Chemistry Form 4

Lesson 1 Learning objective: 1.1 Understanding chemistry and its importance

1.2 Synthesising scientific method
1.3 Incorporate scientific attitudes and values in conducting scientific investigations
Learning area: Chapter 1 Learning outcomes: A student is able to:
Introduction to Chemistry 1. explain the meaning of Chemistry
2. list chemicals used in daily life and examples of occupations that require the knowledge of Chemistry
3. identify variables, form a hypothesis and design an experiment to the hypothesis
4. identify and practise scientific attitudes and values in carrying out scientific investigations
Success criteria (SMART): Student will be successful if they can:
1. name at least 3 chemicals used in daily life and 3 occupations that require the knowledge of
Chemistry
2. state the variables, hypothesis and list down procedure of a given scientific investigation
3. give at least 3 scientific attitudes and values in carrying out scientific investigations
Activities:
Starter: Students are shown a picture of a student carrying out titration and are guided to explain the meaning of
Chemistry.
Main activities:
1. Students are guided to discuss the meaning of Chemistry and give examples of chemicals used in daily
life and examples of occupations that require the knowledge of Chemistry.
2. Students are guided to identify variables, form a hypothesis and design an experiment to investigate the
effect of the temperature of water on the solubility of sugar.
3. Students are to list scientific attitudes and values in carrying out scientific investigation
Plenary: Students are asked to complete exercise in Chemistry Form 4 module
Teaching aids: Chemistry Form 4 module, picture of a student carrying out titration
Reflection:

Lesson 2 Learning objective: 2.1 Analysing matter

Learning outcomes: A student is able to:
Learning area: Chapter 2 1. describe the particulate nature of matter
The structure of the atom 2. state the kinetic theory of matter
3. define atom, molecule and ion
Success criteria (SMART): Student will be successful if they can:
1. give the particulate nature of matter
2. state the meaning of atom, molecule and ion
3. list 2 examples of atoms, molecules and ions respectively
Activities:
Starter: Students are asked to define the meaning of matter and give examples of matter.
Main activities:
1. Students are to explain the particulate nature of matter.
2. Students are guided to discuss the kinetic theory of matter after viewing computer simulation.
3. Students are guided to state the meaning of atom, molecule and ion.
Plenary: Students are asked to give examples of atoms, molecules and ions
Teaching aids: Computer simulation of particles
Reflection:

Lesson 3 Learning objective: 2.1 Analysing matter

Learning outcomes: A student is able to:
Learning area: Chapter 2 1. relate the change in the state of matter to the change in heat
The structure of the atom Success criteria (SMART): Student will be successful if they can:
1. carry out Activity 2.4 correctly
2. plot graphs of heating curve and cooling curve
3. give the melting and freezing points of naphthalene
Activities:
Starter: Students are briefed on how to carry out Activity 2.4.
Main activities:
1. Students are divided into groups of 2 to carry out Activity 2.4.
2. Students are guided to plot graphs of temperature against time for heating and cooling.
3. Students are to determine the melting and freezing points of naphthalene from the graphs.
Plenary: Students are asked to complete the report of Activity 2.4
Teaching aids: Chemistry Form 4 Practical book, apparatus and materials of Activity 2.4
Reflection:
Lesson 4 Learning objective: 2.1 Analysing matter
Learning outcomes: A student is able to:
Learning area: Chapter 2 1. relate the change in heat to the change in kinetic energy of particles
The structure of the atom 2. explain the inter-conversion of the states of matter in term of kinetic theory of matter
Success criteria (SMART): Student will be successful if they can:
1. describe the arrangement and movement of particles in solids, liquids and gases
2. explain the shapes of the heating and cooling curves of substance.
Activities:
Starter: Students are asked to label the processes on the inter-conversion of the states of matter diagram.
Main activities:
1. Students are guided to discuss the change in the state of matter based on the kinetic theory of matter
through simulation.
2. Students are guided to explain the shapes of the heating and cooling curves of substance.
Plenary: Students are asked to answer questions on Quick Review A
Teaching aids: Computer simulation of particles, Chemistry textbook, Chemistry Form 4 Module
Reflection:

Lesson 5 Learning objective: 2.2 Synthesising atomic structure

Learning outcomes: A student is able to:
Learning area: Chapter 2 1. describe the development of atomic model
The structure of the atom 2. compare and contrast the relative mass and the relative charge of the subatomic particle of an atom
3. define proton number and nucleon number and relate the proton number to the nucleon number
4. determine the number of neutrons, protons and electrons from the proton number and the nucleon
number and construct the atomic structure
Success criteria (SMART): Student will be successful if they can:
1. list the relative mass and relative charge of the subatomic particles
2. give the number of protons, neutrons and electrons based on the proton number and the nucleon
number of a few atoms
Activities:
Starter: Students are asked to give the meaning of atom.
Main activities:
1. Students are to discuss the historical development of atomic models.
2. Students are guided to discuss the relative mass and relative charge of the subatomic particles.
3. Students are guided to determine the proton number, nucleon number, the number of protons,
electrons and neutrons of an atom.
4. Students are to construct the atomic structure of an atom.
Plenary: Students are asked to answer questions on Quick Review B
Teaching aids: Atomic models, Chemistry textbook, Chemistry Form 4 Module
Reflection:

Lesson 6 Learning objective: 2.3 Understanding isotopes and assessing their importance
2.4 Understanding the electronic structure of an atom
Learning area: Chapter 2 Learning outcomes: A student is able to:
The structure of the atom 1. state the meaning of isotopes and list examples of elements with isotopes
2. determine the number of subatomic particles of isotopes and justify the uses of isotopes in daily life
3. describe electron arrangements of elements with proton numbers 1 to 20
4. draw electron arrangement of atoms in an element
5. state the meaning of valence electron and determine the number of valence electrons of an atom
Success criteria (SMART): Student will be successful if they can:
1. list 2 similarities and 2 differences of isotopes of an element
2. give 2 uses of isotopes
3. write and draw the electron arrangement of atoms for elements with proton numbers of 1 to 20
4. give the number of valence electrons of an atom based on the electron arrangement
Activities:
Starter: Students are asked how archaeologists can estimate the age of fossils.
Main activities:
1. Students are to discuss about isotopes, examples of isotopes and uses of isotopes.
2. Students are guided to write and draw the electron arrangement of atoms for elements with proton
numbers of 1 to 20.
3. Students are to determine the number of valence electrons of an atom based on the definition of
valence electron.
4. Students are to construct the atomic structure of an atom.
Plenary: Students are asked to answer questions on Quick Review C, Quick Review D & Review Questions.
Teaching aids: Chemistry textbook, Chemistry Form 4 Module
Reflection: