Chemistry scheme of work

 Yearly Lesson Lesson Plan – Form 4 W 7

Chapter 1.1 1.1 Unde Unders rsta tand ndin ing g chemistry and its importance

Learning Outcomes  A student is able to: explain the meaning of chemistry, list some common chemicals used in daily life, state the uses of common common chemicals in daily life, list examples of occupations that require the knowledge of chemistry list chemical-based industries in alaysia describe the contribution of chemical-based industries towards the de!elopment of the country. •

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%iscuss some examples of common chemicals used in daily life such as sodium chloride, calcium carbonate and acetic acid.

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%iscuss the uses of these chemicals in daily life.

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1.' 1.' (ynt (ynthe hesi sisi sing ng scientific method

 A student is able to: identify !ariables in a gi!en situation, identify the relationship between two !ariables to form a hypothesis, 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 in!estigation.

&iew a !ideo or computer courseware on the following : a. careers that need the knowledge of chemistry, b. chemical-based industries in alaysia and its contribution to the de!elopment of the country.  Attend talks on chemical-based chemical-based industries in alaysia and their contribution to the de!elopment of the country. )bser!e a situation and identify all !ariables.

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Suggested Learning Activities "ollect and interpret the meaning of the word #chemistry$.

(uggest a question suitable for a scientific in!estigation. "arry out an acti!ity to: a. obser!e a situation, b. identify all !ariables, c. suggest a question, d. form a hypothesis, e. select suitable apparatus, f. list down work procedures. "arry 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.

1.* +ncorporate  A student is able to: scientific attitudes and identify scientific attitudes !alues in conducting and !alues practised by scientific scientists in carrying out in!estigations in!estigations, practise scientific attitudes and !alues in conducting scientific in!estigations

&iew !ideos or read passages about scientific in!estigations. (tudents discuss and identify scientific attitudes and !alues practiced by researchers and scientists in the !ideos or passages.

'.1 '.1 Ana Analy lysi sing ng matt matter er

%iscuss and explain the particulate nature of matter.

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A stu stude dent nt is able able to: to: describe the particulate nature of matter, state the kinetic theory of matter, define atoms, molecules and ions, relate the change in the state of matter to the change in heat, relate the change in heat to the change in kinetic energy of particles, explain the inter-con!ersion

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(tudents discuss and ustify the scientific attitudes and !alues that should be practiced during scientific in!estigation.

Use models or !iew computer simulation to discuss the following: a. the kinetic theory of matter, b. the meaning of atoms, molecules and ions. "onduct an acti!ity to in!estigate diffusion of particles in solid, liquid and gas.

+n!estigate the change in the state of matter

of the states of matter in term of kinetic theory of matter 

based on the kinetic theory of matter through simulation or computer animation. "onduct an acti!ity to determine the melting and freeing points of ethanamide or naphthalene lot and interpret the heating and the cooling cur!es of ethanamide or naphthalene

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'.' (ynthesising  A student is able to : atomic structure describe the de!elopment of atomic model. (tate the main subatomic particles of an atom, "ompare and contrast the relati!e mass and the relati!e charge of the protons, electrons and neutrons, %efine proton numbers, %efine nucleon numbers, %etermine the proton number, %etermine the nucleon number, /elate the proton number to the nucleon number  /elate the proton number to the type of element, 0rite the symbol of elements, %etermine the number of neutrons, protons and electrons from the proton number and the nucleon number and !ice !ersa, "onstruct the atomic structure. •

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%iscuss the de!elopment of atomic models proposed by scientists namely %alton, homson, /utherford, "hadwick and 2ohr. Use models or computers simulation to illustrated the structure of an atom as containing protons and neutrons in the nucleus and electrons arranged in shells. "onduct acti!ities to determine the proton number, nucleon number and the number of protons, electrons and neutrons of an atom. Use the table to compare and contrast the relati!e mass and the relati!e charge of the protons, electrons and neutrons. +n!estigate the proton and nucleon numbers of different elements.

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%iscuss : a. the relationship between proton number and nucleon number, b. to make generaliation that each element has a different proton number. "arry out an acti!ity to write: a. the symbols of elements, b. the standard representation for an atom of any element. 0here : 3 4 element  A 4 nucleon number  5 4 proton number "onstruct models or use computer simulation to show the atomic structure.

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'.* Understanding isotopes and assessing their importance

 A student is able to: state the meaning of isotope, list examples of elements with isotopes determine the number of subatomic particles of isotopes  ustify the uses of isotope in daily life.

"ollect and interpret information on: a. the meaning of isotope, b. isotopes of hydrogen, oxygen, carbon, chlorine and bromine.

 A student is able to: %escribe electron arrangements of elements with proton numbers 1 to '8. • %raw electron arrangement

(tudy electron arrangements of !arious atoms and identify their !alence electrons.

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'.7 Understanding the electronic structure of an atom

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"onduct acti!ities to determine the number of subatomic particles of isotopes from their proton numbers and their nucleon numbers. 6ather information from the internet or from printed materials and discuss the uses of isotope.

%iscuss the meaning of !alence electrons using illustration

of atoms in an element. (tate the meaning of !alence electrons %etermine the number of !alence electrons from the electron arrangement of an atom.  A student is able to: %escribe the contributions of scientists towards the understanding of the atomic structure, %escribe the creati!e and conscientious efforts of scientists to form a complete picture of matter.

"onduct acti!ities to : b. illustrate electron arrangements of elements with proton numbers 1 to '8. c. 0rite electron arrangements of elements with proton numbers 1 to '8.

 A student is able to: state the meaning of relati!e atomic mass based on carbon-1' scale, state the meaning of relati!e molecular mass based on carbon-1' scale, state why carbon-1' is used as a standard for determining relati!e atomic mass and relati!e molecular mass, calculate the relati!e molecular mass of substances.

"ollect and interpret data concerning relati!e atomic mass and relati!e molecular mass based on carbon-1' scale.

 A student is able to: • define a mole as the amount of matter that contains as many particles as the number of atoms in 1' g of 1' ", state the meaning of  A!ogadro constant, • relate the number of particles in one mole of a substance with the  A!ogadro constant

(tudy the mole concept using analogy or computer simulation.

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'.9  Appreciate the orderliness and uniqueness of the atomic structure

*.1 Understanding and applying the concepts of relati!e atomic mass and relati!e molecular mass

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%iscuss the contributions of scientists toward the de!elopment of ideas on the atomic structure.

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"onduct a story-telling competition on the historical de!elopment of the atomic structure with emphasis on the creati!ity of scientists.

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%iscuss the use of carbon-1' scale as a standard for determining relati!e atomic mass and relati!e molecular mass.

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*.'  Analysing the relationship between the number of moles with the number of particles

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+n!estigate the concept of relati!e atomic mass and relati!e molecular using analogy or computer animation. "arry out a qui to calculate the relati!e molecular mass of substances base on the gi!en chemical formulae for example "+, ")', ;a'