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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Physical Chemistry
|
Acids and Bases - Dissociation of acids in water
|
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 |
- 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 |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 2 |
Physical Chemistry
|
Acids and Bases - Dissociation of bases in water
|
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 |
- 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 |
- Observation
- Oral questions
- Practical assessment
|
|
| 2 | 3 |
Physical Chemistry
|
Acids and Bases - Dissociation of bases in water
|
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 |
- 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 |
- Observation
- Oral questions
- Practical assessment
|
|
| 2 | 4 |
Physical Chemistry
|
Acids and Bases - Reaction of acids with metals
|
By the end of the
lesson, the learner
should be able to:
- Describe the reaction between acids and metals - Test for hydrogen gas produced during the reaction - Connect the corrosion of metal roofs by acid rain to acid-metal reactions |
- Carry out experiments on reactions between dilute acids and metals (zinc, magnesium, iron)
- Test for hydrogen gas using a burning splint - Write balanced chemical equations for the reactions |
What gas is produced when metals react with acids?
|
- Front Row Chemistry Learner's Book pg. 144
- Zinc granules - Magnesium ribbon - Iron filings - Dilute HCl and H₂SO₄ - Test tubes - Wooden splints |
- Practical assessment
- Written equations
- Oral questions
|
|
| 2 | 5 |
Physical Chemistry
|
Acids and Bases - Reaction of acids with metals (continued)
|
By the end of the
lesson, the learner
should be able to:
- Compare the reactivity of different metals with acids - Explain why some metals do not react with dilute acids - Relate the choice of materials for acid storage containers to metal-acid reactivity |
- Compare reactions of different metals with dilute acids
- Discuss why copper does not react with dilute acids - Record observations in a table format |
Why are some metals used to store acids while others are not?
|
- Front Row Chemistry Learner's Book pg. 146
- Aluminium foil - Copper turnings - Dilute HCl - Dilute H₂SO₄ - Test tubes |
- Observation
- Written tests
- Group presentations
|
|
| 3 | 1 |
Physical Chemistry
|
Acids and Bases - Reaction of acids with carbonates and hydrogen carbonates
|
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 |
- 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 |
- Practical assessment
- Written equations
- Oral questions
|
|
| 3 | 2 |
Physical Chemistry
|
Acids and Bases - Reaction of acids with carbonates and hydrogen carbonates
|
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 |
- 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 |
- Practical assessment
- Written equations
- Oral questions
|
|
| 3 | 3 |
Physical Chemistry
|
Acids and Bases - Reaction of acids with hydrogen carbonates
|
By the end of the
lesson, the learner
should be able to:
- Explain reactions between acids and hydrogen carbonates - Write chemical equations for reactions involving hydrogen carbonates - Relate the use of baking soda in baking to its reaction with acids |
- Carry out experiments using sodium hydrogen carbonate and dilute acids
- Compare reactions of carbonates and hydrogen carbonates with acids - Discuss applications in everyday life |
Why does baking soda cause dough to rise?
|
- Front Row Chemistry Learner's Book pg. 147
- Sodium hydrogen carbonate - Dilute HCl - Lime water - Test tubes - Delivery tubes |
- Observation
- Written assignments
- Oral questions
|
|
| 3 | 4 |
Physical Chemistry
|
Acids and Bases - Reaction of acids with metal hydroxides
|
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 |
- 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 |
- Practical assessment
- Written equations
- Oral questions
|
|
| 3 | 5 |
Physical Chemistry
|
Acids and Bases - Reaction of acids with metal oxides
|
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 |
- 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 |
- Observation
- Written tests
- Practical assessment
|
|
| 4 | 1 |
Physical Chemistry
|
Acids and Bases - Amphoteric oxides and hydroxides
|
By the end of the
lesson, the learner
should be able to:
- Define amphoteric oxides and hydroxides - Demonstrate reactions of amphoteric substances with acids and bases - Connect the dual nature of amphoteric oxides to their industrial applications |
- Carry out experiments on reactions of zinc oxide with both acids and bases
- Discuss examples of amphoteric oxides (ZnO, PbO, Al(OH)₃) - Write chemical equations for the reactions |
Why can some metal oxides react with both acids and bases?
