Inorganic Chemistry

Introduction to Chemistry - Definition of Chemistry
Introduction to Chemistry - Branches of Chemistry

By the end of the lesson, the learner should be able to:
- Explain the meaning of Chemistry as a field of science
- Discuss the branches of Chemistry
- Connect Chemistry to everyday products like soap, medicine and plastics

In groups, learners are guided to:
- Discuss with peers the meaning of Chemistry as a field of science
- Discuss with peers the branches of Chemistry
- Categorise daily items into branches of Chemistry

What is Chemistry and why do we study it?

- Front Row Chemistry Grade 10 pg. 1
- Digital devices
- Samples of everyday products
- Front Row Chemistry Grade 10 pg. 2
- Product samples with labels

- Oral questions - Observation - Written exercises

Inorganic Chemistry

Introduction to Chemistry - Chemistry in daily life (Manufacturing and Materials)
Introduction to Chemistry - Chemistry in daily life (Food, Energy and Biotechnology)
Introduction to Chemistry - Careers in Chemistry
Introduction to Chemistry - Drug prescription and dosage
Introduction to Chemistry - Effects of drug and substance use
Introduction to Chemistry - Laboratory safety and consumer protection

By the end of the lesson, the learner should be able to:
- Explain the role of Chemistry in manufacturing industry
- Discuss Chemistry applications in advanced materials development
- Relate Chemistry to the production of items like plastics, fuels and cosmetics

In groups, learners are guided to:
- Brainstorm the importance of Chemistry in manufacturing
- Examine products and identify chemical components
- Discuss applications of Chemistry in materials development

How does Chemistry contribute to the products we use every day?

- Front Row Chemistry Grade 10 pg. 3
- Samples of manufactured products
- Digital devices
- Food product labels
- Front Row Chemistry Grade 10 pg. 4
- Digital devices
- Career information materials
- Front Row Chemistry Grade 10 pg. 6
- Medicine packages with labels
- Manila paper and markers
- Front Row Chemistry Grade 10 pg. 10
- Safety equipment
- Product labels
- Manila paper

- Oral questions - Group discussions - Written exercises

Inorganic Chemistry

The Atom - Sub-atomic particles
The Atom - Atomic number and mass number
The Atom - Dalton's and Rutherford's atomic models
The Atom - Bohr's atomic model and Rutherford Gold Foil experiment
The Atom - Definition and examples of isotopes

By the end of the lesson, the learner should be able to:
- Describe the structure of the atom
- Identify the location and properties of protons, neutrons and electrons
- Relate atomic structure to understanding matter around us

In groups, learners are guided to:
- Review with peers the concept of the structure of the atom
- Discuss the properties of sub-atomic particles
- Model the structure of an atom using locally available materials

What particles make up an atom?

- Front Row Chemistry Grade 10 pg. 14
- Modelling materials
- Charts showing atomic structure
- Front Row Chemistry Grade 10 pg. 15
- Periodic table
- Exercise books
- Front Row Chemistry Grade 10 pg. 16
- Printed diagrams of atomic models
- Digital devices
- Front Row Chemistry Grade 10 pg. 17
- Digital devices with internet
- Simulation videos
- Charts showing isotopes

- Observation - Oral questions - Model assessment

Inorganic Chemistry

The Atom - Calculating relative atomic mass
The Atom - Practice on relative atomic mass calculations
The Atom - Relationship between energy levels and orbitals
The Atom - Order of filling electrons in orbitals
The Atom - Writing electron configuration (Elements 1-10)

By the end of the lesson, the learner should be able to:
- Define relative atomic mass
- Calculate the relative atomic mass of elements from isotopic abundances
- Apply RAM calculations to understand element composition in fertilisers and medicines

In groups, learners are guided to:
- Discuss the meaning of relative atomic mass
- Calculate RAM using percentage abundances
- Solve practice problems on RAM

How do we calculate the average mass of atoms with different isotopes?

- Front Row Chemistry Grade 10 pg. 18
- Calculators
- Worked examples
- Front Row Chemistry Grade 10 pg. 19
- Practice worksheets
- Front Row Chemistry Grade 10 pg. 20
- Diagrams of orbitals
- Coloured pencils
- Front Row Chemistry Grade 10 pg. 21
- Energy level diagrams
- Exercise books
- Front Row Chemistry Grade 10 pg. 22
- Periodic table

- Written exercises - Individual assessment - Oral questions

Inorganic Chemistry

The Atom - Writing electron configuration (Elements 11-20)
The Atom - Modelling atomic structure
The Periodic Table - Historical development

By the end of the lesson, the learner should be able to:
- Write electron arrangement for elements 11-20 using s and p notation
- Identify patterns in electron configurations
- Connect electron arrangement to element uses in batteries and construction

In groups, learners are guided to:
- Draw electron arrangements for elements 11-20
- Identify patterns across periods
- Share work with classmates for review

How does electron configuration change across periods?

- Front Row Chemistry Grade 10 pg. 22
- Periodic table
- Exercise books
- Front Row Chemistry Grade 10 pg. 23
- Locally available materials
- Modelling clay
- Front Row Chemistry Grade 10 pg. 24
- Digital devices
- Printed periodic tables

- Written exercises - Oral questions - Individual assessment

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
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:
- 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
- Front Row Chemistry Grade 10 pg. 29
- 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

- Written exercises - Observation - Oral questions

Inorganic Chemistry

The Periodic Table - Writing electron configuration of ions using s and p notation
The Periodic Table - Valency of elements
The Periodic Table - Elements with variable oxidation numbers

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
- Front Row Chemistry Grade 10 pg. 34
- Examples of compounds

- Written exercises - Individual assessment - Observation

Inorganic Chemistry

The Periodic Table - Common radicals and their valencies
The Periodic Table - Deriving formulae using valencies
The Periodic Table - Formulae of compounds with same valency

By the end of the lesson, the learner should be able to:
- Define radicals and identify common radicals
- State valencies of common radicals
- Apply knowledge of radicals to understand compound names in cleaning products

In groups, learners are guided to:
- List examples of radicals and their valencies
- Discuss characteristics of radicals
- Practice identifying radicals in compounds

What are radicals and how do they combine with other elements?

- Front Row Chemistry Grade 10 pg. 35
- Charts showing radicals
- Exercise books
- Front Row Chemistry Grade 10 pg. 36
- Valency charts
- Front Row Chemistry Grade 10 pg. 37
- Exercise books
- Worked examples

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

The Periodic Table - Formulae of compounds with different valencies
The Periodic Table - Formulae of compounds containing radicals
The Periodic Table - Writing word equations

By the end of the lesson, the learner should be able to:
- Write formulae for compounds with different valencies
- Apply the cross-over method correctly
- Derive formulae for compounds like carbon dioxide and sulphuric acid

In groups, learners are guided to:
- Practice writing formulae for compounds with different valencies
- Apply cross-over method systematically
- Share solutions with classmates

How do we write formulae when elements have different valencies?

- Front Row Chemistry Grade 10 pg. 37
- Exercise books
- Practice worksheets
- Front Row Chemistry Grade 10 pg. 38
- Radical valency charts
- Exercise books
- Front Row Chemistry Grade 10 pg. 39
- Reaction examples

- Written exercises - Peer assessment - Individual assessment

Inorganic Chemistry

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

By the end of the lesson, the learner should be able to:
- Convert word equations to symbol equations
- Write correct chemical formulae in equations
- Represent reactions like burning magnesium and rusting of iron

In groups, learners are guided to:
- Convert word equations to symbol equations
- Apply correct formulae in equations
- Practice writing symbol equations

How do we write chemical equations using symbols?

- Front Row Chemistry Grade 10 pg. 39
- Exercise books
- Formula charts
- Front Row Chemistry Grade 10 pg. 40
- Practice worksheets
- Front Row Chemistry Grade 10 pg. 56
- Periodic table
- Diagrams of electron configurations

- Written exercises - Individual assessment - Peer assessment

Inorganic Chemistry

Chemical Bonding - Valence electrons in bonding
Chemical Bonding - Introduction to bond types
Chemical Bonding - Formation of ionic bonds
Chemical Bonding - Drawing ionic bond diagrams
Chemical Bonding - Structure of ionic lattice
Chemical Bonding - Physical properties of ionic compounds

