SEKOLAH MENENGAH KEBANGSAAN MERU

BATU 7 PEKAN MERU, 41050 KLANG

RANCANGAN PENGAJARAN TAHUNAN

CHEMISTRY

FORM 4

2023/2024
 ANNUAL LESSON PLAN 2023/2024
CHEMISTRY FORM 4
SMK MERU, KLANG, SELANGOR

WEEK TOPICS LEARNING STANDARD ACTIVITY

1 Suggested activities:
11 – 15 MAC PROGRAM MURID 1. Involve students, teachers, parents and the community Sudoku, Doodle Art, Origami,
CERIA, GURU BAHAGIA, in school programs. deklamasi sajak, word search
SEKOLAH BITARA, 2. Implement activities using the PdP approach. BMBI, teka silangkata sejarah /
NEGARA SEJAHTERA 3. Carry out fun, relaxing activities in a planned manner. pengetahuan am,
4. Apply effective communication. Teka silangkata Ramadan / moral,
5. Cultivate close cooperation and understanding. kotak beracun, Surat Untukmu
6. Produce students who have educational and informative
value.

Theme : THE IMPORTANCE OF CHEMISTRY

 1.0 INTRODUCTION TO CHEMISTRY

CONTENT LEARNING STANDARD

WEEK ACTIVITY - REMARKS
STANDARD

2 INTRODUCTION TO CHEMISTRY  Organize NOTE BOOK & Chemistry Modul

18 – 22 Mac  Introduction to PKS , PBD & PBL

1.1 Development of Pupils are able to: Note:

PROGRAM JANA chemistry and its 1.1.1 State the meaning of Various types of commonly used chemicals in food, medicine, agriculture
MINDA
importance in daily life chemistry. and industry.
1.1.2 State examples of Example of careers and the uses of chemical technology in fields like
chemicals commonly used in cosmetology, pharmacology, biotechnology, nanotechnology and green
daily life. technology.
1.1.3 Generate ideas on the
development of chemisry and Suggested activities:
the contributions of chemical Narrate the meaning of chemistry based on pupils’ understanding.
technology to mankind Gather and interpret data on the origin of the word chemistry and its
1.1.4 State examples of careers meaning.
related to chemistry. 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: Note:

investigation in 1.2.1 Design an experiment to Pupils have prior knowledge in scientific methods in Form 1.
chemistry test a hypothesis. Analysing findings and presenting data in a suitable form need to be
1.2.2 Investigate the effect of emphasised.
temperature on the solubility of Science process skills must be strenghten.
salt in water using a suitable
scientific method. IBSE

1.3 Application, Pupils are able to: Note:

 management and 1.3.1 Describe the types and Pupils have prior knowledge in rules and safety measures in the
handling of apparatus function of personal protective laboratory in Form 1.
and materials equipment and safety in the Type of protective and safety equipment like gloves, laboratory coat and
laboratory. shoes, eyewasher, face mask, safety goggles, handwasher, fume
1.3.2 Demonstrate methods of chamber, safe shower, fire extinguisher and others.
handling and managing Accidents involving chemical spillage and mercury poisoning should be
apparatus and chemical highlighted.
substances Mercury poisoning – its symtoms and its treatments.
1.3.3 Communicate about
emergency management Suggested activities:
procedure in laboratory. 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.

Theme: FUNDAMENTALS OF CHEMISTRY

2.0 Matter and the Atomic Structure

CONTENT LEARNING STANDARD

WEEK ACTIVITY - REMARKS
STANDARD
3 2.1 2.1 Basic concepts Pupils are able to: Note:
25 – 29 Mac of matter 2.1.1 Describe matter briefly. Pupils have prior knowledge in the Particle Theory of Matter and Kinetic
2.1.2 Explain the changes in the Theory of Matter in Form 1.
states of matter.
2.1.3 Determine the melting and Explain matter and the changes that take place in terms of kinetic energy,
28/3CUTI NUZUL AL arrangement of particles and the forces of attraction between particles
freezing points of naphthalene.
QURAN when there is a change in state of matter.
 State the type of particles found in 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

2.2 The historical Pupils are able to: Note:

development of the 2.2.1 State the subatomic Pupils have prior knowledge in subatomic particles such as proton,
atomic model particles in various atoms of electron and neutron in Form 1.
elements.
Suggested activities :
2.2.2 Compare and contrast the Watch a video clip on subatomic particles.
relative mass and charges of
protons, electrons and neutrons. Gather information and conduct simulation/ story telling/ acting/ presenting
2.2.3 Sequence the atomic or show understanding of an article on models of the atomic structure.
structure models based on
Atomic Models of Dalton,
I think (PETA BUIH BERGANDA)
Thomson, Rutherford, Bohr and
Chadwick.

