Inorganic Chemistry

The Atom - Practice on relative atomic mass calculations

By the end of the lesson, the learner should be able to:
- Apply the formula for calculating relative atomic mass
- Solve problems involving unknown isotopic abundances
- Use RAM values to predict element behaviour in chemical reactions

In groups, learners are guided to:
- Practice calculating RAM for various elements
- Solve problems involving unknown variables
- Share solutions with peers for review

How can we determine isotopic abundance from relative atomic mass?

- Front Row Chemistry Grade 10 pg. 19
- Calculators
- Practice worksheets

- Written exercises - Peer assessment - Individual assessment

Inorganic Chemistry

The Atom - Relationship between energy levels and orbitals
The Atom - Order of filling electrons in orbitals

By the end of the lesson, the learner should be able to:
- Explain the relationship between energy levels and orbitals
- Identify s and p orbitals in atoms
- Connect electron arrangement to element properties like conductivity

In groups, learners are guided to:
- Discuss energy levels and sub-shells
- Draw diagrams showing energy levels and orbitals
- Discuss electron capacity of different orbitals

How are electrons organised around the nucleus?

- Front Row Chemistry Grade 10 pg. 20
- Diagrams of orbitals
- Coloured pencils
- Front Row Chemistry Grade 10 pg. 21
- Energy level diagrams
- Exercise books

- Oral questions - Written exercises - Observation

Inorganic Chemistry

The Atom - Writing electron configuration (Elements 1-10)
The Atom - Writing electron configuration (Elements 11-20)

By the end of the lesson, the learner should be able to:
- Write electron arrangement using s and p notation
- Apply notation to elements 1-10
- Use electron configuration to explain why neon is used in lighting

In groups, learners are guided to:
- Draw electron arrangements for elements 1-10 using s and p notation
- Practice writing configurations
- Compare configurations with peers

How do we represent electron arrangement using s and p notation?

- Front Row Chemistry Grade 10 pg. 22
- Periodic table
- Exercise books

- Written exercises - Individual assessment - Peer assessment

Inorganic Chemistry

The Atom - Modelling atomic structure
The Periodic Table - Historical development

By the end of the lesson, the learner should be able to:
- Create models of atomic structure
- Demonstrate understanding of sub-atomic particle arrangement
- Connect atomic structure to properties of materials like metals and non-metals

In groups, learners are guided to:
- Select elements and create atomic models
- Display models to classmates for peer review
- Share experiences of making atomic models

How can we represent atomic structure using models?

- Front Row Chemistry Grade 10 pg. 23
- Locally available materials
- Modelling clay
- Front Row Chemistry Grade 10 pg. 24
- Digital devices
- Printed periodic tables

- Project work - Peer assessment - Observation

Inorganic Chemistry

The Periodic Table - Arrangement into groups and periods
The Periodic Table - Alkali metals and alkaline earth metals
The Periodic Table - Halogens and noble gases

By the end of the lesson, the learner should be able to:
- Arrange elements into groups and periods
- Relate electron arrangement to position in periodic table
- Use the periodic table to identify elements in common materials

In groups, learners are guided to:
- Arrange the first 20 elements into groups and periods
- Discuss relationship between electron configuration and position
- Complete periodic table activities

Why are elements arranged in groups and periods?

- Front Row Chemistry Grade 10 pg. 26
- Periodic table charts
- Exercise books
- Front Row Chemistry Grade 10 pg. 28
- Periodic table
- Charts showing chemical families
- Digital devices

- Written exercises - Observation - Oral questions

Inorganic Chemistry

The Periodic Table - Duplet and octet rule
The Periodic Table - Formation of cations
The Periodic Table - Formation of anions

By the end of the lesson, the learner should be able to:
- Explain the stability of atoms
- Apply duplet and octet rules
- Understand why elements react to become stable like salt formation

In groups, learners are guided to:
- Discuss with peers the stability of atoms
- Examine electron configurations of stable atoms
- Identify elements that follow duplet or octet rule

Why are some atoms stable while others are reactive?

- Front Row Chemistry Grade 10 pg. 29
- Periodic table
- Diagrams of stable configurations
- Front Row Chemistry Grade 10 pg. 30
- Exercise books
- Diagrams showing ion formation
- Front Row Chemistry Grade 10 pg. 31
- Diagrams showing anion formation

- Oral questions - Written exercises - Observation

Inorganic Chemistry

The Periodic Table - Writing electron configuration of ions using s and p notation
The Periodic Table - Valency of elements

By the end of the lesson, the learner should be able to:
- Write electron arrangement of ions using s and p notation
- Compare electron configurations of atoms and ions
- Apply ionic configurations to understand compound formation

In groups, learners are guided to:
- Write electron configurations for various ions
- Compare configurations of atoms and their ions
- Practice with different elements

How does electron configuration change when ions form?

- Front Row Chemistry Grade 10 pg. 32
- Periodic table
- Exercise books
- Front Row Chemistry Grade 10 pg. 33
- Valency charts

- Written exercises - Individual assessment - Observation

Inorganic Chemistry

The Periodic Table - Elements with variable oxidation numbers
The Periodic Table - Common radicals and their valencies

By the end of the lesson, the learner should be able to:
- Identify elements with variable oxidation numbers
- Explain why some elements show variable valency
- Connect variable valency to rust formation (iron) and paint pigments (lead)

In groups, learners are guided to:
- Discuss elements with variable oxidation numbers
- Examine examples like iron, copper and lead
- Practice identifying oxidation states

Why do some elements have more than one oxidation number?

