YEARLY CHEMISTRY PLAN FORM 4 2024/2025

Theme : THE IMPORTANCE OF CHEMISTRY

1.0 INTRODUCTION TO CHEMISTRY

WEEK CONTENT LEARNING PERFORMANCE STANDARD ACTIVITY - REMARKS

STANDARD STANDARD
1&2 1.1 Pupils are able to:
10.03 - Development of 1.1.1 State the meaning of TP1 : Recall knowledge and basic skills about Note:
21.03 chemistry and chemistry. chemistry Various types of commonly used
its importance in chemicals in food, medicine,
1.1.2 State examples of TP2: Understand and explain the importance of agriculture and industry.
daily life chemicals commonly chemistry Example of careers and the uses of
used in daily life. chemical technology in fields like
1.1.3 Generate ideas on the cosmetology, pharmacology,
development of biotechnology, nanotechnology and
chemistry and the green technology.
contributions of
chemical technology to Suggested activities:
mankind Narrate the meaning of chemistry
based on pupils’ understanding.
1.1.4 State examples of Gather and interpret data on the
careers related to origin of the word chemistry and its
chemistry. meaning.
Gather information and make poster /
multimedia presentation / exhibitions
on the contribution of chemists,
development of chemical technology
and careers in the field of chemistry as
well as chemicals in daily life.

Carry out role playing activities about careers

in the latest field of chemistry..
I think (PETA BULATAN)

1.2 Scientific Pupils are able to: TP3: Apply knowledge and skills about scientific Note:
investigation in 1.2.1 Design an experiment investigations, usage, management and to Pupils have prior knowledge in
chemistry to test a hypothesis. carry out simple tasks contextually. scientific methods in Form 1.
1.2.2 Investigate the effect of Analysing findings and presenting
TP4: Analyse information knowledge about
temperature on the data in a suitable form need to be
scientific investigation, usage in the context
solubility of salt in of problem solving regarding the importance
emphasised.
water using a suitable of chemicals around us. Science process skills must be
scientific method. strenghten.

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 YEARLY CHEMISTRY PLAN FORM 4 2024/2025

TP5: Evaluate to make judgement about scientific

investigation, usage, management and in the EXPERIMENT 1.1
context of problem solving and decision-
making in carrying out a task.

1&2 1.3 Pupils are able to: TP1 : Recall knowledge and basic skills about Note:
10.03- Application, usage, management and handling of Pupils have prior knowledge in
21.03 management 1.3.1 Describe the types apparatus and materials. rules and safety measures in the
and handling and function of laboratory in Form 1.
of apparatus personal protective TP2 : Understand and explain the importance
Type of protective and safety
equipment and safety of usage, management and handling of
and materials equipment like gloves, laboratory coat
in the laboratory. apparatus and materials.
and shoes, eyewasher, face mask,
1.3.2 Demonstrate methods safety goggles, handwasher, fume
of handling and chamber, safe shower, fire
managing apparatus extinguisher and others.
and chemical Accidents involving chemical
substances spillage and mercury poisoning
1.3.3 Communicate about should be highlighted.
emergency Mercury poisoning – its symptoms
management and its treatments.
procedure in
laboratory. Suggested activities:
Carry out an activity on how to use and
handle apparatus and materials
correctly for examples when carrying
out distillation, titration, filtration,
collection of gases, testing of gases,
electrolysis, heating of solids and
weighing of solids.

Discussion on methods of storage

and disposal of waste products
(chemicals, glass, rubber), chemical
with pH < 5 and pH > 9, organic
solvents, hydrocarbons (grease, oil,
oil paint), hydrogen peroxide, heavy
metals, toxic volatile and reactive
substances.

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 YEARLY CHEMISTRY PLAN FORM 4 2024/2025

Theme: FUNDAMENTALS OF CHEMISTRY

2.0 Matter and the Atomic Structure

WEEK CONTENT LEARNING PERFORMANCE STANDARD ACTIVITY - REMARKS

STANDARD STANDARD
2 2.1 Basic Pupils are able to: TP1: Recall knowledge and basic skills about Note:
17.03- concepts of matter. Pupils have prior knowledge in the
2.1.1 Describe matter briefly.
21.03 matter 2.1.2 Explain the changes in Particle Theory of Matter and Kinetic
TP2: Understand and explain matter. Theory of Matter in Form 1.
the states of matter.
*Cuti 2.1.3 Determine the melting
awal TP3: Apply knowledge and skills about matter Explain matter and the changes that
and freezing points of and carry out simple tasks contextually.
Ramadha naphthalene. take place in terms of kinetic energy,
n 12.03 arrangement of particles and the forces
TP4: Analyse information about matter in context
problem solving.
of attraction between particles when
there is a change in state of matter.
TP5: Evaluate to make judgement about matter
in context problem solving and decision State the type of particles found in
making to carry out a task. matter.

Suggested activities:
Carry out an activity to determine the
melting and freezing points of
naphtalene. Pupils should be able to:
(i) Plot heating and cooling curves
(ii) Determine the melting and
freezing points
(iii) Interpret the heating and
cooling curves
ACTIVITY 2.1

3 2.2 The Pupils are able to: TP1: Recall knowledge and basic skills about the Note:
24.03 - historical atomic structure. Pupils have prior knowledge in
2.2.1 State the subatomic
28.03 developme particles in various subatomic particles such as proton,
nt of the TP2: Understand and explain the atomic electron and neutron in Form 1.
atoms of elements. structure.
atomic
model 2.2.2 Compare and contrast Suggested activities :
the relative mass and Watch a video clip on subatomic
charges of protons, particles.
electrons and
neutrons.
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 YEARLY CHEMISTRY PLAN FORM 4 2024/2025

