| A | B | C | D | E | F | G | H | I | J | K | L | M | N | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Kit Sam Lam Bing Yim Secondary School | |||||||||||||
2 | 2025-2026 Secondary 4 _ Chemistry Scheme of work | |||||||||||||
3 | Subject head：Heung Hau Ling | Sub-panel members： | ______________________ | Written by：Chu Sin Tung | ||||||||||
4 | Remarks： | |||||||||||||
5 | A. Key Tasks code：1.Moral and Civic Education; 2. Reading to learn、3. Project learning; 4.Information Technology for Interactive Learning | |||||||||||||
6 | B.Twelve priority values and attitudes code：1. "Perseverance", 2. "Respect for Others", 3. "Responsibility", 4. "National Identity", 5. "Commitment", 6. "Integrity" , 7. "Care for Others" | |||||||||||||
7 | 8. "Law-abidingness" , 9. "Empathy" and 10. "Diligence” (11. “Unity” 12. ‘Filial Piety’) | |||||||||||||
8 | C. Core values of Catholic schools code︰1. Truth; 2. Life; 3. Family 4. Love; 5. Justise | |||||||||||||
9 | D. The Constitution, the Basic Law and the National Security Education code : # | |||||||||||||
10 | E.Major concerns of the year: 1. Cultivate students' proactive attitudes towards learning, enabling them to become knowledgeable and thoughtful while appreciating the exploration and growth inherent in the learning process. 2. Foster a positive campus culture to help students thrive in a healthy and confident environment. | |||||||||||||
11 | F. Coursebooks: | |||||||||||||
12 | ||||||||||||||
13 | ||||||||||||||
14 | Lesson Learning | Whole school approach | ||||||||||||
15 | Week (no.of periods) | Theme | Knowledge | Skills | A. Major concerns | B. Twelve priority values and attitudes code | Attitudes | C. Core values of Catholic schools code | D. The Constitution, the Basic Law and the National Security Education | Life-wide learning week | Practice and service | Creating a School Atmosphere | Remarks | Teacher-in-charge |
16 | ||||||||||||||
17 | (Summer) | Distinguish physical and chemical properties | ||||||||||||
18 | 0 (Summer) | Unit 1: Fundamentals of chemistry 1.1 What is Chemistry? 1.2 Laboratory safety 1.3 Hazard warning labels 1.4 Common laboratory apparatus and equipment | Ø Understand the relationship between chemistry and our daily life Ø Distinguish physical and chemical properties | To value the need for the safe handling and disposal of chemicals. | ||||||||||
19 | 0 (Summer) | Unit 2: The atmosphere 2.1 Earth’s natural resources 2.2 The earth’s atmosphere 2.3 Elements and compounds 2.4 Difference between a mixture and compounds 2.5 Separating nitrogen and oxygen from air 2.6 Test for oxygen | Ø describe the processes involved in fractional distillation of liquid air, and understand the concepts and procedures involved Ø demonstrate how to carry out a test for oxygen | Using an appropriate method to test for oxygen and carbon dioxide | To appreciate that the earth is the source of a variety of materials useful to human beings. | |||||||||
20 | 1-2 | Unit 3 : The ocean 3.1 Solutes and solvents 3.2 Composition of sea water 3.3 Extraction of common salt from sea water 3.4 Isolation of pure water from sea 3.5 How to choose a separation method ? 3.6 Showing what chemical species common salt contains 3.7 Tests for the presence of water 3.8 Electrolysis of sea water 3.9 Physical change and chemical change 3.10 Physical property and chemical property | Ø describe various kinds of minerals in the sea Ø demonstrate how to extract common salt and isolate pure water from sea water Ø describe the processes involved in evaporation, distillation, crystallisation and filtration as different kinds of physical separation methods and understand the concepts and procedures involved Ø evaluate the appropriateness of using evaporation, distillation, crystallisation and filtration for different physical separation situations Ø demonstrate how to carry out the flame test, test for chloride and test for water | Ø Using appropriate apparatus and techniques to carry out the flame test and test for chloride. Ø Performing a test to show the presence of water in a given sample. | To appreciate the contribution of chemists to the separation and identification of chemical species. | 2 | ||||||||