- Front Row Chemistry Grade 10 pg. 34
- Periodic table
- Examples of compounds
- Front Row Chemistry Grade 10 pg. 35
- Charts showing radicals
- Exercise books

- Written exercises - Oral questions - Observation

Inorganic Chemistry

The Periodic Table - Deriving formulae using valencies

By the end of the lesson, the learner should be able to:
- Derive chemical formulae using valencies
- Apply the cross-over method
- Write correct formulae for compounds used in daily life like baking soda and salt

In groups, learners are guided to:
- Practice writing formulae using valencies and oxidation states
- Apply cross-over method to derive formulae
- Verify formulae with peers

How do we write chemical formulae using valencies?

- Front Row Chemistry Grade 10 pg. 36
- Valency charts
- Exercise books

- Written exercises - Individual assessment - Peer assessment

Inorganic Chemistry

The Periodic Table - Formulae of compounds with same valency
The Periodic Table - Formulae of compounds with different valencies

By the end of the lesson, the learner should be able to:
- Write formulae for compounds with elements of same valency
- Simplify chemical formulae appropriately
- Apply formula writing to common compounds like table salt (NaCl)

In groups, learners are guided to:
- Practice writing formulae for compounds with same valencies
- Simplify formulae to lowest terms
- Complete exercises on formula writing

How do we simplify chemical formulae?

- Front Row Chemistry Grade 10 pg. 37
- Exercise books
- Worked examples
- Practice worksheets

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

The Periodic Table - Formulae of compounds containing radicals

By the end of the lesson, the learner should be able to:
- Write formulae for compounds containing radicals
- Apply brackets correctly for polyatomic ions
- Write formulae for fertilisers like ammonium sulphate and calcium phosphate

In groups, learners are guided to:
- Practice writing formulae with radicals
- Use brackets for polyatomic ions when necessary
- Complete exercises on compounds with radicals

How do we write formulae for compounds with radicals?

- Front Row Chemistry Grade 10 pg. 38
- Radical valency charts
- Exercise books

- Written exercises - Individual assessment - Oral questions

Inorganic Chemistry

The Periodic Table - Writing word equations
The Periodic Table - Writing symbol equations

By the end of the lesson, the learner should be able to:
- Represent chemical reactions using word equations
- Identify reactants and products
- Describe reactions occurring in cooking and cleaning

In groups, learners are guided to:
- Write word equations for simple chemical reactions
- Identify reactants and products in reactions
- Practice converting descriptions to word equations

How do we represent chemical reactions using words?

- Front Row Chemistry Grade 10 pg. 39
- Exercise books
- Reaction examples
- Formula charts

- Written exercises - Oral questions - Observation

Inorganic Chemistry

The Periodic Table - Balancing chemical equations
Chemical Bonding - Stability of atoms

By the end of the lesson, the learner should be able to:
- Balance chemical equations using appropriate coefficients
- Apply the law of conservation of mass
- Relate balanced equations to industrial processes like fertiliser production

In groups, learners are guided to:
- Write balanced chemical equations for simple reactions
- Practice balancing various equations
- Share solutions with classmates for review

Why must chemical equations be balanced?

- Front Row Chemistry Grade 10 pg. 40
- Exercise books
- Practice worksheets
- Front Row Chemistry Grade 10 pg. 56
- Periodic table
- Diagrams of electron configurations

- Written exercises - Individual assessment - Oral questions

Inorganic Chemistry

Chemical Bonding - Valence electrons in bonding
Chemical Bonding - Introduction to bond types
Chemical Bonding - Formation of ionic bonds

By the end of the lesson, the learner should be able to:
- Explain the role of valence electrons in bonding
- Draw dot and cross diagrams for atoms
- Connect valence electrons to reactivity of elements like sodium and chlorine

In groups, learners are guided to:
- Investigate the role of valence electrons in bonding
- Draw valence electron diagrams
- Discuss with peers the importance of outer electrons

How do valence electrons determine how atoms bond?

- Front Row Chemistry Grade 10 pg. 57
- Coloured pencils
- Periodic table
- Front Row Chemistry Grade 10 pg. 58
- Samples of different substances
- Digital devices
- Front Row Chemistry Grade 10 pg. 59
- Exercise books
- Diagrams of ionic bonding

- Written exercises - Observation - Oral questions

Inorganic Chemistry

Chemical Bonding - Drawing ionic bond diagrams
Chemical Bonding - Structure of ionic lattice

By the end of the lesson, the learner should be able to:
- Draw Lewis structures for various ionic compounds
- Apply electron transfer principles
- Illustrate bonding in compounds like magnesium chloride and lithium sulphide

In groups, learners are guided to:
- Draw Lewis diagrams for magnesium chloride
- Draw Lewis diagrams for lithium sulphide
- Share diagrams with peers for review

How do we represent ionic bonding using diagrams?