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
- Front Row Chemistry Grade 10 pg. 60
- Coloured pencils
- Front Row Chemistry Grade 10 pg. 61
- Sodium chloride crystals
- Hand lens
- Watch glass
- Front Row Chemistry Grade 10 pg. 62
- Sodium chloride
- Distilled water
- Circuit with bulb

- Written exercises - Observation - Oral questions

Inorganic Chemistry

Chemical Bonding - Formation of covalent bonds
Chemical Bonding - Single, double and triple covalent bonds
Chemical Bonding - Covalent bonding in diatomic molecules

By the end of the lesson, the learner should be able to:
- Explain how covalent bonds form through electron sharing
- Distinguish between ionic and covalent bonding
- Relate covalent bonding to properties of water and oxygen we breathe

In groups, learners are guided to:
- Investigate role of valence electrons in covalent bonding
- Model covalent bond formation
- Compare ionic and covalent bonding

How do non-metal atoms share electrons to form covalent bonds?

- Front Row Chemistry Grade 10 pg. 66
- Modelling materials
- Diagrams of covalent bonding
- Front Row Chemistry Grade 10 pg. 67
- Exercise books
- Bond diagrams
- Front Row Chemistry Grade 10 pg. 68
- Coloured pencils

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Chemical Bonding - Covalent bonding in compounds
Chemical Bonding - Formation of dative (coordinate) bonds
Chemical Bonding - Properties of simple molecular substances

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

- Written exercises - Individual assessment - Observation

Inorganic Chemistry

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

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
- Front Row Chemistry Grade 10 pg. 77
- Modelling materials
- Sand samples

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Physical properties of alkali metals (atomic and ionic radii)
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
Periodicity - Reaction of alkali metals with air/oxygen
Periodicity - Reaction of alkali metals with water

By the end of the lesson, the learner should be able to:
- Describe trends in atomic and ionic radii of alkali metals
- Explain reasons for observed trends
- Relate atomic size to reactivity of sodium in sodium vapour lamps

In groups, learners are guided to:
- Discuss trends in physical properties of Group I elements
- Complete tables showing atomic and ionic radii
- Explain trends down the group

How do atomic and ionic sizes change down Group I?

- Front Row Chemistry Grade 10 pg. 85
- Periodic table
- Data tables
- 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
- Front Row Chemistry Grade 10 pg. 90
- Data tables
- Digital devices
- 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

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of alkali metals with chlorine and dilute acids
Periodicity - Applications of alkali metals
Periodicity - Physical properties of alkaline earth metals (atomic and ionic radii)
Periodicity - Physical properties of alkaline earth metals (appearance, hardness, conductivity)

By the end of the lesson, the learner should be able to:
- Describe reactions of alkali metals with chlorine
- Explain reactions with dilute acids
- Relate sodium chloride formation to table salt production

In groups, learners are guided to:
- Investigate reaction of sodium with chlorine
- Discuss reactions with dilute acids (video)
- Write balanced equations

Why are reactions of alkali metals with acids dangerous?

- Front Row Chemistry Grade 10 pg. 94
- Gas jar of chlorine
- Deflagrating spoon
- Digital devices
- Front Row Chemistry Grade 10 pg. 96
- Digital devices
- Pictures of applications
- Front Row Chemistry Grade 10 pg. 98
- Periodic table
- Data tables
- Front Row Chemistry Grade 10 pg. 99
- Magnesium ribbon
- Calcium metal
- Circuit with bulb

- Written exercises - Observation - Oral questions

Inorganic Chemistry

Periodicity - Physical properties of alkaline earth metals (melting points and ionisation energy)
Periodicity - Reaction of alkaline earth metals with air/oxygen
Periodicity - Reaction of alkaline earth metals with water and steam

By the end of the lesson, the learner should be able to:
- Describe trends in melting points and ionisation energy
- Compare first and second ionisation energies
- Relate ionisation energy to element reactivity in fireworks

In groups, learners are guided to:
- Study data on melting and boiling points
- Investigate ionisation energy trends
- Discuss factors affecting ionisation energy

Why do alkaline earth metals have higher ionisation energies than alkali metals?

