Hsp chemistry f4 (2)

MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools

Curriculum Specifications

CHEMISTRY
Form 4

Curriculum Development Centre
Ministry of Education Malaysia
2005

Copyright © 2005
Ministry of Education Malaysia

First published 2005

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including
photocopying, and recording or by any information storage and retrieval system, without permission in writing from the Director of Curriculum
Development Centre, Level 4-8, Block E9, Government Complex Parcel E, 62604 Putrajaya, Malaysia.

TABLE OF CONTENTS

Page
The National Philosophy v

National Philosophy of Education vii

National Science Education Philosophy ix

Preface xi

Introduction 1

Aims 1

Objectives 2
Scientific Skills 2

Thinking Skills 4

Scientific Attitudes and Noble Values 8

Teaching and Learning Strategies 10

Content Organisation 13

THEME: INTRODUCING CHEMISTRY

Learning Area: 1. Introduction to Chemistry 17

THEME: MATTER AROUND US
Learning Area: 1. The Structure Of The Atom 18

Learning Area: 2. Chemical Formulae And Equations 22

Learning Area: 3. Periodic Tables Of Elements 27

Learning Area: 4. Chemical Bonds 34

THEME: INTERACTION BETWEEN CHEMICALS

Learning Area: 1. Electrochemistry 37

Learning Area: 2. Acids and Bases 43

Learning Area: 3. Salts 47

THEME: PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS

Learning Area : 1. Manufactured Substances in Industry 51

56
Acknowledgements
Panel of Writers 57

THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a greater unity of all her people; maintaining a democratic way of life;
creating a just society in which the wealth of the nation shall be equitably shared; ensuring a liberal approach to her rich and
diverse cultural traditions; building a progressive society which shall be oriented towards modern science and technology.

We, the people of Malaysia, pledge our united efforts to attain these ends guided by the following principles:

? BELIEF IN GOD
? LOYALTY TO KING AND COUNTRY
? SUPREMACY OF THE CONSTITUTION
? RULE OF LAW
? GOOD BEHAVIOUR AND MORALITY

v

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated
manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious
based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high
level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and the
nation at large.

vii

NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy,
science education in Malaysia nurtures
a Science and Technology Culture by focusing
on the development of individuals who are competitive,
dynamic, robust and resilient and able
to master scientific knowledge and technological competency.

ix

PREFACE
In a recent development, the Government has made a decision to
introduce English as the medium of instruction in the teaching and
The aspiration of the nation to become an industrialised society learning of science and mathematics. This measure will enable
depends on science and technology. It is envisaged that success in students to keep abreast of developments in science and
providing quality science education to Malaysians from an early age technology in contemporary society by enhancing their capability
will serve to spearhead the nation into becoming a knowledge and know-how to tap the diverse sources of information on science
society and a competitive player in the global arena. Towards this written in the English language. At the same time, this move would
end, the Malaysian education system is giving greater emphasis to also provide opportunities for students to use the English language
science and mathematics education. and hence, increase their proficiency in the language. Thus, in
implementing the science curriculum, attention is given to
The Chemistry curriculum has been designed not only to provide developing students’ ability to use English for study and
opportunities for students to acquire science knowledge and skills, communication, especially in the early years of learning.
develop thinking skills and thinking strategies, and to apply this
knowledge and skills in everyday life, but also to inculcate in them The development of this curriculum and the preparation of the
noble values and the spirit of patriotism. It is hoped that the corresponding Curriculum Specifications have been the work of
educational process en route to achieving these aims would many individuals over a period of time. To all those who have
produce well-balanced citizens capable of contributing to the contributed in one way or another to this effort, may I, on behalf of
harmony and prosperity of the nation and its people. the Ministry of Education, express my sincere gratitude and thanks
for the time and labour expended.
The Chemistry curriculum aims at producing active learners. To this
end, students are given ample opportunities to engage in scientific
investigations through hands-on activities and experimentations.
The inquiry approach, incorporating thinking skills, thinking
strategies and thoughtful learning, should be emphasised (MAHZAN BIN BAKAR SMP, AMP)
throughout the teaching-learning process. The content and contexts Director
suggested are chosen based on their relevance and appeal to Curriculum Development Centre
students so that their interest in the subject is enhanced. Ministry of Education Malaysia

xi

INTRODUCTION innovative, and able to apply scientific knowledge in decision-
making and problem solving in everyday life.

As articulated in the National Education Policy, education in The elective science subjects prepare students who are more
Malaysia is an on-going effort towards developing the potential of scientifically inclined to pursue the study of science at post-
individuals in a holistic and integrated manner to produce secondary level. This group of students would take up careers
individuals who are intellectually, spiritually, emotionally and in the field of science and technology and play a leading role in
physically balanced and harmonious. The primary and secondary this field for national development.
school science curriculum is developed with the aim of producing
such individuals. For every science subject, the curriculum for the year is
articulated in two documents: the syllabus and the curriculum
As a nation that is progressing towards a developed nation specifications. The syllabus presents the aims, objectives and
status, Malaysia needs to create a society that is scientifically the outline of the curriculum content for a period of 2 years for
oriented, progressive, knowledgeable, having a high capacity for elective science subjects and 5 years for core science subjects.
change, forward-looking, innovative and a contributor to scientific The curriculum specifications provide the details of the
and technological developments in the future. In line with this, there curriculum which includes the aims and objectives of the
is a need to produce citizens who are creative, critical, inquisitive, curriculum, brief descriptions on thinking skills and thinking
open-minded and competent in science and technology. strategies, scientific skills, scientific attitudes and noble values,
teaching and learning strategies, and curriculum content. The
The Malaysian science curriculum comprises three core curriculum content provides the learning objectives, suggested
science subjects and four elective science subjects. The core learning activities, the intended learning outcomes, and
subjects are Science at primary school level, Science at lower vocabulary.
secondary level and Science at upper secondary level. Elective
science subjects are offered at the upper secondary level and
consist of Biology, Chemistry, Physics, and Additional Science. AIMS