4 2.3 Structure of the Pupils are able to: Note:

A
1 – 5 APR atom 2.3.1 Define proton Writing of standard representation of an atom in the form X is emphasized.
number and nucleon Comparison of the number of protons, neutrons and electrons in an atom
number. including its common ions.
2.3.2 Determine the nucleon
number, proton number and Suggested Activites:
number of electrons in an Carry out a group activity to determine the number of neutrons, protons and
atom. electrons from its proton numbers and the nucleon numbers and vice versa.
2.3.3 Write the standard Example of the atomic structure and electron arrangement of
representation of an atom carbon.
2.3.4 Construct the atomic
structure of an its atom and
 electron arrangement.

electron
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.

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 and its Pupils are able to: Nota:

uses 2.4.1 Deduce the meaning of The natural abundance of isotope is the percentage of isotopes in a
isotopes. sample of an element.
2.4.2 Calculate the relative Examples: Chlorine gas has two Cl and have a natural abundance of
atomic mass of isotopes. 75% and respectively.
2.4.3 Justify the uses of
35
isotopes in various fields. 35
Cl can be represented as Cl or Cl-35.
17
The formula for calculating relative atomic mass from the natural
abundance of an elements containing isotopes:

(% 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 throgh multimedia.
 Theme: FUNDAMENTALS OF CHEMISTRY
3.0 THE MOLE CONCEPT, CHEMICAL FORMULAE AND EQUATIONS

CONTENT LEARNING STANDARD

WEEK ACTIVITY - REMARKS
STANDARD
5 3.1 Relative atomic Pupils are able to: Note :
8 – 12 APR mass and relative 3.1.1 Conceptualise the meaning of The relative formula mass is introduced as the relative mass of an
10/4 - 11/4 molecular mass relative atomic mass and relative ionic compound.
Cuti Raya Aidil Fitri molecular mass based on the
carbon-12 scale. Suggested activities:
6  3.1.2 Calculate relative Discuss why carbon-12 is used as a standard to determine the relative
15 – 19 Apr molecular mass and relative atomic mass and the relative molecular mass.
formula mass. Watch a video clip or carry out an activity on relative mass.
Calculate the relative masses of atoms or compounds through a game.

3.2 Mole concept Pupils are able to: Note:

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

CUTI PERTENGAHAN PENGGAL 1

 20 APR – 1 MAY 2023

7 3.3 Chemical Pupils are able to: Note:

22 – 26 Apr formulae 3.3.1 State the meaning of chemical Writing the states of matter of substances in a chemical equation
formula, empirical formula and is encouraged.
22/4
molecular formula. Constructing chemical formulae of compounds and naming them
CUTI PERISTIWA according to IUPAC nomenclature.
3.3.2 Determine the empirical IUPAC – International Union of Pure and Applied Chemistry
formula of magnesium oxide (MgO)
through an activity. Differences between empirical formula and molecular formula should
3.3.3 Determine the empirical be emphasised.
formula of copper (II) oxide (CuO)
through an activity. Suggested activities:
3.3.4 Solve numerical problems Collect and interpret data regarding chemical formulae, empirical
involving empirical formula and formulae and molecular formulae.
molecular formula. Use computer simulation or video clips to show how to determine the
3.3.5 Construct chemical formulae of empirical formula of copper (II) oxide using combustion tube.
compounds.

