Rpt Kimia t4 2016 Sts

7/23/2019 Rpt Kimia t4 2016 Sts

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SMK TINGGI SARIKEI,96100 SARIKEI

SARAWAK

YEARLY PLAN

CHEMISTRY FORM 4

2016

7/23/2019 Rpt Kimia t4 2016 Sts


Yearly Plan – Chemistry- Form 4 MR. LAW HUI NONG, SMK TINGGI SARIKEI

2

Week Themes and

learning areas

Learning

objectives

Suggested learning activities Learning outcomes Notes Vocabulary

Week 1

4/1 – 8/1

INTRODUCING

CHEM ISTRY

1.

INTRODUCTIONTO CHEMISTRY

1.1Understandingchemistry and itsimportance

Collect and interpret the meaning of theword ‘chemistry’.

Discuss some examples of common

chemicals used in daily life such as sodiumchloride, calcium carbonate and acetic acid.

Discuss the uses of these chemicals in dailylife.

View a video or computer courseware onthe following:

a. careers that need the knowledge ofchemistry

b. chemical-based industries inMalaysia and its contribution tothe development of the country.

Attend talks on chemical-based industriesin Malaysia and their contribution to thedevelopment of the country.

A student is able to:

explain the meaning ofchemistry,

list some common chemicals

used in daily life, state the uses of common

chemicals in daily life,

list examples of occupationsthat require the knowledge ofchemistry,

list chemical-based industries inMalaysia,

Describe the contribution ofchemical-based industriestowards the development of thecountry.

chemicals- bahankimia

chemical-based

industry- industri berasaskankimia

Week 1

4/1 – 8/1

1.2Synthesisingscientific method

Observe a situation and identify allvariables.

Suggest a question suitable for a scientificinvestigation.

Carry out an activity to:a.

observe a situation b.

identify all variablesc. suggest a question,d. form a hypothesis,e.

select suitable apparatus,f.

list down work procedures.

Carry out an experiment and:a.

collect and tabulate data,


identify variables in a givensituation,

identify the relationship between two variables to form ahypothesis,

design and carry out a simple

experiment to test thehypothesis,

record and present data in asuitable form,

interpret data to draw aconclusion,

write a report of theinvestigation.

Students haveknowledge ofscientificmethod inForm 1, 2 and3.Scientific skillsare appliedthroughout.

solubility -keterlarutan

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b. present data in a suitable form,c.

interpret the data and drawconclusions,

d.

write a complete report.

Week 1

4/1 – 8/1

1.3Incorporatescientific

attitudes andvalues inconductingscientificinvestigations

View videos or read passages aboutscientific investigations.

Students discuss and identify scientificattitudes and values practised byresearchers and scientists in the videos or

passages.

Students discuss and justify the scientificattitudes and values that should be practisedduring scientific investigations.


identify scientific attitudes andvalues practised by scientists in

carrying out investigations, practise scientific attitudes and

values in conducting scientificinvestigations..

Throughout thecourse,attention

should also begiven toidentifyingand practisingscientificattitudesand values

Week 2

11/1 – 15/1

MATTER AROUND

US

2. THE

STRUCTURE OFTHE ATOM

2.1Analysing matter

Discuss and explain the particulate natureof matter.

Use models or view computer simulation to

discuss the following:a. the kinetic theory of matter,

b.

the meaning of atoms, moleculesand ions.

Conduct an activity to investigate diffusionof particles in solid, liquid and gas.

Investigate the change in the state of matter based on the kinetic theory of matterthrough simulation or computer animation.

Conduct an activity to determine the

melting and freezing points of ethanamideor naphthalene.

Plot and interpret the heating and thecooling curves of ethanamide ornaphthalene.


describe the particulate natureof matter,

state the kinetic theory of

matter, define atoms, molecules and

ions,

relate the change in the state ofmatter to the change in heat,

relate the change in heat to thechange in kinetic energy of

particles,

explain the inter-conversion ofthe states of matter in terms ofkinetic theory of matter.

Students haveacquired priorknowledge ofelements,

compounds andmixtures inForm 2.

Ethanamide isalsoknown asacetamide.

PEKA:Determiningmelting and

freezing pointsof naphthalene

collision- perlanggaran

diffusion - peresapan

melting point-takatlebur

freezing point- takatbeku

simulation- simulasiinter-

conversion perubahankeadaan

Week 2 2.2Synthesising

Discuss the development of atomic models proposed by scientists namely Dalton,


describe the development of

Dates and howmodels are

make generalisation -mengitlak

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11/ 1 – 15/1 atomic structure Thomson, Rutherford, Chadwick and Bohr.

Use models or computer simulation toillustrate the structure of an atom ascontaining protons and neutrons in thenucleus and electrons arranged in shells.

Conduct activities to determine the proton

number, nucleon number and the number of protons, electrons and neutrons of an atom.

Use a table to compare and contrast therelative mass and the relative charge of the

protons, electrons and neutrons.

Investigate the proton and nucleon numbersof different elements.

Discuss :a.

the relationship between protonnumber and nucleon number,

b.

to make generalisation that eachelement has a different protonnumber.

Carry out an activity to write:a. the symbols of elements,

b. the standard representation for an atomof any element, where:

A

XZX = element

A = nucleon numberZ = proton number

Construct models or use computersimulation to show the atomic structure.

atomic model,

state the main subatomic particles of an atom,

compare and contrast therelative mass and the relativecharge of the protons, electronsand neutrons,

define proton number,

define nucleon number, determine the proton number,

determine the nucleon number,

relate the proton number to thenucleon number,

relate the proton number to thetype of element,

write the symbol of elements,

determine the number ofneutrons, protons and electronsfrom the proton number and thenucleon number and vice versa,

construct the atomic structure.

developed arenotneeded.