|
- Front Row Chemistry Learner's Book pg. 151
- Zinc oxide - Sodium hydroxide - Dilute HCl - Test tubes - Spatula |
- Oral questions
- Written assignments
- Observation
|
|
| 4 | 2 |
Physical Chemistry
|
Acids and Bases - Amphoteric oxides and hydroxides
|
By the end of the
lesson, the learner
should be able to:
- Define amphoteric oxides and hydroxides - Demonstrate reactions of amphoteric substances with acids and bases - Connect the dual nature of amphoteric oxides to their industrial applications |
- Carry out experiments on reactions of zinc oxide with both acids and bases
- Discuss examples of amphoteric oxides (ZnO, PbO, Al(OH)₃) - Write chemical equations for the reactions |
Why can some metal oxides react with both acids and bases?
|
- Front Row Chemistry Learner's Book pg. 151
- Zinc oxide - Sodium hydroxide - Dilute HCl - Test tubes - Spatula |
- Oral questions
- Written assignments
- Observation
|
|
| 4 | 3 |
Physical Chemistry
|
Acids and Bases - Universal indicator and pH scale
|
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 |
- 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 |
- Practical assessment
- Written tests
- Oral questions
|
|
| 4 | 4 |
Physical Chemistry
|
Acids and Bases - Universal indicator and pH scale
|
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 |
- 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 |
- Practical assessment
- Written tests
- Oral questions
|
|
| 4 | 5 |
Physical Chemistry
|
Acids and Bases - Strong and weak acids
|
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 |
- 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 |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 1 |
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 |
- 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
|
|
| 5 | 2 |
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 |
- 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
|
|
| 5 | 3 |
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 |
- 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
|
|
| 5 | 4 |
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 |
- 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
|
|
| 5 | 5 |
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 |
- 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
|
|
| 6 | 1 |
Physical Chemistry
|
Acids and Bases - Electrical conductivity 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 |
- 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 |
- Practical assessment
- Observation
- Written assignments
|
|
| 6 | 2 |
Physical Chemistry
|
Acids and Bases - Electrical conductivity 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 |
- 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 |
- Practical assessment
- Observation
- Written assignments
|
|
| 6 | 3 |
Physical Chemistry
|
Acids and Bases - Applications of acids and bases
|
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 |
- 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 |
- Group presentations
- Written assignments
- Oral questions
|
|
| 6 | 4 |
Physical Chemistry
|
Acids and Bases - Applications of acids and bases
|
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 |
- 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 |
- Group presentations
- Written assignments
- Oral questions
|
|
| 6 | 5 |
Physical Chemistry
|
Acids and Bases - Applications of acids and bases
|
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 |
- 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 |
- Group presentations
- Written assignments
- Oral questions
|
|
| 7 | 1 |
Physical Chemistry
|
Introduction to Salts - Definition and formation of 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 |
- 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 |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 2 |
Physical Chemistry
|
Introduction to Salts - Normal salts
|
By the end of the
lesson, the learner
should be able to:
- Define normal salts - Identify examples of normal salts - Relate normal salts like sodium chloride to their everyday use as table salt |
- Carry out experiments to identify normal salts using litmus papers
- Test pH of solutions of normal salts - Write formulae of normal salts using valency |
Why do normal salt solutions have a pH of 7?
|
- Front Row Chemistry Learner's Book pg. 162
- Sodium chloride - Calcium nitrate - Sodium sulphate - Distilled water - Red and blue litmus papers - Boiling tubes |
- Practical assessment
- Written tests
- Oral questions
|
|
| 7 | 3 |
Physical Chemistry
|
Introduction to Salts - Normal salts
|
By the end of the
lesson, the learner
should be able to:
- Define normal salts - Identify examples of normal salts - Relate normal salts like sodium chloride to their everyday use as table salt |
- Carry out experiments to identify normal salts using litmus papers
- Test pH of solutions of normal salts - Write formulae of normal salts using valency |
Why do normal salt solutions have a pH of 7?