Gather information and conduct

2.2.3 Sequence the atomic
simulation/ story telling/ acting/
structure models based
presenting or show understanding of an
on Atomic Models of
article on models of the atomic
Dalton, Thomson,
structure.
Rutherford, Bohr and
Chadwick. I think (PETA BUIH BERGANDA)

4 2.3 Structure of Pupils are able to: TP3: Apply knowledge and skills about the atomic Note:
31.03 - the atom 2.3.1 Define proton structure and carry out simple tasks Writing of standard representation of an
04.04 contextually. A
atom in the form X is emphasized.
number and
nucleon Comparison of the number of protons,
number. neutrons and electrons in an atom
including its common ions.
2.3.2 Determine the
nucleon number, Suggested Activites:
proton number and Carry out a group activity to determine
number of the number of neutrons, protons and
electrons in an electrons from its proton numbers and
atom. the nucleon numbers and vice versa.
Example of the atomic
2.3.3 Write the standard structure and electron
representation of an arrangement of carbon.
atom

2.3.4 Construct the atomic

structure of an its atom
and electron
arrangement. on
Electron arrangement Atomic
structure

Suggested activities :
Use a model or simulation to
illustrate the atomic structure
showing the protons and neutrons
in the nucleus and the electrons in
the orbits.

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 YEARLY CHEMISTRY PLAN FORM 4 2024/2025

Carry out an activity to write the electron

arrangement and draw the atomic
structure of the first 20 elements in The
Periodic Table of Elements to show the
position of the subatomic particles.

2.4 Isotopes Pupils are able to: TP3: Apply knowledge and skills about the atomic Nota:
4 and its uses 2.4.1 Deduce the meaning of structure and carry out simple tasks The natural abundance of isotope is
31.03 - contextually. the percentage of isotopes in a
isotopes.
04.04 sample of an element.
2.4.2 Calculate the relative TP4: Analyse information atomic structure in Examples: Chlorine gas has two Cl
atomic mass of context problem solving. and have a natural abundance of
Cuti isotopes. 75% and respectively.
sempena TP5: Evaluate to make judgement about atomic
Hari Raya structure in context problem solving and 35
Cl can be represented as Cl or Cl-
35
(07.04 - 2.4.3 Justify the uses of decision-making to carry out a task.
11.04) isotopes in various 35.
TP6: Invent by applying the knowledge and skills 17
fields. The formula for calculating relative
about matter and atomic structure in context
problem solving and decision-making when atomic mass from the natural
carrying out an activity/ task in new abundance of an elements containing
situations creatively and innovatively; giving isotopes:
due consideration to the social/ economic/
cultural aspects. (% isotope x jisim
isotope) 100

Uses of isotopes in medicine,

agriculture, nuclear, archeology,
industry and engineering to show
their benefits.

Suggested activities :
Carry out a forum or debate on
issues regarding isotopes.
Gathering information on isotopes and
its uses through multimedia.

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 YEARLY CHEMISTRY PLAN FORM 4 2024/2025

Theme: FUNDAMENTALS OF CHEMISTRY

3.0 THE MOLE CONCEPT, CHEMICAL FORMULAE AND EQUATIONS

WEEK CONTENT LEARNING PERFORMANCE STANDARD ACTIVITY - REMARKS

STANDARD STANDARD
6, 7 & 8 3.1 Relative Note :
Pupils are able to:
14.04 - atomic TP1 : Recall knowledge and basic skills about the The relative formula mass is
02.05 mass and 3.1.1 Conceptualise the mole concept introduced as the relative mass of
relative meaning of relative an ionic compound.
molecular atomic mass and TP2: Understand and explain the mole concept
mass relative molecular Suggested activities:
mass based on the TP3: Apply knowledge and skills about the mole Discuss why carbon-12 is used as a
carbon-12 scale. concept and to carry out simple tasks standard to determine the relative
contextually. atomic mass and the relative molecular
3.1.2 Calculate relative
mass.
molecular mass and
Watch a video clip or carry out
relative formula mass.
an activity on relative mass.
Calculate the relative masses of atoms
or compounds through a game.

3.2 Mole Pupils are able to: Note:

concept The mole, symbol mol, is the SI unit of
3.2.1 Define mole. amount of substance. 1 mole contains
3.2.2 Interrelate the exactly 6.02214076 x 1023 elementary
Avogadro constant, NA, entities. This number is the fixed
the number of particles numerical value of the Avogadro
and the number of constant, NA when expressed in mol-1,
moles. and is called Avogadro number.
3.2.3 State the meaning of Avogadro constant is also known as the
molar mass. Avogadro number.
3.2.4 Interrelate the molar STP: Abbreviation for standard
mass, mass and the temperature and pressure (0C and 1
number of moles. atm)
3.2.5 State the meaning of
molar volume. Suggested activities:
3.2.6 Interrelate the molar Draw a chart showing the relationship
volume, volume of gas between the number of particles, the
and the number of number of moles, mass of the
moles. substance and the volume of gas at
3.2.7 Solve numerical STP and room conditions.
problems involving the