- Front Row Chemistry Grade 10 pg. 102
- Data tables
- Digital devices
- Front Row Chemistry Grade 10 pg. 106
- Magnesium ribbon
- Calcium metal
- Bunsen burner
- Front Row Chemistry Grade 10 pg. 107
- Magnesium, calcium
- Trough
- Steam apparatus

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

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

By the end of the lesson, the learner should be able to:
- Describe reactions with chlorine gas
- Investigate reactions with dilute acids
- Relate magnesium chloride formation to uses in dust control on roads

In groups, learners are guided to:
- React magnesium with chlorine gas
- React magnesium and calcium with dilute acids
- Write balanced equations

What products form when alkaline earth metals react with chlorine and acids?

- Front Row Chemistry Grade 10 pg. 110
- Magnesium ribbon
- Chlorine gas
- Dilute HCl and H₂SO₄
- Front Row Chemistry Grade 10 pg. 112
- Digital devices
- Pictures of applications

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Introduction to halogens
Periodicity - Laboratory preparation of chlorine gas
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:
- 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
- Front Row Chemistry Grade 10 pg. 117
- Data tables
- Periodic table

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Periodicity - Appearance, physical state and solubility of halogens
Periodicity - Electrical conductivity of halogens
Periodicity - Electron affinity and ion formation 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
- Front Row Chemistry Grade 10 pg. 121
- Data tables
- Digital devices

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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

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

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

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Trends in atomic radii across Period 3
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 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
- Front Row Chemistry Grade 10 pg. 133
- Digital devices
- Front Row Chemistry Grade 10 pg. 134
- Charts

- Written exercises - Graphical work - Oral questions

Inorganic Chemistry

Periodicity - Electron affinity and electronegativity across Period 3
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:
- 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
- Front Row Chemistry Grade 10 pg. 136
- Na, Mg, Al samples
- Bunsen burner
- Deflagrating spoon
- Sulphur powder
- Gas jar of oxygen

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

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

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
- Front Row Chemistry Grade 10 pg. 138
- Reference materials
- Digital devices

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of Period 3 elements with water (Na, Mg)
Periodicity - Reaction of Period 3 elements with dilute acids
Periodicity - Comparison of trends across Period 3 and down groups

By the end of the lesson, the learner should be able to:
- Investigate reactions of sodium and magnesium with water
- Compare reactivity of the two metals
- Relate sodium hydroxide formation to soap making

In groups, learners are guided to:
- React sodium and magnesium with cold water
- React magnesium with steam
- Write balanced equations

Why does sodium react more vigorously with water than magnesium?

- Front Row Chemistry Grade 10 pg. 140
- Sodium, magnesium
- Trough with water
- Phenolphthalein
- Front Row Chemistry Grade 10 pg. 139
- Mg ribbon
- Dilute HCl, H₂SO₄
- Test tubes
- Front Row Chemistry Grade 10 pg. 141
- Summary charts
- Periodic table

- Practical assessment - Written exercises - Observation

Physical Chemistry

Acids and Bases - Dissociation of acids in water
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)
Acids and Bases - Reaction of acids with carbonates and hydrogen carbonates
Acids and Bases - Reaction of acids with hydrogen carbonates

By the end of the lesson, the learner should be able to:
- Explain the meaning of an indicator
- Demonstrate dissociation of acids in water
- Connect the sour taste of lemon juice and vinegar to the presence of hydrogen ions in acidic solutions

In groups, learners are guided to:
- Discuss with peers the meaning of indicators and their role in identifying acids and bases
- Carry out experiments to demonstrate dissociation of acids in water using litmus papers
- Record observations on colour changes of litmus papers in acidic solutions

How do acids behave when dissolved in water?

- Front Row Chemistry Learner's Book pg. 143
- Distilled water
- Hydrochloric acid
- Blue and red litmus papers
- Beakers
- Stirring rod
- Sodium hydroxide
- 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
- Front Row Chemistry Learner's Book pg. 147
- Sodium carbonate
- Calcium carbonate
- Lime water
- Delivery tubes
- Sodium hydrogen carbonate
- Delivery tubes

- Observation - Oral questions - Written assignments

Physical Chemistry

Acids and Bases - Reaction of acids with metal hydroxides
Acids and Bases - Reaction of acids with metal oxides
Acids and Bases - Amphoteric oxides and hydroxides
Acids and Bases - Universal indicator and pH scale

By the end of the lesson, the learner should be able to:
- Describe neutralisation reactions between acids and metal hydroxides
- Determine the endpoint of a neutralisation reaction using indicators
- Connect the use of antacids to neutralise stomach acid to acid-base reactions

In groups, learners are guided to:
- Carry out experiments on reactions of acids with sodium hydroxide using phenolphthalein indicator
- Observe colour changes at the endpoint
- Write balanced chemical equations

What is the role of phenolphthalein in neutralisation reactions?

