ExperimentingObservingMeasuring and usingnumbersRelatingSequencingSynthesising
Generating ideas
CommunicatingPredicting
Experimenting
Communicating
CooperativeBeing honestDaring to try
Having critical andanalytical thinkingThinking rationallyConfident and
independent
CooperativeConfident andindependent
2
1
1
1
26 6.7Developawareness andresponsiblepractices whenhandingchemicals usedin
electrochemicalindustries
Discuss the importance of electrochemicalindustries in our daily life.
Collect data and discuss the problems onpolluction caused by the industrialprocesses involving electrochemicalindustries.
Hold a forum to discuss the importance of waste disposal from electrochemicalindustries in a safe and orderly manner.Show a video on the importance of recyclingand systematic disposal of used batteries ina safe and orderly manner. Practiserecycling used batteries.
A student is able to:• Justify the fact that
electrochemical industriescan improve the quality of life,
• Describe the problem of pollution caused by theindustrial processes involvingelectrolysis,
• Justify the need to dispose of waste from electrochemicalindustries in a safe andorderly manner,
• Practice safe and systematicdisposal of used batteries.
Generating ideaCommunicatingRelating
CommunicatingEvaluating
Generating ideaCommunicating
InventingRelating
Appreciating thecontribution of scienceand technology
Appreciating thecontribution of scienceand technology
Being responsible thesafety of oneself, others,and the environment.
Appreciating andpractising clean andhealthy living
Being responsible thesafety of oneself, others,and the environment.
1
1
8/3/2019 Form 4 Yearly Teaching Plan 2012
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Form Four Yearly Plan Chemistry F.4
Theme : Interaction Between ChemicalsLearning Area : 7.Acid And Bases
WeekNo.
Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
28 7.1Analysing characteristicsand properties if acids and
bases
Discuss:a. the concept of acid , base and
alkali in terms of the ions they
contained or produced in aqueoussolutions.
b. uses of acids, bases and alkalis in dailylife.
Carry out an experiment to show that thepresence of water is essential for theformation of hydrogen ions that causesacidity.
Carry out an experiment to show that thepresence of water is essential for theformation of hydroxide ions that causesalkalinity.
Watch computer simulation on the formationof hydroxonium andhydroxide ions in the presence of water
Conduct activitiesto study chemical properties of acidsand alkalis from the following reactions :a. acids with bases,b. acids with metals,c. acids wit metallic
carbonates.
Write equations for the respective reactions.
A student is able to:
• state the meaning of
acid, base and alkali,
• state uses of acids,bases and alkalis indaily life,
• explain the role of water in the formation of hydrogen ions to showthe properties of acids,
• explain the role of water
in the formation of hydroxide ions to showthe properties of alkalis,
• describe chemical
properties of acids andalkalis.
Attributing
Comparing andcontrasting
Relating
Experimenting
Observing
Comparing andcontrasting
Experimenting
Grouping andClassifying
Having an interest andcuriosi ty towards theenvironment
Being cooperative
Being honest
Being responsible about thesafety of oneself, others andenvironment
Being honest and accuratein recording and validatingdata
2
2
WeekNo.
Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
29 7.2Synthesising theconcepts of strongacids, weakacids, strong alkalis andweak alkalis
Carry out an activity using pH scale tomeasure the pH of solutions used indaily life such as soap solution,carbonated water, tap water or fruit
juice.
Carry out an activity to measure the pHvalue of a few solutions with the sameconcentration. For example,hydrochloric acid, ethanoic acid,ammonia and sodium hydroxide withthe use of indicators, pH meter or computer interface.
Based on the data obtained from the
above activity, discuss the relationship
A student is able to:• state the use of a pH scale,• relate pH value with acidic
or alkaline properties of asubstance,
Making inferences
Synthesizing
Relating
Observing
Interpreting data
Generating ideas
Being honest and accurate inrecording and validating data
Having critical and analyticalthinking
2
21
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Form Four Yearly Plan Chemistry F.4WeekNo.
Learning Objectives Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
between :
a. pH values and acidity alkalinityof a substance,
b. concentration of hydrogen ionsand the pH values,
c. concentrations of hydroxideions and the pH values,
d. strong acids and their degreeof dissociation,
e. weak acids and their degree of dissociation,
f. strong alkalis and their degreeof dissociation,
g. weak alkalis and their degree of their dissociations.
Use computer simulation to show thedegree of dissociation of strong andweak acids as well as strong and weakalkalis.
Build a mind map on strong acids,weak acids, strong alkalis and weak
alkalis.
• relate concentration of hydrogen ions with pHvalue,
• relate concentration of
hydroxide ions with pHvalue
• relate strong or weak acidwith degree of dissociation,
• relate strong or weak alkaliwith degree of dissociation,
• conceptualise qualitativelystrong and weak acids,
• conceptualise qualitatively
strong and weak alkali.