The core science subjects for the primary and lower
secondary levels are designed to provide students with basic The aims of the chemistry curriculum for secondary school are
science knowledge, prepare students to be literate in science, to provide students with the knowledge and skills in chemistry
and and technology and enable them to solve problems and make
enable students to continue their science education at the upper decisions in everyday life based on scientific attitudes and
secondary level. Core Science at the upper secondary level is noble values.
designed to produce students who are literate in science,

1

Students who have followed the secondary science curriculum will 7. Practise and internalise scientific attitudes and good
have the foundation in science to enable them to pursue formal and moral values.
informal further education in chemistry and technology.
8. Realise the importance of inter-dependence among
The curriculum also aims to develop a concerned, dynamic and living things and the management of nature for survival
progressive society with a science and technology culture that of mankind.
values nature and works towards the preservation and
conservation of the environment.
9. Appreciate the contributions of science and technology
towards national development and the well-being of
mankind.
OBJECTIVES
10. Realise that scientific discoveries are the result of human
endeavour to the best of his or her intellectual and
The chemistry curriculum for secondary school enables students mental capabilities to understand natural phenomena for
to: the betterment of mankind.
1. Acquire knowledge in science and technology in the context 11. Create awareness on the need to love and care for the
of natural phenomena and everyday life experiences. environment and play an active role in its preservation
and conservation.
2. Understand developments in the field of science and
technology.
SCIENTIFIC SKILLS
3. Acquire scientific and thinking skills.

4. Apply knowledge and skills in a creative and critical manner
for problem solving and decision-making. Science emphasises inquiry and problem solving. In inquiry and
problem solving processes, scientific and thinking skills are
5. Face challenges in the scientific and technological world utilised. Scientific skills are important in any scientific
and be willing to contribute towards the development of investigation such as conducting experiments and carrying out
science and technology. projects.

6. Evaluate science- and technology-related information wisely Scientific skills encompass science process skills and
and effectively. manipulative skills.

2

Science Process Skills Defining Defining concepts by describing what must
Operationally be done and what should be observed.
Science process skills enable students to formulate their questions
and find out the answers systematically. Controlling Identifying the fixed variable, manipulated
Variables variable, and responding variable in an
Descriptions of the science process skills are as follows: investigation. The manipulated variable is
changed to observe its relationship with the
Observing Using the sense of hearing, touch, smell, responding variable. At the same time, the
taste and sight to collect information about fixed variable is kept constant.
an object or a phenomenon.
Hypothesising Making a general statement about the
relationship between a manipulated
Classifying Using observations to group objects or
variable and a responding variable in order
events according to similarities or
to explain an event or observation. This
differences.
statement can be tested to determine its
Measuring and Making quantitative observations using validity.
Using numbers and tools with standardised Experimenting Planning and conducting activities to test a
Numbers units. Measuring makes observation more certain hypothesis. These activities include
accurate. collecting, analysing and interpreting data
and making conclusions.
Inferring Using past experiences or previously
collected data to draw conclusions and
make explanations of events. Manipulative Skills

Predicting Stating the outcome of a future event based Manipulative skills in scientific investigation are psychomotor
on prior knowledge gained through skills that enable students to:
experiences or collected data.
? use and handle science apparatus and laboratory
Communicating Using words or graphic symbols such as substances correctly.
tables, graphs, figures or models to ? handle specimens correctly and carefully.
describe an action, object or event. ? draw specimens, apparatus and laboratory substances
accurately.
Interpreting Data Giving rational explanations about an
? clean science apparatus correctly, and
object, event or pattern derived from
? store science apparatus and laboratory substances
collected data.
correctly and safely.

3

THINKING SKILLS Critical Thinking Skills

A brief description of each critical thinking skill is as follows:
Thinking is a mental process that requires an individual to integrate
Attributing Identifying criteria such as characteristics,
knowledge, skills and attitude in an effort to understand the
features, qualities and elements of a
environment.
concept or an object.
One of the objectives of the national education system is to
Comparing and Finding similarities and differences based
enhance the thinking ability of students. This objective can be
Contrasting on criteria such as characteristics, features,
achieved through a curriculum that emphasises thoughtful learning.
Teaching and learning that emphasises thinking skills is a qualities and elements of a concept or
event.
foundation for thoughtful learning.
Grouping and Separating and grouping objects or
Thoughtful learning is achieved if students are actively involved in
Classifying phenomena into categories based on
the teaching and learning process. Activities should be organised
certain criteria such as common
to provide opportunities for students to apply thinking skills in
conceptualisation, problem solving and decision-making. characteristics or features.

Sequencing Arranging objects and information in order
Thinking skills can be categorised into critical thinking skills and
based on the quality or quantity of common
creative thinking skills. A person who thinks critically always
characteristics or features such as size,
evaluates an idea in a systematic manner before accepting it. A
time, shape or number.
person who thinks creatively has a high level of imagination, is able
to generate original and innovative ideas, and modify ideas and
products. Prioritising Arranging objects and information in order
based on their importance or priority.
Thinking strategies are higher order thinking processes that involve
various steps. Each step involves various critical and creative Analysing Examining information in detail by breaking
thinking skills. The ability to formulate thinking strategies is the it down into smaller parts to find implicit
ultimate aim of introducing thinking activities in the teaching and meaning and relationships.
learning process.
Detecting Bias Identifying views or opinions that have the
tendency to support or oppose something in
an unfair or misleading way.