Proton numberisalso known asatomic number.

Nucleonnumber isalso known asmass number.

Week 3

18/1 – 23/1

2.3Understandingisotopes and

Collect and interpret information on:a. the meaning of isotope,

b. isotopes of hydrogen, oxygen,


state the meaning of isotope,

list examples of elements with

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assessing theirimportance

carbon, chlorine and bromine.

Conduct activities to determine the numberof subatomic particles of isotopes fromtheir proton numbers and their nucleonnumbers.

Gather information from the internet or

from printed materials and discuss the usesof isotope.

isotopes,

determine the number ofsubatomic particles of isotopes,

justify the uses of isotope indaily life.

Week 3

18/1 – 23/1

2.4Understandingthe electronicstructure of anatom

Study electron arrangements of variousatoms and identify their valence electrons.

Discuss the meaning of valence electronsusing illustrations.

Conduct activities to:a.

illustrate electron arrangements ofelements with proton numbers 1 to20,

b. write electron arrangements of

elements with proton numbers 1 to20.


describe electron arrangementsof elements with protonnumbers 1 to 20,

draw electron arrangement of anatom in an element,

state the meaning of valenceelectrons,

determine the number ofvalence electrons from theelectron arrangement of an

atom.

Week 3

18/1 – 23/1

2.5Appreciate theorderliness anduniqueness ofthe atomicstructure

Discuss the contributions of scientiststowards the development of ideas on theatomic structure.

Conduct a story-telling competition on thehistorical development of the atomicstructure with emphasis on the creativity ofscientists.


describe the contributions ofscientists towards theunderstanding of the atomicstructure,

describe the creative andconscientious efforts ofscientists to form a complete

picture of matter

Topical Test Gratefulness – kesyukuran

Week 4

25/1 -30/1

MATTER AROUND

US

3. CHEMICALFORMULAE ANDEQUATIONS

3.1Understandingand applying theconcepts ofrelative atomicmass andrelativemolecular mass

Collect and interpret data concerningrelative atomic mass and relative molecularmass based on carbon-12 scale.

Discuss the use of carbon-12 scale as astandard for determining relative atomicmass and relative molecular mass.

Investigate the concepts of relative atomic

A student is able to: state the meaning of relative

atomic mass based on carbon-12 scale,

state the meaning of relativemolecular mass based oncarbon-12 scale,

state why carbon-12 is used as a

Relativeformulamass isintroducedas the relativemass for ionicsubstances.

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mass and relative molecular mass usinganalogy or computer animation.

Carry out a quiz to calculate the relativemolecular mass of substances based on thegiven chemical formulae, for example HCl,CO2, Na2CO3, Al(NO3)3, CuSO4.5H2O

standard for determiningrelative atomic mass andrelative molecular mass,

calculate the relative molecularmass of substances.

28/1 – 19/1 : Kejohanan Padang & Balapan ke -48 STSWeek 5

1/2 – 5/2

3.2Analysing therelationship

between thenumber of moleswith the numberof particles

Study the mole concept using analogy orcomputer simulation.

Collect and interpret data on Avogadroconstant.

Discuss the relationship between thenumber of particles in one mole of asubstance with the Avogadro constant.

Carry out problem solving activities toconvert the number of moles to the number

of particles for a given substance and viceversa.


define a mole as the amount ofmatter that contains as many

particles as the number of atomsin 12 g of

12C,

state the meaning of Avogadroconstant,

relate the number of particles inone mole of a substance withthe Avogadro constant,

solve numerical problems toconvert the number of moles to

the number of particles of agiven substance and vice versa.

1C can also be

represented as12

C or C-12Avogadroconstantis also knownasAvogadronumber.

Week 5

1/2 – 5/2


between thenumber of molesof a substancewith its mass

Discuss the meaning of molar mass.Using analogy or computer simulation,discuss to relate:

a.

molar mass with the Avogadroconstant,

b. molar mass of a substance with itsrelative atomic mass or relativemolecular mass.

Carry out problem solving activities toconvert the number of moles of a givensubstance to its mass and vice versa.


state the meaning of molarmass,

relate molar mass to theAvogadro constant,

relate molar mass of a substanceto its relative atomic mass orrelative molecular mass,

solve numerical problems to

convert the number of moles ofa given substance to its massand vice versa.

Chemicalformulaeof substancesaregiven forcalculation.

Week 68/2 – 12/ 2 : Chinese New Year Break

Week 7

15/2 -19/2


Collect and interpret data on molar volumeof a gas.


state the meaning of molarvolume of a gas,

STP – StandardTemperatureand

STP – suhu dantekanan piawai

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between thenumber of molesof a gas with itsvolume

Using computer simulation or graphicrepresentation, discuss:

a. the relationship between molarvolume and Avogadro constant,

b.

to make generalization on themolar volume of a gas at STP orroom conditions.

Carry out an activity to calculate thevolume of gases at STP or room conditionsfrom the number of moles and vice versa.

Construct a mind map to show therelationship between number of particles,number of moles, mass of substances andvolume of gases at STP and roomconditions.

Carry out problem solving activitiesinvolving number of particles, number ofmoles, mass of a substance and volume of

gases at STP or roomconditions.

relate molar volume of a gas tothe Avogadro constant,

make generalization on themolar volume of a gas at agiven temperature and pressure,

calculate the volume of gases atSTP or room conditions fromthe number of moles and vice

versa, solve numerical problems

involving number of particles,number of moles, mass ofsubstances and volume of gasesat STP or room conditions.

Pressure

Week 7

15/2 -19/2

3.5Synthesisingchemicalformulae

Collect and interpret data on chemicalformula, empirical formula and molecularformula.

