PENGAJARAN, TEKNOLOGI DAN PENAKSIRAN I KPD 3016

TUGASAN 4 : UNIT PENGAJARAN

PENSYARAH : DR RAZAK ABDUL SAMAD BIN YAHYA KUMPULAN
NAMA SITI NOR AMIRA BINTI MOHMAD NOOR NOORIDAYU BINTI MOHAMED NUR HATIKAH BINTI MOHAMAD NUR IBTISAM BINTI MOHAMAD HANIDA BINTI NOR AZLAN COMPONENT 1: TOPIC AND OBJECTIVE OF UNIT

:4
NO MATRIK D20091035073 D20091035077 D20091035115 D20091035117 D20091035129

TOPIC

: 4.0 MATTER AND SUBSTANCE

SUBTOPICS :

4.1. Analyzing changes in the state of matter 4.2. Atomic Structure 4.3. Proton number and nucleon number 4.4. Periodic table 4.5. The properties of substances

OBJECTIVE OF UNIT: To provide an overview about these topic. To used as a guide for teach To simplify the teaching through a subunit. To attract the students for learning through the activities in subunit Can distinguish the facts in each subunit.

IMPORTANCE OF SUBTOPICS: 1. It is important for teachers to have a deep understanding about the subtopic so that teachers can get various idea to achieve the teaching lesson during teach their student. For example construct simple objective, diagram, mind maps or other activities in the class.

2. Teachers must know all the facts in any particular subtopics. Teachers must give some examples to explain more details about the facts so that students able to understand. 3. The properties have some facts that the teacher must understand it is about Atom, Molecule and Ion. From these three substance the teacher can relate that their properties with their boiling, melting point and electrical conductivity. 4. Each material can be distinguished by degree of melting level, freezing level, dilution level and the flow of electricity.

COMPONENT 2: STUDENTS PRIOR KNOWLEDGE Prior knowledge of students: Lesson 1: 4.1 Students know that all things, whether living or non-living, visible or invisible to the naked eye, are matter. Air, water, soil, plants, animals, humans and others are matters. 4.2 Students know from previous lesson that the kinetic theory of matter explains the energy and forces between particles in matter. There are three basic assumptions of kinetic theory; matter is made up of tiny particles, the particles are in constant motion, and when temperature rises, the particles obtain more kinetic energy and move faster. Lesson 2: 4.3 Students have understood the structure of atom and are able to identify the subatomic particles in the previous lesson. Lesson 3: 4.4 Students had learnt about the matter, atomic structure, the proton number and nucleon number.

Lesson 4: 4.5 Students know about the structure and state of matter, and the kinetic theory of matter. Students also discover about the history of structure atomic and find out the development of idea about the atom. Students had understood the classification of elements in periodic table such as metals, semimetals and non-metals.

Instilling idea plan: Lesson 1: 4.1 Ask student how many state of matter exist in our daily life. 4.2 1. Having a short Questions and Answers (Q&A) session to determine their basic knowledge about atomic structure. 2. Form several groups. Ask students to draw their first impression about atomic structure. This is the way to detect their misconceptions. 3. Carry out a simple experiment to study the structure of an atom and its subatomic particles. Lesson 2: 4.3 Short quizzes about atom structure and the relation between proton number, electron and neutron in an atom. Lesson 3: 4.4 1. Teacher starts the class by giving one story about the arrangement of goods in supermarket and the picture provided by the slide show. 2. Teacher provides several stationeries; toys and bottles then ask several students to classify these things.

Lesson 4: 4.5 1. 2. Create an activity such as develop of student brain for example asks the question about previous subtopic. Create a few groups and give a task that suitable regarding subtopic. For example is learning through PBL, problem based learning. 3. 4. Create quiz about the properties of substance and show the suitable example that happen in our daily life. The student will be able to relate the substances that exist in our world in form of atom, molecule and ion.

Idea/ Objective that hard to achieve: Lesson 1: 4.1 Explain the characteristics of particles in the three state of matter. 4.2 1. 2. Lesson 2: 4.3 Misconception about isotopes may occur. Students thought that isotopes are atoms with different nucleon number. Lesson 3: 4.4 Student might be confused in the way the elements were arranged in the Periodic Table (from top to bottom and from left to right). Identify the subatomic particles. Compare and contrast the subatomic particles.

Lesson 4: 4.5 1. 2. 3. 4. 5. Definition the meaning of atoms, molecules and ions. Can be able to compare and differentiate the atoms, molecule and ions. State the example of atoms, molecule and ionic substance. Differentiate and compare the three types of materials in term of their physical properties. Relate the physical properties of substance with their sequence and attraction between the particles in it.

Misconception and the exact concept: Lesson 1: 4.1 1. Misconception: Gases do not have mass. True concept: All matter has mass. Gas is one of the matters
2. Misconception: Particles of solid has no motion

True concept: particles of matter are constantly moved and vibrate. The constantly collide against one another and the walls of container.
4.2 Misconception: Although students often think that atoms are solid, they are mostly empty space.

True concept: The nucleus, which contains protons and neutrons, occupies a tiny space in the centre of the atom. Electrons move around the nucleus in paths called orbit.

Lesson 2:
4.3 Misconception: Isotopes are atoms with different nucleon number.

True concept: Isotopes are atoms with same proton number (same element) but different nucleon number. Lesson 3: 4.4 Misconception: Elements in the same group have same chemical and physical properties, while elements in the same period have different chemical and physical properties. True concept: Elements in the same group only have same chemical properties, while elements in the same period have different chemical and physical properties. Lesson 4: 4.5 1. The students cannot differentiate between atoms, molecules and ions. For them that element is same. But the concept stated that the atom, molecule and ions are not same. Atoms are smallest particle of an element that takes part in chemical reaction whereas a molecule consists of two or more atoms which are chemically joined together. And an ion is a charge particle there are positive ions and negative ions. An ion is formed when an atom loses or gain electrons. 2. The student think the molecule formed from the combination of ion positive and negative because this ion will attract to each other. But the true concept is the molecule formed when the metals react to noble gas, non metal react to non metal and metal react to non metal. Besides that, molecule also formed in element and compound. Molecule in element is made

compound. Molecule in element is made of two or more identical at two or more identical atoms joined together. While molecule in compounds is made of two or more different atoms joined together. 3. The student think air and oxygen are the same gas. The concept. In oxygen contain in air. Oxygen is a molecule.

COMPONENT 3: ANALYSIS OF THE CONTENT KNOWLEDGE UNIT 4.1 Analysing changes in the states of matter Facts Kinetic theory of matter explained about the properties of matter. Concept/Terms Kinetic theory of matter tries to explain the three state of matter based on the following assumption: a) matter is made up There are 3 states of matter: a) b) c) solid liquid gas of very fine & discrete particle b) the particles of matter constantly move and vibrate c) the particles constantly collide against one another Energy is released (heat is release) during: a) freezing b) condensation c) sublimation Generalization Energy is absorbed (heat supplies) during: a) melting b) boiling c) sublimation Cognitive Explain the kinetic theory of energy SKILL Pcychomotor Relate the change of temperature with the change of the kinetic energy Affective Describe the properties of solid, liquid and gas

Explain the interconversion at three state of matter based on kinetic theory of matter by draw

& the wall of the container d) Force of attraction exists among the particles of matter. It becomes stronger when the particles are closely packed together e) kinetic energy of particles is higher as the temperature is higher 4.2 Atomic structure a) Atoms are made up of three types of subatomic particles called electron, a) Atoms comes from Greek word which means uncuttable or indivisible. b) Nucleus is a tiny central region. a) Protons-positively charged b) Electrons-negatively charged c) Neutrons-neutral d) The mass of a subatomic particle is Describe the structure of an atom.

the state of the particles change

Compare and contrast the subatomic particles.

Explains the subatomic particles.

proton and neutron. b) The nucleus of the atom contains protons and neutrons. c) Electrons move around 4.3 Applying the idea of proton number and nucleon number in atoms of elements orbits. Proton number for an atom is fixed

c) Orbit is a line path surrounds the atom. d) Proton, electron and neutron are the subatomic.

measured in relative atomic mass units.

Definition : Proton number : is the number of proton in the nucleus of atom of that element

Isotopes for an element have same number of electrons and same electron arrangement same chemical properties

a) Define isotopes b) List examples of isotopes

Relate the number of proton, electron, and neutron in an element

Make a general conclusion about the idea of proton number and electron in atom of different element

Nucleon number : The number of proton and neutron in the nucleus of an atom of that element Isotopes for an element that have different neutron number and different mass number different physical

properties Number of neutron= number of nucleon number of proton Example of isotopes ; Carbon isotope proton number for carbon is 6 but can exist in three Isotope : atoms of an element which have the same number of protons but different number of neutrons 4.4 Periodic Table a) In periodic table, elements are arranged from left to right and top to bottom. b) Periodic tables arrange the a) The elements in periodic tables are arranged in the order of their increasing proton numbers. b) Group refers to vertical column of elements. Moving from left to right across a period, there is a gradual change in chemical and physical properties, such as: Decrease in metallic properties Increase in nonmetallic properties Students will be able to: Describe the arrangement of elements in the Periodic Table. Define the Experimenting on the chemicals reactions of different elements. Students will be able to: Know the importance of the Periodic Table From Experiment and activity: -Having critical and isotopes where its nucleon number is different which 14,13 and 12

elements in the order of group and period. c) Metals are grouped on the left-hand side on each period. d) Non-metals are grouped on the righthand side. e) Elements in the same group have similar chemical properties. f) Each element has a proton number

c) Period refers to a horizontal row of elements. d) Semimetals are elements that have properties of both metals and nonmetals.

Change in properties of oxides from basic to acidic Decrease in electrical conductivity of the element. -The Periodic Table enables us to study the properties of elements through an orderly and systematic approach.

meanings of groups and periods. Classify the locations of metals, nonmetals and semimetals in the Periodic Table based on their proton numbers and properties.

analytical thinking when solve the problem given. -Being confident and independent to explain and answer questions. -Incorporated actively in their groups. -Give cooperation and commitment in groups.

which is one unit greater than the preceding 4.5 The properties of substances element. a) Atoms, Molecule and Ions b) Classification of Substances. a) Atom substance b) Molecule substance c) Ions substance. a) Atom is smallest particle of an element that takes part in chemical reaction. b) Molecule consists of two or more atom which is chemically joined together. c) Ion is a charge particle there are positive ions and negative ions. An ion formed when the atom loses and gain electrons. d) Substance made for To Study and review the clasification of substance depend on the substance made of atom, moleculeand ion that we found in each compound. To compare and distinguish the substance consistind of atom, molecule and ion. To solve the problem that we can identify the substance in nature because there are consist various the properties of substance that we can see or found and we can apply it in our daily life.

atom is the particles atom only. All metal and noble gas from substance made of atom. e) Substance made of molecule is the particle molecule. Their size depends on the number of atom that combines. And the attractive forces that act on molecule are covalent bond. f) Substance made of ion is the ions that contain charge positive and negative the attraction force is called ionic bond.

And it needs more energy to breakdown the bond between the particles.

3.2 Learning Outcomes: At the end of this lesson, students should be able to; Lesson 1: A) Content knowledge (cognitive)
i.

Explain the kinetic theory of matter

ii. Relate changes in heat to changes in kinetic energy of the particles in matter iii. Explain the interconversion of the three states of matter based on the kinetic theory of matter iv. Describe and identify the subatomic particles

B)

Science Process Skills (SPS)/Thinking Skills Thinking Strategies (TSTS) (psychomotor) i. Classify the matter into solid, liquid or gas ii. Observe the differences and the movement of particles in solid, liquid and gas iii. Generate ideas in a discussion about states of matter iv. Observe the differences between subatomic particles that are made of proton, electron and neutron on their charged.

C)

Noble Values/Scientific Attitudes (affective)

i. Having an interest and curiosity towards the environment ii. Realizing that science is means to understand nature iii. Appreciating the balance of nature iv. Having critical and analytical thinking when solve the problem given Lesson 2: A) Content knowledge (cognitive) i. State what proton number is ii. State what nucleon number is iii. Relate the number of protons, neutrons and electrons in an atom to its proton number and nucleon number B) Science Process Skills (SPS)/Thinking Skills Thinking Strategies (TSTS) (psychomotor) i. Conduct an experiment to identify the comparison between physical properties and chemical properties for atom that have same proton number, comparison of physical properties and chemical properties for isotopes C) Noble Values/Scientific Attitudes (affective) i. Students actively involve throughout the experiment and follow the instructions/procedures that have been given ii. Practice team work throughout the experiment iii. Appreciating time while doing the experiment iv. Conduct the experiment carefully

Lesson 3: A) Content knowledge (cognitive) i. Describe the arrangement of elements in the Periodic Table ii. Describe what is meant by groups and periods in the Periodic Table iii. Identify the locations of metals, non-metals and semimetals in the Periodic Table iv. State the importance of the Periodic Table.

B)

Science Process Skills (SPS)/Thinking Skills Thinking Strategies (TSTS) (psychomotor) i. In the groups, students will fill in the empty spaces in the Periodic Table and discuss about the elements in each groups and periods of the Periodic Table. ii. Conduct the experiment about the reaction of elements (if available).

C)

Noble Values/Scientific Attitudes (affective) iii. Having critical and analytical thinking when solve the problem given. iv. Being confident and independent to explain and answer questions. v. Incorporated actively in their groups. vi. Give cooperation and commitment in groups.

Lesson 4: A) Content knowledge (cognitive)

i.

Describe what atoms, molecules and ions are

ii. Identify the particles in substances as atoms, molecules and ions iii. State examples of substances made of atoms, molecules and ions

B)

Science Process Skills (SPS)/Thinking Skills Thinking Strategies (TSTS) (psychomotor) i. The student will know how to determine the physical properties. By analysis the substance made of atom, molecule and ion. ii. Their will know how to explain more about the melting, boiling point in each compound.

C)

Noble Values/Scientific Attitudes (affective)

i. To appreciate the uses of material that has in our nature.

ii. To solve the problem when study this subtopic and will be able to apply it in our life.

3.3 Main idea using language that suits students ability and age Lesson 1:
1. What state of matter they always used in daily life

2. Use proper words and sentences. 3. Translate any difficult terms to simple way which is related to daily life. 4. Define every terms used in this subtopic. Atoms, proton, electron, neutron, nucleus, orbit. Lesson 2: 1. Three subatomic particles that build an atom is proton, neutron, and electron 2. Proton number is the number of proton in the nucleus of an atom 3. Nucleon number is the number of proton and neutron in the nucleus of an atom

4. Neutron number = nucleon number-proton number 5. In neutral atom, number of proton = number of electron

6. Proton number and nucleon number give information about the composition of an atom 7. Isotopes are atoms of the same element with different number of neutron

Lesson 3: 1. Elements in Periodic Table are arranged by increasing proton number 2. Elements are arranged from top to bottom (groups)=vertical columns 3. Elements are arranged from left to right (periods)= horizontal rows 4. Elements are arranged to reflect their chemical and physical properties 5. Elements can be divided into metals, non-metals and semimetals. Lesson 4: 1. Teachers must use main point in that subtopic such as atom, molecule ion.

2. Ask to students to differentiate between atom, molecule and ion with substance made of atom, molecule and ion.

3.4 Object, system, or real situation connected Lesson 1: 1. Human daily life 2. Solid cells: The arrangement of solid cells is similar to arrangement of atoms. 3. Solar system (sun): Planets are orbiting sun within their orbit path. Same goes to electron that orbiting nucleus.

Lesson 2: 1. Solar system can be used as an analogy to visualize the composition of an atom

Lesson 3: 1. Most of the things in our daily lives and the world must be arranged and classified such as the arrangement of things in supermarket, furniture, stationery and so on. Lesson 4:
1. Spoon made from atoms zinc. 2. Atom oxygen will produce molecule of oxygen when 2 atoms oxygen is combine. The student will experience this when the do respiration. 3. The students conduct an experiment to study about the conductivity of electricity and their melting point in each substance.

3.5: List of terms/concepts/principles/law/theory Lesson 1:

1. Kinetic theory of matter

2. Kinetic energy 3. Diffusion 4. Melting 5. Boiling 6. Condensation

7. Sublimation

8. Atom 9. Proton 10. Electron 11. Neutron 12. Orbit Lesson 2: 1. Proton number 2. Nucleon number 3. Neutron number 4. Electron 5. Isotope

Lesson 3: Terms:
1. Periodic Table: is a list of elements arrangement.

2. Group: vertical column of elements 3. Period: horizontal row of elements Concepts: 1. Elements are arranged from left to right, and from top to bottom of the Periodic Table, in order in increasing proton number

2. Each vertical column is called a group. Elements in the same group possess similar chemical properties. 3. Each horizontal row is called a period. The chemical and physical properties of the elements change gradually when they move across a period. 4. Elements are classified into metals, non-metals and semimetals. Lesson 4: 1. Atom, molecule and ion 2. Substance made of atom, molecule and ion. 3. Physical properties such as melting point, boiling point and electric conductivity.

3.6: Main question with answer (if inquiry learning) Lesson 1:

1. Process involved change in state of matter

Process Melting (solid-liquid)

Explanation When solids are heated, heat energy is absorbed causing the particles to acquire more energy. Upon continued heating, the heat energy increases. The solid particles will vibrate faster and more actively until they overcome the inter-particle forces. The particles start to break free from their fixed positions and move freely to form a liquid. Melting occurs at the melting point only.

The temperature of a substance does not change during melting because energy is used up to overcome the inter-particle forces Freezing (liquid-solid) When liquids cool down, heat energy is released. The particles lose kinetic energy and more slowly. The inter-particle forces that develop cause the particles to be arranged in a tight and dense solid lattice structure. Freezing occurs at the freezing point only. During freezing, the temperature will not change because energy is used to build the the inter-particle bonds. Boiling/Evaporation (liquid-gas) When liquids are heated, heat energy is absorbed. The particles absorb more energy and move more rapidly. When heating is continued, a stage will be reached when the particles have enough energy to overcome the inter-particle forces. Then the liquid particles are freed from the liquid condition to form water vapour or gas. The stage at which a liquid changes to gas is called the boiling point of the liquid and the process is called boiling. During boiling the temperature does not increase as energy is used to overcome the inter-particle forces. Condensation When a gas is cooled down, kinetic energy between the particles is reduced.

(gas-liquid)

The gas particles will lose energy and acquire inter-particle forces. This will result in the particles being arranged closer together and then changing to a liquid. During condensation, the temperature does not change as energy is needed to form the inter-particle forces.

Sublimation ( solid-gas) or (gas-liquid)

This change of state occurs in certain substances only such as iodine, naphtalene, ammonium chloride and dry ice (solid carbon dioxide) When these substances are heated, heat energy is absorbed causing the particles to acquire sufficient heat to break the inter-particle forces. This causes the fixed and tight arrangement of particles to move further apart from each other. The solid will change to a gas without changing to aliquid. The same phenomenon can also occur when the substances are cooled down, i.e. the particles change directly from a gas to a solid.

2. Why the nucleus of an atom is positively charged? Answer: The nucleus contains protons which are positively charged and neutrons which have no charge so the nucleus is therefore positively charged which is why electrons are attracted to it.

Lesson 2: How many isotopes can one element have? Can an atom have just any number of neutrons?

Answer: No; there are "preferred" combinations of neutrons and protons, at which the forces holding nuclei together seem to balance best. Light elements tend to have about as many neutrons as protons; heavy elements apparently need more neutrons than protons in order to stick together. Atoms with a few too many neutrons, or not quite enough, can sometimes exist for a while, but they're unstable. Lesson 3: How the elements are arranged in the Periodic Table? And what are the general properties of elements in the groups and periods? Answer: Elements are arranged based on the increasing proton number. Elements in the same group have similar chemical properties. Elements in the same period have different chemical and physical properties. Thus, elements can be classified into metals, non-metals and semimetals.

Lesson 4: Not required for Lesson 5 because this subtopic is general.

3.7 Concept Map

COMPONENT 4: TEACHING AND LEARNING TOOLS Lesson 1: APPARATUS/MATERIALS Laptop,LCD projector Videos Interactive picture Power point QUANTITY 1 1 5 1

Lesson 2: APPARATUS/MATERIALS Laptop, LCD projector Chemistry Form 4 software Interactive picture Power point notes QUANTITY 1 1 5 1

Lesson 3: APPARATUS/MATERIALS Laptop, LCD Projector QUANTITY 1

PowerPoint Slide Notes Marker Whiteboard Clay A4 color paper A bow of water Lithium, sodium and potassium

6 1 1 4 1 2cm

Lesson 4: APPARATUS/MATERIALS QUANTITY Incandescent bow 5 Tripod stands 5 Bunsen 5 Thermometer 5 Wire clip 20 Rod carbon 10 Lamp 5 Battery 6 V 5 Switch 5 Plumbum powder 1 Sulphur, plumbum (ii) bromide 1 PowerPoint slide notes COMPONENT 5: TEACHING AND LEARNING ACTIVITY METHODS 5.1 Methods and activity teaching and learning Subtopic Enhance Empower Engage Reflection

-Relate the student Lesson 1 prior knowledge with the situation that explains by questioning. -Instill the student knowledge about what type of matter they exposed in daily life.

-Teachers explain to the classes about kinetic theory of matter -Show the video about particles movement of each state of matter -Ask student to form group of 4/5 and draw the particles arrangement for the three state of matter. -Show students a model that represents the real atoms.

-Show to student some pictures that related with the changing state of matter, and the new model of an atom. -Give worksheet to student and ask the students to solve it in the class.

-Refresh what the students have learnt for whole period. -Ask the student to summarize their learning in a mind map. -Give a short briefing about the next lesson.

-Flashback students Lesson 2 existed knowledge about atomic structure. - Trigger students idea about relation between proton number, neutron number and electron

- Teachers do the demonstration in the lab to show the comparison between elements that have different number of proton. - Limit the demonstration using few examples of elements - Main question; How many isotopes can one element have? Can an atom have just any number of neutrons?