4

Evaluating Making judgements on the quality or value Synthesising Combining separate elements or parts to
of something based on valid reasons or form a general picture in various forms
evidence. such as writing, drawing or artefact.

Making Making a statement about the outcome of Making Making a general statement on the
Conclusions an investigation that is based on a Hypotheses relationship between manipulated variables
hypothesis. and responding variables in order to explain
a certain thing or happening. This
statement is thought to be true and can be
tested to determine its validity.
Creative Thinking Skills
Making Analogies Understanding a certain abstract or
A brief description of each creative thinking skill is as follows: complex concept by relating it to a simpler
or concrete concept with similar
Generating Ideas Producing or giving ideas in a discussion. characteristics.

Relating Making connections in a certain situation to Inventing Producing something new or adapting
determine a structure or pattern of something already in existence to
relationship. overcome problems in a systematic
manner.
Making Using past experiences or previously
Inferences collected data to draw conclusions and
make explanations of events.
Thinking Strategy
Predicting Stating the outcome of a future event based
on prior knowledge gained through Description of each thinking strategy is as follows:
experiences or collected data.
Conceptualising Making generalisations based on inter-
Making Making a general conclusion about a group related and common characteristics in
Generalisations based on observations made on, or some order to construct meaning, concept or
information from, samples of the group. model.
Visualising Recalling or forming mental images about a Making Decisions Selecting the best solution from various
particular idea, concept, situation or vision. alternatives based on specific criteria to
achieve a specific aim.

5

Figure 1 : TSTS Model in Science
Problem Solving Finding solutions to challenging or
unfamiliar situations or unanticipated
difficulties in a systematic manner. Thinking Skills

Besides the above thinking skills and thinking strategies,
another skill emphasised is reasoning. Reasoning is a skill
used in making logical, just and rational judgements. Critical Creative
Mastering of critical and creative thinking skills and thinking
strategies is made simpler if an individual is able to reason in ? Attributing ? Generating ideas
an inductive and deductive manner. Figure 1 gives a general ? Comparing and ? Relating
picture of thinking skills and thinking strategies. contrasting ? Making inferences
? Grouping and ? Predicting
Mastering of thinking skills and thinking strategies (TSTS) through classifying Reasoning ? Making
the teaching and learning of science can be developed through the ? Sequencing hypotheses
following phases: ? Prioritising ? Synthesising
? Analysing ? Making
1. Introducing TSTS. ? Detecting bias generalisations
? Evaluating ? Visualising
2. Practising TSTS with teacher’ guidance.
s ? Making ? Making analogies
3. Practising TSTS without teacher’ guidance.
s conclusions ? Inventing
4. Applying TSTS in new situations with teacher’ guidance.
s
5. Applying TSTS together with other skills to accomplish Thinking
thinking tasks. Strategies

? Conceptualising
Further information about phases of implementing TSTS can be ? Making decisions
found in the guidebook “ Buku Panduan Penerapan Kemahiran ? Problem solving
Berfikir dan Strategi Berfikir dalam Pengajaran dan Pembelajaran
Sains”(Curriculum Development Centre, 1999).

6

Relationship between Thinking Skills and Science Process Skills Thinking Skills
Science Process Skills
Using Space-Time Sequencing
Science process skills are skills that are required in the process of Relationship Prioritising
finding solutions to a problem or making decisions in a systematic
manner. It is a mental process that promotes critical, creative, Interpreting data Comparing and contrasting
analytical and systematic thinking. Mastering of science process Analysing
skills and the possession of suitable attitudes and knowledge Detecting bias
enable students to think effectively. Making conclusions
Generalising
The mastering of science process skills involves the Evaluating
mastering of the relevant thinking skills. The thinking skills that are
related to a particular science process skill are as follows: Defining operationally Relating
Making analogy
Visualising
Science Process Skills Thinking Skills Analysing

Observing Attributing Controlling variables Attributing
Comparing and contrasting Comparing and contrasting
Relating Relating
Analysing
Classifying Attributing
Comparing and contrasting Grouping Making hypothesis Attributing
and classifying Relating
Comparing and contrasting
Measuring and Using Relating Generating ideas
Numbers Comparing and contrasting Making hypothesis
Predicting
Making Inferences Relating Synthesising
Comparing and contrasting
Analysing Experimenting All thinking skills
Making inferences
Communicating All thinking skills
Predicting Relating
Visualising

7

Teaching and Learning based on Thinking Skills SCIENTIFIC ATTITUDES AND NOBLE VALUES
and Scientific Skills

This science curriculum emphasises thoughtful learning based on Science learning experiences can be used as a means to
thinking skills and scientific skills. Mastery of thinking skills and inculcate scientific attitudes and noble values in students.
scientific skills are integrated with the acquisition of knowledge in These attitudes and values encompass the following:
the intended learning outcomes. Thus, in teaching and learning,
teachers need to emphasise the mastery of skills together with the ? Having an interest and curiosity towards the environment.
acquisition of knowledge and the inculcation of noble values and ? Being honest and accurate in recording and validating data.
scientific attitudes.
? Being diligent and persevering.
The following is an example and explanation of a learning outcome ? Being responsible about the safety of oneself, others, and
based on thinking skills and scientific skills. the environment.
? Realising that science is a means to understand nature.
Example: ? Appreciating and practising clean and healthy living.
? Appreciating the balance of nature.
Learning Outcome: Compare and contrast metallic elements
and non-metallic elements. ? Being respectful and well-mannered.
? Appreciating the contribution of science and technology.
Thinking Skills: Comparing and contrasting ? Being thankful to God.
? Having critical and analytical thinking.
Explanation:
? Being flexible and open-minded.
To achieve the above learning outcome, knowledge of the ? Being kind-hearted and caring.
characteristics and uses of metals and non-metals in everyday ? Being objective.
life are learned through comparing and contrasting. The mastery ? Being systematic.
of the skill of comparing and contrasting is as important as the ? Being cooperative.
knowledge about the elements of metal and the elements of
non-metal. ? Being fair and just.
? Daring to try.
? Thinking rationally.
? Being confident and independent.