|
- Front Row Chemistry Learner's Book pg. 162
- Sodium chloride - Calcium nitrate - Sodium sulphate - Distilled water - Red and blue litmus papers - Boiling tubes |
- Practical assessment
- Written tests
- Oral questions
|
|
| 7 | 4 |
Physical Chemistry
|
Introduction to Salts - Acid salts
|
By the end of the
lesson, the learner
should be able to:
- Define acid salts - Identify examples of acid salts - Connect the use of sodium hydrogen carbonate (baking soda) in baking to its acidic properties |
- Carry out experiments to identify acid salts using litmus papers
- Test pH of solutions of acid salts - Discuss partial replacement of hydrogen ions |
Why do acid salt solutions turn blue litmus red?
|
- Front Row Chemistry Learner's Book pg. 164
- Sodium hydrogen sulphate - Sodium hydrogen carbonate - Distilled water - Red and blue litmus papers - Boiling tubes |
- Observation
- Written assignments
- Oral questions
|
|
| 7 | 5 |
Physical Chemistry
|
Introduction to Salts - Basic 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 |
- 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 |
- Practical assessment
- Oral questions
- Written tests
|
|
| 8 | 1 |
Physical Chemistry
|
Introduction to Salts - Double salts
|
By the end of the
lesson, the learner
should be able to:
- Define double salts - Identify examples of double salts - Relate potassium aluminium sulphate (alum) to its use in water purification |
- Carry out experiments to identify double salts
- Discuss the presence of two different cations or anions - Write formulae of double salts |
Why do double salts have a neutral pH in solution?
|
- Front Row Chemistry Learner's Book pg. 166
- Potassium aluminium sulphate - Ammonium iron (II) sulphate - Distilled water - Red and blue litmus papers - Boiling tubes |
- Observation
- Written assignments
- Oral questions
|
|
| 8 | 2 |
Physical Chemistry
|
Introduction to Salts - Solubility rules for salts
|
By the end of the
lesson, the learner
should be able to:
- Investigate the solubility of different salts in water - Classify salts as soluble, insoluble, or slightly soluble - Apply solubility rules to predict which salts dissolve in water for water treatment processes |
- Carry out experiments to determine solubility of various salts
- Record observations in a solubility table - Discuss general solubility rules |
How can we predict whether a salt will dissolve in water?
|
- Front Row Chemistry Learner's Book pg. 167
- Lead chloride - Ammonium nitrate - Sodium sulphate - Zinc carbonate - Distilled water - Test tubes - Heat source |
- Practical assessment
- Written tests
- Oral questions
|
|
| 8 | 3 |
Physical Chemistry
|
Introduction to Salts - Solubility rules for salts
|
By the end of the
lesson, the learner
should be able to:
- Investigate the solubility of different salts in water - Classify salts as soluble, insoluble, or slightly soluble - Apply solubility rules to predict which salts dissolve in water for water treatment processes |
- Carry out experiments to determine solubility of various salts
- Record observations in a solubility table - Discuss general solubility rules |
How can we predict whether a salt will dissolve in water?
|
- Front Row Chemistry Learner's Book pg. 167
- Lead chloride - Ammonium nitrate - Sodium sulphate - Zinc carbonate - Distilled water - Test tubes - Heat source |
- Practical assessment
- Written tests
- Oral questions
|
|
| 8 | 4 |
Physical Chemistry
|
Introduction to Salts - Preparation of soluble salts by action of acid on metal
|
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 |
- 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 |
- Practical assessment
- Written equations
- Observation
|
|
| 8 | 5 |
Physical Chemistry
|
Introduction to Salts - Preparation of soluble salts by action of acid on insoluble base
|
By the end of the
lesson, the learner
should be able to:
- Prepare soluble salts by reacting acids with insoluble bases - Write balanced chemical equations for the preparation - Relate the preparation of copper (II) nitrate to its use as a fungicide in agriculture |
- Carry out experiments to prepare copper (II) nitrate from copper (II) oxide and dilute nitric acid
- Filter, evaporate, and crystallise the salt - Discuss why excess base is added |
Why is the metal oxide added in excess during salt preparation?