30 7.3Analysing concentrationof acids and alkalis
Discussa. the meaning of concentration.
b. the meaning of molarity,c. the relationship between the
number of moles with the molarityand the volume of a solutionm
d. methods for preparing standardsolutions.
Solve numerical problems involvingconversion of concentration units fromgdm-3 and vice versa.
Prepare a standard solution of sodiumhydroxide, NaOH or potassiumhydroxide, KOH.
Prepare a solutions with specifiedconcentration from the preparedstandard solution through dilution.
Carry out an experiment to investigatethe relationship between pH values with
the molarity of a few diluted solutions of
A student is able to:• state the meaning of
concentration,
• state the meaning of
molarity,
• state the relationship
between the number of moles with molarity andvolume of a solution,
•describe methods for
preparing standardsolutions,
• describe the preparation of a solution with a specifiedconcentration using dilutionmethod,
Analyzing
Attributing
Relating
Sequencing
Priotising
Having critical and analyticalthinking
Being systematic
Thinking rationally
Being responsible about thesafety of oneself, others andthe environment
Being honest and accurate inrecording and validating data
Being cooperative
Thinking rationally
2
2
1
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Form Four Yearly Plan Chemistry F.4an acid and an alkali.
Solve numerical problems on themolarity of acids and alkalis.
• relate pH value with
molarity of acid and alkali,
• solve numerical problems
involving molarity of acidsand
alkalis.
Week No. LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
31
32
7.4Analysingneutralisation
Collecct and interpret data on neutralisationand its application in daily life.
Carry out activities to write equations for neutralization reactions.
Carry out acid-base titrations and determinethe end point using indicators or computer interface.
Carry out problem solving activities involvingneutralization reactions to calculate either concentration or volume of solutions
A student is able to:• explain the meaning of
neutralisation,• explain the application of
neutralisation in daily life,• write equations for neutralisation
reactions,
• describe acid-base titration,• determine the end point of titration
during neutralisation,
• solve numerical problems
involving neutralisation reactionsto calculate either concentrationor volume of solutions
Interpreting data
Relating
Experimenting
Analyzing
Making conclusions
Having critical and analyticalthinking
Being systematic
Being responsible about thesafety of oneself, others andenvironment
Being honest and accurate in
recording and validating data
Being cooperative
2
2
2
Interaction Between ChemicalsLearning Area : 8. Salts
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
33 8.1
Synthesisingsalts
Collect and interpret data on:
a. naturally existing saltsb. the meaning of saltb. uses of salts in agriculture,medicinal field, preparationand preservation of food.
Carry out experiments tostudy the solubilities of nitrate,sulphate, carbonate andchloride salts.
Prepare soluble salts byreacting:a. acid with alkalib. acid with metallic oxide
c. acid with metal
A student is able to:
• state examples of salts used in dailylife,
• explain themeaning of salt
• identify soluble andinsoluble salts
• describe thepreparation of soluble salts
Groupling and classifying
Interpreting data
ExperimentingAnalysing
ExperimentingAnalysingSequencing
Being honest and accurate in
recording and validating data
Being cooperativeDaring to tryHaving critical & analyticalthinking
Thinking rationallyDaring to try
1
1
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
d. acid with metallic carbonate
Carry out an activity to purifysoluble salts byrecrystallisation. Discuss theneed to purify salts.
Observe to identify physical
characteristics of crystals suchas copper(II) sulphate, CuSO4,sodium chloride, NaCl,potassium chromate(VI),K2CrO4 and potassiumdichromate, K2Cr 2O7.
Prepare insoluble salt such aslead(II) iodide, PbI2, lead(II)chromate(VI), PbCrO4 andbarium sulphate, BaSO4
through precipitationreactions.
Carry out activities to write
chemical and ionic equationsfor preparation of soluble andinsoluble salts.Construct a flow chart toselect suitable methods for preparation of salts.
Plan and carry out an activityto prepare a specified salt.
Carry out an experiment toconstruct ionic equationsthrough continuous variationmethod.
Calculate quantities of reactant or products instoichiometric.
• describe the
purification of soluble salts byrecrystallisation
• list physicalcharacteristics of crystals
• describe thepreparation of insoluble salts
• write chemical andionic equations for reactions used inthe preparation of salts
• design an activity toprepare a specifiedsalt
• construct ionicequations throughthe continuousvariation method
• solve problems
involvingcalculation of quantities of reactants or products instoichiometric
Experimenting
Comparing & Contrasting
Attributing
InventingSequencingMaking Conclusions
RelatingGenerating ideas
SequencingPrioritising
Visualising
ExperimentingRelatingPredicitngSynthesisisngMaking inferences
EvaluatingMaking conclusions
Being confident andindependent
Being honest and accurate in
recording and validating dataBeing systematic
Thinking rationallyBeing f lexible and open-minded
Appreciating the balance of nature
Thinking rationally
Daring to try
Being cooperative
Being fair and just
1
1
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
reactions.