21 | 2-3 | Unit 4: Rocks and minerals 4.1 Metal in the earth’s crust 4.2 Extraction of metals from their ores 4.3 Why conserve metals ? 4.3 Limestone 4.5 Formation of chalk, limestone or marble 4.6 Weathering and erosion | Ø describe the methods for the extraction of metals from their ores, such as the physical method, heating alone and heating with carbon Ø describe different forms of calcium carbonate in nature Ø understand that chemicals may change through the action of heat, water and acids Ø demonstrate how to carry out tests for carbon dioxide and calcium | Ø demonstrate how to carry out tests for carbon dioxide, calcium and carbonate. Ø use word equations to describe chemical changes | appreciate the contribution of chemists to the separation and identification of chemical species. | 1 | ||||||||
22 | 4 | Unit 5: atomic structure 5.1 What are atoms ? 5.2 How to classify elements ? 5.3 Symbol for elements 5.4 Structure of an atom 5.5 Atomic number – Identification of an element 5.6 Mass number | Ø state the relationship between element and atom Ø classify elements as metals or non-metals on the basis of their properties Ø be aware that some elements possess characteristics of both metals and non-metals Ø state and compare the relative charges and the relative masses of a proton, a neutron and an electron Ø describe the structure of an atom in terms of protons, neutrons and electrons Ø interpret and use symbols for the element Ø deduce the numbers of protons, neutrons and electrons in atoms and ions with given atomic numbers and mass numbers Ø relate the stability of noble gases to the octet rule | Ø deduce the numbers of protons, neutrons and electrons in atoms with given atomic numbers and mass numbers. Ø perform calculations related to isotopic masses and relative atomic masses. Ø use symbols to represent elements | appreciate the usefulness of models and theories in helping to explain the structures and behaviours of matter. | |||||||||
23 | 4 | 5.7 isotopes 5.8 relative mass of atoms 5.9 The arrangement of electrons in atoms | Ø identify isotopes among elements with relevant information Ø perform calculations related to isotopic masses and relative atomic masses Ø understand and deduce the electronic arrangements of atoms Ø represent the electronic arrangements of atoms using electron diagrams | Ø deduce the group number and period number according to the electronic arrangement Ø Performing calculations related to related to relative atomic masses | appreciate the Periodic Table as a systematic way to arrange elements | |||||||||
24 | 5 | Unit 6: Periodic Table 6.1 The periodic table 6.2 How is electronic arrangement related to the Periodic Table? 6.3 Patterns across a period of Periodic Table 6.4 -6.7 Group I, II, VII, O elements 6.8 Forming ions from atoms 6.9 Relating group number of an element to the charge on ion formed from its atom | Ø understand that elements in the Periodic Table are arranged in order of ascending atomic number Ø appreciate the Periodic Table as a systematic way to arrange elements Ø define the group number and period number of an element in the Periodic Table Ø relate the position of an element in the Periodic Table to its electronic structure and vice versa Ø relate the electronic arrangements to the chemical properties of the Group I, II, VII and 0 elements Ø describe differences in reactivity of Group I, II and VII elements | Ø predict chemical properties of unfamiliar elements in a group of the Periodic Table | appreciate the perseverance of scientists in developing the Periodic table and hence to envisage that scientific knowledge changes and accumulates over time. | 2 | ||||||||
25 | 6 | Unit 7: Chemical bonding: ionic bond 7.1 Conductors, electrolytes and non-conductors 7.2 Evidence of ions from passing electricity through molten zinc chloride 7.3 Ionic bonding 7.4 Polyatomic ions | Ø describe, using electron diagrams, the formation of ions and ionic bonds Ø predict the ions formed by atoms of metals and non-metals by using information in the Periodic Table | Ø draw the electron diagrams of cations and anions | appreciate the usefulness of the concepts of bonding and structures in understanding phenomena in the macroscopic in the macroscopic world. | 1 | ||||||||
26 | 7 | 7.5-7.6 Naming of ions and ionic compounds 7.7 Colour of ions 7.8 Migration of ions 7.9 Chemical formula of ionic compounds 7.10 Metallic bonding | Ø identify polyatomic ions Ø name some common cations and anions according to the chemical formulae of ions Ø name ionic compounds based on the component ions Ø describe the colours of some common ions in aqueous solutions Ø interpret chemical formulae of ionic compounds in terms of the ions present and their ratios Ø construct formulae of ionic compounds based on their names or component ions Ø describe the structure of an ionic crystal Ø describe the simple model of metallic bond | Ø Drawing electron diagrams to represent atoms, ions and molecules. | appreciate the usefulness of the concepts of bonding and structures in understanding phenomena in the macroscopic in the macroscopic world. | 1 | ||||||||