8 3.4 Chemical Pupils are able to: Suggested activities:
29 APR – 3 equations 3.4.1 Write balanced chemical Carry out activities to construct balanced chemical equations for the
MAY equations. following reactions:
3.4.2 Interpret chemical equations
(i) Decomposition of copper(II) carbonate (CuCO3).
1/5 quantitatively and qualitatively.
CUTI HARI (ii) Formation of ammonium chloride (NH4Cl).
3.4.3 Solve numerical problems
PEKERJA (iii) Precipitation of lead(II) iodide (PbI2).
using stoichiometry.
Interpret the chemical equations above quantitatively and
qualitatively.

Theme: FUNDAMENTALS OF CHEMISTRY

 4.0 THE PERIODIC TABLE OF ELEMENTS

CONTENT LEARNING STANDARD

WEEK ACTIVITY - REMARKS
STANDARD
9 4.1 Development of Pupils are able to: Note:
6 – 10 MAY Periodic Table of 4.1.1 Describe the historical Scientists involved in the historical development of the Periodic Table
Elements development of the Periodic Table of Elements are Lavoisier, Dobereiner, Newlands, Meyer, Mendeleev
of Elements. and Moseley.
4.1.2 Deduce the basic principle of
arrangement of elements in the The latest developments on the Periodic Table of Elements are
Periodic Table. explored.

Suggested activities:
Prepare a chart/ multimedia presentation on the historical
development of the Periodic Table of Elements based on the increase
in proton number.

Discuss the importance of the classification of elements based on

prepared stimulant.
Examples of stimuli are charts, tables, diagrams, comics and articles.

4.2 The Pupils are able to: Note:

arrangement of Pupils have prior knowledge on how to identify the position of metals,
elements in the 4.2.1 Describe briefly the modern non-metals and noble gases in The Periodic Table of Elements in
modern Periodic Periodic Table of Elements. Form 1.
Table of Elements 4.2.2 Generalise the relationship
between the proton number and the The arrangement of elements in the Periodic Table of Elements is
position of elements in the modern viewed from the following aspects:
Periodic Table of Elements. (i) Groups and Periods
(ii) proton numbers
(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.

10 4.3 Elements in Pupils are able to: Suggested activities:

13 – 17 MAY Group 18 4.3.1 Relate the inert nature of Carry out an activity to relate the inert nature of Group 18 elements to
Group 18 to its stability. their stability based on duplet and octet electron arrangement.
4.3.2 Generalise the changes in
physical properties of elements when Watch a video showing uses of Group 18 in daily life
going down Group 18. Build a model to compare changes in physical properties when going
4.3.3 Describe briefly the uses of down Group 18.
Group 18 elements in daily life.

11 4.4 Elements in Pupils are able to: Note:

20 - 24 MAY Group 1 4.4.1 Generalise the physical Group 1 elements used in experiments are lithium, sodium and
changes of elements when going potassium only.
down Group 1.
4.4.2 Investigate through
20/5 experiment the chemical It is suggested that experiment 4.4.2 (i) is carried out as a teacher
CUTI PERISTIWA 2 properties of Group 1 elements demonstration because the reaction between Group 1 elements and
with: water is highly reactive.
(i) water
(ii) oxygen gas The changes in reactivity of elements going down Group 1 can be
(iii) chlorine summarised from observations in experiment (i), (ii) and (iii).

4.4.3 Generalise the changes in the

reactivity of elements when going
down Group 1
4.4.4 Reason out the physical and
chemical properties of the other
elements in Group 1.
CUTI PENGGAL 1
27/5 – 31/5
 12 4.5 Elements in Pupils are able to: Suggested activities:
3 – 7 JUNE Group 17 4.5.1 Generalise the changes in Watch a video showing the reaction of chlorine, bromine and iodine
the physical properties of elements with:
when going down Group 17. (i) Water
4.5.2 Summarise the chemical (ii) Metals like iron
3/6 properties of Group 17 elements. (iii) Alkalis like sodium hydroxide
HARI KEPUTERAAN 4.5.3 Generalise the changes in
SPB YANG
DIPERTUAN AGONG the reactivity of elements when Watch a video showing safety measures when handling elements of
going down Group 17. Group 17.
4.5.4 Predict the physical and
chemical properties of the other
elements in Group 17.