35
36
37
8.2Synthesisingqualitativeanalys is of salts
Discuss the meaning of qualitative analysis.
Study and make inferences onthe colour and the solubility of various salts in water.
Watch multimediapresentation on methods usedfor identifying gases.
Observe and carry outchemical tests to identifyoxygen, O2, hydrogen, H2,carbon dioxide, CO2, ammoniaNH3, chlorine, Cl2, hydrogenchloride HCl, sulphur dioxide,SO2, and nitrogen dioxide,NO2, gases.
Carry out tests to study theaction of heat on carbonateand nitrate salts. Observechanges in colour andevolution of gases when the
salts are heated.
Carry out tests to confirm thepresence of carbonate,sulphate, chloride and nitrateions in aqueous solutions.
Carry out tests to identify thepresence of Cu2+, Mg2+, Al3+,Fe2+, Fe3+, Pb2+, Zn2+, NH4
+,Ca2+ ions in aqueous solutionusing sodium hydroxidesolution, NaOH, and ammoniasolution, NH3(aq).
Carry out tests to confirm the
A student is able to:• state the meaning
of qualitativeanalysis,
• make inferences onsalts based on their colour andsolubility in water
• describe tests for the identification of gases
• describe the actionof heat on salts
• describe the testsfor anions
• state observation of
reaction of cationswith sodiumhydroxide solutionand ammonia
Defining operationally
AttributingMaking inferences
Comparing & contrastingAnalysingMaking conclusions
AttributingMaking conclusionsExperimenting
ExperimentingAttributingMaking conclusions
Being objective
Having critical & analyticalthinking
Thinking rationally
Daring to tryBeing confident andindependentBeing honest and accurate inrecording and validating dataBeing systematicThinking rationally
1
1
2
2
2
2
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
presence of Fe2+, Fe3+, Pb2+
and NH4+ ions in aqueous
solution.
Construct a flow chat on thequalitative analysis of salts.
Plan and carry out tests to
identify anions and cations inunknown salts.
solution
• describe
confirmatory testsfor Fe2+, Fe3+, Pb2+
and NH4+
• plan qualitative
analysis to identifysalts.
Generating ideasComparing & ContrastingInventing
Being systematic
378.3Practising tobe systematicandmeticulouswhen carryingout activities
Carry out activities usingcorrect techniques duringtitration, preparation of standard solutions andpreparation of salts andcrystals.
Plan and carry out an
experiment, makeobservations, record andanalyse data systematicallyand carefully.
A student is able to:carry out activities using thecorrect techniques duringpreparation of salts andcrystals.
ExperimentingSequencingInterpreting dataAnalysingInventing
Being systematicBeing confident andindependentThinking rationally
2
1
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Form Four Yearly Plan Chemistry F.4Theme : Production and Management Of Manufactured ChemicalsLearning Area : 9. Manufactured Substances In Industry
WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
38 9.1Understandingthemanufactureof sulphuric
acid
Discuss uses of sulphuric acidin daily life such as in themaking of paints, detergents,fertilizers and accumulators
Collect and interpret data onthe manufacture of sulphuricacid
Construct a flow chart to showte stages in the manufactureof sulphuric acid as in thecontact process.
Gather information and writean essay on how sulphur dioxide, SO2, causesenvironmental pollution.
A student is able to:• list uses of
sulphuric acid,
• explain industrialprocess in themanufacture of sulphuric acid,
• explain that
sulphur dioxidecausesenvironmental
pollution.
Attributing
Classifyi
ng Inter
pretingdata
Inventing
Communication
Cooperative Objective Flexible and open-
minded Honest and
accurate inrecording &validating data
Thinking rationally
Appreciating and
practising clean &healthy living
2
2
39 9.2Synthesisingthemanufactureof ammoniaand its salts
Discuss uses of ammonia inda ily life , e .g. in themanufacture of fertilizers andnitric acid.
Carry out an act ivity toinvestigate properties of ammonia.
Collect data from varioussources and construct a flowchart to show the stages in themanufacture of ammonia as inthe Haber process.
Design an activity to preparean ammonium fertilizer, for example ammonium sulphate,(NH4)2SO4.
A student is able to:• list uses of
ammonia,
• state theproperties of ammonia,
• explain theindustrial processin the manufactureof ammonia,
• design an activity
to prepareammoniumfertilizer.
Attributing Classifying Experimenting Interpreting
data
Cooperative Flexible and open-
minded Diligent and
persevering Honest and
accurate inrecording &validating data
Confident &independent
Systematic Thinking rationally
2
1
1
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
40 9.3Understandingalloys
Look at some examples of pure metals and materialsmade of alloys in daily life.Li st and d iscuss their properties.