- Front Row Chemistry Grade 10 pg. 60
- Exercise books
- Coloured pencils
- Front Row Chemistry Grade 10 pg. 61
- Sodium chloride crystals
- Hand lens
- Watch glass

- Written exercises - Peer assessment - Individual assessment

Inorganic Chemistry

Chemical Bonding - Physical properties of ionic compounds
Chemical Bonding - Formation of covalent bonds
Chemical Bonding - Single, double and triple covalent bonds

By the end of the lesson, the learner should be able to:
- Investigate physical properties of ionic compounds
- Explain properties in terms of structure and bonding
- Relate ionic compound properties to uses in water treatment and de-icing roads

In groups, learners are guided to:
- Investigate solubility of ionic compounds
- Test electrical conductivity of ionic solutions
- Test brittleness of ionic crystals

Why do ionic compounds have high melting points and conduct electricity when dissolved?

- Front Row Chemistry Grade 10 pg. 62
- Sodium chloride
- Distilled water
- Circuit with bulb
- Front Row Chemistry Grade 10 pg. 66
- Modelling materials
- Diagrams of covalent bonding
- Front Row Chemistry Grade 10 pg. 67
- Exercise books
- Bond diagrams

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Chemical Bonding - Covalent bonding in diatomic molecules

By the end of the lesson, the learner should be able to:
- Draw Lewis structures for diatomic molecules
- Identify bonding and non-bonding electron pairs
- Relate diatomic molecules to atmospheric gases we depend on

In groups, learners are guided to:
- Draw Lewis diagrams for H₂, Cl₂, O₂, N₂
- Identify lone pairs and bonding pairs
- Practice drawing molecular structures

How do we draw covalent bonds in simple molecules?

- Front Row Chemistry Grade 10 pg. 68
- Exercise books
- Coloured pencils

- Written exercises - Peer assessment - Individual assessment

Inorganic Chemistry

Chemical Bonding - Covalent bonding in compounds
Chemical Bonding - Formation of dative (coordinate) bonds

By the end of the lesson, the learner should be able to:
- Draw Lewis structures for covalent compounds
- Apply bonding principles to multi-atom molecules
- Relate compound structures to properties of water and carbon dioxide

In groups, learners are guided to:
- Draw Lewis structures for HF, H₂O, NH₃, CO₂
- Discuss bonding in each compound
- Share diagrams with peers for review

How do we represent covalent bonding in compounds?

- Front Row Chemistry Grade 10 pg. 69
- Exercise books
- Molecular diagrams
- Front Row Chemistry Grade 10 pg. 71
- Diagrams of dative bonding

- Written exercises - Individual assessment - Observation

Inorganic Chemistry

Chemical Bonding - Properties of simple molecular substances

By the end of the lesson, the learner should be able to:
- Describe simple molecular structures
- Investigate properties of molecular substances
- Relate molecular properties to everyday substances like sugar and wax

In groups, learners are guided to:
- Investigate properties of molecular substances
- Compare melting points of molecular compounds
- Discuss intermolecular forces

Why do molecular substances have low melting points?

- Front Row Chemistry Grade 10 pg. 72
- Samples of molecular substances
- Bunsen burner

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Chemical Bonding - Van der Waals forces and hydrogen bonding
Chemical Bonding - Structure and properties of diamond

By the end of the lesson, the learner should be able to:
- Distinguish between Van der Waals forces and hydrogen bonds
- Explain the effect of intermolecular forces on properties
- Relate hydrogen bonding to water's unique properties essential for life

In groups, learners are guided to:
- Visualise hydrogen bonding in water
- Compare substances with different intermolecular forces
- Discuss effect on boiling points

Why does water have a higher boiling point than expected?

- Front Row Chemistry Grade 10 pg. 74
- Diagrams of hydrogen bonding
- Digital devices
- Front Row Chemistry Grade 10 pg. 76
- Models of diamond structure
- Modelling materials

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Chemical Bonding - Structure and properties of graphite and silicon dioxide
Periodicity - Physical properties of alkali metals (atomic and ionic radii)

By the end of the lesson, the learner should be able to:
- Describe structures of graphite and silicon dioxide
- Compare properties of different giant covalent structures
- Relate graphite conductivity to pencil writing and lubricant uses

In groups, learners are guided to:
- Build models of graphite structure
- Compare graphite and diamond properties
- Discuss structure and uses of silicon dioxide

Why can graphite conduct electricity while diamond cannot?

- Front Row Chemistry Grade 10 pg. 77
- Modelling materials
- Sand samples
- Front Row Chemistry Grade 10 pg. 85
- Periodic table
- Data tables

- Written exercises - Project work - Observation

Inorganic Chemistry

Periodicity - Physical properties of alkali metals (appearance and hardness)
Periodicity - Physical properties of alkali metals (conductivity, melting and boiling points)
Periodicity - Ionisation energy of alkali metals

By the end of the lesson, the learner should be able to:
- Observe and describe appearance of alkali metals
- Investigate hardness of alkali metals
- Connect softness of alkali metals to their easy cutting and handling

In groups, learners are guided to:
- Observe appearance of freshly cut alkali metals
- Investigate hardness by cutting metals
- Discuss reasons for trends observed

Why are alkali metals soft and shiny when freshly cut?

- Front Row Chemistry Grade 10 pg. 87
- Lithium, sodium, potassium samples
- Scalpel
- White tile
- Front Row Chemistry Grade 10 pg. 89
- Circuit with bulb
- Alkali metal samples
- Data tables
- Front Row Chemistry Grade 10 pg. 90
- Data tables
- Digital devices

- Practical assessment - Observation - Written exercises

Inorganic Chemistry

Periodicity - Reaction of alkali metals with air/oxygen
Periodicity - Reaction of alkali metals with water
Periodicity - Reaction of alkali metals with chlorine and dilute acids

By the end of the lesson, the learner should be able to:
- Investigate reaction of alkali metals with oxygen
- Write balanced equations for the reactions
- Relate oxidation of sodium to its storage under oil

In groups, learners are guided to:
- Carry out experiments on reaction with air
- Observe flame colours and products
- Write word and chemical equations

What happens when alkali metals burn in air?