13 4.6 Elements in Pupils are able to: Note:

10 – 14 JUNE Period 3 4.6.1 Describe the trends in The trend in physical properties of elements in Period 3 from the
physical properties of elements following aspects:
across Period 3.
(i) Atomic size
4.6.2 Conduct an experiment to (ii) Electronegativity
observe changes in the properties (iii) Physical state
of the oxides of elements across
Period 3. Semi-metals are also known as metalloids
4.6.3 Describe briefly the uses of
semi-metals. Suggested activities:
Discuss in groups and predict the 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.

4.7 Transition Pupils are able to: Note:

elements 4.7.1 Determine the position of Special characteristics of transition elements are act as a catalyst,
transition elements in the Periodic have more than one oxidation number, have the ability to form
Table of Elements. coloured compounds and complex ions.

4.7.2 Explain the special Chemical equations are not required.

characteristics of a few transition
elements with examples. Suggested activities:
 4.7.3 List the uses of transition Carry out a PBL activity (problem solving) related to the special
elements in industry. characteristics of transition elements.

Prepare a scrap book/ brochure/ foldable/ poster to state the uses of

some transition elements in industry.

MODUL HEBAT
CD3 15

14
17 – 21 JUN
ULANGKAJI PPT

17/6
HARI RAYA
AIDILADHA

15-16
24 JUN – 5JUL PPT

17
8 – 12 JUL PERBINCANGAN DAN PEMBETULAN SOALAN PPT

Theme: FUNDAMENTALS OF CHEMISTRY

5.0 CHEMICAL BONDS
 CONTENT LEARNING STANDARD
WEEK ACTIVITY - REMARKS
STANDARD
5.1 Basic formation Pupils are able to: Note:
18 of compounds 5.1.1 Explain the basic formation of The following need to be emphasised:
15 – 19 JUL compounds.
(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: Note:

5.2.1 Explain with examples the The following need to be emphasised:
formation of an ionic bond.
(i) Write a half-equation to explain the formation of positive ions from
metal atoms and negative ions from non-metal atoms.
(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).

19 5.3 Covalent bond Pupils are able to: Note:

22– 26 JUL 5.3.1 Explain with examples the To show the formation of covalent bonds using the electron
 formation of a covalent bond. arrangement diagram and the Lewis structure.
5.3.2 Compare ionic and covalent
MINGGU SAINS bonds. Suggested activities:
& MATEMATIK Build a model or carry out a simulation to illustrate and describe the
formation of:Cadangan aktiviti:
(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).

20 5.4 Hydrogen bond Pupils are able to: Note:

29 JUL – 2 OGS 5.4.1 Explain with examples the The hydrogen bond is an interaction or a force of attraction between
formation of a hydrogen bond. the hydrogen atom and an atom with high electronegativity like N, O
5.4.2 Explain the effect of the and F.
hydrogen bond on the physical
properties of substances. Suggested activities:
Discuss the hydrogen bonding in HF, 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.

5.5 Dative bond Pupils are able to: Note:

5.5.1 Explain with examples the Dative or coordinate bond is a type of covalent bond which both
formation of a dative bond. electrons are provided by one of the atoms.

Suggested activities:
Discuss the formation of the dative bond in an ammonium ion, NH4+ and
a hydroxonium ion, H3O+ .
21 5.6 Metallic bond Pupils are able to: Note:
The valence electrons of metal atoms are delocalised to form
5 – 9 OGS 5.6.1 Explain the formation of a a sea of electrons.
metallic bond. The electrostatic forces between the sea of electrons and the positively
5.6.2 Reason out the electrical charge metal ions form the metallic bond.
conductivity of metal. Metals can conduct electricity because electrons in the sea of
electrons are free and carry charges.

Suggested activities:
Use thinking tools to compare and contrast all the learned bond
formation with examples.
Introduce simple and giant molecular structures as well as to compare
their melting and boiling points.

Explain the existence of Van der Waals force and relate it to the
physical properties of substances like melting and boiling points as
well as volatility quoting examples.
To carry out a problem-solving project regarding the use of ionic and
covalent compounds in the industrial, agricultural, medical and
domestic sectors.