Carry out an act ivity tocompare the strength and
hardness of alloys with their pure metals.
Study the arrangement of atoms in metals and alloysthrough computer simulation.
Work in groups to discuss:a. the meaning of alloy,b. the purpose of making
alloys such as duralumin,brass, steel, stainlesssteel, bronze and pewter,
c. compositions, propertiesand uses of alloys.
Carry out experiments tocompare the rate of corrosionof iron, steel and stainlesssteel.
Study various local productsmade from alloys.
A student is able to:• relate the
arrangement of atoms in metals totheir ductile andmalleableproperties,
• state the meaningof alloy,
• state the aim of making alloys,
• list examples of alloys
• list compositions
and properties of alloys, relate thearrangement of atoms in alloys totheir strength andhardness, relateproperties of alloys to their uses.
Attributing
Comparing &contrasti
ng Inter
pretingdata
Relating
Experimenting
Inventing
Communication
Having an interestand curiositytowards theenvironment
Honest andaccurate inrecording andvalidating data
Diligent andpersevering
Having critical andanalytical thinking
1
1
40 9.4Evaluatinguses of syntheticpolymers
Discuss the meaning of polymers.
Observe exhibits of materialsmade of polymers and classifythem into naturally occurringpolymers and synthet icpolymers.
Identify the monomers insynthetic polymers usingmodels or computer simulation.
Collect information on thequantity and types of household synthetic polymersdisposed of over a certainperiod of time.
A student is able to:• state the meaning
of polymers,• list naturally
occurring polymers,
• list syntheticpolymers and their uses,
• identify themonomers in thesyntheticpolymers,
• justify uses of
Attributing
Inter pretingdata
Comparing &contrasting
Communication
Flexible and open-minded
Honest andaccurate inrecording &validating data
Appreciating thecontribution of science andtechnology
1
1
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Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
Discuss the environmentalpollution resulting from thedisposal of syn theticpolymers.
Hold a debate on uses and
the environmental effects of non-biodegradable syntheticpolymers in daily life.
synthetic polymersin daily life.
1
41 9.5Applying usesof glass andceramics
Collect and interpret data ontypes, composition, propertiesand uses of glass andceramics.
Prepare a folio incorporatingvideo clips and pictures onuses of glass and ceramicsthat have been used for aspecific purpose, e.g. photochromic glass and conductingglass.
A student is able to:• list uses of glass,• list uses of
ceramics,• list types of glass
and their properties,
• state properties of
ceramics.
Inter pretingdata
Attributing
Communication
Clas
sifying
Maki
nggeneralisationing
Honest andaccurate inrecording &validating data
Cooperative Appreciating the
contribution of science andtechnology
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41 9.6Evaluatinguses of compositematerials
Watch a multimediapresentation and prepare afolio on:
a. the meaning of compositematerials,
b. a list of compositematerials such asreinforced concrete,specific super conductor,fibre optic, fibre glass andphoto chromic glass,
c. components of compositematerials,
d. uses of compositesmaterials.
Compare the superior propert ies of compositematerials to their originalcomponent by computer simulation.
A student is able to:• describe needs to
produce newmaterials for specificpurposes,
• state the meaningof compositematerials,
• list examples of compositematerials andtheir components,
• compare and
Communication
Attributing Comparing &
contrasting Generating
ideas Inventing Observing
Cooperative
Appreciating and
practising clean &healthy living
Having critical andanalytical thinking
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8/3/2019 Form 4 Yearly Teaching Plan 2012
http://slidepdf.com/reader/full/form-4-yearly-teaching-plan-2012 32/32
Form Four Yearly Plan Chemistry F.4WeekNo.
LearningObjectives
Suggested Learning Activities Learning Outcomes Thinking Skills andScientific Skills
Scientific attitudes and noblevalues
No. of Periods
Remarks
Discuss and justify the uses of composite materials.
Watch the product ion of composite materials infactories.
contrastproperties of compositematerials withthose of their originalcomponent,
• justify uses of compositematerials,
• generate ideas to
produceadvancedmaterials to fulfilspecific needs.
41 9.7Appreciatingvarioussyntheticindustrialmaterials
Discuss the importance of synthetic materials in daily life.
Hold a forum to discussimportance of research and
development for thecontinuous well being of mankind.
Watch a multimediapresentation or computer simulation on pollution causedby the disposal of syntheticmaterials.
A student is able to:• justify the
importance of doing researchand developmentcontinuously,
• act responsiblywhen handlingsynthetic materialsand their wastes,
• describe the
importance of synthetic materialsin daily life.
• Communication
• Observing
Diligent andpersevering
Appreciating thecontribution of science andtechnology
Appreciating andpractising clean &healthy living
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