|
- Front Row Chemistry Learner's Book pg. 169
- Copper (II) oxide - Dilute nitric (V) acid - Beakers - Filter funnel and paper - Evaporating dish - Heat source |
- Practical assessment
- Written tests
- Oral questions
|
|
| 9 | 1 |
Physical Chemistry
|
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 neutralisation of acids with alkalis - Determine the endpoint using indicators - Connect the preparation of sodium chloride to its widespread use as table salt and food preservative |
- Carry out experiments to prepare sodium chloride by neutralisation
- Use phenolphthalein indicator to determine endpoint - Evaporate and crystallise the salt |
How is the endpoint of a neutralisation reaction determined?
|
- Front Row Chemistry Learner's Book pg. 171
- Sodium hydroxide - Dilute HCl - Phenolphthalein indicator - Burette - Conical flask - Evaporating dish |
- Practical assessment
- Written equations
- Observation
|
|
| 9 | 2 |
Physical Chemistry
|
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 neutralisation of acids with alkalis - Determine the endpoint using indicators - Connect the preparation of sodium chloride to its widespread use as table salt and food preservative |
- Carry out experiments to prepare sodium chloride by neutralisation
- Use phenolphthalein indicator to determine endpoint - Evaporate and crystallise the salt |
How is the endpoint of a neutralisation reaction determined?
|
- Front Row Chemistry Learner's Book pg. 171
- Sodium hydroxide - Dilute HCl - Phenolphthalein indicator - Burette - Conical flask - Evaporating dish |
- Practical assessment
- Written equations
- Observation
|
|
| 9 | 3 |
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 |
- 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
|
|
| 9 | 4 |
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 |
- 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
|
|
| 9 | 5 |
Physical Chemistry
|
Introduction to Salts - Preparation of insoluble salts by precipitation
|
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 |
- 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 |
- Practical assessment
- Written equations
- Observation
|
|
| 10 | 1 |
Physical Chemistry
|
Introduction to Salts - Preparation of salts by direct combination
|
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 |
- 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 |
- Practical assessment
- Observation
- Oral questions
|
|
| 10 | 2 |
Physical Chemistry
|
Introduction to Salts - Preparation of salts by direct combination
|
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 |
- 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 |
- Practical assessment
- Observation
- Oral questions
|
|
| 10 | 3 |
Physical Chemistry
|
Introduction to Salts - Preparation of salts by direct combination
|
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 |
- 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 |
- Practical assessment
- Observation
- Oral questions
|
|
| 10 | 4 |
Physical Chemistry
|
Introduction to Salts - Preparation of salts by direct combination
|
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 |
- 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 |
- Practical assessment
- Observation
- Oral questions
|
|
| 10 | 5 |
Physical Chemistry
|
Introduction to Salts - Preparation of salts by direct combination
|
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 |
- 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 |
- Practical assessment
- Observation
- Oral questions
|
|
| 11 | 1 |
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 |
- 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
|
|
| 11 | 2 |
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 |
- 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
|
|
| 11 | 3 |
Physical Chemistry
|
Introduction to Salts - Applications of deliquescent and hygroscopic salts
|
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 |
- 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 |
- Oral questions
- Written tests
- Group presentations
|
|
| 11 | 4 |
Physical Chemistry
|
Introduction to Salts - Applications of deliquescent and hygroscopic salts
|
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 |
- 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 |
- Oral questions
- Written tests
- Group presentations
|
|
| 11 | 5 |
Physical Chemistry
|
Introduction to Salts - Applications of deliquescent and hygroscopic salts
|
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 |
- 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 |
- Oral questions
- Written tests
- Group presentations
|
|
| 12 | 1 |
Physical Chemistry
|
Introduction to Salts - Uses of salts in agriculture and food industry
|
By the end of the
lesson, the learner
should be able to:
- Outline uses of salts in agriculture and food industry - Search for information on applications of salts - Identify the role of fertilisers in improving crop yields and food preservation using salt |
- Discuss uses of salts in agriculture (fertilisers)
- Discuss uses in food industry (preservatives, flavouring) - Search for information using digital or print media |
How do farmers use salts to improve crop production?