27 | 8 | Unit 8 chemical bonding: covalent bonding 8.1 -8.2 covalent bonds 8.3 Covalent bonding in compounds 8.4 Writing chemical formulae of covalent compounds 8.5 Naming covalent compounds 8.6 Molecular models 8.7 Predicting whether ionic or covalent compound is formed 8.8 Dative covalent bond 8.9 Relative molecular mass and formula mass | Ø describe the formation of a covalent bond Ø describe, using electron diagrams, the formation of single, double and triple bonds Ø describe the formation of the dative covalent bond by means of electron diagram using H3O+ and NH4+ as examples Ø write the names and formulae of covalent compounds based on their component atoms Ø define and distinguish the terms: formula mass and relative molecular mass Ø perform calculations related to formula masses and relative molecular masses of compounds | Ø perform calculations related to formula masses and relative molecular masses of compounds Ø interpret chemical formulae of covalent compounds in terms of the elements present and the ratios of their atoms Ø communicate scientific ideas with appropriate use of chemical symbols and formulae | appreciate the usefulness of models and theories in helping to explain the structures and behaviours of matter | 1 | ||||||||
28 | 9 | Unit 9 Structure, bonding and properties 9.1Giant ionic, covalent compounds 9.2 Properties of substances 9.3 Giant metallic structure 9.4 Properties of metals | Ø Describe and distinguish the different kinds of bonding and the properties of the related substances | Ø state and explain the properties of different substances in terms of structure and bonding. Ø building models of ionic crystals, covalent molecules, diamond, graphite, quartz and iodine. | 1 | appreciate the usefulness of the concepts of bonding and structures in understanding phenomena in daily life | 1 | |||||||
29 | 10 | Unit 10: Occurrence and extraction of metals # 10.1 Uses of metals and their properties 10.2 Occurrence 10.3-5 Extraction of metals 10.6 Order of discovery of metals and their relative ease of extraction 10.7 Conservation of metal and recycling metals | Ø state the sources of metals and their occurrence in nature Ø explain why extraction of metals is needed Ø understand that the extraction of metals involves reduction of their ores Ø describe and explain the major methods of extraction of metals from their ores Ø relate the ease of obtaining metals from their ores to the reactivity of the metals Ø describe metal ores as a finite resource and hence the need to recycle metals Ø evaluate the recycling of metals from social, economic and environmental perspectives | Ø deduce the order of discovery of some metals from their relative ease of extraction Ø deduce the order of discovery of some metals from their relative ease of extraction Ø write word equations for the extraction of metals | 4 | realize the importance and problems of recycling metals. To show concern for the limited reserve of metals and realise the need for conserving and using these resources wisely. | # | |||||||
30 | 11-12 | Unit 11 Reactivity of metals 11.1 Comparing the reactivity of metals 11.2 -12.4 Chemical equation 11.5 Reactivity series of metal 11.6 Chemical equations 11.7 Balancing equations 11.8 An explanation for the metal reactivity series 11.9 Displacement reactions 11.10 Ionic equations 11.11 Relation between the extraction method for a metal and its reactivity 11.12 Prediction of reactions using the reactivity | Ø write the chemical equation correctly Ø relate the reactivity of metals to the tendency of metals to form positive ions Ø describe and explain the displacement reactions involving various metals and metal compounds in aqueous solutions Ø predict the feasibility of metal reactions based on the metal reactivity series Ø relate the extraction method of a metal to its position in the metal reactivity series | Ø write the word equations for the reactions of metals with air (oxygen), water and dilute acids Ø write balanced chemical equations to describe various reactions Ø deduce the order of reactivity of metals from given information Ø write balanced ionic equations | appreciate that the earth is the source of a variety of materials useful to human beings. | 1 | ||||||||