Conduct an activity to:a.

determine the empirical formula ofcopper(II) oxide using computersimulation,

b.

determine the empirical formula ofmagnesium oxide,

c.

compare and contrast empiricalformula with molecular formula.

Carry out problem solving activitiesinvolving empirical and molecularformulae.


state the meaning of chemicalformula,

state the meaning of empiricalformula,

state the meaning of molecularformula,

determine empirical andmolecular formulae ofsubstances,

compare and contrast empiricalformula with molecularformula,

solve numerical problemsinvolving empirical andmolecular formulae,

write ionic formulae of ions,

construct chemical formulae of

The use ofsymbols andchemicalformulaeshould bewidelyencouraged andnot restricted towritingchemical

equations only.IUPAC – InternationalUnionof Pure andAppliedChemistry.

Ionic formula – formulaion

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Carry out exercises and quizzes in writingionic formulae.

Conduct activities to:a.

construct chemical formulae ofcompounds from a given ionicformula,

b. state names of chemical

compounds using IUPACnomenclature.

ionic compounds,

state names of chemicalcompounds using IUPACnomenclature.

Experiment:Determinationof empiricalformula ofMgO

Week 8

22/2 - 25/2

3.6Interpretingchemicalequations

Discuss:a. the meaning of chemical equation,

b.

the reactants and products in achemical equation.

Construct balanced chemical equationsfor the following reactions:

a.

heating of copper(II) carbonate,CuCO3,

b. formation of ammonium chloride,

NH4Cl,c.

precipitation of lead(II) iodide,PbI2.

Carry out the following activities:a. write and balance chemical

equations, b.

interpret chemical equationsquantitatively and qualitatively,

c. solve numerical problems usingchemical equations(stoichiometry).


state the meaning of chemicalequation,

identify the reactants and products of a chemical equation,

write and balance chemicalequations

interpret chemical equationsquantitatively and qualitatively,

solve numerical problems using

chemical equations.

A computerspreadsheet can

be used for balancingchemicalequationexercises.

precipitation - pemendakan

Week 8

22/2 - 25/2

3.7Practisingscientificattitudes andvalues ininvestigatingmatter

Discuss the contributions of scientists fortheir research on relative atomic mass,relative molecular mass, mole concept,formulae and chemical equations.

Discuss to justify the need for scientists to practise scientific attitudes and positivevalues in doing their research on atomicstructures, formulae and chemical

A student is able to: identify positive scientific

attitudes and values practiced by scientists in doing researchon mole concept, chemicalformulae and chemicalequations,

justify the need to practice positive scientific attitudes and

Topical Test

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equations.

Discuss the role of chemical symbols,formulae and equations as tools ofcommunication in chemistry.

good values in doing researchon atomic structures, chemicalformulae and chemicalequations,

use symbols, chemical formulaeand equations for easy andsystematic communication inthe field of chemistry.

Week 9 & 1029/2 – 4/3 & 7/3 – 11/3: First Mid Term Examination

Week 1114/3 – 18/3 : First mid semester break

Week 12

21/3 – 25/3

MATTER AROUND

US

4. PERIODIC

TABLE OF

ELEMENTS

4.1Analysing thePeriodic Table ofElements

Collect information on the contributions ofvarious scientists towards the developmentof the Periodic Table.

Study the arrangement of elements in thePeriodic Table from the following aspects:

a.

group and period,

b.

proton number,c. electron arrangement.

Carry out an activity to relate the electronarrangement of an element to its group and

period.

Discuss the advantages of groupingelements in the Periodic Table.

Conduct activities to predict the group and period of an element based on its electronarrangement.


describe the contributions ofscientists in the historicaldevelopment of the PeriodicTable,

identify groups and periods inthe Periodic Table,

state the basic principle ofarranging the elements in thePeriodic Table from their protonnumbers,

relate the electron arrangementof an element to its group and

period,

explain the advantages ofgrouping elements in thePeriodic Table,

predict the group and the periodof an element based on itselectron arrangement.

Includescientistslike Lavoisier,Dobereiner,

Newlands,Meyer,Mendeleev and

Mosely.

Week 12

21/3 – 25/3

(week 11)18/3 – 22/3

4.2Analysing Group18 elements

Use a table to list all the elements in Group18.

Describe the physical properties such as the physical state, density and boiling point ofGroup 18 elements.


list all Group 18 elements,

state in general the physical properties of Group 18elements,

describe the changes in the physical properties of Group 18

The elementsinGroup 18 canalso be referredto as noblegasesor inert gases.

Inert – lengai

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Discuss:a.

changes in the physical propertiesof Group 18 elements,

b.

the inert nature of Group 18elements.

Discuss the relationship between theelectron arrangement and the inert nature ofGroup 18 elements.

Use diagrams or computer simulations toillustrate the duplet and octet electronarrangement of Group 18 elements toexplain their stability.

Gather information on the reasons for theuses of Group 18 elements.

elements,

describe the inert nature ofelements of Group 18,

relate the inert nature of Group18 elements to their electronarrangements,

relate the duplet and octetelectron arrangements of Group

18 elements to their stability, describe uses of Group 18

elements in daily life.

Students areencouraged touse multimediamaterials.

Week 13

28/3 – 1/4


Gather information and discuss:a. Group 1 elements,

b. general physical properties of

lithium, sodium and potassium,c.

changes in the physical propertiesfrom lithium to potassium withrespect to hardness, density andmelting point,

d. chemical properties of lithium,sodium and potassium,

e.

the similarities in chemical properties of lithium, sodium and potassium,

f. the relationship between thechemical properties of Group 1elements and their electron

arrangements.

Carry out experiments to investigate thereactions of lithium, sodium and potassiumwith water and oxygen.

Study the reactions of li thium, sodium and potassium with chlorine and brominethrough computer simulation.


list all Group 1 elements.

state the general physical

properties of lithium, sodiumand potassium,

describe changes in the physical properties from lithium to potassium,

list the chemical properties oflithium, sodium and potassium,

describe the similarities inchemical properties of lithium,sodium and potassium,

relate the chemical properties ofGroup 1 elements to theirelectron arrangements,

describe changes in reactivity ofGroup 1 elements down thegroup,

predict physical and chemical properties of other elements inGroup 1,

state the safety precautionswhen handling Group 1

Teachers areencouraged touse

demonstrationforactivitiesinvolvingsodium and

potassium

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Discuss changes in the r eactivity of Group1 elements down the group.

Predict physical and chemical properties ofGroup 1 elements other than l ithium,sodium and potassium.

Watch multimedia materials on the safety precautions when handling Group 1elements.

elements..

Week 14

4/4 – 8/4


Gather information and discuss on:a.

Group 17 elements, b.

physical properties of chlorine, bromine and iodine with respect totheir colour, density and boiling

point,c.

changes in the physical propertiesfrom chlorine to iodine,

d. describe the chemical properties of

chlorine, bromine and iodine,e.

the similarities in chemical properties of chlorine, bromineand iodine,

f.

the relationship between thechemical properties of Group 17elements with their electronarrangements.

Carry out experiments to investigate thereactions of chlorine, bromine and iodinewith:

a.

water,

b.

metals such as iron,c. sodium hydroxide.

Discuss changes in the r eactivity of Group17 elements down the group.

Predict physical and chemical properties ofGroup 17 elements other than chlorine,

bromine and iodine.


list all Group 17 elements,

state the general physical properties of chlorine, bromineand iodine,

describe changes in the physical properties from chlorine toiodine,

list the chemical properties of

chlorine, bromine and iodine, describe the similarities in

chemical properties of chlorine, bromine and iodine,

relate the chemical properties ofGroup 17 elements with theirelectron arrangements,

describe changes in reactivity ofGroup 17 elements down thegroup,

predict physical and chemical properties of other elements inGroup 17,

state the safety precautionswhen handling Group 17elements.

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Watch multimedia materials on the safety precautions when handling Group 17elements.

Week 14

4/4 – 8/4

4.5Analysingelements in a

period

Collect and interpret data on the propertiesof elements in Period 3 such as:

a. proton number, b.

electron arrangement,c.

size of atom,d.

electronegativity,e. physical state.

Discuss changes in the properties ofelements across Period 3.

Carry out experiments to study the oxidesof elements in Period 3 and relate them totheir metallic properties.

Discuss in small groups and make a presentation on the changes of properties ofoxides of elements across Period 3.

Discuss and predict changes in the properties of elements in Period 2.

Collect and interpret data on uses of semi-metals i.e. silicon and germanium in themicroelectronic industry.


list all elements in Period 3,

write electron arrangements ofall elements in Period 3,

describe changes in the properties of elements acrossPeriod 3,

state changes in the propertiesof the oxides of elements acrossPeriod 3,

predict changes in the propertiesof elements across Period 2,

describe uses of semi-metals.

Semi-metalsarealso known asmetalloids

Week 15

11/4 – 15/4

4.6Understanding

transitionelements

Carry out an activity to identify the positions of transition elements in the

Periodic Table.

Collect and interpret data on properties oftransition elements with respect to melting

points, density, variable oxidation numbersand ability to form coloured compounds.

Observe the colour of:a.

a few compounds of transition


identify the positions of

transition elements in thePeriodic Table,

give examples of transitionelements,

describe properties of transitionelements,

state uses of transition elementsin industries.

Oxidationnumber

is synonymouswith oxidationstate.

Chemicalequations arenotrequired.

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elements, b.

products of the reaction betweenaqueous solution of compounds oftransition elements with sodiumhydroxide solution, NaOH, andammonia solution, NH3(aq).

Observe the colour of precious stones andidentify the presence of transition elements.

Give examples on the use of transitionelements as catalysts in industries.

Week 15

11/4 – 15/4

4.7Appreciating theexistence ofelements andtheir compounds

Gather information on efforts of scientistsin discovering the properties of elementsand make a multimedia presentation.

Discuss in a forum about life withoutvarious elements and compounds.

Carry out projects to collect specimens or

pictures of various types of rocks.

Discuss and practise ways to handlechemicals safely and to avoid their wastage.


describe efforts of scientists indiscovering the properties ofelements,

describe what life would bewithout diverse elements andcompounds,

identify different colours in

compounds of transitionelements found naturally,

handle chemicals wisely.

Topical Test

Week 16

18/4 – 22/4

MATTER AROUND

US

5. CHEMICAL

BONDS

5.1Understandingformation ofcompounds

Collect and interpret data on the existenceof various naturally occurring compoundsfor example, water, H2O, carbon dioxide,CO2, and minerals to introduce the conceptof chemical bonds.

Discuss:a. the stability of inert gases with

respect to the electronarrangement,

b. conditions for the formation ofchemical bonds,

c.

types of chemical bonds.


explain the stability of inertgases,

explain conditions for theformation of chemical bonds,

state types of chemical bonds.

Week 16

18/4 – 22/4

5.2Synthesisingideas on

Use computer simulation to explainformation of ions and electron arrangementof ions.


explain formation of ions,

write electron arrangements for

Ionic bond issynonymouswith

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formation of ionic bond Conduct an activity to prepare ionic

compounds for example, magnesium oxide,MgO, sodium chloride, NaCl and iron(III)chloride, FeCl3 .

Carry out an activity to illustrate formationof ionic bond through models, diagrams orcomputer simulation.

Use computer simulation to illustrate theexistence of electrostatic force between ionsof opposite charges in ionic bond.

the ions formed,

explain formation of ionic bond,

illustrate electron arrangementof an ionic bond,

illustrate formation of ionic bond.

electrovalent bond.

Week 17

25/ 4 – 29/4

5.3Synthesising ideason formation ofcovalent bond

Collect and interpret data on the meaning ofcovalent bond.

Use models and computer simulation toillustrate formation 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, carbondioxide, CO2,

c. triple bond in nitrogen, N2.

Draw diagrams showing electronarrangements for the formation of covalent

bond including Lewis structure.

Discuss and construct a mind map tocompare the formation of covalent bond

with ionic bond.


state the meaning of covalent bond,

explain formation of covalent bond,

illustrate formation of acovalent bond by drawing

electron arrangement, illustrate formation of covalent

bond,

compare and contrast formationof ionic and covalent bonds.

Week 18

2/5 – 6/5

5.4Analysing

properties ofionic and covalentcompounds

Collect and interpret data on properties ofionic and covalent compounds.

Work in groups to carry out an activity tocompare the following properties of ionicand covalent compounds:

a.

melting and boiling points,


list properties of ioniccompounds,

list properties of covalentcompounds,

explain differences in the

Topical Test Solvent - pelarut

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b. electrical conductivities,c.

solubilities in water and organicsolvents.

Discuss:a.

differences in electricalconductivities of ionic andcovalent compounds due to the

presence of ions, b.

differences in the melting and boiling points of ionic andcovalent compounds.

Gather information on uses of covalentcompounds as solvents in daily life.

electrical conductivity of ionicand covalent compounds,

describe differences in meltingand boiling points of ionic andcovalent compounds,

compare and contrast thesolubility of ionic and covalentcompounds,

state uses of covalentcompounds as solvents.

Week 199/5 – 13/5 Exercise & Practices

Week 20 & Week 2116/5 – 20/5 & 23/5 – 27/5 : First Semester Examination

Week 22 & Week 2330 / 5 – 3/6 & 6/6 – 10/6 : First Semester School Break

Week 24

13/6 – 17/6

INTERACTION

BETWEENCHEMICALS 6.ELECTROCHEMIS

TRY(week 20)10/6 – 14/6

6.1Understanding

properties ofelectrolytes andnon-electrolytes

Conduct activities to classify chemicals intoelectrolytes and non-electrolytes.

Discuss:a. the meaning of electrolyte,

b. the relationship between the presence of freely moving ions andelectrical conductivity.


state the meaning of electrolyte,

classify substances intoelectrolytes and non-electrolytes,

relate the presence of freelymoving ions to electricalconductivity.

Students have basicknowledgethat electricalcircuit can be

built usingsolutions andelectrolysis ofwater.

Week 24

13/6 – 17/6

(week 20)10/6 – 14/6

6.2Analysingelectrolysis ofmoltencompounds

Discuss:a. electrolysis process,

b. structure of electrolytic cell.

Use computer simulation to:a.

identify cations and anions in amolten compound,

b.

illustrate to show the existence ofions held in a lattice in solid state

A student is able to: describe electrolysis,

describe electrolytic cell,

identify cations and anions in amolten compound,

describe evidence for theexistence of ions held in alattice in solid state but move

The term andskillin writing halfequationor half reactionis new tostudents.

molten – leburan

half-equation - setengah persamaan

half-reaction - setengah

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but move freely in molten state.

Conduct an activity to investigate theelectrolysis of molten lead(II) bromide,PbBr 2 to:

a.

identify cations and anions, b. describe the electrolysis process,c. write half-equations for the

discharge of ions at anode andcathode.

Collect and interpret data on electrolysis ofmolten ionic compounds with very highmelting points, for example sodiumchloride, NaCl and lead (II) oxide, PbO.

Predict products from the electrolysis ofother molten compounds.

freely in molten state,

describe electrolysis of a moltencompound,

write half-equations for thedischarge of ions at anode andcathode,

predict products of the

electrolysis of molten

compounds.

tindak balas

Week 25

20/6 – 24/6

6.3Analysing theelectrolysis ofaqueoussolutions

Conduct an activity to investigate theelectrolysis of copper(II) sulphate solutionand dilute sulphuric acid using carbonelectrodes to:

a. identify cations and anions in theaqueous solutions,

b.

describe the electrolysis of theaqueous solutions,

c. write half equations for thedischarge of ions at the anode andthe cathode.

Conduct experiments to investigate factorsdetermining selective discharge of ions atelectrodes based on:

a.

positions of ions inelectrochemical series, b.

concentration of ions in a solution,c. types of electrodes.

Use computer simulation to explain factorsaffecting electrolysis of an aqueoussolution.


identify cations and anions in an

aqueous solution, describe the electrolysis of an

aqueous solution,

explain using examples factorsaffecting electrolysis of anaqueous solution,

write half equations for thedischarge of ions at the anodeand the cathode,

predict the products ofelectrolysis of aqueoussolutions.

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Predict the products of electrolysis ofaqueous solutions and write their halfequations.

Week 26

27/ 6 – 1/7

6.4Evaluatingelectrolysis inindustry

Conduct experiments to study the purification and electroplating of metals.

Using computer simulation, study anddiscuss:

a.

extraction of aluminium fromaluminium 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 electrolysis in industries.


state uses of electrolysis inindustries

explain the extraction, purification and electroplatingof metals involving electrolysisin industries,

write chemical equations torepresent the electrolysis

process in industries,

justify uses of electrolysis inindustries,

describe the problem of pollution from electrolysis inindustry.

Week 274/7 – 8/7 : Hari Raya Aidilfitri

Week 28

11/7 – 15/7

6.5Analysing voltaiccell

Study the structure of a voltaic cell such asa simple voltaic cell and Daniell cell.

Conduct an experiment to show the production 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 advantages anddisadvantages of various voltaic cellsincluding dry cell, lead-acid accumulator,mercury cell,alkaline cell and nickel cadmium cell.

Discuss and compare an electrolytic cell


describe the structure of asimple voltaic cell and Daniellcell,

explain the production ofelectricity from a simple voltaiccell,

explain the reactions in a simplevoltaic cell and Daniell cell,

compare and contrast the

advantages and disadvantagesof various voltaic cells,

describe the differences between electrolytic and voltaiccells.

A voltaic cell isalsocalledgalvanic cell.

Mention newcellssuch as lithiumion,nickel hydrideand

polymericcells.

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with a voltaic cell.

Week 29

18/7 – 22/7

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 saltsolution.

Discuss uses of the electrochemical seriesto determine:

a. cell terminal, b.

standard cell voltage,c.

the ability of a metal to displaceanother metal from its saltsolution.

Carry out experiments to confirm the predictions on the metal displacementreaction.

Carry out an activity to write the chemicalequations for metal displacement reactions.


describe the principles used inconstructing the electrochemicalseries,

construct the electrochemicalseries,

explain the importance ofelectrochemical series,

predict the ability of a metal todisplace another metal from itssalt solution,

write the chemical equations formetal displacement reactions.

displacementreaction – tindak balas

penyesaran

Week 29

18/7 – 22/7

6.7Developawareness andresponsible

practices whenhandlingchemicals usedinelectrochemical

industries

Discuss the importance of electrochemicalindustries in our daily life.

Collect data and discuss the problems on pollution caused by the industrial processesinvolving electrochemical industries.

Hold a forum to discuss the importance ofwaste disposal from electrochemical

industries in a safe and orderly manner.

Show a video on the importance ofrecycling and systematic disposal of used

batteries in a safe and orderly manner.Practise recycling used

batteries.


justify the fact thatelectrochemical industries canimprove 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 and orderlymanner,

practise safe and systematicdisposal of used batteries.

Topical Test

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Week 30

25/7 – 29/7

INTERACTION

BETWEEN

CHEMICALS

7. ACIDS ANDBASES (week 25)15/7 -19/7

7.1Analysingcharacteristicsand properties ofacids and bases

Discuss:a.

the concept of acid, base and alkaliin terms of the ions they containedor produced in aqueous solutions,

b.

uses of acids, bases and alkalis indaily life.

Carry out an experiment to show that the presence of water is essential for the

formation of hydrogen ions that causesacidity.

Carry out an experiment to show that the presence of water is essential for theformation of hydroxide ions that causesalkalinity.

Watch computer simulation on theformation of hydroxonium ions andhydroxide ions in the presence of water.

Conduct activities to study chemical properties of acids and alkalis from thefollowing reactions:

a. acids with bases, b. acids with metals,c.

acids with metallic carbonates.

Write equations for the respective reactions.


state the meaning of acid, baseand alkali,

state uses of acids, bases andalkalis in daily life,

explain the role of water in the

formation of hydrogen ions toshow the properties of acids,

explain the role of water in theformation of hydroxide ions toshow the properties of alkalis,

describe chemical properties ofacids and alkalis.

The formationofhydroxoniumion,H30+, isintroduced.

Monoproticand

diprotic acid isintroduced.

monoprotic acid – asid monobes

diprotic acid – asiddwibes

Week 31

1/8 – 5/8

7.2Synthesising theconcepts ofstrong acids,

weak acids,strong alkalisand weak alkalis

Carry out an activity using pH scale tomeasure the pH of solutions used in dailylife 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, hydrochloricacid, ethanoic acid, ammonia and sodiumhydroxide with the use of indicators, pHmeter or computer interface.

Based on the data obtained from the above


state the use of a pH scale,

relate pH value with acidic oralkaline properties of a

substance, relate concentration of hydrogen

ions with pH value,

relate concentration ofhydroxide ions with pH value,

relate strong or weak acid withdegree of dissociation,

relate strong or weak alkali with

The formula pH = -log [H+]is not required.

Dissociation isalsoknown as

ionisation.dissociation –

penceraian

ionisation - pengionan

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activity, discuss the relationship between:a.

pH values and acidity or alkalinityof a substance,

b.

concentration of hydrogen ionsand the pH values,

c.

concentration of hydroxide ionsand the pH values,

d. strong acids and their degree ofdissociation,

e.

weak acids and their degree ofdissociation,

f. strong alkalis and their degree ofdissociation,

g. weak alkalis and their degree ofdissociation.

Use computer simulation to show thedegree of dissociation of strong and weakacids as well as strong and weak alkalis.

Build a mind map on strong acids, weakacids, strong alkalis and weak alkalis.

degree of dissociation,

conceptualise qualitativelystrong and weak acids,

conceptualise qualitativelystrong and weak alkalis

Week 31

1/8 – 5/8

(week 26)22/7 – 25/7

7.3Analysingconcentration ofacids and alkalis

Discuss:a. the meaning of concentration,

b.

the meaning of molarity,c. the relationship between the

number of moles with the molarityand the volume of a solution,

d.

methods for preparing standardsolutions.

Solve numerical problems involvingconversion of concentration units from g

dm

-3

to mol dm

-3

and vice versa.

Prepare a standard solution of sodiumhydroxide, NaOH or potassium hydroxide,KOH.

Prepare a solution with specifiedconcentration from the prepared standardsolution through dilution.


state the meaning ofconcentration,

state the meaning of molarity,

state the relationship betweenthe number of moles withmolarity and volume of asolution,

describe methods for preparingstandard solutions,

describe the preparation of a

solution with a specifiedconcentration using dilutionmethod,

relate pH value with molarity ofacid and alkali,

solve numerical problemsinvolving molarity of acids andalkalis.

The use of pHmeter isrecommended.

Salt solutionscan

be included inthediscussion.

Molarity or

molarconcentration.

Sodiumhydroxideis not stableandabsorbsmoisture,

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Carry out an experiment to investigate therelationship between pH values with themolarity of a few diluted solutions of anacid and an alkali.

Solve numerical problems on the molarityof acids and alkalis.

thus theconcentration isonlyapproximate.

Oxalic acid,H2C2O4.2H2Oorsodium

carbonate, Na2CO3 isrecommendedas a

primarystandardsolution.

Week 32

8/8 – 12/8

7.4Analysingneutralisation

Collect and interpret data on neutralisationand its application in daily life.

Carry out activities to write equations forneutralisation reactions.

Carry out acid-base titrations anddetermine the end point using indicatorsor computer interface.

Carry out problem solving activitiesinvolving neutralisation reactions tocalculate either concentration or volume ofsolutions.


explain the meaning ofneutralisation,

explain the application ofneutralisation in daily life,

write equations forneutralization reactions,

describe acid-base titration,

determine the end point oftitration during neutralisation,

solve numerical problemsinvolving neutralizationreactions to calculate eitherconcentration or volume ofsolutions.

Neutralise soilusing lime orammonia, useofanti-acid.

Teacher shouldemphasise onusing correcttechniques.

Week 33

15/8 – 19/8

INTERACTIONBETWEEN

CHEMICALS

8. SALTS

8.1Synthesisingsalts

Collect and interpret data on:a.

naturally existing salts, b. the meaning of salt,c. uses of salts in agriculture,

medicinal field, preparation and preservation of food.

Carry out experiments to study the

A student is able to: state examples of salts used in

daily life

explain the meaning of salt

identify soluble and insolublesalts,

describe the preparation ofsoluble salts,

The solublesalts

prepared are purified byrecrystalisation.

Use preparedcrystals of

precipitation reaction – tindak balas

pemendakan

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solubilities of nitrate, sulphate, carbonateand chloride salts.

Prepare soluble salts by reacting:a.

acid with alkali, b.

acid with metallic oxide,c. acid with metal,d. acid with metallic carbonate.

Carry out an activity to purify soluble salts by recrystallisation. Discuss the need to purify salts.

Observe to identify physical characteristicsof crystals such as copper(II) sulphate,CuSO4, sodium chloride, NaCl, potassiumchromate(VI),K 2CrO4, and potassium dichromate,K 2Cr 2O7.

Prepare insoluble salts such as lead(II)iodide, PbI2, lead(II) chromate(VI),

PbCrO4, and barium sulphate, BaSO4,through precipitation reactions.

Carry out activities to write chemical andionic equations for preparation of solubleand insoluble salts.

Construct a flow chart to select suitablemethods for preparation of salts.

Plan and carry out an activity to prepare aspecified salt.

Carry out an experiment to construct ionicequations through continuous variationmethod.

Calculate quantities of reactants or productsin stoichiometric reactions.

describe the purification ofsoluble salts byrecrystallisation,

list physical characteristics ofcrystals,

describe the preparation ofinsoluble salts,

write chemical and ionicequations for reactions used inthe preparation of salts,

design an activity to prepare aspecified salt,

construct ionic equationsthrough the continuous variationmethod,

solve problems involvingcalculation of quantities ofreactants or products instoichiometric reactions.

salts.

Use worksheetsorquizzes

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Week 34

22/8 – 26/8

8.2 Synthesisingqualitativeanalysis of salts

Discuss the meaning of qualitativeanalysis.

Study and make inferences on the colourand the solubility of various salts in water.

Watch multimedia presentation on methodsused for identifying gases.

Observe and carry out chemical tests toidentify oxygen, O2, hydrogen, H2, carbondioxide, CO2, ammonia, NH3, chlorine, Cl2,hydrogen chloride, HCl, sulphur dioxide,SO2, and nitrogen dioxide, NO2, gases.

Carry out tests to study the action of heat oncarbonate and nitrate salts.

Observe changes in colour and evolution ofgases when the salts are heated.

Carry out tests to confirm the presence of

carbonate, sulphate, chloride and nitrateions in aqueous solutions.

Carry out tests to identify the presence ofCu

2+, Mg

2+, Al

3+, Fe

2+, Fe

3+, Pb

2+, Zn

2+,

NH4+, Ca

2+ ions in aqueous solution using

sodium hydroxide solution, NaOH, andammonia solution, NH3 (aq).

Carry out tests to confirm the presence ofFe

2+, Fe

3+, Pb

2+ and NH4

+ ions in aqueous

solution.

Construct a flow chart on the qualitativeanalysis of salts.

Plan and carry out tests to identify anionsand cations in unknown salts.


state the meaning of qualitativeanalysis,

make inferences on salts basedon their colour and solubility inwater,

describe tests for theidentification of gases,

describe the action of heat onsalts,

describe the tests for anions,

state observation of reaction ofcations with sodium hydroxidesolution and ammonia solution,

describe confirmatory tests forFe

2+, Fe

3+, Pb

2+ and NH4

+

plan qualitative analysis toidentify salts.

Chemical testsforO2, H2, CO2,

NH3 and HCl areconfirmatorytests.

Action of heat

onsulphate andchloride saltsmay

be mentioned.

Week 35 & Week 36

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29/8- 2/9 & 5/9 – 9/9 : Second Mid Semester Examination31/8 : Hari Kemerdekaan

Week 3712/9 – 16/9 : Second Mid Semester Break

Week 38

19/9 – 23/9

8.3Practising to besystematic andmeticulous

when carryingout activities

Carry out activities using correct techniquesduring titration, preparation of standardsolutions and preparation of salts andcrystals.

Plan and carry out an experiment, makeobservations, record and analyse datasystematically and carefully.


carry out activities using thecorrect techniques during

preparation of salts and

crystals.