5.7 Ionic and Pupils are able to: Note:

covalent compounds 5.7.1 Compare the properties of The differences in properties of covalent and ionic compounds in
ionic and covalent compounds terms of:
through experiment
 electrical conductivity
5.7.2 Explain with examples the
 solubility in water and organic solvents
uses of ionic and covalent
compounds in daily life.  melting and boiling points.

Introduce simple and giant molecular structures as well as to compare

their melting and boiling points.

Suggested activities:

Explain the existence of Van der Waals force and relate it to the
physical properties of substances like melting and boiling points as
well as volatility quoting examples.
 To carry out a problem-solving project regarding the use of ionic and
covalent compounds in the industrial, agricultural, medical and domestic
sectors.

Theme 3: INTERACTION BETWEEN MATTER

Learning area: 6.0 Acids, Bases and Salts

CONTENT LEARNING STANDARD

WEEK ACTIVITY - REMARKS
STANDARD
22 6.1 Role of water in Pupils are able to: Note:
12 – 16 OGS showing acidic and 6.1.1 Define acids and alkalis. Pupils have prior knowledge in acids and alkaline in Form 2.
alkaline properties 6.1.2 State the meaning of basicity
of an acid. Suggested activities:
6.1.3 Investigate the role of water in Define an acid based on the Arrhenius theory.
showing acidic and alkaline Explain the uses of acidic and alkaline substances in daily life with
properties through experiment examples.
Describe the role of water in showing acidic and alkaline properties.

23 6.2 pH value Pupils are able to: Note:

19 – 23 0GS 6.2.1 State the meaning of pH and Emphasize the relationship of pH value with acidity and alkalinity.
its uses.
19/8 6.2.2 Calculate pH values of acids pH value of acids is pH = - log [H+] pH value of alkalis is
CUTI PERISTIWA 3 and alkalis. pOH = - log [OH-]
6.2.3 Investigate the relationship pH + pOH =14
between pH value and the
concentration of hydrogen and Suggested activities:
hydroxide ions through experiment Carry out an activity to determine the pH values of various substances
used in daily life like soap, carbonated drinks, coffee, lime juice and so
on.

6.3 Strength of acids Pupils are able to: Note:

and alkalis 6.3.1 Define strong acid, weak The formation of hydroxonium or hydronium ions is connected with the
 acid, strong alkali and weak existence of the dative bond.
alkali. Dissociation is also known dengan kewujudan ikatan datif.
6.3.2 Explain the strength of an acid
Suggested activities:
and an alkali based on its degree of
Carry out a simulation to explain the strength of an acid and alkali based
dissociation in water.
on its degree of dissociation.
24 6.4 Chemical Pupils are able to: Suggested activities:
26 -30 0GS properties of acids 6.4.1 Formulate the chemical carrying out the following reactions:
and alkalis properties of acids by carrying out (i) Acids and bases
the following reactions: (ii) Acids and reactive metals
(i) Acids and bases (iii) Acid and metal carbonates
(ii) Acids and reactive metals
(iii) Acid and metal carbonates Formulate the chemical properties of alkalis by carrying out the following
reactions:
6.4.2 Formulate the chemical (i) Alkalis and acids
properties of alkalis by carrying out (ii) Alkalis and metal ions
the following reactions: (iii) Alkali and ammonium salts
(i) Alkalis and acids
(ii) Alkalis and metal ions
(iii) Alkali and ammonium salts

6.5 Concentration of Pupils are able to: Note:

aqueous solutions 6.5.1 State the meaning of The meaning of concentration and molarity is emphasised.
concentration of solutions. Unit for concentration of solution is g dm-3 and mol dm-3.
6.5.2 Solve numerical problems Conversion of unit of concentration of solution from mol dm-3 to g
involving concentration of solutions. dm-3 and vice versa.

The relationship between number of moles with molarity and volume

of solution is emphasised.

2 6.6 Standard Pupils are able to: Note:

2 - 6 SEP solution 6.6.1 State the meaning of A standard solution can be prepared from a solid substance or by
standard solution. dilution of an aqueous solution.
6.6.2 Describe and carry out the
 preparation of a standard solution: Suggested activities:
(i) from a solid substance Prepare a standard solution using solid sodium carbonate (Na2CO3) or
(ii) through dilution of an aqueous oxalic acid (H2C2O4.2H2O).
solution.
6.6.3 Solve numerical problems Preparing a standard solution using the dilution method.
involving preparation of standard
solutions and dilution.