- Give a situation that connected to the topic. - Divide students into few groups. Ask students to present the outcomes

- Make an overall conclusion about the topic. - Test students understanding by giving spontaneous short quizzes. - Give homework to enhance students understanding.

- Teachers explain how isotopes exist

- For the next unit, ask students to prepare mind map or concept map

Lesson 3

- Ask students to come -Divide students into 6 small in front and classified provided things. - Discuss on the arrangement of things in supermarket (picture provided). -Previous lesson. -Teacher explains what students going to learnt during that lesson time. - Teaching them about the groups -Give student time to discuss within their groups about the main question. -Teacher explains about the Periodic Table. -Discussion session between: Students Students and teacher

-Problem solving activities on completing the incomplete Periodic Table given. -Presentation of students answers. -Quick demonstration from teachers on the reactions of elements in the Group 1 of the Periodic Table. - Do some activity that can develop the student

-Reflection session -Students were given short quizzes and the answers were discussed directly.

-Ask question. About the properties of substance.

Lesson 4

-Do activities that can recall back what they have been learn previously. Such as write down the main

properties of the substance. - Show the mind maps. And elaborate the point from mind maps. - Show the relation between the

brain such as answer the -Make summaryz. puzzle that related by the properties of substance.

point. - Create mind maps and shows to the students.

atom, molecule and ions - Show the difference between substances made of atom, molecule and ion to atom, molecule and ion. - Explain about the physical properties such as melting, boiling point and conductivity

5.2Time-Line

Week Time Subtopic 4.1 Analyzing changes in the state of matter 4.2 Atomic Structure 4.3 Proton number and nucleon number 1 2

1 3 4 1 2

2 3 4

4.4 Periodic Table 4.5 The properties of substances

COMPONENT 6: ASSESSMENT PLAN Lesson 1:

1st phase: Simple oral discussion (question and answer) 2nd phase: Drawing activity (question and draw) 3rd phase: Answer the question in the worksheet 4th phase: Short quiz and summarize learning reflection into mind map (Appendix 5) Lesson 2: 1st phase: Oral question and answer 2nd phase: Group inquiry activity 3rd phase: Problem solving based on situation, group discussion, presentation 4th phase: Spontaneous short quizzes, exercises, reflection (Appendix 5) Lesson 3: 1st phase: Simple oral discussion (question and answer) 2nd phase: Simple oral discussion (question and answer) 3rd phase: Enhancing- solving problem by answering the task given 4th phase: Closure- short quizzes and reflection. (Appendix 5) Lesson 4:

1st phase: Do verbal question and answer for the beginning lesson. 2nd phase: Rubric to assess student skill about conduct the experiment during student conduct experiment and the student would send the laboratory report 3 or 4 day after the experiment. 3rd phase: Answer the question paper. In the class after learn the subtopic. 4th phase: Short quiz, oral test, and reflection, fun science games this link for fun science. (Appendix 5)

COMPONENT 7: DAILY LESSON PLAN DAILY LESSON PLAN 1:

Subject Class Date Time Theme Learning Area

: Science Form 4 : 4 Gigih : 11/06/2012 : 07.40 am 09.00 am : Matter and Substances : Analyzing changes in the state of matter Atomic structure

Learning Objective Learning Outcome

: To analyze changes in the state of matter and atomic structure :

At the end of the lesson, students should be able to A) Content knowledge (cognitive)
i.

Explain the kinetic theory of matter,

ii. Relate changes in heat to changes in kinetic energy of the particles in matter, iii. Explain the interconversion of the three states of matter based on the kinetic theory of matter. iv. Describe and identify the subatomic particles

B)

Science Process Skills (SPS)/Thinking Skills Thinking Strategies (TSTS) (psychomotor)

i. ii. iii. iv. C)

Classify the matter into solid, liquid or gas Observe the differences and the movement of particles in solid, liquid and gas Relate the situation in the real live with the kinetic theory of matter and states of matter Generate ideas in a discussion about states of matter

Noble Values/Scientific Attitudes (affective) i. ii. iii. iv. Having an interest and curiosity towards the environment Realizing that science is means to understand nature Appreciating the balance of nature Having critical and analytical thinking when solve the problem given

Concept/principal/law/theory
1. Kinetic theory of matter 7. Sublimation

2. Kinetic energy 3. Diffusion 4. Melting 5. Boiling 6. Condensation

8. Atom 9. Proton 10. Electron 11. Neutron 12. Orbit

Teaching and Learning Resources

APPARATUS/MATERIALS

QUANTITY

Laptop LCD projector Videos Interactive picture Power point (slideshow) Mahjong paper Marker pen Ping pong ball

1 1 1 5 2 6 10 1

Safety precautions -

Teaching and Learning (TL) activities PHASE CONTENT KNOWLEDGE (DURATION) TEACHING & LEARNING ACTIVITIES TEACHERS ACTIVITIES STUDENTS ACTIVITIES NOTE

There are 3 states of matter: a) solid b) liquid c) gas Engage (10 minutes) All matter is made up of atoms. Atoms are made up of three smaller kinds of particlesprotons, neutrons and electrons (subatomic particles).

Relate the student prior knowledge with the situation that explains by questioning. Instill the student knowledge about what type of matter they exposed in daily life. Ask student how many state of matter exist in our daily life. Ask students what they understand about the terms of subatomic particles. Students give their responses. Students discuss among themselves.