31 | 13-14 | Unit 12 Reacting masses 12.1 mole concept 12..2 Molar mass 12.3 Calculations involving moles and mass 12.4 percentage by mass 12.5 chemical formulae and empirical formulae 12.6 molecular formulae 12.7 Amount and equations 12.8 calculation based on equations 12.9 Limiting reactant | Ø Calculate the reacting masses by using mole concept | Ø perform calculations related to moles, Avogadro constant and molar masses Ø calculate the percentage by mass of an element in a compound using appropriate information | appreciate that the earth is the source of a variety of materials useful to human beings | |||||||||
32 | 15 | Unit 13: Corrosion of metals and their protection 13.1 corrosion of metals 13.2 Conditions for rusting 13.3 What happens during rusting ? 13.4 factors that speed up rusting | Ø describe the nature of iron rust Ø describe the essential conditions for the rusting of iron Ø describe and explain factors that influence the speed of rusting of iron Ø describe the observations when a rust indicator (a mixture of potassium hexacyanoferrate(III) and phenolphthalein) is used in an experiment that investigates rusting of iron | Conservation of metal resources should be promoted to arouse concern for environmental protection. | ||||||||||
33 | 16-17 | 13.5 protection iron from rusting 13.6 Socioeconomic implications of rusting of iron 13.7 corrosion resistance of aluminium | Ø describe and explain the methods of rusting prevention Ø be aware of the socio-economic impact of rusting Ø understand why aluminium is less reactive and more corrosion-resistant than expected Ø describe how the corrosive resistance of aluminium can be enhanced by anodisation | Ø apply the methods of protecting iron from rusting | be aware of the socio-economic impact of rusting | |||||||||
34 | Christmas Holiday | |||||||||||||
35 | 18-19 | First Examination | ||||||||||||
36 | 20-22 | Unit 14 introducing to acids and alkalis 14.1 Acids around you 14.2 chemical reactions of acids 14.3 hydrogen ions | Ø recognise that some household substances are acidic Ø state the common acids found in laboratory Ø describe the characteristics of acids and their typical reactions Ø relate acidic properties to the presence of hydrogen ions | Ø write chemical and ionic equations for the reactions of acids Ø write chemical and ionic equations for the reactions of acids | develop curiosity in how acids occur in our daily life. develop a positive attitude towards the safe handling, storage and disposal of chemicals, and hence adopt safe practices. | 1 | ||||||||
37 | 23 | 14.3 role of water in exhibiting Properties of acid 14.4 Ionic equations for reactions of dilute acids 14.5 basicity of acid 14.6 Bases and Alkali | Ø describe the role of water for acids to exhibit their properties Ø state the basicity of different acids Ø define bases and alkalis in terms of their reactions with acids Ø recognise that some household substances are alkaline | develop curiosity in how acids occur in our daily life. develop a positive attitude towards the safe handling, storage and disposal of chemicals, and hence adopt safe practices. | 1 | |||||||||
38 | Lunar New Year Holiday | - | ||||||||||||
39 | 24-25 | 14.7 Uses of alkalis and bases 14.8 Characteristics of dilute solutions of alkaline 14.9 Concentrated Acid 14.10 corrosive nature of concentrated acids and alkalis 14.11 Identifying ions in unknown sample | Ø describe the characteristics of alkali and their typical reactions Ø relate alkaline properties to the presence of hydroxide ions (OH- (aq)) Ø describe the corrosive nature of acids and alkalis and the safety precautions in handling them | Ø write chemical and ionic equations for the reactions of alkalis | develop curiosity in how alkalis occur in our daily life. develop a positive attitude towards the safe handling, storage and disposal of chemicals, and hence adopt safe practices. | 1 | ||||||||
40 | 25 | Unit 15: Concentration of solutions 15.1 concentration of solution | Ø calculate the concentration of the solutions | Ø performing calculations involving molarity. | develop curiosity in finding concentration of different solution in daily life | |||||||||