- Front Row Chemistry Grade 10 pg. 91
- Sodium metal
- Deflagrating spoon
- Gas jar of oxygen
- Front Row Chemistry Grade 10 pg. 93
- Sodium, potassium
- Trough with water
- Phenolphthalein
- Front Row Chemistry Grade 10 pg. 94
- Gas jar of chlorine
- Digital devices

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of alkali metals
Periodicity - Physical properties of alkaline earth metals (atomic and ionic radii)

By the end of the lesson, the learner should be able to:
- Identify uses of alkali metals
- Relate properties to applications
- Connect lithium to battery technology in phones and electric vehicles

In groups, learners are guided to:
- Search for information on uses of alkali metals
- Discuss applications of lithium, sodium and potassium
- Present findings to class

How are alkali metals used in everyday life?

- Front Row Chemistry Grade 10 pg. 96
- Digital devices
- Pictures of applications
- Front Row Chemistry Grade 10 pg. 98
- Periodic table
- Data tables

- Oral questions - Written exercises - Group presentations

Inorganic Chemistry

Periodicity - Physical properties of alkaline earth metals (appearance, hardness, conductivity)
Periodicity - Physical properties of alkaline earth metals (melting points and ionisation energy)

By the end of the lesson, the learner should be able to:
- Observe appearance of alkaline earth metals
- Test hardness and conductivity
- Connect magnesium's light weight to its use in aircraft alloys

In groups, learners are guided to:
- Observe appearance of magnesium and calcium
- Test hardness and ductility
- Test electrical conductivity

Why are alkaline earth metals harder than alkali metals?

- Front Row Chemistry Grade 10 pg. 99
- Magnesium ribbon
- Calcium metal
- Circuit with bulb
- Front Row Chemistry Grade 10 pg. 102
- Data tables
- Digital devices

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of alkaline earth metals with air/oxygen

By the end of the lesson, the learner should be able to:
- Investigate reactions of Group II metals with oxygen
- Write balanced equations for the reactions
- Relate magnesium burning to its use in flares and fireworks

In groups, learners are guided to:
- Burn magnesium and calcium in air
- Observe products formed
- Write word and chemical equations

What products form when alkaline earth metals burn in air?

- Front Row Chemistry Grade 10 pg. 106
- Magnesium ribbon
- Calcium metal
- Bunsen burner

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of alkaline earth metals with water and steam
Periodicity - Reaction of alkaline earth metals with chlorine and dilute acids

By the end of the lesson, the learner should be able to:
- Investigate reactions with water and steam
- Compare reactivity of magnesium and calcium
- Relate calcium hydroxide formation to lime water used in construction

In groups, learners are guided to:
- React magnesium and calcium with cold water
- React magnesium with steam
- Test gas produced and write equations

Why does magnesium react slowly with cold water but vigorously with steam?

- Front Row Chemistry Grade 10 pg. 107
- Magnesium, calcium
- Trough
- Steam apparatus
- Front Row Chemistry Grade 10 pg. 110
- Magnesium ribbon
- Chlorine gas
- Dilute HCl and H₂SO₄

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of alkaline earth metals

By the end of the lesson, the learner should be able to:
- Identify uses of alkaline earth metals
- Relate properties to applications
- Connect calcium carbonate to cement production and antacid tablets

In groups, learners are guided to:
- Search for information on uses of alkaline earth metals
- Discuss applications of magnesium, calcium and barium
- Present findings to class

How are alkaline earth metals used in medicine and industry?

- Front Row Chemistry Grade 10 pg. 112
- Digital devices
- Pictures of applications

- Oral questions - Written exercises - Group presentations

Inorganic Chemistry

Periodicity - Introduction to halogens
Periodicity - Laboratory preparation of chlorine gas

By the end of the lesson, the learner should be able to:
- Identify elements in the halogen family
- Describe electron configuration of halogens
- Relate halogen reactivity to their use in water treatment and disinfectants

In groups, learners are guided to:
- Determine chemical family of chlorine and fluorine
- Write electron configurations
- List other halogens

Why are halogens called "salt formers"?

- Front Row Chemistry Grade 10 pg. 114
- Periodic table
- Digital devices
- Front Row Chemistry Grade 10 pg. 115
- MnO₂, conc. HCl
- Round bottomed flask
- Gas jars

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Periodicity - Trends in physical properties of halogens (atomic radii, melting and boiling points)

By the end of the lesson, the learner should be able to:
- Describe trends in atomic radii of halogens
- Explain trends in melting and boiling points
- Relate physical state changes to molecular size and intermolecular forces

In groups, learners are guided to:
- Review atomic structure of halogens
- Study trends in physical properties
- Explain trends using intermolecular forces

Why do halogens change from gas to solid down the group?

- Front Row Chemistry Grade 10 pg. 117
- Data tables
- Periodic table

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Appearance, physical state and solubility of halogens
Periodicity - Electrical conductivity of halogens

By the end of the lesson, the learner should be able to:
- Describe appearance and physical states of halogens
- Investigate solubility in water and organic solvents
- Relate iodine's colour to its use as antiseptic in wound treatment

In groups, learners are guided to:
- Observe appearance of chlorine, bromine and iodine
- Test solubility in water
- Compare solubility of halogens

Why do halogens have different colours and physical states?

