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Chemistry F.4
Chemistry F.4
No. of Periods 2 Remarks
Relating
Being responsible about the safety of oneself, others and the environment
Communicating list chemical-based industries in Malaysia, describe the contribution of chemical-based industries towards the development of the country. Observing
Observe a situation and identify all variables. Suggest a question suitable for a scientific investigation. Carry out an activity to: a. observe a situation b. identify all variables c. suggest a question d. form a hypothesis e. select suitable apparatus f. list down work procedures carry out an experiment and: a. collect and tabulate data
Daring to try Being honest and being accurate in recording and validating data Having critical and analytical thinking
Chemistry F.4
No. of Periods Remarks
View videos or read passages about scientific investigations. Students discuss and identify scientific attitudes and values practiced by researchers and scientist in the videos or passages. Students discuss and justify the scientific attitudes and values that should be practiced during scientific investigations.
record and present data in a suitable form, interpret data to draw a conclusion, write a report of the investigation. A student is able to: identify scientific attitudes and values practised by scientists in carrying out investigations,
Chemistry F.4
Chemistry F.4
Learning Outcomes A student is able to: describe the particulate nature of matter, Thinking Skills and Scientific Skills Generating ideas grouping and classifying defining Visualizing, comparing and constrasting, defining state the kinetic theory of matter, define atoms, molecules and ions, relate the change in the state of matter to the change in heat, relate the change in heat to the change in kinetic energy of particles, explain the interconversion of the states of matter in terms of kinetic theory of matter. Relating Visualising Scientific attitudes and noble values Having an interest curiosity towards environment and the 2 No. of Periods Remarks
Appreciating the beauty of the arrangement of particles. Thinking rationally Thinking rationally
Comparing contrasting
and
Thinking rationally
using
Cooperative Daring to try Being respectful and wellmannered Being flexible and openminded Honesty in recording and validating data Realizing that science is a means to understand nature
A student is able to: describe the development of atomic model, state the main subatomic particles of an atom,
Daring to try Being thankful Having critical and analytical thinking Being flexible and openminded
Comparing and contrasting compare and contrast the relative mass and the relative charge of the protons, electrons and
Chemistry F.4
Theme : MATTER AROUND US Learning Area : 3. CHEMICAL FORMULAE AND EQUATIONS Week No. 6 Learning Objectives 3.1 Understanding and applying the concepts of relative atomic mass and relative molecular mass Suggested Learning Activities Collect and interpret data concerning relative atomic mass and relative molecular mass based on carbon-12 scale Discuss the use of carbon-12 scale as a standard for determining relative atomic mass and relative molecular mass. Investigate the concepts of relative atomic mass and relative molecular mass using analogy or computer animation. 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 Learning Outcomes A student is able to: state the meaning of relative atomic mass based on carbon-12 scale, state the meaning of relative molecular mass based on carbon12 scale, state why carbon12 is used as a standard for determining relative atomic mass and relative molecular mass, Thinking Skills and Scientific Skills Attributing Observing Scientific attitudes and noble values Having an interest and curiosity Thinking rationally No. of Periods 1 Remarks
Relating
using
and
Chemistry F.4
No. of Periods 1 Remarks
Collect and interpret data on Avogadro constant. Discuss the relationship between the number of particles in one mole of a substance with the Avogadro constant. Carry out problem solving activities to convert the number of moles to the number of particles for given substance and vice versa
3.3 Analysing the relationship between the number of moles of a substance with its mass
Discuss the meaning of molar mass. Using the analogy or computer simulation, discuss to relate: a. molar mass with the Avogadro constant, b. molar mass of a substance with its relative atomic mass or relative molecular mass Carry out problem solving activities to convert the number of moles of a given substance to its mass and vice versa.
solve numerical problems to convert the number of moles to the number of particles of a given substance and vice versa. A student is able to: state the meaning of molar mass,
Analyzing
relate molar mass to the Avogadro constant, relate molar mass of a substance to its relative atomic mass or relative molecular mass,
solve numerical problems to convert the number of moles of a given substance to its mass and vice versa.
Chemistry F.4
No. of Periods 1 Remarks
b.
