Inorganic Chemistry

Introduction to Chemistry - Definition 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

- 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

- Oral questions - Observation - Written exercises

Inorganic Chemistry

Introduction to Chemistry - Branches of Chemistry
Introduction to Chemistry - Chemistry in daily life (Manufacturing and Materials)

By the end of the lesson, the learner should be able to:
- Identify the main branches of Chemistry
- Classify substances according to branches of Chemistry
- Link Chemistry branches to career opportunities in medicine, agriculture and manufacturing

- Search for information using electronic and/or print media on branches of Chemistry
- Match everyday items with related branches of Chemistry
- Present findings to class members

How do the different branches of Chemistry relate to items we use daily?

- Front Row Chemistry Grade 10 pg. 2
- Digital devices
- Product samples with labels
- Front Row Chemistry Grade 10 pg. 3
- Samples of manufactured products
- Digital devices

- Observation - Written exercises - Peer assessment

Inorganic Chemistry

Introduction to Chemistry - Chemistry in daily life (Food, Energy and Biotechnology)
Introduction to Chemistry - Careers in Chemistry
Introduction to Chemistry - Drug prescription and dosage

By the end of the lesson, the learner should be able to:
- Describe the role of Chemistry in food industry and renewable energy
- Explain applications of Chemistry in biotechnology and agriculture
- Connect Chemistry to food preservation, solar cells and crop improvement

- Discuss Chemistry applications in food industry
- Search for information on renewable energy and biotechnology
- Share findings with classmates for discussion

How does Chemistry help in food production and energy generation?

- Front Row Chemistry Grade 10 pg. 3
- Food product labels
- Digital devices
- Front Row Chemistry Grade 10 pg. 4
- Digital devices
- Career information materials
- Front Row Chemistry Grade 10 pg. 6
- Medicine packages with labels

- Written exercises - Observation - Oral questions

Inorganic Chemistry

Introduction to Chemistry - Effects of drug and substance use
Introduction to Chemistry - Laboratory safety and consumer protection
The Atom - Sub-atomic particles
The Atom - Atomic number and mass number
The Atom - Dalton's and Rutherford's atomic models

By the end of the lesson, the learner should be able to:
- Examine the effects of drug and substance use in day-to-day life
- Develop awareness materials on risks of substance abuse
- Make informed decisions about avoiding harmful substances
- Describe the structure of the atom
- Identify the location and properties of protons, neutrons and electrons
- Relate atomic structure to understanding matter around us

- Brainstorm effects of drug and substance use
- Develop posters to sensitise peers on risks of substance abuse
- Present findings to class members
- 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 are the consequences of drug and substance abuse?
What particles make up an atom?

- Front Row Chemistry Grade 10 pg. 6
- Manila paper and markers
- Digital devices
- Front Row Chemistry Grade 10 pg. 10
- Safety equipment
- Product labels
- Manila paper
- 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

- Project work - Peer assessment - Observation
- Observation - Oral questions - Model assessment

Inorganic Chemistry

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:
- Explain Bohr's planetary model of the atom
- Analyse the Rutherford Gold Foil experiment
- Connect scientific discoveries to modern technology like medical imaging

- Watch simulation on Rutherford Gold Foil experiment
- Discuss Bohr's contributions to atomic theory
- Compare models and identify improvements

What did the Rutherford Gold Foil experiment reveal about atomic structure?

- Front Row Chemistry Grade 10 pg. 17
- Digital devices with internet
- Simulation videos
- Periodic table
- Charts showing isotopes

- Oral questions - