RPT : CHEMISTRY FORM 4 1

YEARLY PLAN 2018

SEKOLAH MENENGAH KEBANGSAAN MOHD KHALID

JOHOR BAHRU
CHEMISTRY FORM 4

THEME : INTRODUCING CHEMISTRY

LEARNING AREA : 1. INTRODUCTION TO CHEMISTRY

Week Learning Objective Learning Outcomes Suggested Learning Activities i-Think MAPS
Collect and interpret the meaning of the word
1 1.1 Understanding A student is able to: “chemistry”
Circle Map
01/1/2018 chemistry and its  Explain the meaning of chemistry,
- importance  List some common chemicals used in Discuss some examples of common
daily life, chemicals used in daily life such as sodium
04/1/2018 chloride (common salt), calcium carbonate
 State the uses of common chemicals in (lime) and acetic acid (vinegar).
daily life,
 List examples of occupations that Discuss the uses of these chemicals in daily
life.
require the knowledge of chemistry,
 List chemical-based industries in View a video or computer courseware on the
Malaysia, following:
 Describe the contribution of chemical- a. careers that need the knowledge of
chemistry
based industries towards the b. chemical-based industries in Malaysia and
development of the country. its contribution to their development of the
country.

Attend talks on chemical-based industries in

Malaysia and their contribution to the
development of the country.

Observe a situation and identify all variables.

1 1.2 Synthesising A student is able to:
01/1/2018 scientific method  Identify variables in a given situation,
-  Identify the relationship between two
variables to form a hypothesis,
04/1/2018
 Design and carry out a simple
experiment to test the hypothesis,
 Record and present data in a suitable
form,
 Interpret data to draw a conclusion,
 Write a report of the investigation.
Suggest a question suitable for a scientific
Flow Map
investigation.
Carry out an activity to:
a. observe a situation
b. identify all variables
c. suggest a question
d. form a hypothesis
e. select suitable apparatus
f. list down work procedures
carry out an experiment and:
a. collect and tabulate data
b. present data in a suitable form
c. interpret the data and draw conclusions.
d. write a complete report

View videos or read passages about scientific

1 1.3 Incorporate scientific
01/1/2018 attitudes and values in
- conducting scientific
investigations
04/1/2018
A student is able to:
 Identify scientific attitudes and values
practiced by scientists in carrying out
investigations,
 Practice scientific attitudes and values
in conducting scientific investigations.
investigations. Students discuss and identify
Circle Map
scientific attitudes and values practiced by
researchers and scientist in the videos or
passages.
Students discuss and justify the scientific
attitudes and values that should be practiced
during scientific investigations.

THEME : MATTER AROUND US
LEARNING AREA : 2. THE STRUCTURE OF THE ATOM
Week Learning Objective Learning Outcomes
2 2.1 Analysing matter A student is able to:
07/1/2018  Describe the particulate nature of
- matter,
 State the kinetic theory of matter,
11/1/2018
 Define atoms, molecules and ions,
 Relate the change in the state of
matter to the change in heat,
 Relate the change in heat to the
change in kinetic energy of particles,
 Explain the inter-conversion of the
states of matter in terms of kinetic
theory of matter.
3 2.2 Synthesising A student is able to:
14/1/2018 atomic structure  Describe the development of atomic
- model,
 State the main subatomic particles of
18/1/2018
an atom,
 Compare and contrast the relative
mass and the relative charge of the
protons, electrons and neutrons,
 Define proton number,
 Define nucleon number,
 Determine the proton number,
 Determine the nucleon number,
 Relate the proton number to the
nucleon number,
 Relate the proton number to the type
of element,
 Write the symbol of elements,
 Determine the number of neutrons,
protons and electrons from the proton
number and the nucleon number and
vice versa, construct the atomic
structure.
3 2.3 Understanding A student is able to:
14/1/2018 isotopes and  State the meaning of isotope,
- assessing their  List examples of elements with
importance isotopes,
18/1/2018
 Determine the number of subatomic
particles of isotopes,
 Justify the uses of isotope in daily life.
RPT : CHEMISTRY FORM 4 2
YEARLY PLAN 2018
Suggested Learning Activities i-Think MAPS
Discuss and explain the particulate nature of
matter.
Tree Map
Use models or view computer simulation to
discuss the following:
a. the kinetic theory of matter,
b. the meaning of atoms,
molecules and ions.
Conduct an activity to investigate diffusion of
particles in solid, liquid and gas.
Investigate the change in the state of matter
based on the kinetic theory of matter through
simulation or computer animation.
Conduct an activity to determine the melting
and freezing points of ethanamide or
naphthalene.
Plot and interpret the heating and the cooling
curves of ecteminamide or naphthalene.
Discuss the development of atomic models
proposed by scientists namely Dalton,
Tree Map
Thomson, Rutherford, Chadwick and Bohr.
Use models or computer simulation to
illustrate the structure of an atom as
containing protons and neutrons in the
nucleus and electrons and neutrons of an
atom.
Use a table to compare and contrast the
Circle Map
relative mass and the relative charge of the
protons, electrons and neutrons.
Investigate the proton and nucleon numbers
of different elements.
Discuss:
a. the relationship between
proton number and
nucleon number,
b. to make generalization that
each element has a
different proton number.
Carry out an activity to write :
a. the symbols of elements,
b. the standard
representation for an atom
of any element.
Where :
X = element
A
Z  A = nucleon
number
z = proton
number
Construct models or use computer simulation
to show the atomic structure.
Collect and interprete information on :
a. the meaning of isotope,
Circle Map
b. isotopes of hydrogen,
oxygen, carbon, chlorine
and bromine.
Conduct activities to determine the number of
subatomic particles of isotopes from their
proton numbers and their nucleon numbers.
Gather information from the internet or from
printed materials and discuss the uses of
isotope.

4 2.4 Understanding the
21/1/2018 electronic structure of
- an atom
25/1/2018
2.5 Appreciate the
orderliness and
uniqueness of the
atomic structure
THEME : MATTER AROUND US
LEARNING AREA : 3. CHEMICAL FORMULAE AND EQUATIONS
Week Learning Objective
5 3.1 Understanding and
28/1/2018 applying the concepts
- of relative atomic mass
and relative molecular
01/2/2018
mass
5 3.2 Analysing the
28/1/2018 relationship between
- the number of moles
with the number of
01/2/2018
particles
6 3.3 Analysing the
04/2/2018 relationship between
- the number of moles of
a substance with its
08/2/2018
mass
A student is able to:
 Describe electron arrangements of
elements with proton numbers 1 to 20,
 Draw electron arrangement of an
atom in an element,
 State the meaning of valence
electrons,
 Determine the number of valence
electrons from the electron
arrangement of an atom.
A student is able to:
 Describe the contributions of scientists
towards the understanding of the
atomic structure,
 Describe the creative and
conscientious efforts of scientists to
form a complete picture of matter.
Learning Outcomes
A student is able to:
 State the meaning of relative atomic
mass based on carbon-12 scale,
 State the meaning of relative molecular
mass based on carbon-12 scale,
 State why carbon-12 is used as a
standard for determining relative
atomic mass and relative molecular
mass,
 Calculate the relative molecular mass
of substances.
A student is able to:
 Define a mole as the amount of matter
that contains as many particles as the
number of atoms in 12 g of 12C,
 State the meaning of Avogadro
constant,
 Relate the number of particles in one
mole of a substance with the
Avogadro constant,
 Solve numerical problems to convert
the number of moles to the number of
particles of a given substance and
vice versa.
A student is able to:
 State the meaning of molar mass,
 Relate molar mass to the Avogadro
constant,
 Relate molar mass of a substance to
its relative atomic mass or relative
molecular mass,
 Solve numerical problems to convert
the number of moles of a given
substance to its mass and vice versa.
RPT : CHEMISTRY FORM 4 3
YEARLY PLAN 2018
Study electron arrangements of various
atoms and identify their valence electrons.
Circle Map
Discuss the meaning of valence electrons
using illustrations.
Conduct activities to :
a. illustrate electron
arrangements of elements
with proton numbers 1 to
20.
b. write electron
arrangements of elements
with proton numbers 1 to
20.
Discuss the contributions of scientists toward
the development of ideas on the atomic
structure.
Conduct a story-telling competition on the
historical development of the atomic structure
with emphasis on the creativity of scientists.
Suggested Learning Activities i-Think MAPS
Collect and interpret data concerning relative
atomic mass and relative molecular mass
Circle Map
based on carbon-12 scale
Discuss the use of carbon-12 scale as a
standard for determining relative atomic mass
and relative molecular mass.
Investigate the concepts of relative atomic
mass and relative molecular mass using
analogy or computer animation.
Carry out a quiz to calculate the relative
molecular mass of substances based on the
given chemical formulae, for example HCl,
CO2, Na2CO3, Al(NO3)3, CuSO4.5H2O
Study the mole concept using analogy or
computer simulation.
Circle Map
Collect and interpret data on Avogadro
constant.
Discuss the relationship between the number
of particles in one mole of a substance with
the Avogadro constant.
Carry out problem solving activities to convert
the number of moles to the number of
particles for given substance and vice versa
Discuss the meaning of molar mass.
Circle Map
Using the analogy or computer simulation,
discuss to relate:
a. molar mass with the
Avogadro constant,
b. molar mass of a substance
with its relative atomic mass
or relative molecular mass
Carry out problem solving activities to convert
the number of moles of a given substance to
its mass and vice versa.
 RPT : CHEMISTRY FORM 4 4
YEARLY PLAN 2018

Collect and interpret data on molar volume of

6 3.4 Analysing the
04/2/2018 relationship between
- the number of moles
of a gas with its
08/2/2018
volume
A student is able to:
 State the meaning of molar volume of
a gas,
 Relate molar volume of a gas to the
Avogadro constant,
 Make generalization on the molar
volume of a gas at a given
temperature and pressure,
 Calculate the volume of gases at STP
or room conditions from the number of
moles and vice versa,
 Solve numerical problems involving
number of particles, number of moles,
mass of substances and volume of
gases at STP or room conditions.
a gas.
Circle Map
Using computer simulation or graphic
representation, discuss:
a. the relationship between molar
volume and Avogadro constant,
b. to make generalization on the
molar volume of a gas at STP
or room conditions.
Carry out activity to calculate the volume of
gases at STP or room conditions from the
number of moles and vice versa.
Construct a mind map to show the
relationship between number of particles,
number of moles, mass of substances and
volume of gases at STP and room conditions.
Carry out problem solving activities involving
number of particles, number of moles, mass
of a substance and volume of gases at STP
or room conditions.

Collect and interpret data on chemical

7 3.5 Synthesising A student is able to: formula, empirical formula and molecular
Tree Map
11/2/2018 chemical formulae  State the meaning of chemical formula.
- formula,
 State the meaning of empirical Conduct an activity to:
15/2/2018 a. determine the empirical formula
formula, of copper(II) oxide using
 State the meaning of molecular computer stimulation,
formula, b. determine the empirical formula Double Bubble Map
of magnesium oxide,
 Determine empirical and molecular c. compare and contrast empirical
formulae of substances, formula with molecular formula.
 Compare and contrast empirical
formula with molecular formula, Carry out problem solving activities involving
empirical and molecular formulae.
 Solve numerical problems involving
empirical and molecular formulae, Carry out exercises and quizzes in writing
 Write ionic formulae of ions, ionic formulae. EXPERIMENT
 Construct chemical formulae of ionic Conduct activities to:
Activity 3.5
compounds, a. construct chemical formulae of To Determine the
 State names of chemical compounds compounds from a given ionic Empirical Formula of
using IUPAC nomenclature. formula, Magnesium Oxide
b. state names fo chemical
cmpounds using IUPAC
nomenclature.

Discuss :
8 3.6 Interpreting A student is able to: a. the meaning of chemical
Tree Map
18/2/2018 chemical equations  State the meaning of chemical equation,
- equation, b. the reactants and products in a
 Identify the reactants and products of chemical equation.
22/2/2018
a chemical equation, Construct balances chemical equations for
 Write and balance chemical equations the following reactions:
 Interpret chemical equations a. heating of copper(II)
carbonate,CuCO3,
quantitatively and qualitatively, b. formation of ammonium
 Solve numerical problems using choride,NH4Cl,
chemical equations. c. precipitation of lead(II) iodide,
PbI2.

Carry out the following activities:

a. write and balance chemical
equations,
b. interpret chemical equations
quantitatively and qualitatively,
solve numerical problems using chemical
equations (stoichiometry).

3.7 Practising A student is able to:
scientific attitudes  Identify positive scientific attitudes and
and values in values practiced by scientists in doing
investigating matter research on mole concept, chemical
formulae and chemical equations,
 Justify the need to practice positive
scientific attitudes and good values in
doing research on atomic structures,
chemical formulae and chemical
equations,
 Use symbols, chemical formulae and
equations for easy and systematic
communication in the field of
chemistry.
9 UJIAN BULANAN 1
THEME : MATTER AROUND US
LEARNING AREA : 4. PERIODIC TABLE OF ELEMENTS
Week Learning Objective Learning Outcomes
10 4.1 Analysing the A student is able to:
04/3/2018 Periodic Table Of  Describe the contributions of scientists
- Elements in the historical development of the
Periodic Table,
08/3/2018
 Identify groups and periods in the
Periodic Table,
 State the basic principle of arranging
the elements in the Periodic Table
from their proton numbers,
 Relate the electron arrangement of an
element to its group and period,
 Explain the advantages of grouping
elements in the Periodic Table,
 Predict the group and the period of an
element based on its electron
arrangement.
10 4.2 Analysing Group A student is able to:
04/3/2018 18 elements  List all Group 18 elements,
-  State in general the physical
properties of Group 18 elements,
08/3/2018
 Describe the changes in the physical
properties of Group 18 elements,
 Describe the inert nature of elements
of Group 18,
 Relate the inert nature of Group 18
elements to their electron
arrangements,
 Relate the duplet and octet electron
arrangements of Group 18 elements
to their stability,
 Describe uses of Group 18 elements
in daily life.
RPT : CHEMISTRY FORM 4 5
YEARLY PLAN 2018
Discuss the contributions of scientists for their
research on relative atomic mass, relative
Circle Map
molecular mass, mole concept, formulae and
chemical equations.
Discuss to justify the need for scientists to
practice scientific attitudes and positive
values in doing their research on atomic
structures, formulae and chemical equations.
Discuss the role of chemical symbols,
formulae and equations as tools of
communication in chemistry.
Suggested Learning Activities i-Think MAPS
Collect information on the contributions of
various scientist toward the development of
Tree Map
the Periodic Table.
Study the arrangement of elements in the
Periodic table from the following aspects:
a. group and periods,
b. proton number,
c. electron arrangement.
Carry out an activity to relate the electron
arrangement of the element to its group and
period.
Discuss the advantages of grouping the
elements in the Periodic Table.
Conduct activities to predict the group and
period of and element based on its electron
arrangement.
Use a table to use all the elements in Group
18.
Circle Map
Describe the physical properties such as the
physical state, density and boiling points of
Group 18 elements.
Discuss:
a. changes in the physical properties of
Group 18 elements.
b. the inert nature of Group 18 elements.
Bubble Map
Discuss the relationship between the electron
arrangement and the inert nature of the
Group 18 elements.
Use diagrams or computer simulations to
illustrate the duplet and octet electron
arrangement of Group 18 elements to explain
their stability.
Gather information on the reasons for the
uses of Group 18 elements.

11 4.3 Analysing Group 1 A student is able to:
11/3/2018 elements  List all Group 1 elements.
-  State the general physical properties
of lithium, sodium and potassium,
15/3/2018
 Describe changes in the physical
properties from lithium to potassium,
*16/3/2018
 List the chemical properties of lithium,
- f. the relationship between the chemical
sodium and potassium,
24/3/2018
CUTI
 Describe the similarities in chemical
PERTENGAHAN properties of lithium, sodium and
PENGGAL 1 potassium,
 Relate the chemical properties of
Group 1 elements to their electron
arrangements,
 Describe changes in reactivity of
Group 1 elements down the group,
 Predict physical and chemical
properties of other elements in Group
1,
 State the safety precautions when
handling Group 1 elements.
12 4.4 Analysing Group A student is able to:
25/3/2018 17 elements  List all Group 17 elements,
-  State the general physical properties
of chlorine, bromine and iodine,
29/3/2018
 Describe changes in the physical
properties from chlorine to iodine,
 List the chemical properties of
chlorine, bromine and iodine,
 Describe the similarities in chemical
properties of chlorine, bromine and
iodine,
 Relate the chemical properties of
Group 17 elements with their electron
arrangements,
 Describe changes in reactivity of
Group 17 elements down the group,
 Predict physical and chemical
properties of other elements in Group
17,
 State the safety precautions when
handling Group 17 elements.
12 4.5 Analysing A student is able to:
25/3/2018 elements in a  List all elements in Period 3,
- period  Write electron arrangements of all
elements in Period 3,
29/3/2018
 Describe changes in the properties of
elements across Period 3,
 State changes in the properties of the
oxides of elements across Period 3,
 Predict changes in the properties of
elements across Period 2,
 Describe uses of semi-metals.
RPT : CHEMISTRY FORM 4 6
YEARLY PLAN 2018
Gather information and discuss:
a. Group 1 elements,
Circle Map
b. general physical properties of lithium,
sodium and potassium,
c. changes in the physical properties from
lithium to potassium with respect to hardness,
density and melting points,
d. chemical properties of lithium, sodium and
potassium,
properties of Group 1 elements and their
electron arrangements. Bubble Map
Carry out experiments to investigate the
reactions of lithium, sodium and potassium
with water and oxygen.
Study the reactions of lithium, sodium and
potassium with chlorine and bromine through
computer simulation.
Experiment 4.1
Discuss changes in the reactivity of group 1 To Investigate the
elements down the group. Reactions of Alkali
Predict physical and chemical properties of Metals with Water
group 1 elements other than lithium, sodium
and potassium.
Watch multimedia materials on the safety
precautions when handling Group 1
elements.
Gather information and discuss:
a. Group 17 elements,
Circle Map
b. physical properties of chlorine, bromine
and iodine with respect to their colour, density
and boiling points,
c. changes in the physical properties from
chlorine to iodine,
d. describe the chemical properties of
chlorine, iodine and bromine,
e. the similarities in chemical properties of
chlorine, iodine and bromine,
f. the relationship between the chemical Bubble Map
properties of Group 17 arrangements.
Carry out experiments to investigate the
reactions of chlorine, bromine and iodine
with:
a. water,
b. metals such as iron,
c. sodium hydroxide.
Discuss changes in the reactivity of Group 17
elements down the group.
Predict physical and chemical properties of
Group 17 elements other than chlorine,
bromine and iodine.
Watch multimedia materials on the safety
precautions when handling Group 17
elements.
Collect and interpret data on the properties of
elements in Periods 3 such as:
a. proton number,
b. electron arrangement,
c. size of atom,
d. electronegativity,
e. physical state.
Discuss changes in the properties of
elements across Period 3.
Discuss in small groups and make a
presentation on the changes 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 the
microelectronic industry
 RPT : CHEMISTRY FORM 4 7
YEARLY PLAN 2018

Carry out an activity to identify the positions

13 4.6 Understanding A student is able to: of transition elements in the Periodic Table.
Bubble Map
01/4/2018 transition  Identify the positions of transition
- elements elements in the Periodic Table, Collect an interpret data on properties of
 Give examples of transition elements, transition elements with respect to melting
05/4/2018 points, density, variable oxidations numbers
 Describe properties of transition and ability to form coloured compounds.
elements,
 State uses of transition elements in Observe the colour of:
a. a few compounds of transitions elements,
industries. b. product of the reactions between aqueous
solutions of transition of elements with
sodium hydroxide solution, NaOH and
ammonia solution , NH3 (aq).

Observe the colour of precious stones and

identify the presence of transition elements.

Give examples on the use of transition

elements of catalysts in industries.

Gather information on efforts of scientist in

4.7 Appreciating the A student is able to:
existence of  Describe efforts of scientists in
elements and discovering the properties of elements,
their compounds  Describe what life would be without
diverse elements and compounds,
 Identify different colours in compounds
of transition elements found naturally,
 Handle chemicals wisely.
discovering the properties of elements and
Exercise
make a multimedia presentation.
Discuss in a forum about life without various
elements and compound.
Carry out projects to collect specimens or
pictures of various types of rocks.
Discuss and practice ways to handle
chemicals safety and to avoid their wastage.

THEME : MATTER AROUND US

LEARNING AREA : 5. CHEMICAL BONDS

Week Learning Objective Learning Outcomes Suggested Learning Activities i-Think MAPS
Collect and interpret data on the existence
14 5.1 Understanding A student is able to: of various naturally occurring compounds for
Tree Map
08/4/2018 formation of  Explain the stability of inert gases, example, water, H2O, carbon dioxide, CO2,
- compounds  Explain conditions for the formation of and minerals to introduce the concept of
chemical bonds, chemical bonds.
12/4/2018
 State types of chemical bonds. Discuss:
a. the stability of inert gases with
respect to the electron arrangement,
b. conditions for the formation of
chemical bonds,
c. types of chemical bonds

Use computer simulation to explain formation

15 5.2 Synthesising ideas A student is able to: of ions and electron arrangement of ions.
Circle Map
15/4/2018 on formation of ionic  Explain formation of ions,
- bond  Write electron arrangements for the Conduct an activity to prepare ionic
ions formed, compounds for example, magnesium oxide,
19/4/2018 MgO, sodium chloride, Na”Cl and iron(III)
 Explain formation of ionic bond, chloride, FeCl3.
 Illustrate electron arrangement of an
ionic bond, Carry out an activity to illustrate formation of
ionic bond through models, diagrams or
 Illustrate formation of ionic bond. computer simulation.