Strategy/technique: Asking whole classes

SPS: Observing

Teaching Learning Resources: Slideshow

Empowering (40 minutes) Kinetic theory of matter explained about the properties of matter. Kinetic theory of matter tries to Explain to the classes about kinetic theory of matter Show the video about particles movement of each state of Watch the video about the particles movement of each state of matter Strategy/technique: Chalk and talk & discussion

explain the three state of matter based on the following assumption: a) matter is made up of very fine & discrete particle b) the particles of matter constantly move and vibrate c) the particles constantly collide against one another & the wall of the container d) Force of attraction exists among the particles of matter. It becomes stronger when the particles are closely packed together A proton has a positive electric charge. A neutron has the same mass as a proton nut has no charge; the neutron is said to be neutral. Enhancing (15 minutes) Energy is absorbed (heat Show to student some pictures that related with the changing Students solve the worksheet provided. SPS: Observing, classifying matter Explain the characteristics of particles in the three state of matter Describe the properties of solid, liquid and gas Ask student to form group of 4/5 and draw the particles arrangement for the three state of matter. Show students a solid ball as the simplest model to picture an atom. Draw the particles arrangement for the three state of matter in group of 4/5. List out the information taking out from the video SPS: Observing, communicating

Teaching Learning Resources: Video, slideshow, marker, mahjong paper

supplies) during: a) melting b) boiling c) sublimation

Energy is released (heat is release) during: a) freezing b) condensation c) sublimation An atom has a small centre or nucleus. The protons and neutrons are in the nucleus. The electrons move around the nucleus at nearly speed of light.

state of matter, and the new model of an atom. Give worksheet to student and ask the students to solve it in the class. Allow students to discuss among them. A few students are chosen to present their answer. Teaching Learning Resources: Interactive picture

Three state of matter are solid, liquid and gaseous The kinetic energy of particles is increase as the temperature Review (5 minutes) increase Interconversion of three state of matter involving hat release and heat absorb. Protons charged positively, neutrons have no charge, and electrons charged negatively. Give a short briefing about the next lesson. Ask the student to summarize their learning in a mind map. Draw the mind map. Refresh what the students have learnt for whole period. Students conclude what they have learnt. SPS: Classifying

DAILY LESSON PLAN 2: Subject Class Date Time Theme Learning Area Learning Objective Learning Outcome : Science Form 4 : 4 Gigih : 14/06/2012 : 10.40 am 12.00 pm : Matter in Nature : Matter and Substances : Analyzing idea of proton number and nucleon number and isotopes :

At the end of the lesson, students should be able to A) Content knowledge (cognitive) i. State what proton number is

ii. State what nucleon number is iii. Relate the number of protons, neutrons and electrons in an atom to its proton number and nucleon number iv. Deduce the number of protons, electrons and neutrons in atoms of different elements

B)

Science Process Skills (SPS)/Thinking Skills Thinking Strategies (TSTS) (psychomotor) i. Conduct an experiment to identify the comparison between physical properties and chemical properties for atom that have same proton number, comparison of physical properties and chemical properties for isotopes

C)

Noble Values/Scientific Attitudes (affective) i. Students actively involve throughout the experiment and follow the instructions/procedures that have been given ii. Practice team work throughout the experiment iii. Appreciating time while doing the experiment iv. Conduct the experiment carefully

Concept/principal/law/theory Atomic structure consists of;

1. Proton number 2. Nucleon number 3. Neutron number 4. Electron Isotopes exist when atoms of the same element have same number of proton but different number of neutron

Teaching and Learning Resources APPARATUS/MATERIALS Laptop, LCD projector Chemistry Form 4 software Interactive picture Power point notes QUANTITY 1 1 5 1

Safety precautions Wear safety goggle when testing the properties of reactive elements like sodium, lithium Prior knowledge Students have understood the structure of atom and are able to identify the subatomic particles in the previous lesson.

Teaching and learning activity Phase Content Teaching and learning activity Teachers activity Introduction / Trigger idea (5 min) Definition of proton number, nucleon number and isotope Flashback students existed knowledge about atomic structure. Trigger students idea about relation between proton number, neutron number and electron Restructured Atomic structure ; (40 min) Consists of proton, neutron, and electron Proton number is the number of proton in the nucleus of atom Nucleon number of an element is the total number of proton and neutron in the nucleus of an atom Main question; Teachers do the demonstration in the lab to show the comparison between elements that have different number of proton. Limit the demonstration using few examples of elements Students discuss in a group to find solution for the question Students observed, predict, make inferences and conclusion Inquiry activity in a group Strategy ; Teachers demonstration Students activity Response Technique : Ask questions to whole class Notes

Isotopes ; Atoms of the element that have the same number of of neutron

How many isotopes can one element have? Can an atom have just any number of

Students response to teachers explanation

Power point notes Chemistry Form 4 software

proton with different number neutrons?

Teachers explain how isotopes exist Application (10 min) 1) Radioisotopes in medicine Nuclear medicine uses radiation to provide the functioning of a persons specific organ or treat them. 2) Radioisotopes in industry Gamma sterilization is used for medical supplies, some bulk commodities and, increasingly, for food preservation. Give a situation that connected to the topic. Divide students into few groups. Ask students Students present to the class P&P Source; Power point notes Students discuss in groups Techniques; Students discussion Students presentation

diagnostic information about to present the outcomes

Reflection/ Closure (5 min)

A brief flashback about the topic Atomic structure ; Consists of proton, neutron, and electron Proton number is the number of proton in the nucleus of atom Nucleon number of an element is the total number of proton and neutron in the nucleus of an atom Isotopes ; Atoms of the element that have the same number of proton with different number of neutron

Make an overall conclusion about the topic. Test students understanding by giving homework to enhance students understanding. For the next unit, ask students to prepare mind map or concept map

Students response to teachers questions and explanation. with the main idea

Techniques ; Ask questions to the whole class spontaneously

spontaneous short quizzes. Give Relate the explanation P&P Source ; Power point notes

DAILY LESSON PLAN 3:

Subject Class Date Time Theme Learning Area Learning Objective Learning Outcome

: Science Form 4 : 4 Gigih : 18/06/2012 : 7.40 am 9.00 am : Matter and Substances : Periodic Table : Analyzing and understand periodic table :

At the end of the lesson, students should be able to A) Content knowledge (cognitive) i. Describe the arrangement of elements in the Periodic Table ii. Describe what is meant by groups and periods in the Periodic Table iii. Identify the locations of metals, non-metals and semimetals in the Periodic Table iv. State the importance of the Periodic Table.