- Front Row Chemistry Grade 10 pg. 118
- Bromine, iodine samples
- Distilled water
- Test tubes
- Front Row Chemistry Grade 10 pg. 120
- Iodine crystals
- Circuit with bulb
- Beaker

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Electron affinity and ion formation of halogens

By the end of the lesson, the learner should be able to:
- Define electron affinity
- Explain trends in electron affinity down Group VII
- Relate electron affinity to halogen reactivity in forming salts

In groups, learners are guided to:
- Understand how halogen atoms form ions
- Discuss electron affinity values
- Explain trend down the group

Why does electron affinity decrease down Group VII?

- Front Row Chemistry Grade 10 pg. 121
- Data tables
- Digital devices

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Periodicity - Reaction of halogens with metals
Periodicity - Reaction of chlorine with water

By the end of the lesson, the learner should be able to:
- Investigate reactions of halogens with metals
- Write balanced equations for the reactions
- Relate iron chloride formation to industrial rust prevention

In groups, learners are guided to:
- React chlorine with iron and zinc
- Observe products formed
- Write balanced equations

What happens when halogens react with metals?

- Front Row Chemistry Grade 10 pg. 122
- Iron filings
- Chlorine gas
- Combustion tube
- Front Row Chemistry Grade 10 pg. 124
- Distilled water
- Litmus paper

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Displacement reactions of halogens

By the end of the lesson, the learner should be able to:
- Investigate displacement reactions of halogens
- Explain order of reactivity of halogens
- Apply displacement reactions to understand water purification processes

In groups, learners are guided to:
- Add chlorine water to potassium bromide and iodide solutions
- Observe colour changes
- Write ionic equations

Why can chlorine displace bromine and iodine from their salts?

- Front Row Chemistry Grade 10 pg. 125
- Chlorine, bromine water
- KBr, KI solutions
- Test tubes

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of halogens
Periodicity - Introduction to noble gases

By the end of the lesson, the learner should be able to:
- Identify uses of halogens
- Relate properties to applications
- Connect fluoride in toothpaste to dental health protection

In groups, learners are guided to:
- Search for information on uses of halogens
- Discuss applications of F, Cl, Br and I
- Present findings to class

How are halogens used in water treatment, medicine and industry?

- Front Row Chemistry Grade 10 pg. 127
- Digital devices
- Product samples
- Front Row Chemistry Grade 10 pg. 128
- Periodic table
- Digital devices

- Oral questions - Written exercises - Group presentations

Inorganic Chemistry

Periodicity - Trends in physical properties of noble gases

By the end of the lesson, the learner should be able to:
- Describe trends in physical properties of noble gases
- Explain trends in ionisation energy
- Relate noble gas properties to neon signs and helium balloons

In groups, learners are guided to:
- Review atomic structure of noble gases
- Study trends in atomic radii and ionisation energy
- Discuss reactivity based on electron configuration

Why do noble gases have very high ionisation energies?

- Front Row Chemistry Grade 10 pg. 129
- Data tables
- Periodic table

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Applications of noble gases
Periodicity - Introduction to Period 3 elements

By the end of the lesson, the learner should be able to:
- Identify uses of noble gases
- Relate properties to applications
- Connect argon's inertness to its use in welding and light bulbs

In groups, learners are guided to:
- Search for information on uses of noble gases
- Discuss applications of He, Ne and Ar
- Present findings to class

How are noble gases used despite being unreactive?

- Front Row Chemistry Grade 10 pg. 131
- Digital devices
- Pictures of applications
- Periodic table
- Element samples

- Oral questions - Written exercises - Group presentations

Inorganic Chemistry

Periodicity - Trends in atomic radii across Period 3

By the end of the lesson, the learner should be able to:
- Describe trends in atomic radii across Period 3
- Explain reasons for the observed trend
- Relate atomic size to element reactivity in sodium vs chlorine

In groups, learners are guided to:
- Study data on atomic radii of Period 3 elements
- Plot graph of atomic radius vs atomic number
- Explain trend using nuclear charge

Why does atomic radius decrease across Period 3?

- Front Row Chemistry Grade 10 pg. 132
- Data tables
- Graph paper

- Written exercises - Graphical work - Oral questions

Inorganic Chemistry

Periodicity - Trends in ionisation energy across Period 3
Periodicity - Trends in melting and boiling points across Period 3

By the end of the lesson, the learner should be able to:
- Describe trends in ionisation energy across Period 3
- Explain factors affecting ionisation energy
- Relate ionisation energy to metallic character of sodium vs non-metallic chlorine

In groups, learners are guided to:
- Study ionisation energy data for Period 3
- Discuss trend and anomalies
- Explain using atomic structure

Why does ionisation energy generally increase across Period 3?

- Front Row Chemistry Grade 10 pg. 133
- Data tables
- Digital devices
- Front Row Chemistry Grade 10 pg. 134
- Charts

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Periodicity - Electron affinity and electronegativity across Period 3

By the end of the lesson, the learner should be able to:
- Define electron affinity and electronegativity
- Describe trends across Period 3
- Relate electronegativity to bond polarity in water molecules

In groups, learners are guided to:
- Discuss electron affinity trends
- Study electronegativity values across Period 3
- Explain factors affecting these properties

Why does electronegativity increase across Period 3?