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 YEARLY CHEMISTRY PLAN FORM 4 2024/2025

number of particles, Carry out activities to solve numerical

number of moles, mass problems involving number of particles,
of the substance and number of moles, the mass of the
volume of gases. substance and the volume of gas at
STP or room conditions.
9 3.3 Chemical Pupils are able to: TP1: Recall knowledge and basic skills about the Note:
05.05 - formulae 3.3.1 State the meaning of chemical formulae. Writing the states of matter of
09.05 chemical formula, substances in a chemical
empirical formula and TP2: Understand and explain the chemical equation is encouraged.
formulae. Constructing chemical formulae of
molecular formula.
compounds and naming them
3.3.2 Determine the TP3: Apply knowledge and skills about the mole according to IUPAC nomenclature.
empirical formula of chemical formulae to carry out simple tasks IUPAC – International Union of
magnesium oxide contextually. Pure and Applied Chemistry
(MgO) through an
activity. TP4: Analyse information about chemical Differences between empirical formula
formulae in context problem solving. and molecular formula should be
3.3.3 Determine the
empirical formula of emphasised.
TP5: Evaluate to make judgement about the
copper(II) oxide (CuO) chemical formulae in context problem Suggested activities:
through an activity. solving and decision-making to carry out a
3.3.4 Solve numerical Collect and interpret data regarding
task. chemical formulae, empirical formulae
problems involving
empirical formula and and molecular formulae.
molecular formula. Use computer simulation or video clips
3.3.5 Construct chemical to show how to determine the empirical
formulae of formula of copper(II) oxide using
compounds. combustion tube.
ACTIVITY 3.1 and 3. 2
10, 11 3.4 Chemical Pupils are able to: Suggested activities:
12.05 - equations 3.4.1 Write balanced TP1: Recall knowledge and basic skills about the Carry out activities to construct
23.05 chemical equations. chemical equations balanced chemical equations for the
following reactions:
3.4.2 Interpret chemical TP2: Understand and explain the chemical
equations equations. (i) Decomposition of copper(II)
quantitatively and carbonate (CuCO3).
qualitatively. TP3: Apply knowledge and skills about the (ii) Formation of ammonium chloride
chemical equations and to carry out simple (NH4Cl).
3.4.3 Solve numerical (iii)Precipitation of lead(II) iodide (PbI2).
tasks contextually.
problems using Interpret the chemical equations
stoichiometry. above quantitatively and
TP4: Analyse information about chemical
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 YEARLY CHEMISTRY PLAN FORM 4 2024/2025

equations in context problem solving. qualitatively.

TP5: Evaluate to make judgement about the

chemical equations in context problem
solving and decision-making to carry out a
task.
TP6: Invent by applying the knowledge and skills
about the mole concept, chemical formulae
and equations in the context problem
solving and decision-making when carrying
out an activity/ task in a new situation
creatively and innovatively; giving due
consideration to the social/ economic/
cultural aspects.

CUTI PENGGAL 1 (24.05.24 - 02.06.24)

Theme: FUNDAMENTALS OF CHEMISTRY

4.0 THE PERIODIC TABLE OF ELEMENTS

WEEK CONTENT LEARNING PERFORMANCE STANDARD ACTIVITY - REMARKS

STANDARD STANDARD
12 4.1 Pupils are able to: TP1: Recall knowledge and basic skills about the Note:
02.06 - Development of 4.1.1 Describe the Periodic Table of Elements. Scientists involved in the historical
06.06 Periodic Table historical development of the Periodic Table of
of Elements development of the Elements are Lavoisier, Dobereiner,
Periodic Table of Newlands, Meyer, Mendeleev and
Elements. Moseley.
4.1.2 Deduce the basic
The latest developments on the
principle of
Periodic Table of Elements are
arrangement of
explored.
elements in the
Periodic Table.
Suggested activities:
Prepare a chart/ multimedia
presentation on the historical
development of the Periodic Table of
Elements based on the increase in
proton number.

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 YEARLY CHEMISTRY PLAN FORM 4 2024/2025

Discuss the importance of the

classification of elements based on
prepared stimulant.
Examples of stimuli are charts, tables,
diagrams, comics and articles.
13 4.2 The Pupils are able to: TP2: Understand and explain the Periodic Table of Note:
09.06 - Arrangement Elements. Pupils have prior knowledge on how
13.06 of elements in 4.2.1 Describe briefly the to identify the position of metals, non-
the modern modern Periodic TP3: Apply knowledge and skills about Periodic metals and noble gases in The
Table of Elements. Table of Elements and its concept to carry
Periodic Table Periodic Table of Elements in Form
out simple tasks contextually.
of Elements 1.
4.2.2 Generalise the
relationship between The arrangement of elements in the
the proton number and Periodic Table of Elements is viewed
the position of from the following aspects:
elements in the (i) Groups and Periods
modern Periodic Table (ii) proton numbers
of Elements. (iii) electron arrangements

The number of valence electrons

from the proton number of an
element is used to determine the
position of the element in the
Periodic Table of Elements.

Suggested activities:
Carry out an activity to predict the Group
and the Period of an element based on
its electron arrangement.

PENTAKSIRAN PERTENGAHAN TAHUN SESI AKADEMIK 2024-2025

16 4.3 Elements Pupils are able to: TP4: Analyse information about Periodic Table of Suggested activities:
30.06 - in Group 18 4.3.1 Relate the inert Elements in context problem solving Carry out an activity to relate the inert
04.07 nature of Group 18 to contextually. nature of Group 18 elements to their
its stability. stability based on duplet and octet
4.3.2 Generalise the changes electron arrangement.
in physical properties of
elements when going Watch a video showing uses of
down Group 18. Group 18 in daily life

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4.3.3 Describe briefly the Build a model to compare changes

uses of Group 18 in physical properties when going
elements in daily life. down Group 18.

16, 17 4.4 Elements Pupils are able to: TP3: Apply knowledge and skills about Periodic Note:
30.06 - in Group 1 4.4.1 Generalise the Table of Elements and its concept to carry
11.07 physical changes of out simple tasks contextually. Group 1 elements used in
elements when experiments are lithium, sodium
TP4: Analyse information about Periodic Table of
going down Group and potassium only.
Elements in context problem solving
1. contextually.
4.4.2 Investigate through It is suggested that experiment 4.4.2
experiment the TP5: Evaluate to make judgement about Periodic (i) is carried out as a teacher
chemical properties Table of Elements in context problem solving demonstration because the reaction
of Group 1 and decision-making to carry out a task. between Group 1 elements and water
elements with: is highly reactive.
(i) water
(ii) oxygen gas The changes in reactivity of
(iii) chlorine elements going down Group 1 can
be summarised from observations
4.4.3 Generalise the in experiment (i), (ii) and (iii).
changes in the
reactivity of elements EXPERIMENT 4.1
when going down
Group 1
4.4.4 Reason out the
physical and chemical
properties of the other
elements in Group 1.