41 | 26 | 15.2 indicators 15.3 pH scales 15.4 measuring pH | Ø state the colours produced by litmus, methyl orange and phenolphthalein in acidic solutions and alkaline solutions Ø describe how to test for acidity and alkalinity using suitable indicators Ø relate the pH scale to the acidity or alkalinity of substances Ø perform calculations related to the concentration of H+ (aq) and the pH value of a strong acid solution | Ø perform calculations related to pH value Ø suggest and demonstrate appropriate ways to determine pH values of substances | develop curiosity in finding pH value of different substances in daily life | |||||||||
42 | 27-28 | 15.5 Strong acid and weak acid 15.6 Methods to compare the strength of acid 15.7 Strong and weak alkalis 15.8 Concentration VS strength | Ø describe the dissociation of acids and alkalis Ø relate the strength of acids and alkalis to their extent of dissociation Ø describe acids and alkalis with the appropriate terms: strong and weak, concentrated and dilute Ø suggest and perform experiments to compare the strength of acids or alkalis | perform experiments to compare the strength of acids or alkalis | appreciate the use of instruments in enhancing the efficiency and accuracy of scientific investigation | |||||||||
43 | Easter Holiday | |||||||||||||
44 | 29-30 | Unit 16 salts and neutralization 16.1 Neutralization of acid 16.2 Energy change during neutralization 16.3 Salts | Ø state the general rules of solubility for common salts in water | Ø describe the techniques used in the preparation, separation and purification of soluble and insoluble salts Ø write chemical and ionic equations for neutralisation | appreciate the use of instruments in enhancing the efficiency and accuracy of scientific investigation | 2 | ||||||||
45 | 31 | 16.4 naming of salt 16.5 Soluble and insoluble salts 16.6 -16.8 Preparation of salts 16.9 Calculations involving salt formation 16.10 Uses of neutralization | Ø name the common salts formed from the reaction of acids and alkalis Ø describe the techniques used in the preparation, separation and purification of soluble and insoluble salts Ø suggest a method for preparing a particular salt Ø explain some applications of neutralization | appreciate the importance of proper laboratory techniques and precise calculations for obtaining accurate results | 2 | |||||||||
46 | 32-33 | Unit17 Volumetric analysis involving acids and alkalis 17.1 Concentration of solution 17.2 Dilution solution 17.3 Why are titration useful? 17.4 Standard solutions 17.5 Making a standard solution by titration | Ø describe and demonstrate how to prepare solutions of a required concentration by dissolving a solid or diluting a concentrated solution | Perform Volumetric titration | 1 | 1 | appreciate the importance of proper laboratory techniques and precise calculations for obtaining accurate results | 1 | ||||||
47 | 34-35 | 17.6 Acid – alkali titration 17.7 Titration calculation 17.8 changes in pH during titration 17.9 Acid – alkali titration 17.10 Choice of indicators for acid –alkali titration 17.11 Conductometric titration | Ø calculate the concentration of the solutions prepared Ø describe and demonstrate the techniques of performing acid-alkali titration Ø communicate the procedures and results of a volumetric analysis experiment by writing a laboratory report | Ø preparing a standard solution for volumetric analysis Ø apply the concepts of concentration of solution and use the results of acid-alkali titrations to solve stoichiometric problems | appreciate the importance of proper laboratory techniques and precise calculations for obtaining accurate results | 1 | ||||||||
48 | 36 | Revision week | - | |||||||||||
49 | 37 | Final Examination | ||||||||||||
50 | ||||||||||||||
51 | ||||||||||||||
52 | ||||||||||||||
53 | ||||||||||||||
54 | ||||||||||||||
55 | ||||||||||||||
56 | ||||||||||||||
57 | ||||||||||||||
58 | ||||||||||||||
59 | ||||||||||||||
60 | ||||||||||||||
61 | ||||||||||||||
62 | ||||||||||||||
63 | ||||||||||||||
64 | ||||||||||||||
65 | ||||||||||||||
66 | ||||||||||||||
67 | ||||||||||||||
68 | ||||||||||||||
69 | ||||||||||||||
70 | ||||||||||||||
71 | ||||||||||||||
72 | ||||||||||||||
73 | ||||||||||||||
74 | ||||||||||||||
75 | ||||||||||||||
76 | ||||||||||||||
77 | ||||||||||||||
78 | ||||||||||||||
79 | ||||||||||||||
80 | ||||||||||||||
81 | ||||||||||||||
82 | ||||||||||||||
83 | ||||||||||||||
84 | ||||||||||||||
85 | ||||||||||||||
86 | ||||||||||||||
87 | ||||||||||||||
88 | ||||||||||||||
89 | ||||||||||||||
90 | ||||||||||||||
91 | ||||||||||||||
92 | ||||||||||||||
93 | ||||||||||||||
94 | ||||||||||||||
95 | ||||||||||||||
96 | ||||||||||||||
97 | ||||||||||||||
98 | ||||||||||||||
99 | ||||||||||||||
100 | ||||||||||||||