Use computer simulation to illustrate the

existence of electrostatic force between ions
of opposite charges in ionic bond.
 RPT : CHEMISTRY FORM 4 8
YEARLY PLAN 2018

Collect and inteprete data on the meaning of

16 5.3 Synthesising ideas A student is able to: covalent bond.
Double Bubble Map
22/4/2018 on formation of  State the meaning of covalent bond,
- covalent bond  Explain formation of covalent bond, Use models and computer simulation to
 Illustrate formation of a covalent bond illustrate formation of:
26/4/2018 a. single bond in hydrogen, H2,
by drawing electron arrangement, chlorine, Cl2, hydrogen chloride,
 Illustrate formation of covalent bond, HCl, water, H2O, methane, CH4,
 Compare and contrast formation of ammonia, NH3, tetrachloromethane,
CCl4,
ionic and covalent bonds. b. double bond in oxygen, O2, carbon
dioxide, CO2,
c. triple bond in nitrogen, N2.

Draw diagrams showing electron

arrangements for the formation of covalent
bond including Lewis structure.

Discuss and construct a mind map to

compare the formation of covalent bond with
ionic bond.

Collect and interpret data on properties of

17 5.4 Analysing A student is able to: ionic and covalent compounds.
Bubble Map
29/4/2018 properties of ionic  List properties of ionic compounds,
- and covalent  List properties of covalent Work in groups to carry out an activity to
compounds compounds, compare the following properties of ionic and
3/5/2018 covalent compounds:
 Explain differences in the electrical a. melting and boiling points,
conductivity of ionic and covalent b. electrical conductivities,
compounds, c. solubilities in water and organic
solvents
 Describe differences in melting and
boiling points of ionic and covalent Discuss: Double Bubble Map
compounds, a. differences in electrical conductivities
 Compare and contrast the solubility of of ionic and covalent compounds due
to the presence of ions,
ionic and covalent compounds, b. differences in the melting and boiling
 State uses of covalent compounds as points of ionic and covalent
solvents. compounds

Gather information on uses of covalent

compounds as solvents in daily life.

18 – 20
06/5/2018
PEPERIKSAAN PERTENGAHAN TAHUN 2018
-
20/5/2018

THEME : MATTER AROUND US

LEARNING AREA : 6. ELECTROCHEMISTRY

Week Learning Objective Learning Outcomes Suggested Learning Activities i-Think MAPS
Conduct activities to classify chemicals into
21 6.1 Understanding A student is able to: electrolytes and non-electrolytes.
Tree Map
27/5/2018 properties of  State the meaning of electrolyte, Discuss:
- electrolytes and non-  Classify substances into electrolytes a. The meaning of electrolytes

31/5/2018 electrolytes and non-electrolytes,

b. The relationship between the
 Relate the presence of freely moving presence of freely moving ions
ions to electrical conductivity. and electrical conductivity.

Discuss:
21 6.2 Analysing A student is able to: a. Electrolysis process,
Circle Map
27/5/2018 electrolysis of molten  Describe electrolysis, b. Structure of electrolytic cell.
- compounds  Describe electrolytic cell,
 Identify cations and anions in a molten Use computer simulation to:
31/5/2018 a. Identify cations and anions in a
compound, molten compound,
 Describe evidence for the existence of b. Illustrate to show the existence
ions held in a lattice in solid state but of ions held in a lattice in solid
state but move freely in molten
move freely in molten state, state.
Tree Map
 Describe electrolysis of a molten
compound, Conduct an activity to investigate the
 Write half-equations for the discharge electrolysis of molten lead(II) bromide, PbBr2
to:
of ions at anode and cathode, a. Identify cations and anions,
 Predict products of the electrolysis of b. Describe the ekectrolysis process,
molten compounds. c. Write half-equations for the discharge
of ions at anode and cathode.
 RPT : CHEMISTRY FORM 4 9
YEARLY PLAN 2018

Collect and interpret data on electrolysis of

molten ionic compounds with very high
melting points, for example sodium choride,
NaCl and lesd(II) oxide, PbO.
Predict products from the electrolysis of other
molten compounds.

Conduct an activity to investigate the

22 6.3 Analysing the A student is able to: electrolysis of copper(II) sulphate solutions
Circle Map
03/6/2018 electrolysis of  Identify cations and anions in an and dilute sulphuric acid using carbon
- aqueous solutions aqueous solution, electrodes to:
 Describe the electrolysis of an a. Identify cations and anions in the
07/6/2018 aqueous solutions,
aqueous solution, b. Describe the electrolysis of the
 Explain using examples factors aqueous solutions,
*08/6/2018 c. Write half equations for the discharge
affecting electrolysis of an aqueous
- of ions at the anode and the cathode.
solution, Bubble Map
23/6/2018
CUTI
 Write half equations for the discharge Conduct experiments to investigate factors
PERTENGAHAN of ions at the anode and the cathode, determining selective discharge of ions at
TAHUN  Predict the products of electrolysis of electrodes based on:
a. Positions of ions in electrochemical
aqueous solutions. series,
b. Concentrations of ions in a solution,
c. Type of electrodes.

Use computer simulation to explain factors

affecting electrolysis of an aqueous solution. Experiment 6.1
Experiment 6.2
Predict the products of electrolysis of Experiment 6.3
aqueous solutions and write their half
equations.

Conduct experiments to study the

23 6.4 Evaluating A student is able to:
24/6/2018 electrolysis in  State uses of electrolysis in industries,
- industry  Explain the extraction, purification and
electroplating of metals involving
28/6/2018
electrolysis in industries,
 Write chemical equations to represent
the electrolysis process in industries,
 Justify uses of electrolysis in
industries,
 Describe the problem of pollution from
electrolysis in industry.
purifications and electroplating of metals.
Tree Map
Using computer simulation, study and
discuss:
a. Extraction of aluminium from
aluminium oxide,
b. Purification of copper,
c. Electroplating of metals.
Carry out activities to write chemical
Experiment 6.5
equations for electrolysis in industries. To Study the
Electroplating of An
Collect data and discuss the benefits and Object with Copper
harmful effects of electolysis in industries.