Relating
Interpreting data calculate the volume of gases at STP or room conditions from the number of moles and vice versa,
Problem solving
Collect and interpret data on chemical formula, empirical formula and molecular formula. Conduct an activity to: a. determine the empirical formula of copper(II) oxide using computer stimulation, b. determine the empirical formula of
solve numerical problems involving number of particles, number of moles, mass of substances and volume of gases at STP or room conditions. A student is able to: state the meaning of chemical formula, state the meaning of empirical formula, state the meaning of molecular formula,
Defining operationally
Thinking rationally
Chemistry F.4
No. of Periods Remarks
c.
Carry out problem solving activities involving empirical and molecular formulae. Carry out exercises and quizzes in writing ionic formulae. Conduct activities to: a. construct chemical formulae of compounds from a given ionic formula,
*2
Relating
Being systematic
b.
Observing
b.
a. b. c.
heating of copper(II) carbonate,CuCO3, formation of ammonium choride,NH4Cl, precipitation of lead(II) iodide, PbI2.
Being responsible about the safety of oneself, others, and the environment. Being systematic. Being cooperative.
Chemistry F.4
No. of Periods Remarks
c.
Discuss the contributions of scientists for their research on relative atomic mass, relative molecular mass, mole concept, formulae and chemical equations. Discuss to justify the need for scientists to practice scientific attitudes and positive values in doing their research on atomic structures, formulae and chemical equations. Discuss the role of chemical symbols, formulae and equations as tools of communication in chemistry.
A student is able to: identify positive scientific attitudes and values practised by scientists in doing research on mole concept, chemical formulae and chemical equations, justify the need to practise positive scientific attitudes and good values in doing research on atomic structures, chemical formulae and chemical equations, use symbols, chemical formulae and equations for easy and systematic communication in the field of chemistry.
Chemistry F.4
No. of Periods 2 Remarks
Relating
Analyzing
Having critical and analytical thinking, Being systematic, Being confident and independent, Being diligent and persevering,
Analyzing
10
Use a table to use all the elements in Group 18. Describe the physical properties such as the physical state, density and boiling points of Group 18 elements. Discuss: a. changes in the physical properties of Group 18 elements. b. the inert nature of Group 18 elements. Discuss the relationship
predict the group and the period of an element based on its electron arrangement. A student is able to: list all Group 18 elements state in general the physical properties of Group 18 elements,
Appreciating the
Chemistry F.4
No. of Periods Remarks
12
Gather information and discuss: a. Group 1 elements, b. general physical properties of lithium, sodium and potassium, c. changes in the physical properties from lithium to potassium with respect to hardness, density and melting points, d. chemical properties of lithium, sodium and potassium, f. the relationship between the chemical properties of Group 1 elements and their electron arrangements. Carry out experiments to investigate the reactions of lithium, sodium and potassium with water and oxygen. Study the reactions of lithium, sodium and potassium with chlorine and bromine through computer simulation. Discuss changes in the reactivity of group 1 elements down the group.
describe uses of Group 18 elements in daily life. A student is able to: list all Group 1 elements. state the general physical properties of lithium, sodium and potassium, describe changes in the physical properties from lithium to potassium,
2 Observing, Attributing, Relating Comparing and contrasting, Experimenting Observing Attributing Interpreting data, Detecting bias, Relating 2
list the chemical properties of lithium, sodium and potassium, describe the similarities in chemical properties of lithium, sodium and potassium, relate the chemical properties of Group 1 elements to their electron arrangements,
Being responsible about the safety of one self others and the environment,
Chemistry F.4
No. of Periods Remarks
describe changes in reactivity of Group 1 elements down the group, predict physical and chemical properties of other elements in Group 1,
Visuallising
13
Gather information and discuss: a. Group 17 elements, b. physical properties of chlorine, bromine and iodine with respect to their colour, density and boiling points, c. changes in the physical properties from chlorine to iodine, d. describe the chemical properties of chlorine, iodine and bromine, e. the similarities in chemical properties of chlorine, iodine and bromine, f. the relationship between the chemical properties of Group 17 arrangements.
