Inorganic Chemistry

Chemical Bonding - Stability of atoms

By the end of the lesson, the learner should be able to:
- Explain why atoms bond to achieve stability
- Distinguish between stable and unstable atoms
- Relate atomic stability to noble gas uses in lighting

- Review the concept of stability of atoms
- Discuss duplet and octet configurations
- Identify stable and unstable atoms

Why do atoms form chemical bonds?

- Front Row Chemistry Grade 10 pg. 56
- Periodic table
- Diagrams of electron configurations

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Chemical Bonding - Valence electrons in bonding

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

- 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

- Written exercises - Observation - Oral questions

Inorganic Chemistry

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:
- Identify different types of chemical bonds
- Classify substances by bond type
- Relate bond types to properties of common materials like salt and water
- Draw Lewis structures for various ionic compounds
- Apply electron transfer principles
- Illustrate bonding in compounds like magnesium chloride and lithium sulphide

- Discuss different types of chemical bonds
- Examine various substances and predict bond types
- Categorise materials by bonding
- Draw Lewis diagrams for magnesium chloride
- Draw Lewis diagrams for lithium sulphide
- Share diagrams with peers for review

What are the main types of chemical bonds?
How do we represent ionic bonding using diagrams?

- 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
- Exercise books
- 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

- Oral questions - Written exercises - Group discussions
- Written exercises - Peer assessment - Individual assessment

Inorganic Chemistry

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:
- 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

- 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

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Chemical Bonding - Covalent bonding in diatomic molecules
Chemical Bonding - Covalent bonding in compounds

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

- 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
- Front Row Chemistry Grade 10 pg. 69
- Molecular diagrams

- Written exercises - Peer assessment - Individual assessment

Inorganic Chemistry

Chemical Bonding - Formation of dative (coordinate) bonds

By the end of the lesson, the learner should be able to:
- Explain how dative covalent bonds form
- Draw structures showing coordinate bonds
- Apply dative bonding to understand ammonium ion formation in fertilisers

- Discuss formation of dative covalent bonds
- Draw structure of ammonium ion
- Identify donor and acceptor atoms

How is a dative bond different from a normal covalent bond?

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

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Chemical Bonding - Properties of simple molecular substances
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:
- Describe simple molecular structures
- Investigate properties of molecular substances
- Relate molecular properties to everyday substances like sugar and wax
- Describe the structure of diamond
- Explain properties of diamond in terms of structure
- Relate diamond's hardness to its use in cutting tools and jewellery

- Investigate properties of molecular substances
- Compare melting points of molecular compounds
- Discuss intermolecular forces
- Understand physical properties of giant covalent structures
- Build models of diamond structure
- Discuss uses of diamond

Why do molecular substances have low melting points?
Why is diamond the hardest naturally occurring substance?

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

- Practical assessment - Written exercises - Observation
- Observation - Written exercises - Project work

Inorganic Chemistry

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

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

- 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
- Front Row Chemistry Grade 10 pg. 87
- Lithium, sodium, potassium samples
- Scalpel
- White tile

- Written exercises - Project work - Observation

Inorganic Chemistry

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

By the end of the lesson, the learner should be able to:
- Test electrical conductivity of alkali metals
- Describe trends in melting and boiling points
- Relate conductivity to use of sodium in heat transfer systems

- Test conductivity using simple circuit
- Study data on melting and boiling points
- Explain trends in terms of metallic bonding

Why do melting points decrease down Group I?

- 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
- Front Row Chemistry Grade 10 pg. 91
- Sodium metal
- Deflagrating spoon
- Gas jar of oxygen

- Practical assessment - Written exercises - Oral questions

Inorganic Chemistry

Periodicity - Reaction of alkali metals with water
Periodicity - Reaction of alkali metals with chlorine and dilute acids
Periodicity - Applications of alkali metals

By the end of the lesson, the learner should be able to:
- Investigate reactions of alkali metals with water
- Compare reactivity down the group
- Explain why potassium reacts explosively with water

- Investigate reaction of sodium and potassium with water
- Test resulting solutions with indicators
- Write balanced equations

How do alkali metals react with water and why does reactivity increase down the group?