8

The inculcation of scientific attitudes and noble values generally Learning Objective: 1.4 Practising scientific knowledge
occurs through the following stages: to enhance quality of life

? Being aware of the importance and the need for scientific Learning Outcome: A student is able to apply
attitudes and noble values. knowledge on factors affecting the
? Giving emphasis to these attitudes and values. rate of reaction in everyday
? Practising and internalising these scientific attitudes and noble activities, and adopt problem
values. solving approaches and make
rational decisions based on
When planning teaching and learning activities, teachers research.
need to give due consideration to the above stages to ensure the
continuous and effective inculcation of scientific attitudes and Suggested Learning Carry out some daily activities
values. For example, during science practical work, the teacher Activities related to factors affecting the rate
should remind pupils and ensure that they carry out experiments in of reaction.
a careful, cooperative and honest manner.
Collect and interpret data on
Proper planning is required for effective inculcation of scientists’contribution in enhancing
scientific attitudes and noble values during science lessons. Before the quality of life.
the first lesson related to a learning objective, teachers should
examine all related learning outcomes and suggested teaching- Carry out problem solving activities
learning activities that provide opportunities for the inculcation of involving rate of reaction in the field
scientific attitudes and noble values. of science and technology through
experiment and research.
The following is an example of a learning outcome
pertaining to the inculcation of scientific attitudes and values. Scientific attitudes and Appreciating the contribution of
noble values science and technology.

Example: Being thankful to God.

Year: Form 5 Having critical and analytical
thinking.

Learning Area: 1. Rate of Reaction Being honest and accurate in
recording and validating data

9

Inculcating Patriotism Teaching and Learning Approaches in Science

The science curriculum provides an opportunity for the Inquiry-Discovery
development and strengthening of patriotism among students. For
example, in learning about the earth’ resources, the richness and
s Inquiry-discovery emphasises learning through experiences.
variety of living things and the development of science and Inquiry generally means to find information, to question and to
technology in the country, students will appreciate the diversity of investigate a phenomenon that occurs in the environment.
natural and human resources of the country and deepen their love Discovery is the main characteristic of inquiry. Learning through
for the country. discovery occurs when the main concepts and principles of
science are investigated and discovered by students
themselves. Through activities such as experiments, students
investigate a phenomenon and draw conclusions by
TEACHING AND LEARNING STRATEGIES themselves. Teachers then lead students to understand the
science concepts through the results of the inquiry.

Thinking skills and scientific skills are thus developed further
Teaching and learning strategies in the science curriculum during the inquiry process. However, the inquiry approach may
emphasise thoughtful learning. Thoughtful learning is a process not be suitable for all teaching and learning situations.
that helps students acquire knowledge and master skills that will Sometimes, it may be more appropriate for teachers to present
help them develop their minds to the optimum level. Thoughtful concepts and principles directly to students.
learning can occur through various learning approaches such as
inquiry, constructivism, contextual learning, and mastery learning.
Learning activities should therefore be geared towards activating Constructivism
students’critical and creative thinking skills and not be confined to
routine or rote learning. Students should be made aware of the
thinking skills and thinking strategies that they use in their learning. Constructivism suggests that students learn about something
They should be challenged with higher order questions and when they construct their own understanding. The important
problems and be required to solve problems utilising their creativity attributes of constructivism are as follows:
and critical thinking. The teaching and learning process should ? Taking into account students’prior knowledge.
enable students to acquire knowledge, master skills and develop ? Learning occurring as a result of students’own effort.
scientific attitudes and noble values in an integrated manner. ? Learning occurring when students restructure their existing
ideas by relating new ideas to old ones.
? Providing opportunities to cooperate, sharing ideas and
experiences, and reflecting on their learning.

10

Science, Technology and Society to learn at their own pace, with the incorporation of remedial
and enrichment activities as part of the teaching-learning
process.
Meaningful learning occurs if students can relate their learning with
their daily experiences. Meaningful learning occurs in learning
approaches such as contextual learning and Science, Technology Teaching and Learning Methods
and Society (STS).

Teaching and learning approaches can be implemented
Learning themes and learning objectives that carry elements of
through various methods such as experiments, discussions,
STS are incorporated into the curriculum. STS approach suggests
simulations, projects, and visits. In this curriculum, the teaching-
that science learning takes place through investigation and
learning methods suggested are stated under the column
discussion based on science and technology issues in society. In
“Suggested Learning Activities.” However, teachers can modify
the STS approach, knowledge in science and technology is to be
the suggested activities when the need arises.
learned with the application of the principles of science and
technology and their impact on society.
The use of a variety of teaching and learning methods can
enhance students’interest in science. Science lessons that are
Contextual Learning
not interesting will not motivate students to learn and
subsequently will affect their performance. The choice of
teaching methods should be based on the curriculum content,
Contextual learning is an approach that associates learning with
students’abilities, students’repertoire of intelligences, and the
daily experiences of students. In this way, students are able to
availability of resources and infrastructure. Besides playing the
appreciate the relevance of science learning to their lives. In
role of knowledge presenters and experts, teachers need to act
contextual learning, students learn through investigations as in the
as facilitators in the process of teaching and learning. Teachers
inquiry-discovery approach.
need to be aware of the multiple intelligences that exist among
students. Different teaching and learning activities should be
Mastery Learning planned to cater for students with different learning styles and
intelligences.

Mastery learning is an approach that ensures all students are able
to acquire and master the intended learning objectives. This The following are brief descriptions of some teaching and
approach is based on the principle that students are able to learn if learning methods.
they are given adequate opportunities. Students should be allowed

11

Experiment Discussion

An experiment is a method commonly used in science lessons. In A discussion is an activity in which students exchange
experiments, students test hypotheses through investigations to questions and opinions based on valid reasons. Discussions
discover specific science concepts and principles. Conducting an can be conducted before, during or after an activity. Teachers
experiment involves thinking skills, scientific skills, and should play the role of a facilitator and lead a discussion by
manipulative skills. asking questions that stimulate thinking and getting students to
express themselves.
Usually, an experiment involves the following steps:
Simulation
? Identifying a problem.
? Making a hypothesis. In simulation, an activity that resembles the actual situation is
? Planning the experiment carried out. Examples of simulation are role-play, games and
- controlling variables. the use of models. In role-play, students play out a particular
- determining the equipment and materials needed. role based on certain pre-determined conditions. Games
- determining the procedure of the experiment and the require procedures that need to be followed. Students play
method of data collection and analysis. games in order to learn a particular principle or to understand
? Conducting the experiment. the process of decision-making. Models are used to represent
? Collecting data. objects or actual situations so that students can visualise the
? Analysing data. said objects or situations and thus understand the concepts and
principles to be learned.
? Interpreting data.
? Making conclusions.
Project
? Writing a report.
A project is a learning activity that is generally undertaken by an
In the implementation of this curriculum, besides guiding students individual or a group of students to achieve a certain learning
to do an experiment, where appropriate, teachers should provide objective. A project generally requires several lessons to
students with the opportunities to design their own experiments. complete. The outcome of the project either in the form of a
This involves students drawing up plans as to how to conduct report, an artefact or in other forms needs to be presented to
experiments, how to measure and analyse data, and how to the teacher and other students. Project work promotes the
present the outcomes of their experiment. development of problem-solving skills, time management skills,
and independent learning.

12

Visits and Use of External Resources CONTENT ORGANISATION

The learning of science is not limited to activities carried out in the
school compound. Learning of science can be enhanced through The science curriculum is organised around themes. Each
theme consists of various learning areas, each of which
the use of external resources such as zoos, museums, science
centres, research institutes, mangrove swamps, and factories. consists of a number of learning objectives. A learning objective
Visits to these places make the learning of science more has one or more learning outcomes.
interesting, meaningful and effective. To optimise learning
opportunities, visits need to be carefully planned. Students may be
Learning outcomes are written based on the hierarchy of the
involved in the planning process and specific educational tasks
cognitive and affective domains. Levels in the cognitive domain
should be assigned during the visit. No educational visit is
are: knowledge, understanding, application, analysis, synthesis
complete without a post-visit discussion.
and evaluation. Levels in the affective domain are: to be aware
of, to be in awe, to be appreciative, to be thankful, to love, to
practise, and to internalise. Where possible, learning outcomes
Use of Technology relating to the affective domain are explicitly stated. The
inculcation of scientific attitudes and noble values should be
Technology is a powerful tool that has great potential in enhancing integrated into every learning activity. This ensures a more
the learning of science. Through the use of technology such as spontaneous and natural inculcation of attitudes and values.
television, radio, video, computer, and Internet, the teaching and Learning areas in the psychomotor domain are implicit in the
learning of science can be made more interesting and effective. learning activities.

Computer simulation and animation are effective tools for the
teaching and learning of abstract or difficult science concepts. Learning outcomes are written in the form of measurable
Computer simulation and animation can be presented through behavioural terms. In general, the learning outcomes for a
courseware or Web page. Application tools such, as word particular learning objective are organised in order of
processors, graphic presentation software and electronic complexity. However, in the process of teaching and learning,
spreadsheets are valuable tools for the analysis and presentation learning activities should be planned in a holistic and integrated
of data. manner that enables the achievement of multiple learning
outcomes according to needs and context. Teachers should
The use of other tools such as data loggers and computer avoid employing a teaching strategy that tries to achieve each
interfacing in experiments and projects also enhance the learning outcome separately according to the order stated in
effectiveness of teaching and learning of science. the curriculum specifications.

13

The Suggested Learning Activities provide information on the
scope and dimension of learning outcomes. The learning activities
stated under the column Suggested Learning Activities are given
with the intention of providing some guidance as to how learning
outcomes can be achieved. A suggested activity may cover one or
more learning outcomes. At the same time, more than one activity
may be suggested for a particular learning outcome. Teachers may
modify the suggested activity to suit the ability and style of learning
of their students. Teachers are encouraged to design other
innovative and effective learning activities to enhance the learning
of science.

14

THEME : INTRODUCING CHEMISTRY

LEARNING AREA : 1. INTRODUCTION TO CHEMISTRY Chemistry - Form 4
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.1 Collect and interpret the meaning of the A student is able to: chemicals- bahan kimia
Understanding word ‘chemistry’ . ? explain the meaning of
chemistry and its chemistry, chemical-based industry
importance Discuss some examples of common ? list some common chemicals - industri berasaskan
chemicals used in daily life such as used in daily life, kimia
sodium chloride, calcium carbonate and ? state the uses of common
acetic acid. chemicals in daily life,
? list examples of occupations
Discuss the uses of these chemicals in that require the knowledge of
daily life. chemistry,
? list chemical-based industries in
View a video or computer courseware Malaysia,
on the following: ? describe the contribution of
a. careers that need the knowledge of chemical-based industries
chemistry, towards the development of the
b. chemical-based industries in country.
Malaysia and its contribution to the
development of the country.