Carry out experiments to investigate the reactions of chlorine, bromine and iodine with: a. water, b. metals such as iron, c. sodium hydroxide. Discuss changes in the reactivity of Group 17 elements down the group. Predict physical and chemical properties of Group 17
state the safety precautions when handling Group 1 elements. A student is able to: list all Group 17 elements, state the general physical properties of chlorine, bromine and iodine, describe changes in the physical properties from chlorine to iodine, list the chemical properties of chlorine, bromine and iodine, describe the similarities in chemical properties of chlorine, bromine and iodine, relate the chemical properties of Group 17 elements with their electron arrangements,
2 Observing, Attributing, Relating Comparing and contrasting, Experimenting Observing Attributing Interpreting data, Detecting bias, Relating
Chemistry F.4
No. of Periods Remarks
Being responsible about the safety of one self others and the environment,
14
Collect and interpret data on the properties of elements in Periods 3 such as: a. proton number, b. electron arrangement, c. size of atom, d. electronegativity, e. physical state. Discuss changes in the properties of elements across Period 3. Carry out experiments to study the oxides of elements in Periods 3 and relate them to their metallic properties. Discuss in small groups and make a presentation on the changes of elements across Period 3. Discuss and predict changes in the properties of elements in Period 2. Collect and interpret data on uses of semi-metals, i.e. silicon and germanium, in the microelectronic industry.
state the safety precautions when handling Group 17 elements. A student is able to: list all elements in Period 3, write electron arrangements of all elements in Period 3,
Observing, Attributing
1 Comparing and contrasting, Experimenting Observing Relating Classifying Predicting, Having an interest and curiosity towards the environment, Being cooperative, Realising that science is a means to understand nature.
describe changes in the properties of elements across Period 3, state changes in the properties of the oxides of elements across Period 3,
predict changes in the properties of elements across Period 2 describe uses of semi-metals.
Chemistry F.4
No. of Periods 2 Remarks
(d)
15
A student is able to: describe efforts of scientists in discovering the properties of elements, describe what life would be without diverse elements and compounds, identify different colours in compounds of transition elements found naturally,
Relating
Chemistry F.4
Theme : Matter Around Us Learning Area : 5 Chemical Bonds Week No. 16 Learning Objectives 5.1 Understanding formation of compounds Suggested Learning Activities Collect and interpret data on the existence of various naturally occurring compounds for example, water, H2O, carbon dioxide, CO2, and minerals to introduce the concept of chemical bonds. Discuss: a. the stability of inert gases with respect to the electron arrangement, b. conditions for the formation of chemical bonds, c. types of chemical bonds Learning Outcomes A student is able to: Thinking Skills and Scientific Skills Scientific attitudes and noble values No. of Periods 2 Remarks
Analysing data explain the stability of inert gases, explain conditions for the formation of chemical bonds, state types of chemical bonds. Communicating Attributing Comparing Grouping and classifiying
Cooperative Critical and analytical thinking Think rationally Create interest and curiosity Think objectively
Chemistry F.4
No. of Periods 2 Remarks Ionic bond is synonymous with electrovalent bond
17
a.
single bond in hydrogen, H2, chlorine, Cl2, hydrogen chloride, HCl, water, H2O, methane, CH4, ammonia, NH3, tetrachloromethane, CCl4, double bond in oxygen, O2, carbon dioxide, CO2, triple bond in nitrogen, N2.
A student is able to: state the meaning of covalent bond, explain formation of covalent bond, illustrate formation of a covalent bond by drawing electron arrangement, illustrate formation of covalent bond,
b. c.
Draw diagrams showing electron arrangements for the formation of covalent bond including Lewis structure. Discuss and construct a mind map to compare the formation of covalent bond with ionic bond.
Chemistry F.4
No. of Periods Remarks Solvent - pelarut
c.
18
Discuss: a. differences in electrical conductivities of ionic and covalent compounds due to the presence of ions,
1 Experimenting communicating explain differen ces in the electric al conduc tivity of ionic and covalen t compo unds, Appreciate the contribution of science and technology
b.
differences in the melting and boiling points of ionic and covalent compounds
describ e differen ces in melting and boiling points of ionic and covalen t compo unds, compar e and contras t the solubilit y of
Chemistry F.4
No. of Periods Remarks
Theme : Interaction Between Chemical Learning Area : 6. Electrochemistry Week No. 18 Suggested Learning Activities 6.1 Understanding properties of electrolytes and non-electrolytes Conduct activities to classify chemicals into electrolytes and non-electrolytes. Discuss: a. The meaning of electrolytes b. The relationship between the presence of freely moving ions and electrical conductivity. Learning Outcomes Thinking Skills and Scientific Skills Scientific attitudes and noble values Being systematic Thinking rationally No. of Periods 1 Remarks
A student is able to: State the meaning of electrolyte, Classify substances into electrolytes and nonelectrolytes, Relate the presence of freely moving ions to electrical conductivity.
Communicating Relating
19
of
Discuss: a. Electrolysis process, b. Structure of electrolytic cell. Use computer simulation to:
Attributing
Thinking rationally Being confident independent Being cooperative Being systematic Thinking rationally and
a.
b.
Identify cations and anions in a molten compound, Illustrate to show the existence of ions held in a lattice in solid state but move freely in molten state.
Identify cations and anions in a molten compound Describe evidens for the existence of ions held in a lattice in solid state but move freely in molten state,
Conduct an activity to investigate the electrolysis of molten lead(II) bromide, PbBr2 to:
Inferring
Being
honest
and
Chemistry F.4 a. b. c.
Identify cations and anions, Describe the ekectrolysis process, Write half-equations for the discharge of ions at anode and cathode. Thinking Skills and Scientific Skills Classsifying Defining Operationally Communicating Interpreting data Predicting Having critical analytical thinking Being confident indepedent and and 1 2 Scientific attitudes and noble values accurate in recording and validating data. No. of Periods Remarks
Collect and interpret data on electrolysis of molten ionic compounds with very high melting points, for example sodium choride, NaCl and lesd(II) oxide, PbO. Predict products from the electrolysis of other molten compounds. 20 6.3 Analysing electrolysis aqueous solutions the of Conduct an activity to investigate the electrolysis of copper(II) sulphate solutions and dilute sulphuric acid using carbon electrodes to:
Be cooperative Having an interest and curiosity towards the environment Be cooporative Having critical and analytical thinking Daring to try Being systematic Being responsible about the safety of oneself and others
a.
Identify cations and anions in the aqueous solutions, b. Describe the electrolysis of the aqueous solutions,
c.
Write half equations for the discharge of ions at the anode and the cathode.
Describe the electrolysis of an aqueous solution, Explain using examples factors affecting electrolysis of an aqueous solution, Write half equations for the discharge of ions at the anode and the cathode,
Conduct experiments to investigate factors determining selective discharge of ions at electrodes based on: a. Positions of ions in electrochemical series, b. Concentrations of ions in a solution, c. Type of electrodes. 21 Use computer simulation to explain factors affecting electrolysis of an aqueous solution. Predict the products of electrolysis of aqueous solutions and write their half equations.
and
Chemistry F.4
Scientific attitudes and noble values Being cooperative Appreciating the contribution of science and technology No. of Periods 2 Remarks
a.
Extraction of aluminium from aluminium oxide, b. Purification of copper, c. Electroplating of metals. Carry out activities to write chemical equations for electrolysis in industries. Collect data and discuss the benefits and harmful effects of electolysis in industries.
24
Study the structure of voltiaic cell such as a simple voltaic cell and Daniell cell. Conduct an experiment to show the production of electricity from chemical reactions in a simple voltaic cell. Carry out activities on a simple voltaic cell and a Daniell cell to explain the reactions in each cell. Collect data and discuss the advantages and disadvantages of various voltaic cells including dry cell, lead-acid accumulator, mercury cell, alkaline cell and nickel cadmium cell. Discuss and compare an electrolytic cell with a voltaic cell.
A student is able to: Describe the structure of a simple voltaic cell and Daniell cell, Explain the production of electricity from a simple voltaic cell,
Attributing
Having critical and analytical thinking Appreciating the contribution of science and technology Being cooperative Being systematic Being objective
Explain the reactions in a simple voltaic cell and Daniell cell, Compare and contrast the advantages of various voltaic cells,
1 Thinking rasionally
and
and and 1
Chemistry F.4
Scientific attitudes and noble values Cooperative Being honest Daring to try Having critical analytical thinking Thinking rationally Confident independent and and No. of Periods 2 1 Remarks
and 1
26
6.7 Develop awareness and responsible practices when handing chemicals used in electrochemical industries
Discuss the importance of electrochemical industries in our daily life. Collect data and discuss the problems on polluction caused by the industrial processes involving electrochemical industries. Hold a forum to discuss the importance of waste disposal from electrochemical industries in a safe and orderly manner. Show a video on the importance of recycling and systematic disposal of used batteries in a safe and orderly manner. Practise recycling used batteries.
A student is able to: Justify the fact that electrochemical industries can improve the quality of life, Describe the problem of pollution caused by the industrial processes involving electrolysis, Justify the need to dispose of waste from electrochemical industries in a safe and orderly manner, Practice safe and systematic disposal of used batteries.
Appreciating the contribution of science and technology Appreciating the contribution of science and technology Being responsible the safety of oneself, others, and the environment. Appreciating practising clean healthy living and and
Inventing Relating
Chemistry F.4
Scientific attitudes and noble values Having an interest and curiosity towards the environment
No. of Periods 2
Remarks
Being cooperative
explain the role of water in the formation of hydroxide ions to show the properties of alkalis,
Being honest Being responsible about the safety of oneself, others and environment Being honest and accurate in recording and validating data
Thinking Skills and Scientific Skills Making inferences Synthesizing Relating Observing Interpreting data Generating ideas
Scientific attitudes and noble values Being honest and accurate in recording and validating data Having critical and analytical thinking
No. of Periods 2
Remarks
Chemistry F.4
Scientific attitudes and noble values No. of Periods Remarks
30
Discuss a. the meaning of concentration. b. the meaning of molarity, c. the relationship between the number of moles with the molarity and the volume of a solutionm d. methods for preparing standard solutions. Solve numerical problems involving conversion of concentration units from gdm-3 and vice versa. Prepare a standard solution of sodium hydroxide, NaOH or potassium hydroxide, KOH. Prepare a solutions with specified concentration from the prepared standard solution through dilution. Carry out an experiment to investigate the relationship between pH values with the molarity of a few diluted solutions of
A student is able to: state the meaning of concentration, state the meaning of molarity, state the relationship between the number of moles with molarity and volume of a solution, describe methods for preparing standard solutions,
Having critical and analytical thinking Being systematic Thinking rationally Being responsible about the safety of oneself, others and the environment Being honest and accurate in recording and validating data Being cooperative Thinking rationally
describe the preparation of a solution with a specified concentration using dilution method,
alkalis.
Chemistry F.4
relate pH value with molarity of acid and alkali,
Week No. 31
Suggested Learning Activities Collecct and interpret data on neutralisation and its application in daily life. Carry out activities to write equations for neutralization reactions. Carry out acid-base titrations and determine the end point using indicators or computer interface. Carry out problem solving activities involving neutralization reactions to calculate either concentration or volume of solutions
Learning Outcomes A student is able to: explain the meaning of neutralisation, explain the application of neutralisation in daily life, write equations for neutralisation reactions, describe acid-base titration, determine the end point of titration during neutralisation, solve numerical problems involving neutralisation reactions to calculate either concentration or volume of solutions
Thinking Skills and Scientific Skills Interpreting data Relating Experimenting Analyzing Making conclusions
Scientific attitudes and noble values Having critical and analytical thinking Being systematic Being responsible about the safety of oneself, others and environment Being honest and accurate in recording and validating data Being cooperative
No. of Periods 2
Remarks
32
Interaction Between Chemicals Learning Area : 8. Salts Week No. 33 Learning Objectives 8.1 Synthesising salts Suggested Learning Activities Collect and interpret data on: a. naturally existing salts b. the meaning of salt b. uses of salts in agriculture, medicinal field, preparation and preservation of food. Carry out experiments to study the solubilities of nitrate, sulphate, carbonate and chloride salts. Prepare soluble salts by reacting: a. acid with alkali b. acid with metallic oxide c. acid with metal Learning Outcomes A student is able to: state examples of salts used in daily life, explain the meaning of salt identify soluble and insoluble salts Thinking Skills and Scientific Skills Groupling and classifying Interpreting data Scientific attitudes and noble values Being honest and accurate in recording and validating data No. of Periods 1 Remarks
Experimenting Analysing
Being cooperative Daring to try Having critical & analytical thinking Thinking rationally Daring to try
Chemistry F.4
No. of Periods Remarks
Being honest and accurate in recording and validating data Being systematic
1 open-
write chemical and ionic equations for reactions used in the preparation of salts design an activity to prepare a specified salt
Chemistry F.4
No. of Periods Remarks
35
Discuss the meaning of qualitative analysis. Study and make inferences on the colour and the solubility of various salts in water. Watch multimedia presentation on methods used for identifying gases. Observe and carry out chemical tests to identify oxygen, O2, hydrogen, H2, carbon dioxide, CO2, ammonia NH3, chlorine, Cl2, hydrogen chloride HCl, sulphur dioxide, SO2, and nitrogen dioxide, NO2, gases.