- Front Row Chemistry Grade 10 pg. 93
- Sodium, potassium
- Trough with water
- Phenolphthalein
- 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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Physical properties of alkaline earth metals (atomic and ionic radii)
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:
- Describe trends in atomic and ionic radii of Group II elements
- Compare trends with Group I
- Relate atomic size to reactivity of calcium in bone formation
- Describe trends in melting points and ionisation energy
- Compare first and second ionisation energies
- Relate ionisation energy to element reactivity in fireworks

- Observe trends in atomic and ionic radii
- Complete tables showing radii data
- Compare with Group I trends
- Study data on melting and boiling points
- Investigate ionisation energy trends
- Discuss factors affecting ionisation energy

How do atomic sizes of Group II elements compare with Group I?
Why do alkaline earth metals have higher ionisation energies than alkali metals?

- 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
- Front Row Chemistry Grade 10 pg. 102
- Data tables
- Digital devices

- Written exercises - Oral questions - Observation
- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

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:
- Investigate reactions of Group II metals with oxygen
- Write balanced equations for the reactions
- Relate magnesium burning to its use in flares and fireworks

- 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
- Front Row Chemistry Grade 10 pg. 107
- Magnesium, calcium
- Trough
- Steam apparatus

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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

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

- 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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of alkaline earth metals
Periodicity - Introduction to halogens

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

- 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
- Front Row Chemistry Grade 10 pg. 114
- Periodic table
- Digital devices

- Oral questions - Written exercises - Group presentations

Inorganic Chemistry

Periodicity - Laboratory preparation of chlorine gas
Periodicity - Trends in physical properties of halogens (atomic radii, melting and boiling points)
Periodicity - Appearance, physical state and solubility of halogens

By the end of the lesson, the learner should be able to:
- Prepare chlorine gas in the laboratory
- Describe properties of chlorine gas
- Relate chlorine properties to its use in bleach and water purification
- Describe trends in atomic radii of halogens
- Explain trends in melting and boiling points
- Relate physical state changes to molecular size and intermolecular forces

- Prepare chlorine gas from HCl and MnO₂
- Collect chlorine gas
- Observe properties of chlorine
- Review atomic structure of halogens
- Study trends in physical properties
- Explain trends using intermolecular forces

How is chlorine gas prepared and collected safely?
Why do halogens change from gas to solid down the group?

- 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
- Front Row Chemistry Grade 10 pg. 118
- Bromine, iodine samples
- Distilled water
- Test tubes

- Practical assessment - Written exercises - Observation
- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Electrical conductivity of halogens

By the end of the lesson, the learner should be able to:
- Investigate electrical conductivity of halogens
- Explain why halogens do not conduct electricity
- Contrast halogen non-conductivity with metal conductivity in wiring

- Test electrical conductivity of iodine crystals
- Discuss results in terms of structure
- Compare with ionic and metallic substances

Why don't halogens conduct electricity?

- 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
Periodicity - Reaction of halogens with metals

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

- 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
- Front Row Chemistry Grade 10 pg. 122
- Iron filings
- Chlorine gas
- Combustion tube

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Periodicity - Reaction of chlorine with water

By the end of the lesson, the learner should be able to:
- Investigate reaction of chlorine with water
- Describe bleaching action of chlorine water
- Relate chlorine water to swimming pool disinfection

- Prepare chlorine water
- Test with litmus paper
- Investigate decomposition in sunlight

How does chlorine react with water and why is it used as a bleach?

- Front Row Chemistry Grade 10 pg. 124
- Chlorine gas
- Distilled water
- Litmus paper

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Displacement reactions of halogens
Periodicity - Applications of halogens
Periodicity - Introduction to noble gases

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
- Identify noble gases and their electron configurations
- Explain why noble gases are chemically inert
- Relate noble gas stability to their use in light bulbs and balloons

- Add chlorine water to potassium bromide and iodide solutions
- Observe colour changes
- Write ionic equations
- Determine electronic configuration of noble gases
- Discuss stability of full electron shells
- List noble gas elements

Why can chlorine displace bromine and iodine from their salts?
Why are noble gases unreactive?