Activities areintegrated inthetopic where

applicable

Topical Test

PEKA:Construct IonicEquation ByUsingContinuousVariationMethod

Week 39

26/ 9 – 30/9

PRODUCTION AND

MANAGEMENT OF

MANUFACTURED

CHEMICALS

9.MANUFACTUREDSUBSTANCES IN

INDUSTRY

9.1Understanding

the manufactureof sulphuric acid

Discuss uses of sulphuric acid in daily lifesuch as in the making of paints, detergents,

fertilizers and accumulators.

Collect and interpret data on themanufacture of sulphuric acid.

Construct a flow chart to show the stages inthe manufacture of sulphuric acid as in thecontact process.

Gather information and write an essay onhow sulphur dioxide, SO2, causesenvironmental pollution.


list uses of sulphuric acid,

explain industrial process in themanufacture of sulphuric acid,

explain that sulphur dioxidecauses environmental pollution.

Week 40

3/10 – 7/10

9.2Synthesising themanufacture ofammonia and itssalts

Discuss uses of ammonia in daily l ife, e.g.in the manufacture of fertilizers and nitricacid.

Carry out an activity to investigate properties of ammonia.

Collect data from various sources and


list uses of ammonia,

state the properties of ammonia,

explain the industrial process inthe manufacture of ammonia,

design an activity to prepareammonium fertilizer.

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construct a flow chart to show the stages inthe manufacture of ammonia as in theHaber process.

Design an activity to prepare an ammoniumfertilizer, for example ammonium sulphate,(NH4)2SO4.

Week 40

3/10 – 7/10

9.3

Understandingalloys

Look at some examples of pure metals

and materials made of alloys in daily life.List and discuss their properties.

Carry out an activity to compare thestrength and hardness of alloys with that oftheir pure metals.

Study the arrangement of atoms in metalsand alloys through 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, properties and usesof alloys.

Carry out experiments to compare the rateof corrosion of iron, steel and stainlesssteel.

Study various local products made fromalloys.


relate the arrangement of atomsin metals to their ductile andmalleable properties,

state the meaning of alloy,

state the aim of making alloys,

list examples of alloys,

list compositions and propertiesof alloys,

relate the arrangement of atomsin alloys to their strength andhardness,

relate properties of alloys to

their uses.

Properties

includeconductivity,ductility,malleabilityandlustre.

Discuss themakingof alloys, forexample steeland

pewter as an

enrichmentexercise.

ductile –

mulur

malleable – bolehtempa / bentuk

lustre – kilau / relap

Week 41

10/10 – 14/10

9.4Evaluating usesof synthetic

polymers

Discuss the meaning of polymers.

Observe exhibits of materials made of polymers and classify them into naturallyoccurring polymers and synthetic polymers.

Identify the monomers in synthetic polymers using models or computersimulation.


state the meaning of polymers,

list naturally occurring polymers,

list synthetic polymers and theiruses,

identify the monomers in thesynthetic polymers,

Natural polymers to bediscussed arerubber,cellulose andstarch.

Synthetic polymers

biodegradable – terbiodegradasi

non-biodegradable – tidak terbiodegradasi

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Collect information on the quantity andtypes of household synthetic polymersdisposed of over a certain period of time.

Discuss the environmental pollutionresulting from the disposal of synthetic

polymers.

Hold a debate on uses and theenvironmental effects of non-biodegradablesynthetic polymers in daily life.

justify uses of synthetic polymers in daily life.

to be discussedare PVC,

polythene, polypropene, perspex, nylonand terylene.

Recycling as adisposal

methodcan bediscussed.

Uses of biodegradable polymers can bediscussed.

Week 42

17/10 –

21/10

9.5Applying uses ofglass and

ceramics

Collect and interpret data on types,composition, properties and uses of glassand ceramics.

Prepare a folio incorporating video clipsand pictures on uses of glass and ceramicsthat have been improved for a specific

purpose, e.g. photo chromic glass andconducting glass.


list uses of glass,

list uses of ceramics,

list types of glass and their properties,

state properties of ceramics.

Glass typesincludesoda-lime

glass,fused glass,

borosilicateglassand lead crystalglass.

Week 42

17/10 – 21/10

9.6Evaluating usesof compositematerials

Watch a multimedia presentation and prepare a folio on:

a.

the meaning of compositematerials,

b. a list of composite materialsincluding reinforced concrete,specific super conductor, fibreoptic, fibre glass and photochromic glass,

c.

components of compositematerials,

d. uses of composite materials.

Compare the superior properties of


describe needs to produce newmaterials for specific purposes,

state the meaning of compositematerials,

list examples of compositematerials and their components,

compare and contrast propertiesof composite materials withthose of their originalcomponent,

justify uses of compositematerials,

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composite materials to their originalcomponent through computer simulation.

Discuss and justify the uses of compositematerials.

Watch the production of compositematerials in factories.

generate ideas to produceadvanced materials to fulfilspecific needs.

Week 43

24/10 – 28/10

9.7Appreciatingvarious syntheticindustrialmaterials

Discuss the importance of syntheticmaterials in daily life.

Hold a forum to discuss the importance ofdoing research and development for thewell being of mankind continuously.

Watch a multimedia presentation orcomputer simulation on pollution caused bythe disposal of synthetic materials.

A student is able to: justify the importance of doing

research and developmentcontinuously,

act responsibly when handlingsynthetic materials and theirwastes,

describe the importance ofsynthetic materials in daily life.

Week 43 & Week 4424/10 – 28/10 & 31/ 10 – 4/11 : End Of Year Examination

Week 45 & Week 46 & Week 47Management of PEKA files

Rpt Kimia t4 2016 Sts

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Transcript of Rpt Kimia t4 2016 Sts