Study the structure of voltiaic cell such as a

23 6.5 Analysing voltaic A student is able to:
24/6/2018 cell  Describe the structure of a simple
- voltaic cell and Daniell cell,
 Explain the production of electricity
28/6/2018
from a simple voltaic cell,
 Explain the reactions in a simple
voltaic cell and Daniell cell,
 Compare and contrast the advantages
and disadvantages of various voltaic
cells,
 Describe the differences between
electrolytic and voltaic cells.
simple voltaic cell and Daniell cell.
Circle Map
Conduct an experiment to show the
production of electricity from chemical
reactions in a simple voltaic cell.
Carry out activities on a simple voltaic cell
and a Daniell cell to explain the reactions in
each cell.
Double Bubble Map
Collect data and discuss the advantages and
disadvantages of various voltaic cells
including dry cell, lead-acid accumulator,
mercury cell, alkaline cell and nickel cadmium
cell.

Discuss and compare an electrolytic cell with

a voltaic cell.

Carry out an experiment to construct the

24 6.6 Synthesising A student is able to: electrochemical series based on:
Circle Map
01/7/2018 electrochemical series  Describe the principles used in a. Potential difference between two
- constructing the electrochemical metals,
series, b. The ability of a metal to displace
05/7/2018 another metal from its salt solution.
 Construct the electrochemical series,
 Explain the importance of Discuss uses of the electrochemical series to
electrochemical series, determine:
a. Cell terminal,
 Predict the ability of a metal to b. Standard cell voltage,
displace another metal from its salt c. The ability of a metal to displace Experiment 6.6
solution, another metal from its salt solution. To Construct the
 Write the chemical equations for metal Carry out experiments to confirm the Electrochemical
predictions on the metal displacement
displacement reactions. reaction. Series based on
Potential Difference
 RPT : CHEMISTRY FORM 4 10
YEARLY PLAN 2018

Carry out an activity to write the chemical between Two Metals

equations for metal displacement reactions.

Discuss the importance of electrochemical

6.7 Develop A student is able to: industries in our daily life.
awareness and  Justify the fact that electrochemical
responsible practices industries can improve the quality of Collect data and discuss the problems on
when handling life, polluction caused by the industrial processes
involving electrochemical industries.
chemicals used in  Describe the problem of pollution
electrochemical caused by the industrial processes Hold a forum to discuss the importance of
industries involving electrolysis, waste disposal from electrochemical
industries in a safe and orderly manner.
 Justify the need to dispose of waste Show a video on the importance of recycling
from electrochemical industries in a and systematic disposal of used batteries in a
safe and orderly manner, safe and orderly manner. Practise recycling
 Practice safe and systematic disposal used batteries.
of used batteries.

THEME : INTERACTION BETWEEN CHEMICALS

LEARNING AREA : 7. ACIDS AND BASES

Week Learning Objective Learning Outcomes Suggested Learning Activities i-Think MAPS
Discuss:
25 7.1 Analysing A student is able to: a. the concept of acid, base and
Circle Map
08/7/2018 characteristics and  State the meaning of acid, base and alkali in terms of the ions they
- properties of acids and alkali, contained or produced in aqueous
bases  State uses of acids, bases and alkalis solutions.
12/7/2018 b. uses of acids, bases and alkalis in daily
in daily life, life.
 Explain the role of water in the
formation of hydrogen ions to show the Carry out an experiment to show that the
presence of water is essential for the
properties of acids, formation of hydrogen ions that causes
Bubble Map
 Explain the role of water in the acidity.
formation of hydroxide ions to show
the properties of alkalis, Carry out an experiment to show that the
presence of water is essential for the
 Describe chemical properties of acids formation of hydroxide ions that causes
and alkalis. alkalinity.

Watch computer simulation on the formation

of hydroxonium and
hydroxide ions in the presence of water

Conduct activities
to study chemical properties of acids
and alkalis from the following reactions :
a. acids with bases,
b. acids with metals,
c. acids wit metallic
carbonates.

Write equations for the respective reactions.

Carry out an activity using pH scale to

25 7.2 Synthesising the A student is able to: measure the pH of solutions used in daily life
Circle Map
08/7/2018 concepts of strong  State the use of a pH scale, such as soap solution, carbonated water, tap
- acids, weak acids,  Relate pH value with acidic or alkaline water or fruit juice.

12/7/2018 strong alkalis and properties of a substance,

weak alkalis  Relate concentration of hydrogen ions
with pH value,
 Relate concentration of hydroxide ions
with pH value,
 Relate strong or weak acid with
degree of dissociation,
 Relate strong or weak alkali with
degree of dissociation,
 Conceptualise qualitatively strong and
weak acids,
 Conceptualise qualitatively strong and
weak alkalis.
Carry out an activity to measure the pH value
of a few solutions with the same
concentration. For example,
hydrochloric acid, ethanoic acid, ammonia
and sodium hydroxide with the use of
indicators, pH meter or computer interface.
Based on the data obtained from the above
activity, discuss the relationship between :
a. pH values and acidity alkalinity
of a substance,
b. concentration of hydrogen ions
and the pH values,
c. concentrations of hydroxide
ions and the pH values,
d. strong acids and their degree
of dissociation,
e. weak acids and their degree of
dissociation,
f. strong alkalis and their degree
of dissociation,
g. weak alkalis and their degree of