- Front Row Chemistry Learner's Book pg. 148
- Sodium hydroxide
- Dilute HCl
- Phenolphthalein indicator
- Droppers
- Beakers
- Stirring rod
- Front Row Chemistry Learner's Book pg. 150
- Zinc oxide
- Copper (II) oxide
- Universal indicator
- Filter funnel and paper
- Front Row Chemistry Learner's Book pg. 151
- Test tubes
- Spatula
- Front Row Chemistry Learner's Book pg. 152
- pH chart
- Sulphuric (VI) acid
- Ethanoic acid
- Test tubes

- Practical assessment - Written equations - Oral questions

Physical Chemistry

Acids and Bases - Strong and weak acids
Acids and Bases - Strong and weak bases
Acids and Bases - Electrical conductivity of acids and bases

By the end of the lesson, the learner should be able to:
- Distinguish between strong and weak acids based on dissociation
- Compare pH values of strong and weak acids
- Connect the mild taste of vinegar compared to the corrosive nature of car battery acid to acid strength

In groups, learners are guided to:
- Compare pH values of sulphuric (VI) acid and ethanoic acid
- Discuss complete versus partial dissociation
- Write dissociation equations for strong and weak acids

Why do strong acids have lower pH values than weak acids?

- Front Row Chemistry Learner's Book pg. 153
- Sulphuric (VI) acid
- Ethanoic acid
- Universal indicator
- pH chart
- Test tubes
- Front Row Chemistry Learner's Book pg. 154
- Sodium hydroxide
- Ammonia solution
- Electrodes
- Ammeter
- Beakers
- Dilute HCl
- NaOH solution
- Ammonia solution

- Observation - Oral questions - Written assignments

Physical Chemistry

Acids and Bases - Applications of acids and bases
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:
- Outline applications of acids and bases in various industries
- Search for information on uses of acids and bases
- Identify the role of acids and bases in household cleaning, food preservation, and agriculture

In groups, learners are guided to:
- Search for information using digital or print media on applications of acids and bases
- Discuss uses in agriculture, food industry, medicine, and manufacturing
- Test pH of common household substances

How are acids and bases used in our daily lives?

- Front Row Chemistry Learner's Book pg. 157
- Lemon juice
- Baking soda
- Soap solution
- Vinegar
- Universal indicator
- Digital devices
- 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

- Group presentations - Written assignments - Oral questions

Physical Chemistry

Introduction to Salts - Basic salts
Introduction to Salts - Double salts
Introduction to Salts - Solubility rules for salts
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:
- 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
- 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
- Front Row Chemistry Learner's Book pg. 171
- Sodium hydroxide
- Phenolphthalein indicator
- Burette
- Conical flask
- Evaporating dish

- Practical assessment - Oral questions - Written tests

Physical Chemistry

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

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
- Front Row Chemistry Learner's Book pg. 174
- Lead (II) nitrate solution
- Sodium sulphate solution
- Distilled water

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Introduction to Salts - Preparation of salts by direct combination
Introduction to Salts - Deliquescence, hygroscopy, and efflorescence
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:
- Prepare salts by direct combination of elements
- Write balanced chemical equations for direct synthesis reactions
- Relate the tarnishing of silver jewellery to the direct combination of silver with sulphur

In groups, learners are guided to:
- Carry out experiments to prepare iron (II) sulphide by direct synthesis
- Heat iron filings and sulphur powder
- Observe and record changes

How can salts be prepared without using acids?

- Front Row Chemistry Learner's Book pg. 176
- Iron filings
- Sulphur powder
- Crucible
- Heat source
- Tongs
- Spatula
- Front Row Chemistry Learner's Book pg. 177
- Sodium chloride
- Calcium chloride
- Sodium carbonate
- Watch glasses
- Labels
- 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

- Practical assessment - Observation - Oral questions