18 4.5 Elements Pupils are able to: TP1: Recall knowledge and basic skills about
14.07 – in Group 17 4.5.1 Generalise the the Periodic Table of Elements. Suggested activities:
18.07 changes in the Watch a video showing the reaction of
physical properties of TP2: Understand and explain the Periodic Table of chlorine, bromine and iodine with:
Elements.
elements when going (i) Water
down Group 17. (ii) Metals like iron
4.5.2 Summarise the (iii) Alkalis like sodium hydroxide
chemical properties
of Group 17 Watch a video showing safety measures
elements. when handling elements of Group 17.
4.5.3 Generalise the
changes in the
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 YEARLY CHEMISTRY PLAN FORM 4 2024/2025

reactivity of elements
when going down
Group 17.
4.5.4 Predict the physical
and chemical
properties of the
other elements in
Group 17.

18 & 19 4.6 Elements Pupils are able to: TP3: Apply knowledge and skills about Periodic Note:
14.07 – in Period 3 4.6.1 Describe the trends in Table of Elements and its concept to carry The trend in physical properties of
25.07 physical properties of out simple tasks contextually. elements in Period 3 from the following
elements across aspects:
Period 3. TP4: Analyse information about Periodic Table of
Elements in context problem solving (i) Atomic size
4.6.2 Conduct an contextually. (ii) Electronegativity
experiment to (iii) Physical state
observe changes in TP5: Evaluate to make judgement about Periodic
the properties of the Table of Elements in context problem solving Semi-metals are also known as
oxides of elements and decision-making to carry out a task. metalloids
across Period 3.
Suggested activities:
4.6.3 Describe briefly the Discuss in groups and predict the
uses of semi-metals. changes in properties of elements in
Period 2. Gather information and
discuss the uses of semi-metals like
silicon and germanium in the
microelectronic industry.

EXPERIMENT 4.2

19 4.7Transition Pupils are able to: TP1: Recall knowledge and basic skills about Note:
21.07 – elements 4.7.1 Determine the the Periodic Table of Elements. Special characteristics of transition
25.07 position of transition elements are act as a catalyst, have
TP2: Understand and explain the Periodic Table of more than one oxidation number, have
elements in the Periodic Elements.
Table of Elements. the ability to form coloured compounds
and complex ions.
4.7.2 Explain the special
characteristics of a few Chemical equations are not required.

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 YEARLY CHEMISTRY PLAN FORM 4 2024/2025

transition elements with TP6: Invent by applying the knowledge and skills Suggested activities:
examples. about Periodic Table of Elements in context Carry out a PBL activity (problem
of problem solving and decision-making solving) related to the special
4.7.3 List the uses of
when carrying out an activity/ task in new
transition elements in characteristics of transition elements.
situation in a creatively and innovatively;
industry. giving due consideration to the social/
Prepare a scrap book/ brochure/
economic/ cultural aspects. (PBL activity) foldable/ poster to state the uses of
some transition elements in industry.

MODUL HEBAT CD3 15

Theme: FUNDAMENTALS OF CHEMISTRY

5.0 CHEMICAL BONDS

WEEK CONTENT LEARNING PERFORMANCE STANDARD ACTIVITY - REMARKS

STANDARD STANDARD
20 5.1 Basic Pupils are able to: TP1: Recall knowledge and basic skills about Note:
28.07 – formation of 5.1.1 Explain the basic chemical bonds. The following need to be emphasised:
01.08 compounds formation of
compounds. TP2: Understand and explain chemical bonds. (i) the relationship between the duplet
or octet electron arrangement as
in the Group 18 elements stability.
(ii) prerequisite for the formation of
Chemical bonds.
(iii) examples of chemical bonds
like ionic and covalent bonds.

The basic formation of chemical

bonds in a compound is either
through the transfer or sharing of
electrons.

Suggested activities:
Act out, make a simulation or a video
clip on the formation of chemical
compounds through the transfer or
sharing of electrons to achieve a
stable octet or duplet electron
arrangement.
5.2 Ionic bond Pupils are able to: TP1: Recall knowledge and basic skills about Note:

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 YEARLY CHEMISTRY PLAN FORM 4 2024/2025

5.2.1 Explain with examples chemical bonds. The following need to be emphasised:
the formation of an (i) Write a half-equation to explain the
TP2: Understand and explain chemical bonds.
ionic bond. formation of positive ions from
TP3: Apply knowledge and skills about metal atoms and negative ions from
chemical bonds and its concept to carry non-metal atoms.
out simple tasks contextually. (ii) Electron arrangement for the ions
formed.
(iii) Illustrate the electron
arrangement to show the transfer
of electrons for the formation of
ionic bonds for several ionic
compounds.

Suggested activities:
Carry out an activity to explain the
formation of ionic bonds in magnesium
oxide (MgO), sodium chloride (NaCl)
and sodium oxide (Na2O).

21 5.3 Covalent Pupils are able to: TP1: Recall knowledge and basic skills about Note:
31.07 - bond 5.3.1 Explain with examples chemical bonds. To show the formation of covalent
8.08 the formation of a bonds using the electron arrangement
covalent bond. TP2: Understand and explain chemical bonds. diagram and the Lewis structure.
5.3.2 Compare ionic and
TP3: Apply knowledge and skills about
covalent bonds. chemical bonds and its concept to carry
Suggested activities:
out simple tasks contextually. Build a model or carry out a
simulation to illustrate and describe
the formation of:
(i) single bond in hydrogen gas, (H2)
and hidrogen chloride, (HCl)
(ii) double bond in oxygen (O2) and
carbon dioxide (CO2) and
(iii) triple bond in nitrogen ( (N2).