B)

Science Process Skills (SPS)/Thinking Skills Thinking Strategies (TSTS) (psychomotor)

i. In the groups, students will fill in the empty spaces in the Periodic Table and discuss about the elements in each groups and periods of the Periodic Table. ii. Conduct the experiment about the reaction of elements (if available). C) Noble Values/Scientific Attitudes (affective) i. Having critical and analytical thinking when solve the problem given. ii. Being confident and independent to explain and answer questions. iii. Incorporated actively in their groups. iv. Give cooperation and commitment in groups.

Concepts/ principles/ laws/ theories: Periodic Table: 1. Elements are arranged from left to right, and from top to bottom of the Periodic Table, in order in increasing proton number 2. Each vertical column is called a group. Elements in the same group possess similar chemical properties. 3. Each horizontal row is called a period. The chemical and physical properties of the elements change gradually when they move across a period. 4. Elements are classified into metals, non-metals and semimetals. Previously learnt concepts: Students had learnt about the atomic structure, the proton number and nucleon number.

Teaching and learning approches Inquiry-Discovery, Constructivism Teaching and learning methods Discussion Teaching and learning resources NO. 1 2 3 4 5 6 7 8 APPARATUS/MATERIALS Marker Whiteboard Laptop and LCD projector Clay PowerPoint slide notes A4 colour paper (Inquiry based learning) A bow of water Lithium, sodium and potassium QUANTITY 6 units 1 unit 1 unit 1 unit 4 units 1 unit 1cm

Teaching and learning activity PHASE (DURATION) CONTENT KNOWLEDGE TEACHING-LEARNING ACTIVITIES Teachers Activities Students Activities NOTES

Introduction/ Engaging (Eliciting Ideas) (5 minutes)

Elements in the Periodic Table are arranged into groups and periods, depending on proton number.

1. Teacher comes into the class and greeting the students. 2. Teacher starts the class by revising a previous chapter. 3. Teacher starts the class by give one story about the arrangement of goods in supermarket (picture provided by the slide show). i. Teacher provides stationeries; toys and bottles then ask several students to classify these things. 4. Teacher explains what they going to learn today. 5. Teacher recalls back previous

1. Students greeting the teacher and have a sit. 2. Students take out the note book, write a note and pay attention the explanation from the teacher. 3. Students discuss with teacher about the story and classification activity. 4. Students ask what they are going to learn today.

SPS: Observing Inferring Communicat ing TSTS: Relate

TLA: Constructivi sm

TLM: Discussion

topic about proton number.

TLR: Marker Note book Power point

Empowering (Restructuring ideas)

Elements are arranged from left to right, and from top to bottom of the Periodic Table, in order in increasing proton number

1. Divide the students into 6 small groups. 2. Voice out one main question: How the elements are arranged in the Periodic Table? And what are the groups and periods? 3. Teacher explains about periodic table and asks students to jot down all the important by refer text book and explanations.

1. Students are discussing in their groups and correlate the previous knowledge with the true concept of Periodic Table 2. Conservation activity:

SPS: Predicting

TSTS: Generating ideas TLA: Constructivi sm and studentcantered learning discussion TLM:

(10 minutes)

Each vertical column is called a group. Elements in the same group possess similar chemical properties. Each horizontal row is called a period. The chemical and physical properties of the elements change gradually when they move across a period. Elements are classified into metals, non-metals and semimetals.

the general properties of elements in Listening to the teachers explanations and voice out their curious questions.

4. Debriefing: Correlate each answer given with the true concepts and correct the

Discussion TLR: Marker

misconceptions.

Note book Power Point

Enhancing (Application of ideas)

Elements in the Periodic Table

1. Teacher gives a sheet of incomplete periodic table to the students and each group is provided with one marker pen.

1. Students pay attention the explanation from teacher. 2. Students ask if they have any doubt about the explanations. Students trying to solve the problems in their groups. Each group gets a sheet of periodic table. Calculating the proton numbers and valence electrons of each element they have in the coloured cards. Students look back their mind map and discuss with their group members about Periodic Table.

SPS: Classifying Observing Predicting Communicat ing

(30 minutes)

2. Ask the group leaders to come in front of class and pick up 4 coloured card randomly (each card contain one element). 3. Display power point slide about the incomplete periodic table on the whiteboard. 4. Debriefing about the students answers and explanations. Demonstrate the experiment: Cut a small amount of Lithium, Sodium and Potassium (1cm) in bow of water, and observe the

TSTS: Generating ideas Compare and contrast Relate

TLA: Studentcentered learning

reactivity.

One representative from each group will stick the cards in the empty spaces of Periodic Table on the whiteboard.

discussion

TLM: Discussion

Students will present their results.

TLR: Marker White board Power point A bow of water Lithium, sodium and potassium.

Student observes the reactivity of elements reactivity.

Reflections/ Closure

The Concepts of Periodic Table

1. Teacher asks 1-2 students to give a reflection about the Periodic Table and the group activity. 2. Access the students by giving short quizzes.

