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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
OPENER EXAMS |
|||||||
| 2 | 1 |
CARBON AND SOME OF ITS COMPOUNDS.
|
Carbon monoxide lab preparation.
|
By the end of the
lesson, the learner
should be able to:
To describe preparation of carbon monoxide in the lab |
Teacher demonstration: preparation of carbon monoxide in the lab.
Make observations. |
text book
|
K.L.B. BOOK II PP. 142-143
|
|
| 2 | 2-3 |
CARBON AND SOME OF ITS COMPOUNDS.
|
Chemical properties of carbon monoxide.
Carbonates and hydrogen carbonates. Heating carbonates and hydrogen carbonates. Extraction of sodium carbonate from trona. |
By the end of the
lesson, the learner
should be able to:
To describe chemical properties of carbon monoxide. To draw schematic diagram for extraction of sodium carbonates. |
Description of properties of carbon monoxide.
Discussion and writing of chemical equations. Discuss each step of the process. Write relevant equations. |
text book
|
K.L.B. BOOK II PP. 144-145
K.L.B. BOOK II PP. 153-157 |
|
| 2 | 4 |
CARBON AND SOME OF ITS COMPOUNDS.
|
Solvay process of preparing sodium carbonate.
Importance of carbon in nature. & its effects on the environment. |
By the end of the
lesson, the learner
should be able to:
To draw schematic diagram for extraction of sodium carbonates. |
Discuss each step of the process.
Write relevant equations. |
text book, chart
text book |
K.L.B. BOOK II
|
|
| 3 | 1 |
GAS LAWS
|
Boyle?s law.
|
By the end of the
lesson, the learner
should be able to:
State Boyle?s law. Explain Boyle?s law using kinetic theory of matter. |
Teacher demonstration ? Use syringes / pumps to show variation of volume with pressure.
Teacher asks probing questions leading to statement of the law. Discuss the cause of build-up-in pressure. |
Chart
Volume-pressure relationship. Syringes. |
K.L.B. BK III
PP. 1-2 Longhorn Book III PP 1 -2 |
|
| 3 | 2-3 |
GAS LAWS
|
Boyle?s law: -
Equation and graphical representation.
Boyle?s law: Numerical questions. |
By the end of the
lesson, the learner
should be able to:
Represent Boyle?s law mathematically and graphically. Solve further problems involving Boyle?s law. |
Q/A: relation between volume and pressure mathematically and graphically.
Derive the relation P1V1=P2V2, and sketch graphs to illustrate Boyle?s law. Worked examples. Assignment. Supervised exercise: Volume in cm?, m?, litres, and pressure in Pa, mmHg, cmHg, atmospheres. Assignment. |
chart
Calculators. |
K.L.B. BK III
PP. 3-4 Longhorn Book III PP 3-5 K.L.B. BK III PP. 4-5 Longhorn Book III PP 6-8 |
|
| 3 | 4 |
GAS LAWS
|
Boyle?s law:
Interpretation of graphs.
|
By the end of the
lesson, the learner
should be able to:
Plot and intepret graphs involving pressure and volume of gases. |
Completing tables and plotting graphs.
Interpret the plotted graphs. Make deductions from the graphs. |
Graph papers.
|
K.L.B.
BK III PP. 4-5 |
|
| 4 | 1 |
GAS LAWS
|
Charles? law.
|
By the end of the
lesson, the learner
should be able to:
State Charles? law. Explain Charles? law using kinetic theory of matter. |
Teacher demonstration:- To show expansion of air when heated and contraction when pressure is constant.
Explain increase in volume when temperature is raised. Q/A: - relation between volume and temperature, leading to Charles? law. |
Coloured water,
Glass tube, Warm water, Cork and Flask. |
.K.L.B.
BK III P. 6 Longhorn Book III PP 9-11 |
|
| 4 | 2-3 |
GAS LAWS
|
Temperature in Degree Celsius and Kelvin.
Equation and graphs from Charles? law.
Charles? law- equation and graphical representation. |
By the end of the
lesson, the learner
should be able to:
Convert temperature in degree Celsius to Kelvin and vice-versa. Express Charles? law with equations. Give a graphical representation of Charles? law. |
Teacher explains inter-conversion of the units.
Students complete a table of temperature in the two units. Derive equations from volume and temperature relationship. Exposition: - Teacher exposes a volume-temperature graph and extrapolates it to obtain the absolute temperature. The definition of absolute temperature is exposed. |
student book
|
K.L.B.
BK III P. 10 Longhorn Book III P 11 K.L.B. BK III PP. 6-7 Longhorn Book III P 10 |
|
| 4 | 4 |
GAS LAWS
|
Numerical questions on Charles? Law.
|
By the end of the
lesson, the learner
should be able to:
Solve numerical problems based on Charles? Law. |
Worked examples.
Supervised exercise. Assignment. |
Calculators.
|
K.L.B.
BK III P. 12 Longhorn Book III PP 12-14 |
|
| 5 | 1 |
GAS LAWS
|
Combined Gas Law.
|
By the end of the
lesson, the learner
should be able to:
Derive the Gas Law. Derive the combined gas law equation. Solve numerical problems using the equation. |
Q/A: - Combining Boyle?s and Charles? Laws.