26 7.3 Analysing A student is able to:
15/7/2018 concentration of acids  State the meaning of concentration,
- and alkalis  State the meaning of molarity,
 State the relationship between the
19/7/2018
number of moles with molarity and
volume of a solution,
 Describe methods for preparing
standard solutions,
 Describe the preparation of a solution
with a specified concentration using
dilution method,
 Relate pH value with molarity of acid
and alkali,
 Solve numerical problems involving
molarity of acids and alkalis.
27 7.4 Analysing A student is able to:
22/7/2018 neutralisation  Explain the meaning of neutralisation,
-  Explain the application of
neutralisation in daily life,
26/7/2018
 Write equations for neutralisation
reactions,
 Describe acid-base titration,
 Determine the end point of titration
during neutralisation,
 Solve numerical problems involving
neutralization reactions to calculate
either concentration or volume of
solutions.
RPT : CHEMISTRY FORM 4 11
YEARLY PLAN 2018
their dissociations.
Use computer simulation to show the
degree of dissociation of strong and weak
acids as well as strong and weak alkalis.
Build a mind map on strong acids, weak
acids, strong alkalis and weak alkalis.
Discuss
a. the meaning of concentration.
Tree Map
b. the meaning of molarity,
c. the relationship between the
number of moles with the molarity
and the volume of a solutionm
d. methods for preparing standard
solutions.
Solve numerical problems involving
conversion of concentration units from gdm-3
and vice versa.
Prepare a standard solution of sodium
hydroxide, NaOH or potassium hydroxide,
KOH.
Prepare a solutions with specified
concentration from the prepared standard
solution through dilution.
Carry out an experiment to investigate the
relationship between pH values with the
molarity of a few diluted solutions of an acid
and an alkali.
Solve numerical problems on the molarity of
acids and alkalis.
Collecct and interpret data on neutralisation
and its application in daily life.
Circle Map
Carry out activities to write equations for
neutralization reactions.
Carry out acid-base titrations and determine
the end point using indicators or computer
interface.
Carry out problem solving activities involving
neutralization reactions to calculate either EXPERIMENT
concentration or volume of solutions Activity 7.11
To Find the End Point
in the Titration

THEME : INTERACTION BETWEEN CHEMICALS
LEARNING AREA : 8. SALTS
Week Learning Objective Learning Outcomes
28 8.1 Synthesising salts A student is able to:
29/7/2018  State examples of salts used in daily
- life,
 Explain the meaning of salt identify
02/8/2018
soluble and insoluble salts,
 Describe the preparation of soluble
salts,
 Describe the purification of soluble
salts by recrystallisation,
 List physical characteristics of
crystals,
 Describe the preparation of insoluble
salts, write chemical and ionic
 Equations for reactions used in the
preparation of salts,
 Design an activity to prepare a
specified salt, construct ionic
equations through the continuous
variation method,
 Solve problems involving calculation of
quantities of reactants or products in
stoichiometric reactions.
29 8.2 Synthesising A student is able to:
05/8/2018 qualitative  State the meaning of qualitative
- analysis of salts analysis,
09/8/2018  Make inferences on salts based on
their colour and solubility in water,
 Describe tests for the identification of
gases,
 Describe the action of heat on salts,
 Describe the tests for anions,
 State observation of reaction of
cations with sodium hydroxide solution
and ammonia solution,
 Describe confirmatory tests for Fe2+,
Fe3+, Pb2+ and NH4+,
 Plan qualitative analysis to identify
salts.
RPT : CHEMISTRY FORM 4 12
YEARLY PLAN 2018
Suggested Learning Activities i-Think MAPS
Collect and interpret data on:
a. naturally existing salts
Tree Map
b. the meaning of salt
b. uses of salts in agriculture, medicinal field,
preparation and preservation of food.
Carry out experiments to study the solubilities
of nitrate, sulphate, carbonate and chloride
salts. Flow Map
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 Bubble Map
salts.
Observe to identify physical characteristics of
crystals such as copper(II) sulphate, CuSO 4,
sodium chloride, NaCl, potassium
chromate(VI), K2CrO4 and potassium
dichromate, K2Cr2O7.
Prepare insoluble salt such as lead(II) iodide,
PbI2, lead(II) chromate(VI), PbCrO4 and
barium sulphate, BaSO4 through precipitation
reactions.
Carry out activities to write chemical and ionic
equations for preparation of soluble and
insoluble salts.
Construct a flow chart to select suitable
methods for preparation of salts.
Plan and carry out an activity to prepare a
specified salt.
Carry out an experiment to construct ionic
equations through continuous variation
method.
Calculate quantities of reactant or products in
stoichiometric.
Discuss the meaning of qualitative analysis.
EXPERIMENT
Study and make inferences on the colour and Activity 8.12
the solubility of various salts in water. To Test the Presence
of Anions in Aqueous
Watch multimedia presentation on methods
used for identifying gases. Salt Solutions
Observe and carry out chemical tests to Activity 8.13
identify oxygen, O2, hydrogen, H2, carbon
dioxide, CO2, ammonia NH3, chlorine, Cl2,
To Test the Presence
hydrogen chloride HCl, sulphur dioxide, SO2, of Anions in Aqueous
and nitrogen dioxide, NO2, gases. Salt Solutions
Carry out tests to study the action of heat on
carbonate and nitrate salts. Observe Activity 8.14
changes in colour and evolution of gases To Confirm the
when the salts are heated. Presence of Fe2+,
Carry out tests to confirm the presence of
Fe3+, Pb2+ and NH4+
carbonate, sulphate, chloride and nitrate ions ions in aqueous salt
in aqueous solutions. solution
Carry out tests to identify the presence of
Cu2+, Mg2+, Al3+, Fe2+, Fe3+, Pb2+, Zn2+,
NH4+, Ca2+ ions in aqueous solution using
sodium hydroxide solution, NaOH, and
ammonia solution, NH3(aq).
Carry out tests to confirm the presence of
Fe2+, Fe3+, Pb2+ and NH4+ ions in aqueous
solution.
Construct a flow chat on the qualitative
analysis of salts.
 RPT : CHEMISTRY FORM 4 13
YEARLY PLAN 2018

Plan and carry out tests to identify anions and

cations in unknown salts.