6.7 Neutralisation Pupils are able to: Suggested activities:

6.7.1 State the meaning of Write a chemical and ionic equation for neutralisation
neutralisation. reaction discussed.

6.7.2 Determine the concentration Carry out a PBL activity to solve infertile soil from a farm land through
of an unknown solution through the use of fertiliser.
titration method.
Gather information about various fertilisers. For example producing
6.7.3 Solve numerical problems urea throught the reaction between ammonia and carbon dioxide.
involving neutralisation.
Determine the quality of various types of ammonium fertilisers available
based on their percentage of nitrogen.


26 6.8 Salts, crystals Pupils are able to: Suggested activities:

9 – 13 SEPT and their uses in 6.8.1 State the meaning of salt. Gather and interpret information about naturally occuring salts.
daily life Carry out an activity to grow crystal.
6.8.2 Characterise the physical
properties of salt crystals. Prepare a multimedia presentation on the uses of a variety of salts in
agriculture, medicine, preparation of food and preservation.
6.8.3 Give examples of salt and its
uses in daily life. Debate on the effects of salt on health.

6.9 Preparation of Pupils are able to: Note:

salts 6.9.1 Test the solubility of salt in Soluble salt can be prepare through following reactions:
water and classify them into soluble
(i) Acids and alkalis
and insoluble salts through (ii) Acids and metal oxides
experiment.
 6.9.2 Describe the preparation of (iii) Acids with reactive metals
a soluble salt through activity. (iv) Acids with metal carbonates

6.9.3 Describe the preparation of Suggested activities:

an insoluble salt through activity. Carry out an activity to purify a soluble salt using the recrystallisation
6.9.4 Construct an ionic equation method.
using the continuous variation Prepare an insoluble salt using the double decomposition reaction.
method through experiment. Carry out an activity to construct an ionic equation for the formation of
an insoluble salt using the continuous variation method.

16 – 20/9
CUTI PENGGAL 2
27 6.10 Effect of heat Pupils are able to: Suggested activities:
2327 SEPT on salts 6.10.1 Describe tests to identify Carry out tests to identify the following gases:
gases. (i)
oxygen (O2)
(ii)
hydrogen (H2)
6.10.2 Investigate the effect of heat (iii)
carbon dioxide (CO2)
on salts 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

28 6.11 Qualitative Pupils are able to: Note:

30 SEPT – 4OCT analysis 6.11.1 Identify the anion and cation Qualitative analysis based on the sequence of the following tests:
present in a salt through (i) Observe the colour
experiment. (ii) Solubility in water
6.11.2 Describe the confirmatory (iii) Test for gases
tests to identify cations and anions. (iv) Observe the effect of heat on the salt
(v) Test with sodium hydroxide and ammonia solution.

Suggested activities:
Carry out tests to confirm the presence of carbonate, sulphate, chloride
and nitrate ions in an aqueous solution.

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

Theme 3: INTERACTION BETWEEN MATTER

Learning area: 7.0 RATE OF REACTION

CONTENT LEARNING STANDARD

WEEK ACTIVITY - REMARKS
STANDARD
29 7.1 Determination of Pupils are able to: Note:
7 – 11 OCT rate of reaction Examples of fast reactions are combustion, explosion etc.
7.1.1 Classify fast and slow
Examples of slow reactions are corrosion, photosynthesis
reactions that occur in daily life.
Etc.
7.1.2 Explain the meaning of the rate
of reaction. Observable and measurable changes like increase in volume of gas,
decrease in the mass of reactants and formation of precipitate to
 determine the rate of reaction is emphasised.
7.1.3 Identify changes which can be
observed and measured during
For activity 7.1.4, the rate of reaction is determined using the data
chemical reactions through activity.
obtained from experiment 7.1.3.
7.1.4 Determine the
(i) average rate of reaction and Suggested activities:
(ii) instantaneous rate of reaction. 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.