1. Students are discussing with their groups to answer the quizzes and making a conclusion by relating the main idea with the activity.

SPS: Communicat ing

(5 minutes)

TSTS:

3. Display the simplified ideas at the power point slide. 4. Teacher gives homework to complete the periodic table based on their text book for the next lesson and try to do exercise 5. Teacher asks students to read through and make a mind map about the upcoming lesson on The Properties of substances

2. Students will give their reflections about this lesson. 3. Students were asked to raise any kinds of questions if there is any doubt. 4. Students do the homework individually.

TLA: Constructivi sm

TLM: Discussion

TLR: Marker Periodic Table sheet Power point

DAILY LESSON PLAN 4: Subject Class Date Time Theme Learning Area Learning Objective : Science Form 4 : 4 Gigih : 21/06/2012 : 10.40 am 12.00 pm : Matter and Substances : The Properties of Substances : Students will be able to distinguish about the atoms, molecule and ions. They will able to differentiate the substances made of atoms, molecules and ions. The student also will be able to state the physical properties. Learning Outcome :

At the end of the lesson, students should be able to A) Content knowledge (cognitive)
i.

Describe what atoms, molecules and ions are

ii. Identify the particles in substances as atoms, molecules and ions iii. State examples of substances made of atoms, molecules and ions

B)

Science Process Skills (SPS)/Thinking Skills Thinking Strategies (TSTS) (psychomotor) i. The student will know how to determine the physical properties. By analysis the substance made of atom, molecule and ion. ii. Their will know how to explain more about the melting, boiling point in each compound.

C)

Noble Values/Scientific Attitudes (affective)

i. To appreciate the uses of material that has in our nature.

ii. To solve the problem when study this subtopic and will be able to apply it in our life.

Concept/ principle/law /theory: Physical properties a. b. c. Melting point Boiling point Conductor of electricity

Experiment: To study about Conductor of electricity and melting point for each of substance.

Apparatus and substances: APPARATUS/MATERIALS Incandescent bow Tripod stands Bunsen Thermometer Wire clip Rod carbon Lamp Battery 6 V Switch Plumbum powder Sulphur, plumbum (ii) bromide PowerPoint slide notes UNIT 5 (1 Unit for 1 group) 5 5 5 20 (4 unit for 1 group) 10 (2 unit for 1 group) 5 5 5 1 (small bottle) 1 (small bottle)

Precaution: 1. Used carefully the chemical substance. 2. Conduct the experiment with careful because we used flame during running this experiment.

Prior knowledge of students. This knowledge the students get from previous lesson. They know about the structure and state of matter.

Know about the kinetic theory of matter. Discover about the history of structure atomic Find out the development of idea about the atom. Understanding the classification of elements in periodic table such as metals, semimetals and non-metals.

This knowledge the students get from their existing knowledge. Students always used it for example student used spoons to eat. So, they can relate the spoon with the substance made from atom, molecules and ions. Student feels it for example when the student boil the water they feel that water are warm. So it can relate with the physical properties of substances.

Teaching and learning activity Phase Content Learning and teaching activity Teacher activity. Student activity Teacher recall back the entire lesson that they have learned it is important because every subtopic is related. Students give a respond to answer. Note

Started Brainstroming (5 min)

The properties of substance contains three main point which are first atom, molecule and ions second substance made of atom, molecule and ion third physical properties.

Strategy or technique: ask them to answer the question with used mind maps.

Teachers ask their basic knowledge about the substance.

Construct and re construction (20 min)

In atom, molecule and ions it has their definition, atom the smallest particle. Molecule are consists two or more atom. Ion has charge particle which are positive and negative ion.

Give 1 question: why we need to learn the properties of substance? What is the benefit that we get from learn it? And can we apply it in our life? - Ask the hypothesis that we want to achieve. Divided the group follow by

They will find the objective that they want to achieve.

Strategy/ Technique: do inquiry activities in their group. Practice the scientific behavior and noble values,

They answer the question to more understanding. And they will make hypothesis.

In substance made of atom, molecule and ion has their example such as for nail we use substance made of atom. Then oxygen form from substance made of molecule and compound or chemical that we used in daily life such salt it form from substance made of ion.

their understanding level. For lower understanding the teacher will go to their small group and explain individual show the relation between the lessons and apply it. For lower understanding level student: they will participate and study.

Active participation and appreciate the time.

The physical properties have different boiling, melting

and conductivity of electricity for each substance such as the pan we used to cook need higher boiling, melting and good conductor.

Aplication the idea (10 min)

Why steel is good conductor. And we used steel to create the pan for cooks.

Show the problem. And ask student to solve it.

Student will be able to discuss the problem in group after they get the solution they will present.

Strategy: discussion and presentation -resources: slide P&P.

Reflection and summary (5 min)

-Make summary about the properties of the substance. -Show the mind maps and their point from mind maps. -Show the relation between the atom, molecule and ions -Show the difference between substances made of atom, molecule and ion to atom, molecule and ion. -Explain about the physical properties such as melting, boiling point and conductivity electricity.

-Ask question about the properties of substance. -Make summary -Give short quiz - Make activity such as pop quiz to attract their fun in learning science. -Give homework.

-Student will discuss in their group to answer the question. -They will recall back what they have learned. -They will answer the question and submit next class.

Strategy: Answer n question

Resources: from our slide, Daily lesson plan. And books.

APPENDIX Appendix 1: Slideshow for Lesson Plan 1 Appendix 2: Slideshow for Lesson Plan 2 Appendix 3: Slideshow for Lesson Plan 3 Appendix 4: Slideshow for Lesson Plan 4

Appendix 5: Summative assessment