- Front Row Chemistry Grade 10 pg. 135
- Data tables
- Digital devices

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Periodicity - Reaction of Period 3 elements with oxygen (Na, Mg, Al)
Periodicity - Reaction of Period 3 elements with oxygen (Si, P, S)

By the end of the lesson, the learner should be able to:
- Investigate reactions of Na, Mg and Al with oxygen
- Write balanced equations for the reactions
- Relate magnesium oxide formation to its use in antacids and refractory materials

In groups, learners are guided to:
- Burn sodium, magnesium and aluminium in air
- Observe products formed
- Write word and chemical equations

What products form when Period 3 metals burn in oxygen?

- Front Row Chemistry Grade 10 pg. 136
- Na, Mg, Al samples
- Bunsen burner
- Deflagrating spoon
- Sulphur powder
- Gas jar of oxygen

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of Period 3 elements with chlorine (Na, Mg, Al)

By the end of the lesson, the learner should be able to:
- Investigate reactions of Period 3 metals with chlorine
- Write balanced equations for the reactions
- Relate aluminium chloride to its use as catalyst in industry

In groups, learners are guided to:
- React sodium, magnesium and aluminium with chlorine
- Observe products formed
- Write balanced equations

What happens when Period 3 metals react with chlorine?

- Front Row Chemistry Grade 10 pg. 137
- Na, Mg samples
- Chlorine gas
- Deflagrating spoon

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of Period 3 elements with chlorine (Si, P)
Periodicity - Reaction of Period 3 elements with water (Na, Mg)

By the end of the lesson, the learner should be able to:
- Describe reactions of Si and P with chlorine
- Write balanced equations for the reactions
- Relate silicon tetrachloride to semiconductor manufacturing

In groups, learners are guided to:
- Discuss reactions of silicon and phosphorus with chlorine
- Write balanced equations
- Compare metal and non-metal chlorides

What are the products when Period 3 non-metals react with chlorine?

- Front Row Chemistry Grade 10 pg. 138
- Reference materials
- Digital devices
- Front Row Chemistry Grade 10 pg. 140
- Sodium, magnesium
- Trough with water
- Phenolphthalein

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Reaction of Period 3 elements with dilute acids

By the end of the lesson, the learner should be able to:
- Investigate reactions of Period 3 metals with dilute acids
- Write balanced equations for the reactions
- Relate hydrogen gas production to laboratory gas collection techniques

In groups, learners are guided to:
- React magnesium and aluminium with dilute HCl and H₂SO₄
- Test gas produced
- Write balanced equations

What products form when Period 3 metals react with dilute acids?

- Front Row Chemistry Grade 10 pg. 139
- Mg ribbon
- Dilute HCl, H₂SO₄
- Test tubes

- Practical assessment - Written exercises - Observation

Inorganic Chemistry
Physical Chemistry

Periodicity - Comparison of trends across Period 3 and down groups
Acids and Bases - Dissociation of acids in water

By the end of the lesson, the learner should be able to:
- Compare periodic trends across periods and down groups
- Summarise factors affecting periodic properties
- Apply periodic trends to predict element behaviour in new materials

In groups, learners are guided to:
- Compare trends across Period 3 with trends down groups
- Create summary tables of periodic trends
- Discuss patterns and exceptions

How do trends across a period differ from trends down a group?

- Front Row Chemistry Grade 10 pg. 141
- Summary charts
- Periodic table
- Front Row Chemistry Learner's Book pg. 143
- Distilled water
- Hydrochloric acid
- Blue and red litmus papers
- Beakers
- Stirring rod

- Written exercises - Oral questions - Individual assessment

Physical Chemistry

Acids and Bases - Dissociation of bases in water
Acids and Bases - Reaction of acids with metals
Acids and Bases - Reaction of acids with metals (continued)

By the end of the lesson, the learner should be able to:
- Explain the dissociation of bases in water
- Demonstrate the presence of hydroxide ions in basic solutions
- Relate the slippery feel of soap to the presence of hydroxide ions in basic solutions

In groups, learners are guided to:
- Carry out experiments to demonstrate dissociation of bases in water
- Test solutions using red and blue litmus papers
- Discuss proper disposal of waste after experiments

Why do bases feel slippery to touch?

- Front Row Chemistry Learner's Book pg. 143
- Sodium hydroxide
- Distilled water
- Blue and red litmus papers
- Beakers
- Measuring cylinder
- Front Row Chemistry Learner's Book pg. 144
- Zinc granules
- Magnesium ribbon
- Iron filings
- Dilute HCl and H₂SO₄
- Test tubes
- Wooden splints
- Front Row Chemistry Learner's Book pg. 146
- Aluminium foil
- Copper turnings
- Dilute HCl
- Dilute H₂SO₄
- Test tubes

- Observation - Oral questions - Practical assessment

Physical Chemistry

Acids and Bases - Reaction of acids with carbonates and hydrogen carbonates
Acids and Bases - Reaction of acids with hydrogen carbonates
Acids and Bases - Reaction of acids with metal hydroxides

By the end of the lesson, the learner should be able to:
- Describe reactions between acids and carbonates
- Test for carbon (IV) oxide gas produced
- Connect the effervescence of antacid tablets in water to carbonate-acid reactions

In groups, learners are guided to:
- Carry out experiments on reactions of acids with sodium carbonate and calcium carbonate
- Pass gas produced through lime water
- Write balanced chemical equations for the reactions

How can you confirm the presence of carbon (IV) oxide gas?

- Front Row Chemistry Learner's Book pg. 147
- Sodium carbonate
- Calcium carbonate
- Dilute HCl
- Lime water
- Delivery tubes
- Test tubes
- Sodium hydrogen carbonate
- Test tubes
- Delivery tubes
- Front Row Chemistry Learner's Book pg. 148
- Sodium hydroxide
- Phenolphthalein indicator
- Droppers
- Beakers
- Stirring rod

- Practical assessment - Written equations - Oral questions

Physical Chemistry

Acids and Bases - Reaction of acids with metal oxides
Acids and Bases - Amphoteric oxides and hydroxides

By the end of the lesson, the learner should be able to:
- Explain reactions between acids and insoluble metal oxides
- Write balanced chemical equations for acid-metal oxide reactions
- Relate the cleaning of rusted surfaces using acids to acid-metal oxide reactions

In groups, learners are guided to:
- Carry out experiments on reactions of dilute acids with zinc oxide and copper (II) oxide
- Filter the mixture and test pH of filtrate
- Discuss why excess metal oxide is added

How do acids react with metal oxides?

- Front Row Chemistry Learner's Book pg. 150
- Zinc oxide
- Copper (II) oxide
- Dilute HCl
- Universal indicator
- Filter funnel and paper
- Front Row Chemistry Learner's Book pg. 151
- Sodium hydroxide
- Test tubes
- Spatula

- Observation - Written tests - Practical assessment

Physical Chemistry

Acids and Bases - Universal indicator and pH scale
Acids and Bases - Strong and weak acids

By the end of the lesson, the learner should be able to:
- Explain the pH scale and its range
- Determine the pH of solutions using universal indicator
- Relate the pH of common household substances to their acidic or basic nature

In groups, learners are guided to:
- Carry out experiments to determine pH of various solutions using universal indicator
- Compare colours with pH chart
- Record observations in a table

How does the pH scale help us classify substances?

- Front Row Chemistry Learner's Book pg. 152
- Universal indicator
- pH chart
- Sulphuric (VI) acid
- Ethanoic acid
- Sodium hydroxide
- Test tubes
- Front Row Chemistry Learner's Book pg. 153

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Acids and Bases - Strong and weak bases

By the end of the lesson, the learner should be able to:
- Distinguish between strong and weak bases based on dissociation
- Compare pH values of strong and weak bases
- Relate the effectiveness of different cleaning agents to base strength

In groups, learners are guided to:
- Compare pH values of sodium hydroxide and ammonia solution
- Discuss ionisation of strong and weak bases
- Record observations and conclusions

Why is sodium hydroxide a better drain cleaner than ammonia?

- Front Row Chemistry Learner's Book pg. 154
- Sodium hydroxide
- Ammonia solution
- Universal indicator
- pH chart
- Test tubes

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Acids and Bases - Electrical conductivity of acids and bases
Acids and Bases - Applications of acids and bases

By the end of the lesson, the learner should be able to:
- Investigate electrical conductivity of strong and weak acids and bases
- Relate conductivity to concentration of ions in solution
- Connect the use of dilute acids in batteries to their electrical conductivity

In groups, learners are guided to:
- Set up electrical conductivity experiments
- Compare ammeter readings for different solutions
- Discuss relationship between ion concentration and conductivity

Why do strong acids conduct electricity better than weak acids?

- Front Row Chemistry Learner's Book pg. 154
- Electrodes
- Ammeter
- Beakers
- Dilute HCl
- Ethanoic acid
- NaOH solution
- Ammonia solution
- Front Row Chemistry Learner's Book pg. 157
- Lemon juice
- Baking soda
- Soap solution
- Vinegar
- Universal indicator
- Digital devices

- Practical assessment - Observation - Written assignments

Physical Chemistry

Introduction to Salts - Definition and formation of salts
Introduction to Salts - Normal salts
Introduction to Salts - Acid salts

By the end of the lesson, the learner should be able to:
- Define the term salt
- Explain how salts are formed from acids
- Identify common salts used at home such as table salt and baking soda

In groups, learners are guided to:
- Carry out experiments to establish the meaning of a salt
- React magnesium with dilute HCl and test pH before and after
- Discuss the replacement of hydrogen ions by metal ions

What is a salt and how is it formed?

- Front Row Chemistry Learner's Book pg. 160
- Dilute HCl
- Magnesium ribbon
- Universal indicator paper
- pH chart
- Test tubes
- Burning splint
- Front Row Chemistry Learner's Book pg. 162
- Sodium chloride
- Calcium nitrate
- Sodium sulphate
- Distilled water
- Red and blue litmus papers
- Boiling tubes
- Front Row Chemistry Learner's Book pg. 164
- Sodium hydrogen sulphate
- Sodium hydrogen carbonate

- Observation - Oral questions - Written assignments

Physical Chemistry

Introduction to Salts - Basic salts
Introduction to Salts - Double salts
Introduction to Salts - Solubility rules for salts

By the end of the lesson, the learner should be able to:
- Define basic salts
- Identify examples of basic salts
- Relate basic copper carbonate found in malachite to decorative and industrial uses

In groups, learners are guided to:
- Carry out experiments to identify basic salts using litmus papers
- Discuss the presence of hydroxide ions in basic salts
- Write formulae of basic salts

What makes basic salts different from normal salts?