7.2 Factors that Pupils are able to: Notes:

affect the rate of 7.2.1 Investigate factors affecting the Factors affecting rate of reactions are:
reaction rate of reactions through experiment, (i) size of reactants,
based on: (ii) concentration,
(iii) temperature, and
(i) size of reactants, (iv) use of catalyst, and
(ii) concentration, (v) pressure
(iii) temperature, and
use of catalyst. Suggested activities:
Computer simulations / video presentation / multimedia to investigate
pressure factor that affects the rate of reaction.

The reactions suggested to investigate the factors affecting rate of

reactions are:
(i)
Calcium carbonate (CaCO3) with hydrochloric acid, (HCl)
(ii)
Sodium thiosulphate,(Na2S2O3) with sulphurik acid, (H2SO4)
(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.

30 7.3 Application rate Pupils are able to: Suggested activities:

14 – 18 OCT of reaction in daily 7.3.1 Describe with examples the Solve problems in a variety of activities in daily life through acting, field
life. application of rate of reaction in trips or camping.
daily life.
Discuss the application of rate of reaction in the following daily
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.

31 7.4 Collision theory Pupils are able to: Note:

21 -25 OCT 7.4.1 Describe the collision theory. Pupils have prior knowledge on the Kinetic Theory of matter in Form 1.
7.4.2 Explain activation energy The relationship between the collision theory and the kinetic theory of
21/10 matter is discussed from the aspect of energy transfer.
CUTI PERISTIWA 4
using examples.
The following must be mphasized :
(i) Change in particle energy
(ii) Movements and collisions of particles
(iii) Effective collisions
(iv) Activation energy
(v) Frequency of collisions
(vi) Frequency of effective collisions.
 TEMA 4 : KIMIA INDUSTRI
BIDANG PEMBELAJARAN 8.0 : BAHAN BUATAN DALAM INDUSTRI

CONTENT LEARNING STANDARD

WEEK ACTIVITY – REMARKS
STANDARD
32 8.1 Alloys Pupils are able to: Note:
28 OCT – 1 NOV 8.1.1 Describe alloys with The strength and hardness of alloys is based on the arrangement of
examples. particles.
8.1.2 Compare the properties of an Superconductors are which can conduct electricity or transport
30/10 - 1/11 alloy with its pure metal through electrons from one atom to the other with no resistance
CUTI DEEPAVALI experiment
8.1.3 Interrelate the uses of alloys Suggested activities:
based on their composition and Build an alloys model by using balls/ spheres (inter- group
properties. competition).
Design a multimedia presentation or poster to relate the properties of
alloys and its qualities using examples in daily life.

8.2 Glass Pupils are able to: Suggested activities:

8.2.1 Describe with examples the Gather information and design a multimedia presentation on the types
type of glass, their composition, of glass, their composition, properties and uses.
properties and uses.
33 8.3 Ceramics Pupils are able to: Suggested activities:
4 – 8 NOV 8.3.1 Describe with examples of Classify ceramics into traditional and advanced ceramics.
ceramics, their compositions,
properties and uses. Gather information and design a multimedia presentation about the
8.3.2 Identifying the uses of classification, properties and the uses of ceramics.
ceramics in daily life.
Identifying and explain the purpose of ceramics in building.

8.4 Composite Pupils are able to: Suggested activities:

materials and their 8.4.1 State the meaning and Gather information and design multimedia presentation about the
importance properties of composite materials. properties, examples and comparison of composite materials with
8.4.2 Describe with examples the their constituent materials.
uses of composite materials.
8.4.3 Compare and contrast the Create an object made of composite material using various
 properties of a composite material substances such as egg trays, cotton wool, plastic or paper, example
with its constituent materials. wyre-reinforced paper mache. This object should combine at least two
constituent materials like metals, glass, ceramics, alloys and others.

34 – 36 ULANGKAJI PEPERIKSSAN PAT

11/11 – 29/11
37- 38 PAT
2/12 – 13/12
39 PERBINCANGAN DAN PEMBETULAN SOALAN PAT
16 – 20 DIS
23/12 – 27/12
CUTI PENGGAL 3
40 – 42
30/12 – 17/1/2025
PROGRAM PASCA PAT

CUTI AKHIR PERSEKOLAHAN

20 JAN 2025 – 14 FEB 2025