Attend talks on chemical-based
industries in Malaysia and their
contribution to the development of the
country.

16

LEARNING AREA : 1. INTRODUCTION TO CHEMISTRY Chemistry - Form 4
Objectives
1.2 Observe a situation and identify all A student is able to: solubility - keterlarutan
Synthesising variables. Suggest a question suitable ? identify variables in a given
scientific method for a scientific investigation. situation, Students have
? identify the relationship knowledge of
Carry out an activity to: between two variables to form a scientific method in
a. observe a situation. hypothesis, Form 1, 2 and 3.
b. identify all variables, ? design and carry out a simple
c. suggest a question, experiment to test the Scientific skills are
d. form a hypothesis, hypothesis, applied throughout.
e. select suitable apparatus, ? record and present data in a
f. list down work procedures. suitable form,
? interpret data to draw a
Carry out an experiment and: conclusion,
a. collect and tabulate data, ? write a report of the
b. present data in a suitable form, investigation.
c. interpret the data and draw
conclusions,
d. write a complete report.

1.3 View videos or read passages about A student is able to:
Incorporate scientific investigations. Students ? identify scientific attitudes and Throughout the
scientific discuss and identify scientific attitudes values practised by scientists in course, attention
attitudes and and values practised by researchers carrying out investigations, should also be
values in and scientists in the videos or ? practise scientific attitudes and given to identifying
conducting passages. values in conducting scientific and practising
scientific investigations. scientific attitudes
investigations and values.
Students discuss and justify the
scientific attitudes and values that
should be practised during scientific
investigations.

17

THEME : MATTER AROUND US

LEARNING AREA : 2. THE STRUCTURE OF THE ATOM Chemistry - Form 4
Objectives
2.1 Discuss and explain the particulate A student is able to: collision-perlanggaran
Analysing matter nature of matter. ? describe the particulate nature
of matter, Students have diffusion - peresapan
Use models or view computer ? state the kinetic theory of acquired prior
simulation to discuss the following: matter, knowledge of melting point-takat lebur
? define atoms, molecules and elements,
a. the kinetic theory of matter,
ions, compounds and freezing point- takat
b. the meaning of atoms, molecules and
? relate the change in the state of mixtures in Form 2. beku
ions.
matter to the change in heat,
? relate the change in heat to the simulation-simulasi
Conduct an activity to investigate
change in kinetic energy of
diffusion of particles in solid, liquid and
particles, inter-conversion-
gas.
? explain the inter-conversion of perubahan keadaan
the states of matter in terms of
Investigate the change in the state of
kinetic theory of matter.
matter based on the kinetic theory of
matter through simulation or computer
animation.
Ethanamide is also
Conduct an activity to determine the known as
melting and freezing points of acetamide.
ethanamide or naphthalene.

Plot and interpret the heating and the
cooling curves of ethanamide or
naphthalene.

18

Objectives
2.2 Discuss the development of A student is able to: make generalisation -
Synthesising atomic models proposed by scientists ? describe the development of mengitlak
atomic structure namely Dalton, Thomson, Rutherford, atomic model, Dates and how
Chadwick and Bohr. ? state the main subatomic models are
particles of an atom, developed are not
? compare and contrast the needed.
Use models or computer simulation to
relative mass and the relative
illustrate the structure of an atom as
charge of the protons, electrons Proton number is
containing protons and neutrons in the
and neutrons, also known as
nucleus and electrons arranged in
? define proton number, atomic number.
shells.
? define nucleon number,
? determine the proton number, Nucleon number is
Conduct activities to determine the
? determine the nucleon number, also known as
proton number, nucleon number and
? relate the proton number to the mass number.
the number of protons, electrons
nucleon number,
and neutrons of an atom.
? relate the proton number to the
type of element,
Use a table to compare and contrast the
? write the symbol of elements,
relative mass and the relative charge of
? determine the number of
the protons, electrons and neutrons.
neutrons, protons and electrons
from the proton number and the
Investigate the proton and nucleon
nucleon number and vice versa,
numbers of different elements.
? construct the atomic structure.

Discuss :
a. the relationship between proton
number and nucleon number,
b. to make generalisation that each
element has a different proton
number.

19

Objectives
Carry out an activity to write:
a. the symbols of elements,
b. the standard representation for an
atom of any element.

A where:
X X = element
Z A = nucleon number
Z = proton number

Construct models or use computer
simulation to show the atomic structure.

2.3 Collect and interpret information on: A student is able to:
Understanding a. the meaning of isotope, ? state the meaning of isotope,
isotopes and b. isotopes of hydrogen, oxygen, ? list examples of elements with
assessing their carbon, chlorine and bromine. isotopes,
importance ? determine the number of
Conduct activities to determine the subatomic particles of isotopes,
number of subatomic particles of ? justify the uses of isotope in
isotopes from their proton numbers and daily life.
their nucleon numbers.

Gather information from the internet or
from printed materials and discuss the
uses of isotope.

20

Objectives
2.4 Study electron arrangements of various A student is able to:
Understanding atoms and identify their valence ? describe electron arrangements
the electronic electrons. of elements with proton
structure of an numbers 1 to 20,
atom Discuss the meaning of valence ? draw electron arrangement of
electrons using illustrations. an atom in an element,
? state the meaning of valence
Conduct activities to: electrons,
a. illustrate electron arrangements of ? determine the number of
elements with proton numbers 1 to valence electrons from the
20, electron arrangement of an
b. write electron arrangements of atom.
elements with proton numbers 1 to
20.