Worked examples. |
Calculators.
|
K.L.B.
BK III P. 12 Longhorn Book III PP 14-16 |
|
| 5 | 2-3 |
GAS LAWS
|
Standard conditions,
S.T.P. conditions and R.T.P. conditions.
Diffusion. |
By the end of the
lesson, the learner
should be able to:
State standard conditions of temperature and pressure of an ideal gas. State room temperature and pressure of a gas. Use standard conditions in problem solving. Define diffusion. Describe experiments to show diffusion. |
Exposition of s.t.p. and r.t.p.
Problem solving. Group experiments. Diffusion of KMnO4 crystals, concentrated ammonia solution. |
student book
KMnO4 crystals, Litmus papers. |
K.L.B. BK III P. 14 K.L.B. BK III PP. 14-15 Longhorn Book III P 19 |
|
| 5 | 4 |
GAS LAWS
|
Rates of diffusion.
|
By the end of the
lesson, the learner
should be able to:
Compare rates of diffusion of ammonia gas and hydrogen chloride in air. |
Teacher demonstration: - To deduce rate of diffusion of ammonia gas and hydrogen chloride.
Q/A: - Students calculate ratio of rates of diffusion of the gases. |
student book
|
K.L.B.
BK III PP. 18-19 Longhorn Book III 21 |
|
| 6 | 1 |
GAS LAWS
|
Graham?s Law.
|
By the end of the
lesson, the learner
should be able to:
Carry out numerical tasks. |
Solve problems involving RMM, equal volumes of the gases involved.
Supervised practice. Assignment. |
Calculators
|
K.L.B. BK III
PP. 24-26 Longhorn Book III PP 22-24 |
|
| 6 | 2-3 |
THE MOLE
|
Mole, molar mass and R.A.M.
Number of moles in a substance. |
By the end of the
lesson, the learner
should be able to:
Define the term mole as a quantity of measurement. Relate the mole to R.A.M and molar mass. Calculate number of moles in a given mass of a substance. |
Discuss various analogies that lead to the definition of the mole.
Expose the meaning of R.A.M., Avogadro?s constant and molar mass. Worked examples. Supervised practice. |
Chart- table of molar masses of elements.
student book |
K.L.B. BK III
PP. 27-31 Longhorn Book III PP 34-35 K.L.B .BK III P. 34 Longhorn BK III PP 39-40 |
|
| 6 | 4 |
THE MOLE
|
Relative molecular mass
&
Relative formula mass.
|
By the end of the
lesson, the learner
should be able to:
Define relative molecular mass. Calculate RMM of a compound. |
Q/A: - Review formulae of compounds.
Complete a table of compounds and their molecular / formula mass. |
Calculators.
|
K.L.B.BK III
PP. 34-35 Longhorn Book III PP 44-60 |
|
| 7 | 1 |
THE MOLE
|
Moles and Avogadro?s number.
|
By the end of the
lesson, the learner
should be able to:
Calculate number of particles in a given number of moles. |
Review standard form of numbers.
Worked examples. Supervised exercise. |
Calculators.
|
K.L.B.BK III
PP. 3132 Longhorn Book III PP 30-31 |
|
| 7 | 2-3 |
THE MOLE
|
Empirical Formula.
Molecular formula. |
By the end of the
lesson, the learner
should be able to:
Determine empirical formula of a compound given percentage composition by mass. Define molecular formula of a compound. Find molecular formula given percentage composition of a compound by mass. |
Worked examples.
Supervised practice. Assignment. Worked examples. Supervised practice. |
student book
Calculators. |
K.L.B.
BK III P. 43 Longhorn Book III PP 66-71 K.L.B.BK III P. 45 Longhorn Book III PP 73-75 |
|
| 7 | 4 |
THE MOLE
|
Concentration of a solution.
|
By the end of the
lesson, the learner
should be able to:
Define concentration of a solution. Find concentration of a solution in grams/litre and moles/litre. |
Q/A: - Equivalent ratios, e.g. 4g dissolved in 500cm? and
8g in 1 litre. Worked examples on concentration of solutions. |
chart
|
K.L.B. BK III
PP. 46-48 Longhorn Book III PP 76-81 |
|
| 8-9 |
CLOSING EXAMS AND MARKING |
|||||||
| 9 | 3 |
THE MOLE
|
Molarity of a solution.
|
By the end of the
lesson, the learner
should be able to:
Define molarity of a solution. Find molarity of a solution in M/dm? |
Teacher explains that molarity of a solution is given in moles of the solute per litre.
Worked examples. Supervised exercise. |
student book
|
K.L.B. BK III
PP. 48-49 Longhorn Book III PP 76-81 |
|
| 9 | 4 |
THE MOLE
|
Preparation of molar solutions.
Calculators on molar solutions. |
By the end of the
lesson, the learner
should be able to:
Define molar solutions. Prepare molar solutions. |
Q/A: - Description of preparation of molar solutions.
|
Volumetric flasks, teat droppers/wash bottle.
Sodium hydrogen pellets. Weighing balance. student book |
K.L.B. BK III
PP. 50-51 Longhorn Book III PP 78-81 |
|
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