|
- Front Row Chemistry Learner's Book pg. 179
- Samples of fertilisers - Table salt - Baking soda - Digital devices - Reference books |
- Group presentations
- Written assignments
- Oral questions
|
|
| 12 | 2 |
Physical Chemistry
|
Introduction to Salts - Uses of salts in agriculture and food industry
|
By the end of the
lesson, the learner
should be able to:
- Outline uses of salts in agriculture and food industry - Search for information on applications of salts - Identify the role of fertilisers in improving crop yields and food preservation using salt |
- Discuss uses of salts in agriculture (fertilisers)
- Discuss uses in food industry (preservatives, flavouring) - Search for information using digital or print media |
How do farmers use salts to improve crop production?
|
- Front Row Chemistry Learner's Book pg. 179
- Samples of fertilisers - Table salt - Baking soda - Digital devices - Reference books |
- Group presentations
- Written assignments
- Oral questions
|
|
| 12 | 3 |
Physical Chemistry
|
Introduction to Salts - Environmental effects and mitigation measures
|
By the end of the
lesson, the learner
should be able to:
- Explain the effects of excessive use of inorganic fertilisers on the environment - Discuss mitigation measures for environmental challenges - Connect water pollution and algal blooms in lakes to eutrophication caused by fertiliser runoff |
- Search for information on effects of inorganic fertilisers on the environment
- Discuss eutrophication, soil degradation, and groundwater contamination - Brainstorm mitigation measures for sustainable agriculture |
How can we reduce the negative effects of fertilisers on the environment?
|
- Front Row Chemistry Learner's Book pg. 181
- Digital devices - Reference books - Charts showing eutrophication |
- Group presentations
- Written assignments
- Oral questions
|
|
| 12 | 4 |
Physical Chemistry
|
Introduction to Salts - Environmental effects and mitigation measures
|
By the end of the
lesson, the learner
should be able to:
- Explain the effects of excessive use of inorganic fertilisers on the environment - Discuss mitigation measures for environmental challenges - Connect water pollution and algal blooms in lakes to eutrophication caused by fertiliser runoff |
- Search for information on effects of inorganic fertilisers on the environment
- Discuss eutrophication, soil degradation, and groundwater contamination - Brainstorm mitigation measures for sustainable agriculture |
How can we reduce the negative effects of fertilisers on the environment?
|
- Front Row Chemistry Learner's Book pg. 181
- Digital devices - Reference books - Charts showing eutrophication |
- Group presentations
- Written assignments
- Oral questions
|
|
| 12 | 5 |
Physical Chemistry
|
Introduction to Salts - Environmental effects and mitigation measures
|
By the end of the
lesson, the learner
should be able to:
- Explain the effects of excessive use of inorganic fertilisers on the environment - Discuss mitigation measures for environmental challenges - Connect water pollution and algal blooms in lakes to eutrophication caused by fertiliser runoff |
- Search for information on effects of inorganic fertilisers on the environment
- Discuss eutrophication, soil degradation, and groundwater contamination - Brainstorm mitigation measures for sustainable agriculture |
How can we reduce the negative effects of fertilisers on the environment?
|
- Front Row Chemistry Learner's Book pg. 181
- Digital devices - Reference books - Charts showing eutrophication |
- Group presentations
- Written assignments
- Oral questions
|
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