2.5 Discuss the contributions of scientists A student is able to: Gratefulness –
Appreciate the towards the development of ideas on ? describe the contributions of kesyukuran
orderliness and the atomic structure. scientists towards the
uniqueness of understanding of the atomic
the atomic Conduct a story-telling competition on structure,
structure the historical development of the atomic ? describe the creative and
structure with emphasis on the creativity conscientious efforts of
of scientists. scientists to form a complete
picture of matter.

21


LEARNING AREA : 2. CHEMICAL FORMULAE AND EQUATIONS Chemistry - Form 4
Objectives
3.1 Collect and interpret data concerning A student is able to: Relative formula
Understanding relative atomic mass and relative ? state the meaning of relative mass is introduced
and applying the molecular mass based on carbon-12 atomic mass based on carbon- as the relative
concepts of scale. 12 scale, mass for ionic
relative atomic ? state the meaning of relative substances.
mass and Discuss the use of carbon-12 scale as a molecular mass based on
relative standard for determining relative atomic carbon-12 scale,
molecular mass mass and relative molecular mass. ? state why carbon-12 is used as
a standard for determining
Investigate the concepts of relative relative atomic mass and
atomic mass and relative molecular relative molecular mass,
mass using analogy or computer ? calculate the relative molecular
animation. mass of substances.

Carry out a quiz to calculate the relative
molecular mass of substances based
on the given chemical formulae, for
example
HCl, CO2, Na2CO3, Al(NO3)3,
CuSO4.5H2O
3.2 Study the mole concept using analogy A student is able to:
12
Analysing the or computer simulation. ? define a mole as the amount of C can also be
relationship matter that contains as many represented as
12
between the Collect and interpret data on Avogadro particles as the number of 6 C or C-12
number of moles constant. atoms in 12 g of 12C,
with the number ? state the meaning of Avogadro Avogadro constant
of particles Discuss the relationship between the constant, is also known as
number of particles in one mole of a ? relate the number of particles in Avogadro number.
substance with the Avogadro constant. one mole of a substance with

22

Objectives
the Avogadro constant,
Carry out problem solving activities to ? solve numerical problems to
convert the number of moles to the convert the number of moles to
number of particles for a given the number of particles of a
substance and vice versa. given substance and vice versa.

3.3 Discuss the meaning of molar mass. A student is able to:
Analysing the ? state the meaning of molar
relationship Using analogy or computer simulation, mass, Chemical formulae
between the discuss to relate: ? relate molar mass to the of substances are
number of moles a. molar mass with the Avogadro Avogadro constant, given for
of a substance constant, ? relate molar mass of a calculation.
with its mass b. molar mass of a substance with its substance to its relative atomic
relative atomic mass or relative mass or relative molecular
molecular mass. mass,
? solve numerical problems to
Carry out problem solving activities to convert the number of moles of
convert the number of moles of a given a given substance to its mass
substance to its mass and vice versa. and vice versa.

3.4 Collect and interpret data on molar A student is able to:
Analysing the volume of a gas. ? state the meaning of molar
relationship volume of a gas,
between the Using computer simulation or graphic ? relate molar volume of a gas to
number of moles representation, discuss: the Avogadro constant,
of a gas with its a. the relationship between molar ? make generalization on the
volume volume and Avogadro constant, molar volume of a gas at a
b. to make generalization on the molar given temperature and STP – Standard STP –
volume of a gas at STP or room pressure, Temperature and suhu dan
conditions. ? calculate the volume of gases Pressure tekanan piawai
at STP or room conditions from

23

Objectives
Carry out an activity to calculate the the number of moles and vice
volume of gases at STP or room versa,
conditions from the number of moles ? solve numerical problems
and vice versa. involving number of particles,
number of moles, mass of
Construct a mind map to show the substances and volume of
relationship between number of gases at STP or room
particles, number of moles, mass of conditions.
substances and volume of gases at
STP and room conditions.

Carry out problem solving activities
involving number of particles, number of
moles, mass of a substance and
volume of gases at STP or room
conditions.

3.5 Collect and interpret data on chemical A student is able to:
Synthesising formula, empirical formula and ? state the meaning of chemical The use of Ionic formula – formula
chemical molecular formula. formula, symbols and ion
formulae ? state the meaning of empirical chemical formulae
Conduct an activity to: formula, should be widely
a. determine the empirical formula of ? state the meaning of molecular encouraged and
copper(II) oxide using computer formula, not restricted to
simulation, ? determine empirical and writing chemical
b. determine the empirical formula of molecular formulae of equations only.
magnesium oxide, substances,
? compare and contrast empirical
c. compare and contrast empirical
formula with molecular formula,
formula with molecular formula.
? solve numerical problems
involving empirical and
Carry out problem solving activities

24

Objectives
involving empirical and molecular molecular formulae,
formulae. ? write ionic formulae of ions,
? construct chemical formulae of
Carry out exercises and quizzes in ionic compounds,
writing ionic formulae. ? state names of chemical
compounds using IUPAC IUPAC –
nomenclature. International Union
Conduct activities to:
of Pure and
a. construct chemical formulae of
Applied Chemistry.
compounds from a given ionic
formula,
b. state names of chemical
compounds using IUPAC
nomenclature.

3.6 Discuss: A student is able to:
Interpreting a. the meaning of chemical equation, ? state the meaning of chemical A computer precipitation -
chemical b. the reactants and products in a equation, spreadsheet can be pemendakan
equations chemical equation. ? identify the reactants and used for
products of a chemical balancing chemical
equation, equation exercises.
Construct balanced chemical equations
? write and balance chemical
for the following reactions:
equations
a. heating of copper(II) carbonate,
? interpret chemical equations
CuCO3,
quantitatively and qualitatively,
b. formation of ammonium chloride,
? solve numerical problems using
NH4Cl,
chemical equations.
c. precipitation of lead(II) iodide, PbI2.