- Front Row Chemistry Grade 10 pg. 125
- Chlorine, bromine water
- KBr, KI solutions
- Test tubes
- Front Row Chemistry Grade 10 pg. 127
- Digital devices
- Product samples
- Front Row Chemistry Grade 10 pg. 128
- Periodic table
- Digital devices

- Practical assessment - Written exercises - Observation
- Oral questions - Written exercises - Observation

Inorganic Chemistry

Periodicity - Trends in physical properties of noble gases
Periodicity - Applications 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

- 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

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Introduction to Period 3 elements
Periodicity - Trends in atomic radii across Period 3

By the end of the lesson, the learner should be able to:
- Identify Period 3 elements and their properties
- Classify elements as metals, metalloids or non-metals
- Relate Period 3 elements to common materials like aluminium foil and silicon chips

- List Period 3 elements from Na to Ar
- Discuss bonding and structure of each element
- Classify elements by type

What elements are found in Period 3 and how do their properties vary?

- Front Row Chemistry Grade 10 pg. 131
- Periodic table
- Element samples
- Front Row Chemistry Grade 10 pg. 132
- Data tables
- Graph paper

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Periodicity - Trends in ionisation energy 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

- 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

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Periodicity - Trends in melting and boiling points across Period 3
Periodicity - Electron affinity and electronegativity across Period 3
Periodicity - Reaction of Period 3 elements with oxygen (Na, Mg, Al)

By the end of the lesson, the learner should be able to:
- Describe trends in melting and boiling points across Period 3
- Explain trends using structure and bonding
- Relate silicon's high melting point to its use in computer chips
- 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

- Study data on melting and boiling points
- Relate trends to bonding and structure
- Explain anomalies
- Burn sodium, magnesium and aluminium in air
- Observe products formed
- Write word and chemical equations

Why does silicon have the highest melting point in Period 3?
What products form when Period 3 metals burn in oxygen?

- Front Row Chemistry Grade 10 pg. 134
- Data tables
- Charts
- Front Row Chemistry Grade 10 pg. 135
- Digital devices
- Front Row Chemistry Grade 10 pg. 136
- Na, Mg, Al samples
- Bunsen burner
- Deflagrating spoon

- Written exercises - Oral questions - Observation
- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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

By the end of the lesson, the learner should be able to:
- Describe reactions of Si, P and S with oxygen
- Write balanced equations for the reactions
- Relate sulphur dioxide formation to air pollution and acid rain

- Discuss reactions of silicon and phosphorus with oxygen
- Burn sulphur in oxygen
- Write balanced equations

What products form when Period 3 non-metals burn in oxygen?

- Front Row Chemistry Grade 10 pg. 136
- Sulphur powder
- Gas jar of oxygen
- Deflagrating spoon
- Front Row Chemistry Grade 10 pg. 137
- Na, Mg samples
- Chlorine gas

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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

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

- 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

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Reaction of Period 3 elements with water (Na, Mg)
Periodicity - Reaction of Period 3 elements with dilute acids

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

- 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

- 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
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:
- Compare periodic trends across periods and down groups
- Summarise factors affecting periodic properties
- Apply periodic trends to predict element behaviour in new materials
- 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

- Compare trends across Period 3 with trends down groups
- Create summary tables of periodic trends
- Discuss patterns and exceptions
- 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

How do trends across a period differ from trends down a group?
Why do bases feel slippery to touch?

- 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
- 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

- Written exercises - Oral questions - Individual assessment
- 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

- 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

- 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

- 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
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:
- 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
- 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

- Compare pH values of sodium hydroxide and ammonia solution
- Discuss ionisation of strong and weak bases
- Record observations and conclusions
- Set up electrical conductivity experiments
- Compare ammeter readings for different solutions
- Discuss relationship between ion concentration and conductivity

Why is sodium hydroxide a better drain cleaner than ammonia?
Why do strong acids conduct electricity better than weak acids?

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

- 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

- 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

- 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
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 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
- 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 zinc sulphate from zinc carbonate and dilute sulphuric (VI) acid
- Test for carbon (IV) oxide produced
- Filter, evaporate, and crystallise
- Carry out experiments to prepare lead (II) sulphate by precipitation
- Filter and wash the precipitate
- Write ionic equations for the reaction

What gas is produced when carbonates react with acids?
How are insoluble salts prepared in the laboratory?

- 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
- 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 tests - Oral questions
- 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

- 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

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
- Front Row Chemistry Learner's Book pg. 179
- Samples of fertilisers
- Table salt
- Baking soda
- Digital devices
- Reference books

- Oral questions - Written tests - Group presentations

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