- Front Row Chemistry Learner's Book pg. 165
- Basic magnesium chloride
- Basic copper carbonate
- Distilled water
- Red and blue litmus papers
- Boiling tubes
- Front Row Chemistry Learner's Book pg. 166
- Potassium aluminium sulphate
- Ammonium iron (II) sulphate
- Front Row Chemistry Learner's Book pg. 167
- Lead chloride
- Ammonium nitrate
- Sodium sulphate
- Zinc carbonate
- Test tubes
- Heat source

- Practical assessment - Oral questions - Written tests

Physical Chemistry

Introduction to Salts - Preparation of soluble salts by action of acid on metal
Introduction to Salts - Preparation of soluble salts by action of acid on insoluble base
Introduction to Salts - Preparation of soluble salts by neutralisation (acid and alkali)

By the end of the lesson, the learner should be able to:
- Prepare soluble salts by reacting acids with metals
- Write balanced chemical equations for the preparation
- Connect the production of zinc chloride to its use in galvanising iron sheets

In groups, learners are guided to:
- Carry out experiments to prepare zinc chloride
- Filter, evaporate, and crystallise the salt
- Test for hydrogen gas produced

How can soluble salts be prepared from metals and acids?

- Front Row Chemistry Learner's Book pg. 167
- Zinc powder
- Dilute HCl
- Beakers
- Filter funnel and paper
- Evaporating dish
- Water bath
- Front Row Chemistry Learner's Book pg. 169
- Copper (II) oxide
- Dilute nitric (V) acid
- Heat source
- Front Row Chemistry Learner's Book pg. 171
- Sodium hydroxide
- Phenolphthalein indicator
- Burette
- Conical flask
- Evaporating dish

- Practical assessment - Written equations - Observation

Physical Chemistry

Introduction to Salts - Preparation of soluble salts by reaction of acid with carbonates

By the end of the lesson, the learner should be able to:
- Prepare soluble salts by reacting acids with carbonates
- Write balanced chemical equations for the reactions
- Relate the reaction of limestone (calcium carbonate) with acid to the weathering of buildings and monuments

In groups, learners are guided to:
- Carry out experiments to prepare zinc sulphate from zinc carbonate and dilute sulphuric (VI) acid
- Test for carbon (IV) oxide produced
- Filter, evaporate, and crystallise

What gas is produced when carbonates react with acids?

- Front Row Chemistry Learner's Book pg. 173
- Zinc carbonate
- Dilute sulphuric (VI) acid
- Lime water
- Beakers
- Filter funnel and paper
- Evaporating dish

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Introduction to Salts - Preparation of insoluble salts by precipitation
Introduction to Salts - Preparation of salts by direct combination

By the end of the lesson, the learner should be able to:
- Prepare insoluble salts by precipitation
- Write balanced chemical and ionic equations for precipitation reactions
- Connect the formation of limescale in kettles to the precipitation of insoluble calcium compounds

In groups, learners are guided to:
- Carry out experiments to prepare lead (II) sulphate by precipitation
- Filter and wash the precipitate
- Write ionic equations for the reaction

How are insoluble salts prepared in the laboratory?

- Front Row Chemistry Learner's Book pg. 174
- Lead (II) nitrate solution
- Sodium sulphate solution
- Beakers
- Filter funnel and paper
- Distilled water
- Front Row Chemistry Learner's Book pg. 176
- Iron filings
- Sulphur powder
- Crucible
- Heat source
- Tongs
- Spatula

- Practical assessment - Written equations - Observation

Physical Chemistry

Introduction to Salts - Deliquescence, hygroscopy, and efflorescence

By the end of the lesson, the learner should be able to:
- Define deliquescence, hygroscopy, and efflorescence
- Investigate the behaviour of salts when exposed to air
- Relate the caking of table salt in humid weather to hygroscopy

In groups, learners are guided to:
- Carry out experiments to investigate behaviour of salts in air
- Expose sodium chloride, calcium chloride, and sodium carbonate to air
- Record observations over time

Why do some salts absorb moisture from the atmosphere?

- Front Row Chemistry Learner's Book pg. 177
- Sodium chloride
- Calcium chloride
- Sodium carbonate
- Watch glasses
- Labels

- Observation - Written assignments - Oral questions

Physical Chemistry

Introduction to Salts - Applications of deliquescent and hygroscopic salts
Introduction to Salts - Uses of salts in agriculture and food industry
Introduction to Salts - Environmental effects and mitigation measures

By the end of the lesson, the learner should be able to:
- Explain applications of deliquescent and hygroscopic salts
- Discuss the use of drying agents in laboratories
- Identify the use of silica gel packets in packaging to keep products dry

In groups, learners are guided to:
- Discuss applications of deliquescent salts as drying agents
- Search for information on uses of hygroscopic substances
- Relate properties to practical applications

How are deliquescent salts used as drying agents?

- Front Row Chemistry Learner's Book pg. 178
- Anhydrous calcium chloride
- Anhydrous copper (II) sulphate
- Cobalt (II) chloride paper
- Digital devices
- Front Row Chemistry Learner's Book pg. 179
- Samples of fertilisers
- Table salt
- Baking soda
- Digital devices
- Reference books
- Front Row Chemistry Learner's Book pg. 181
- Reference books
- Charts showing eutrophication

- Oral questions - Written tests - Group presentations