25

Objectives
Carry out the following activities:
a. write and balance chemical
equations,
b. interpret chemical equations
quantitatively and qualitatively,
c. solve numerical problems using
chemical equations (stoichiometry).

3.7 Discuss the contributions of scientists A student is able to:
Practising for their research on relative atomic ? identify positive scientific
scientific mass, relative molecular mass, mole attitudes and values practised
attitudes and concept, formulae and chemical by scientists in doing research
values in equations. on mole concept, chemical
investigating formulae and chemical
matter Discuss to justify the need for scientists equations,
to practise scientific attitudes and ? justify the need to practise
positive values in doing their research positive scientific attitudes and
on atomic structures, formulae and good values in doing research
chemical equations. on atomic structures, chemical
formulae and chemical
Discuss the role of chemical symbols, equations,
formulae and equations as tools of ? use symbols, chemical formulae
communication in chemistry. and equations for easy and
systematic communication in
the field of chemistry.

26


LEARNING AREA : 3. PERIODIC TABLE OF ELEMENTS Chemistry - Form 4
Objectives
4.1 Collect information on the contributions A student is able to:
Analysing the of various scientists towards the ? describe the contributions of Include scientists
Periodic Table of development of the Periodic Table. scientists in the historical like
Elements development of the Periodic Lavoisier,
Study the arrangement of elements in Table, Dobereiner,
the Periodic Table from the following ? identify groups and periods in the Newlands, Meyer,
aspects: Periodic Table, Mendeleev and
a. group and period, ? state the basic principle of Mosely.
b. proton number, arranging the elements in the
c. electron arrangement. Periodic Table from their proton
numbers,
Carry out an activity to relate the ? relate the electron arrangement
electron arrangement of an element to of an element to its group and
its group and period. period,
? explain the advantages of
Discuss the advantages of grouping grouping elements in the Periodic
elements in the Periodic Table. Table,
? predict the group and the period
Conduct activities to predict the group of an element based on its
and period of an element based on its electron arrangement.
electron arrangement.

27

Objectives
4.2 Use a table to list all the elements in A student is able to:
Analysing Group Group 18. ? list all Group 18 elements, The elements in Inert –
18 elements ? state in general the physical Group 18 can lengai
properties of Group 18 elements, also be referred
Describe the physical properties such ? describe the changes in the to as noble gases
as the physical state, density and physical properties of Group 18 or inert gases.
boiling point of Group 18 elements. elements,
? describe the inert nature of
Discuss: elements of Group 18,
a. changes in the physical ? relate the inert nature of Group

properties of Group 18 18 elements to their electron
arrangements,
elements, ? relate the duplet and octet

b. the inert nature of Group 18 electron arrangements of Group
18 elements to their stability,
elements. ? describe uses of Group 18
elements in daily life.

Discuss the relationship between the Students are
electron arrangement and the inert encouraged to
nature of Group 18 elements. use multimedia
materials.
Use diagrams or computer simulations
to illustrate the duplet and octet electron
arrangement of Group 18 elements to
explain their stability.

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

28

Objectives
4.3 Gather information and discuss: A student is able to:
Analysing Group a. Group 1 elements, ? list all Group 1 elements. Teachers are
1 elements b. general physical properties of lithium, ? state the general physical encouraged to
sodium and potassium, properties of lithium, sodium and use
c. changes in the physical properties potassium, demonstration for
from lithium to potassium with ? describe changes in the physical activities involving
respect to hardness, density and properties from lithium to sodium and
melting point, potassium, potassium.
d. chemical properties of lithium, ? list the chemical properties of
sodium and potassium, lithium, sodium and potassium,
e. the similarities in chemical properties ? describe the similarities in
of lithium, sodium and potassium, chemical properties of lithium,
f. the relationship between the sodium and potassium,
chemical properties of Group 1 ? relate the chemical properties of
elements and their electron Group 1 elements to their
arrangements. electron arrangements,
? describe changes in reactivity of
Carry out experiments to investigate the Group 1 elements down the
reactions of lithium, sodium and group,
potassium with water and oxygen. ? predict physical and chemical
properties of other elements in
Study the reactions of lithium, sodium Group 1,
and potassium with chlorine and ? state the safety precautions when
bromine through computer simulation. handling Group 1 elements.

Discuss changes in the reactivity of
Group 1 elements down the group.

Predict physical and chemical
properties of Group 1 elements other
than lithium, sodium and potassium.

29

Objectives

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

4.4 Gather information and discuss on: A student is able to:
Analysing Group a. Group 17 elements, ? list all Group 17 elements,
17 elements b. physical properties of chlorine, ? state the general physical
bromine and iodine with respect to properties of chlorine, bromine
their colour, density and boiling point, and iodine,
c. changes in the physical properties ? describe changes in the physical
from chlorine to iodine, properties from chlorine to iodine,
d. describe the chemical properties of ? list the chemical properties of
chlorine, bromine and iodine, chlorine, bromine and iodine,
e. the similarities in chemical properties ? describe the similarities in
of chlorine, bromine and iodine, chemical properties of chlorine,
f. the relationship between the bromine and iodine,
chemical properties of Group 17 ? relate the chemical properties of
elements with their electron Group 17 elements with their
arrangements. electron arrangements,
? describe changes in reactivity of
Carry out experiments to investigate the Group 17 elements down the
reactions of chlorine, bromine and group,
iodine with: ? predict physical and chemical
a. water, properties of other elements in
b. metals such as iron, Group 17,
c. sodium hydroxide. ? state the safety precautions when
handling Group 17 elements.
Discuss changes in the reactivity of
Group 17 elements down the group.

30

Hsp chemistry f4 (2)

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