A student is able to: state the meaning of qualitative analysis, make inferences on salts based on their colour and solubility in water describe tests for the identification of gases
Defining operationally
Being objective
Daring to try Being confident and independent Being honest and accurate in recording and validating data Being systematic Thinking rationally Attributing Making conclusions Experimenting 2
36
Carry out tests to study the action of heat on carbonate and nitrate salts. Observe changes in colour and evolution of gases when the salts are heated. Carry out tests to confirm the presence of carbonate, sulphate, chloride and nitrate ions in aqueous solutions. Carry out tests to identify the presence of Cu2+, Mg2+, Al3+, Fe2+, Fe3+, Pb2+, Zn2+, NH4+, Ca2+ ions in aqueous solution using sodium hydroxide solution, NaOH, and ammonia solution, NH3(aq).
37
state observation of reaction of cations with sodium hydroxide solution and ammonia
Chemistry F.4
No. of Periods Remarks
Being systematic
37 8.3 Practising to be systematic and meticulous when carrying out activities Carry out activities using correct techniques during titration, preparation of standard solutions and preparation of salts and crystals. Plan and carry out an experiment, make observations, record and analyse data systematically and carefully.
plan qualitative analysis to identify salts. Experimenting Sequencing Interpreting data Analysing Inventing Being systematic Being confident independent Thinking rationally 2 and
A student is able to: carry out activities using the correct techniques during preparation of salts and crystals.
Chemistry F.4
No. of Periods 2 Remarks
39
Discuss uses of ammonia in daily life, e.g. in the manufacture of fertilizers and nitric acid. Carry out investigate ammonia. an activity properties to of
explain that sulphur dioxide causes environmental pollution. A student is able to: list uses of ammonia,
state the properties of ammonia, explain the industrial process in the manufacture of ammonia,
Collect data from various sources and construct a flow chart to show the stages in the manufacture of ammonia as in the Haber process. Design an activity to prepare an ammonium fertilizer, for example ammonium sulphate, (NH4)2SO4.
Cooperative Flexible and openminded Diligent and persevering Honest and accurate in recording & validating data Confident & independent Systematic Thinking rationally
Chemistry F.4
No. of Periods 1 Remarks
state the meaning of alloy, state the aim of making alloys, list examples of alloys
40
meaning
of
Observe exhibits of materials made of polymers and classify them into naturally occurring polymers and synthetic polymers. Identify the monomers in synthetic polymers using models or computer simulation. Collect information on the quantity and types of household synthetic polymers disposed of over a certain period of time.
list compositions and properties of alloys, relate the arrangement of atoms in alloys to their strength and hardness, relate properties of alloys to their uses. A student is able to: state the meaning of polymers, list naturally occurring polymers,
list synthetic polymers and their uses, identify the monomers in the synthetic polymers,
Attri buti ng Inter preti ng data Com pari ng & cont rasti ng Com mun icati on
Flexible and openminded Honest and accurate in recording & validating data Appreciating the contribution of science and technology
justify uses of
Chemistry F.4
No. of Periods Remarks
41
A student is able to: list uses of glass, list uses of ceramics, list types of glass and their properties, state properties of ceramics.
41
Watch a multimedia presentation and prepare a folio on: a. b. the meaning of composite materials, a list of composite materials such as reinforced concrete, specific super conductor, fibre optic, fibre glass and photo chromic glass, components of composite materials, of composites
A student is able to: describe needs to produce new materials for specific purposes, state the meaning of composite materials, list examples of composite materials and their components,
Inter preti ng data Attri buti ng Com mun icati on Clas sifyi ng Maki ng gen erali satio ning Communicatio n Attributing Comparing & contrasting Generating ideas Inventing Observing
Honest and accurate in recording & validating data Cooperative Appreciating the contribution of science and technology
Cooperative Appreciating and practising clean & healthy living Having critical and analytical thinking
c.
d. uses materials.
Compare the superior properties of composite materials to their original component by computer simulation.
compare and
Chemistry F.4
No. of Periods Remarks
41
Discuss the importance of synthetic materials in daily life. Hold a forum to discuss importance of research and development for the continuous well being of mankind. Watch a multimedia presentation or computer simulation on pollution caused by the disposal of synthetic materials.
Communicatio n Observing
Diligent and persevering Appreciating the contribution of science and technology Appreciating and practising clean & healthy living