5.4 Hydrogen Pupils are able to: TP2: Understand and explain chemical bonds. Note:
bond 5.4.1 Explain with The hydrogen bond is an interaction or
TP3: Apply knowledge and skills about a force of attraction between the
examples the chemical bonds and its concept to carry
formation of a hydrogen atom and an atom with high
out simple tasks contextually.
hydrogen bond. electronegativity like N, O and F.

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5.4.2 Explain the effect of TP4: Analyse information about chemical bonds
the hydrogen bond on in context problem solving. Suggested activities:
the physical properties Discuss the hydrogen bonding in HF,
of substances. NH3 and H2O.
Explain with examples the role of
hydrogen bond in daily life.
(i) Moistened hair sticks together
due to the hydrogen bonds.
(ii) Papers can be separated from
sticking together by using wet
fingertips.

Discuss the solubility in water and the

boiling points of covalent compounds
like NH3, HCl and C2H5OH.

22 5.5 Dative bond Pupils are able to: TP2: Understand and explain chemical bonds. Note:
11.08 - 5.5.1 Explain with examples Dative or coordinate bond is a type of
15.08 TP3: Apply knowledge and skills about covalent bond which both electrons
the formation of a chemical bonds and its concept to carry
dative bond. are provided by one of the atoms.
out simple tasks contextually.

TP4: Analyse information about chemical bonds

Suggested activities:
in context problem solving. Discuss the formation of the dative bond
in an ammonium ion, NH4+ and a
hydroxonium ion, H3O+ .

5.6 Metallic Pupils are able to: TP2: Understand and explain chemical bonds. Note:
bond 5.6.1 Explain the formation The valence electrons of
of a metallic bond. metal atoms are delocalised
5.6.2 Reason out the to form a sea of electrons.
electrical conductivity The electrostatic forces between the sea
of metal. of electrons and the positively charge
metal ions form the metallic bond.
Metals can conduct electricity because
electrons in the sea of electrons are
free and carry charges.

Suggested activities:
Use thinking tools to compare and
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 YEARLY CHEMISTRY PLAN FORM 4 2024/2025

contrast all the learned bond

formation with examples.

23 5.7 Ionic and Pupils are able to: TP2: Understand and explain chemical bonds. Note:
18.08 - covalent 5.7.1 Compare the The differences in properties of covalent
22.08 compounds properties of ionic and TP3: Apply knowledge and skills about and ionic compounds in terms of:
covalent compounds chemical bonds and its concept to carry
(i) electrical conductivity
out simple tasks contextually.
through experiment (ii) solubility in water and organic
5.7.2 Explain with examples TP4: Analyse information about chemical bonds solvents
the uses of ionic and in context problem solving. (iii) melting and boiling points.
covalent compounds in
daily life. Introduce simple and giant molecular
TP5: Evaluate to make judgement about structures as well as to compare their
chemical bonds in context problem solving melting and boiling points.
and decision-making to carry out a task. Suggested activities:
Explain the existence of Van der Waals
TP6: Invent by applying the knowledge and force and relate it to the physical
skills about chemical bonds in context
properties of substances like melting
problem solving and decision- making
when carrying out an activity/ task in a and boiling points as well as volatility
new situation creatively and innovatively; quoting examples.
giving due consideration to social/ To carry out a problem-solving project
economic/ cultural aspect. regarding the use of ionic and covalent
compounds in the industrial, agricultural,
medical and domestic
sectors.

EXPERIMENT 5.1

Theme 3: INTERACTION BETWEEN MATTER

Learning area: 6.0 Acids, Bases and Salts

WEEK CONTENT LEARNING PERFORMANCE STANDARD ACTIVITY - REMARKS

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STANDARD STANDARD
24 6.1 Role of Pupils are able to: Note:
25.08 - water in TP1: Recall knowledge and basic skills about acids, Pupils have prior knowledge in acids
6.1.1 Define acids and
29.08 showing bases and salts. and alkaline in Form 2.
alkalis.
acidic and
alkaline 6.1.2 State the meaning of TP2: Understand and explain acids, bases and Suggested activities:
properties basicity of an acid. salts. Define an acid based on the Arrhenius
6.1.3 Investigate the role of theory.
TP3: Apply knowledge and basic skills about about Explain the uses of acidic and alkaline
water in showing acidic acids, bases and salts, able to explain their
and alkaline properties substances in daily life with examples.
concept contextually to carry out simple Describe the role of water in showing
through experiment tasks. acidic and alkaline properties.

TP4: Analyse information about acids, bases and EXPERIMENT 6.1 and 6.2
salts in context problem solving.

TP5: Evaluate to make judgement about acids,

bases and salts in context of problem solving
and decision-making to carry out a task.

6.2 pH value TP1: Recall knowledge and basic skills about acids, Note:
Pupils are able to: bases and salts. Emphasize the relationship of pH value
6.2.1 State the meaning of with acidity and alkalinity.
TP2: Understand and explain acids, bases and
pH and its uses.
6.2.2 Calculate pH values of
salts. pH value of acids is pH = - log [H+] pH
acids and alkalis. value of alkalis is
TP3: Apply knowledge and basic skills about about pOH = - log [OH-]
6.2.3 Investigate the acids, bases and salts, able to explain their
relationship between pH + pOH =14
concept contextually to carry out simple
pH value and the tasks.
concentration of Suggested activities:
hydrogen and Carry out an activity to determine the pH
TP4: Analyse information about acids, bases and values of various substances used in
hydroxide ions through salts in context problem solving.
experiment daily life like soap, carbonated drinks,
coffee, lime juice and so on.
TP5: Evaluate to make judgement about acids,
bases and salts in context of problem solving
EXPERIMENT 6.3 and 6.4
and decision-making to carry out a task.