Carry out activities using correct techniques

8.3 Practising to be A student is able to: during titration, preparation of standard
systematic and  Carry out activities using the correct solutions and preparation of salts and
meticulous when techniques during preparation of salts crystals.
carrying out activities and crystals.
Plan and carry out an experiment, make
observations, record and analyse data
systematically and carefully.

THEME : PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS

LEARNING AREA : 9. MANUFACTURED SUBSTANCES IN INDUSTRY

Week Learning Objective Learning Outcomes Suggested Learning Activities i-Think MAPS
Discuss uses of sulphuric acid in daily life
30 9.1 Understanding the A student is able to: such as in the making of paints, detergents,
Flow Map
13/8/2018 manufacture of  List uses of sulphuric acid, fertilizers and accumulators
- sulphuric acid  Explain industrial process in the
manufacture of sulphuric acid, explain Collect and interpret data on the manufacture
17/8/2018 of sulphuric acid
that sulphur dioxide causes
environmental pollution. Construct a flow chart to show te stages in
*17/8/2018 the manufacture of sulphuric acid as in the
- contact process.
25/8/2018
CUTI Gather information and write an essay on
PERTENGAHAN how sulphur dioxide, SO2, causes
PENGGAL 2 environmental pollution.

Discuss uses of ammonia in daily life, e.g. in

30 9.2 Synthesising the A student is able to: the manufacture of fertilizers and nitric acid.
Flow Map
13/8/2018 manufacture of  List uses of ammonia,
- ammonia and its salts  State the properties of ammonia, Carry out an activity to investigate properties
 Explain the industrial process in the of ammonia.
17/8/2018
manufacture of ammonia, Collect data from various sources and
 Design an activity to prepare construct a flow chart to show the stages in
ammonium fertilizer. the manufacture of ammonia as in the Haber
process.

Design an activity to prepare an ammonium

fertilizer, for example ammonium sulphate,
(NH4)2SO4.

Look at some examples of pure metals and

31 9.3 Understanding A student is able to:
26/8/2018 alloys  Relate the arrangement of atoms in
- metals to their ductile and malleable
properties,
30/8/2018
 State the meaning of alloy,
 State the aim of making alloys,
 List examples of alloys,
 List compositions and properties of
alloys,
 Relate the arrangement of atoms in
alloys to their strength and hardness,
 Relate properties of alloys to their
uses.
materials made of alloys in daily life. List and
Circle Map
discuss their properties.
Carry out an activity to compare the strength
and hardness of alloys with their pure metals.
Study the arrangement of atoms in metals
and alloys through computer simulation.
Work in groups to discuss:
a. the meaning of alloy,
b. the purpose of making alloys such as Experiment 9.1
duralumin, brass, steel, stainless steel, To Compare the
bronze and pewter, Hardness of Pure Metal
c. compositions, properties and uses of and Its Alloy
alloys.

Carry out experiments to compare the rate of

corrosion of iron, steel and stainless steel.

Study various local products made from

alloys.
 RPT : CHEMISTRY FORM 4 14
YEARLY PLAN 2018

31 9.4 Evaluating uses of A student is able to: Circle Map

26/8/2018 synthetic polymers  State the meaning of polymers,
-  List naturally occurring polymers
30/8/2018  List synthetic polymers and their uses
 Identify the monomers in the synthetic
polymers
 Justify uses of synthetic polymers in
daily life

Collect and interpret data on types,

32 9.5 Applying uses of A student is able to: composition, properties and uses of glass
Tree Map
02/9/2018 glass and ceramics  List uses of glass, and ceramics.
-  List uses of ceramics,
 List types of glass and their properties, Prepare a folio incorporating video clips and
06/9/2018 pictures on uses of glass and ceramics that
 State properties of ceramics. have been used for a specific purpose, e.g.
photo chromic glass and conducting glass.

Watch a multimedia presentation and prepare

32 9.6 Evaluating uses of A student is able to:
02/9/2018 composite materials  Describe needs to produce new
- materials for specific purposes,
 State the meaning of composite
06/9/2018
materials,
 List examples of composite materials
and their components,
 Compare and contrast properties of
composite materials with those of their
original component,
 Justify uses of composite materials,
 Generate ideas to produce advanced
materials to fulfil specific needs.
a folio on:
Circle Map
a. the meaning of composite materials,
b. a list of composite materials such as
reinforced concrete, specific super
conductor, fibre optic, fibre glass and
photo chromic glass,
c. components of composite materials,
d. uses of composites materials.
Compare the superior properties of
Double Bubble Map
composite materials to their original
component by computer simulation.
Discuss and justify the uses of composite
materials.
Watch the production of composite materials
in factories.

Discuss the importance of synthetic materials

32 9.7 Appreciating A student is able to: in daily life.
02/9/2018 various synthetic  Justify the importance of doing
- industrial materials research and development Hold a forum to discuss importance of
continuously, research and development for the continuous
06/9/2018 well being of mankind.
 Act responsibly when handling
synthetic materials and their wastes, Watch a multimedia presentation or computer
 Describe the importance of synthetic simulation on pollution caused by the
disposal of synthetic materials.
materials in daily life.

33 – 36 PEPERIKSAAN AKHIR TAHUN 2018

37 - 43 DISCUSSION + CHAPTER 1: RATE OF REACTION (FORM 5 SYLLABUS)