25 & 26 6.3 Strength of Pupils are able to: TP1: Recall knowledge and basic skills about acids, Note:
01.09 - acids and 6.3.1 Define strong acid, bases and salts. The formation of hydroxonium or
12.09 alkalis hydronium ions is connected with the
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weak acid, strong TP2: Understand and explain acids, bases and existence of the dative bond.
alkali and weak salts. Dissociation is also known as ionisation.
alkali. Suggested activities:
6.3.2 Explain the strength of Carry out a simulation to explain the
an acid and an alkali strength of an acid and alkali based on
based on its degree of its degree of dissociation.
dissociation in water.

6.4 Chemical Pupils are able to: TP2: Understand and explain acids, bases and Suggested activities:
properties of 6.4.1 Formulate the chemical salts. carrying out the following reactions:
acids and properties of acids by (i) Acids and bases
alkalis carrying out the TP3: Apply knowledge and basic skills about about (ii) Acids and reactive metals
following reactions: acids, bases and salts, able to explain their (iii) Acid and metal carbonates
(i) Acids and bases concept contextually to carry out simple
(ii) Acids and reactive tasks. Formulate the chemical properties of
metals alkalis by carrying out the following
(iii) Acid and metal TP4: Analyse information about acids, bases and reactions:
carbonates salts in context problem solving. (i) Alkalis and acids
(ii) Alkalis and metal ions
6.4.2 Formulate the chemical TP5: Evaluate to make judgement about acids, (iii) Alkali and ammonium salts
properties of alkalis by bases and salts in context of problem solving
carrying out the and decision-making to carry out a task. ACTIVITY 6.1 and 6.2
following reactions:
(i) Alkalis and acids
(ii) Alkalis and metal ions
(iii) Alkali and ammonium
salts

CUTI PENGGAL 2 (13.09.24 - 21.09.24)

27 & 28 6.5 Pupils are able to: TP1: Recall knowledge and basic skills of Note:
22.09 - Concentration 6.5.1 State the meaning of concentration The meaning of concentration and
03.10 of aqueous concentration of molarity is emphasised.
solutions solutions. TP2: Understand and explain concentration Unit for concentration of solution is g
6.5.2 Solve numerical dm-3 and mol dm-3.
problems involving TP3: Apply knowledge and basic skills about about Conversion of unit of concentration
concentration of concentration and able to explain their of solution from mol dm-3 to g dm-3
solutions. concept contextually to carry out simple and vice versa.
tasks.
The relationship between number of
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moles with molarity and volume of

solution is emphasised.

6.6 Standard Pupils are able to: TP1: Recall knowledge and basic skills of standard Note:
solution 6.6.1 State the meaning of solution A standard solution can be prepared
standard solution. from a solid substance or by dilution
6.6.2 Describe and carry TP2: Understand and explain standard solution of an aqueous solution.
out the preparation
of a standard TP3: Apply knowledge and basic skills about about Suggested activities:
solution: standard solution and able to explain their Prepare a standard solution using solid
(i) from a solid substance concept contextually to carry out simple sodium carbonate (Na2CO3) or oxalic
(ii) through dilution of an tasks. acid (H2C2O4.2H2O).
aqueous solution.
6.6.3 Solve numerical TP4: Analyse information about acids, bases and Preparing a standard solution using the
problems involving salts in context problem solving. dilution method.
preparation of standard
solutions and dilution. TP5: Evaluate to make judgement about acids, ACTIVITY 6.3 and 6.4
bases and salts in context of problem solving
and decision-making to carry out a task.

29 6.7 Pupils are able to: TP1: Recall knowledge and basic skills on Suggested activities:
06.10 - Neutralisation 6.7.1 State the meaning of neutralisation. Write a chemical and ionic
10.10 neutralisation. equation for neutralisation
TP2: Understand and explain acids and bases reaction discussed.
6.7.2 Determine the
concentration of an TP3: Apply knowledge and basic skills about about Carry out a PBL activity to solve
unknown solution acids and bases and able to explain their infertile soil from a farm land through
through titration concept contextually to carry out simple the use of fertiliser.
method. tasks.
Gather information about various
6.7.3 Solve numerical TP4: Analyse information about acids and bases in fertilisers. For example producing
problems involving context of problem solving. urea through the reaction between
neutralisation. ammonia and carbon dioxide.
TP5: Evaluate to make judgement about acids and
bases in context of problem solving and
decision-making to carry out a task. Determine the quality of various types of
ammonium fertilisers available based on
TP6: Invent by applying knowledge and skills their percentage of nitrogen.
about acids, bases and salts in context
problem solving and decision- making when ACTIVITY 6.5
carrying out an activity/ task in a new

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situation creatively and innovatively; giving

due consideration to the social/ economic/
cultural aspects.

6.8 Salts, Pupils are able to: TP1: Recall knowledge and basic skills about salts Suggested activities:
crystals 6.8.1 State the meaning of Gather and interpret information
and their salt. TP2: Understand and explain salts. about naturally occuring salts.
uses in
daily life 6.8.2 Characterise the Carry out an activity to grow crystal.
physical properties of
salt crystals. Prepare a multimedia presentation on
the uses of a variety of salts in
6.8.3 Give examples of salt agriculture, medicine, preparation of
and its uses in daily food and preservation.
life.
Debate on the effects of salt on health.

30 6.9 Preparation Pupils are able to: TP1: Recall knowledge and basic skills about salts Note:
13.10 – of salts 6.9.1 Test the solubility of Soluble salt can be prepare
17.10 salt in water and TP2: Understand and explain salts. through following reactions:
classify them into
(i) Acids and alkalis
soluble and insoluble (ii) Acids and metal oxides
salts through
(iii) Acids with reactive metals
experiment. (iv) Acids with metal carbonates
6.9.2 Describe the TP3: Apply knowledge and basic skills about about
salts and able to explain their concept Suggested activities:
preparation of a
contextually to carry out simple tasks. Carry out an activity to purify a soluble
soluble salt
salt using the recrystallisation method.
through activity.
TP4: Analyse information about salts in context of Prepare an insoluble salt using the
problem solving. double decomposition reaction. Carry
6.9.3 Describe the
out an activity to construct an ionic
preparation of an
TP5: Evaluate to make judgement about salts in equation for the formation of an
insoluble salt through
context of problem solving and decision- insoluble salt using the continuous
activity.
making to carry out a task. variation method.
6.9.4 Construct an ionic
ACTIVITY 6.6, 6.7, 6.8
equation using the
EXPERIMENT 6.5
continuous variation
method through
experiment.

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31 6.10 Effect of Pupils are able to: TP1: Recall knowledge and basic skills about salts Suggested activities:
20.10- heat on 6.10.1 Describe tests to Carry out tests to identify the following
24.10 salts identify gases. TP2: Understand and explain salts. gases:
(i)
oxygen (O2)
6.10.2 Investigate the effect (ii)
hydrogen (H2)
of heat on salts (iii)
carbon dioxide (CO2)
through experiment. (iv)
ammonia (NH3)
(v)
chlorine (Cl2)
(vi)
hydrogen chloride (HCl)
(vii)
sulphur dioxide (SO2)

Carry out activities to:

i) Construct a chemical equation for
the effect of heat on salt.
ii) Study the effect of heat on
carbonate and nitrate salts.
iii) Observe the colour change and
the gas produced when salts are
heated.
iv) Determine the salt based on the
colour of the residue and the type
of gas produced.

I THINK & PETA ALIR

32 & 33 6.11 Qualitative Pupils are able to: Note:

27.10 - analysis TP1: Recall knowledge and basic skills about Qualitative analysis based on the
6.11.1 Identify the anion
07.11 salts. sequence of the following tests:
and cation present in
a salt through (i) Observe the colour
TP2: Understand and explain salts.
experiment. (ii) Solubility in water
* Cuti (iii) Test for gases
Deepavali 6.11.2 Describe the TP3: Apply knowledge and basic skills about
salts and able to explain their concept (iv) Observe the effect of heat on the
30 & 31 okt confirmatory tests to
contextually to carry out simple tasks. salt
identify cations and
(v) Test with sodium hydroxide and
anions.
TP4: Analyse information about salts in context ammonia solution.
problem solving.
Suggested activities:
TP5: Evaluate to make judgement about salts in Carry out tests to confirm the presence
context of problem solving and decision- of carbonate, sulphate, chloride and
making to carry out a task. nitrate ions in an aqueous solution.

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Carry out tests to identify the presence

of Cu2+, Mg2+, Al3+, Fe2+, Fe3+, Pb2+,
Zn2+, NH4+ and Ca2+ions in an aqueous
solution using sodium hydroxide (NaOH)
and ammonia solution (NH3).

Carry out tests to confirm the presence

of Fe2+, Fe3+, Pb2+ and NH4 ions in an
aqueous solutions.
Plan and carry out tests to identify the
cations and anions present in an
unknown salt.
I THINK & BUIH BERGANDA
EXPERIMENT 6.6 and 6.7

Theme 3: INTERACTION BETWEEN MATTER

Learning area: 7.0 RATE OF REACTION

WEEK CONTENT LEARNING PERFORMANCE STANDARD ACTIVITY - REMARKS

STANDARD STANDARD
34 7.1 Pupils are able to: Note:
10.11 – Determination TP1: Recall knowledge and basic skills Examples of fast reactions are
of rate of 7.1.1 Classify fast and slow about rate of reaction.
14.11 combustion, explosion etc.
reaction reactions that occur in
Examples of slow reactions are
daily life. TP2: Understand and explain rate of corrosion, photosynthesis
reaction. Etc.
7.1.2 Explain the meaning of
the rate of reaction. TP3: Apply knowledge and basic skills
about the rate of reaction, to explain
Observable and measurable changes
7.1.3 Identify changes which like increase in volume of gas,
can be observed and its concept and carry out simple tasks.
decrease in the mass of reactants
measured during and formation of precipitate to
TP4: Analyse information about the rate of
chemical reactions determine the rate of reaction is
reaction in context problem solving.
through activity. emphasised.
7.1.4 Determine the TP5: Evaluate to make judgement about
(i) average rate of rate of reaction in context problem For activity 7.1.4, the rate of reaction
reaction and solving and decision-making to carry is determined using the data obtained
out a task. from experiment 7.1.3.
(ii) instantaneous rate of
reaction.

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Suggested activities:
Carry out an experiment to determine
the rate of reaction of the following:
(i) zinc and acids
(ii) potassium iodide and lead
(iii) nitrate solutions

Discuss to identify the changes

that can be observed and
measured on the reactants or
products and to determine the rate
of reaction.
Carry out numerical problem
solving activities on rate of
reactions including drawing a
graph to calculate the average and
instantaneous rate of reactions.
ACTIVITY 7.1

35 7.2 Factors that Pupils are able to: TP1: Recall knowledge and basic skills Notes:
17.11 – affect the 7.2.1 Investigate factors about rate of reaction. Factors affecting rate of reactions are:
21.11 rate of affecting the rate of (i) size of reactants,
reaction TP2: Understand and explain rate of (ii) concentration,
reactions through reaction.
experiment, based on: (iii) temperature, and
TP3: Apply knowledge and basic skills
(iv) use of catalyst, and
(i) size of reactants, (v) pressure
(ii) concentration, about the rate of reaction, to explain
its concept and carry out simple tasks.
(iii) temperature, and Suggested activities:
(iv) use of catalyst. TP4: Analyse information about the rate of Computer simulations / video
reaction in context problem solving. presentation / multimedia to investigate
pressure factor that affects the rate of
TP5: Evaluate to make judgement about reaction.
rate of reaction in context problem
solving and decision-making to carry The reactions suggested to investigate
out a task.
the factors affecting rate of reactions
are:
(i)
Calcium carbonate (CaCO3) with
hydrochloric acid, (HCl)
(ii)
Sodium thiosulphate,(Na2S2O3)
with sulphurik acid, (H2SO4)

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(iii)
Decomposition of hydrogen
peroxide (H2O2) in the presence
of catalyst.)

Discuss how to solve problems related

to rate of reaction and to determine the
variable in a particular reaction.
EXPERIMENT 7.1, 7.2, 7.3 and 7.4

7.3 Pupils are able to: TP1: Recall knowledge and basic skills Suggested activities:
Application about rate of reaction. Solve problems in a variety of activities
7.3.1 Describe with
rate of examples the in daily life through acting, field trips or
reaction in TP2: Understand and explain rate of camping.
application of rate of reaction.
daily life. reaction in daily life.
TP3: Apply knowledge and basic skills
Discuss the application of rate of
about the rate of reaction, to explain reaction in the following daily
its concept and carry out simple tasks. activities:
(i) Burning of coal
(ii) Storage of food in a refrigerator
(iii) Using pressure cooker to cook
(iv) Production of ammonia,
sulphuric acid and nitric acid in
industry.

36 7.4 Collision Pupils are able to: TP1: Recall knowledge and basic skills Note:
24.11 - theory about rate of reaction. Pupils have prior knowledge on the
7.4.1 Describe the collision
28.11 theory. Kinetic Theory of matter in Form 1.
TP2: Understand and explain rate of The relationship between the collision
7.4.2 Explain activation reaction.
energy using theory and the kinetic theory of matter
examples. TP3: Apply knowledge and basic skills
is discussed from the aspect of
about the rate of reaction, to explain energy transfer.
its concept and carry out simple tasks.
The following must be emphasised :
(i) Change in particle energy
TP6: Invent by applying the knowledge and skills (ii) Movements and collisions of
about rate of reaction in context problem particles
solving and decision- making when carrying (iii) Effective collisions
out an activity/ task in a new situations in a (iv) Activation energy
creatively and innovatively; giving due (v) Frequency of collisions
consideration to social/ economic/ cultural
(vi) Frequency of effective collisions.
aspects. (Exercise)
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Theme 4: INDUSTRIAL CHEMISTRY

Learning Area: 8.0 Manufactured Substances in Industry

WEEK CONTENT LEARNING PERFORMANCE STANDARD ACTIVITY - REMARKS

STANDARD STANDARD
37 8.1 Alloys Pupils are able to: Note:
01.02 - TP1: Recall knowledge and basic skills about The strength and hardness of alloys
8.1.1 Describe alloys with manufactured substances in industry.
05.12 is based on the arrangement of
examples.
particles.
8.1.2 Compare the TP2: Understand and explain manufactured Superconductors are which can
properties of an alloy substances in industry.
conduct electricity or transport
with its pure metal electrons from one atom to the other
TP3: Apply knowledge and skills about
through experiment manufactured substances in industry, able with no resistance
8.1.3 Interrelate the uses of to explain its concepts to carry out simple
alloys based on their tasks contextually. Suggested activities:
composition and Build an alloys model by using balls/
properties. TP4: Analyse information about manufactured spheres (inter- group competition).
substances in industry in context problem Design a multimedia presentation or
solving. poster to relate the properties of alloys
and its qualities using examples in
TP5: Evaluate to make judgement about daily life.
manufactured substances in industry in
context problem solving to carry out a
task. EXPERIMENT 8.1

8.2 Glass Pupils are able to: TP1: Recall knowledge and basic skills about Suggested activities:
8.2.1 Describe with manufactured substances in industry. Gather information and design a
examples the type of multimedia presentation on the types
glass, their TP2: Understand and explain manufactured of glass, their composition, properties
substances in industry.
composition, and uses.
properties and uses.
38 8.3 Ceramics Pupils are able to: TP1: Recall knowledge and basic skills about Suggested activities:
08.12 - 8.3.1 Describe with manufactured substances in industry. Classify ceramics into traditional and
12.12 examples of ceramics, advanced ceramics.
their compositions,
properties and uses. Gather information and design a
8.3.2 Identifying the uses of multimedia presentation about the
ceramics in daily life. classification, properties and the uses
of ceramics.
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Identifying and explain the purpose of

ceramics in building.

8.4 Composite Pupils are able to: TP1: Recall knowledge and basic skills about Suggested activities:
materials manufactured substances in industry. Gather information and design
8.4.1 State the meaning
and their multimedia presentation about the
and properties of TP2: Understand and explain manufactured
importance properties, examples and comparison
composite materials. substances in industry.
of composite materials with their
8.4.2 Describe with constituent materials.
examples the uses of
composite materials. Create an object made of composite
TP6: Invent by applying the knowledge and skills
8.4.3 Compare and contrast about manufactured substances in industry
material using various substances
the properties of a in context problem solving and decision- such as egg trays, cotton wool, plastic
composite material making when carrying out an activity/ task or paper, example wyre-reinforced
with its constituent in a new situation creatively and paper mache. This object should
materials. innovatively; giving due consideration to combine at least two constituent
the social/ economic/ cultural aspects materials like metals, glass, ceramics,
alloys and others.

CUTI PENGGAL 3 (20.12.24 - 28.12.24)

PEPERIKSAAN AKHIR TAHUN

CUTI AKHIR TAHUN

17.01 -15.02.2025

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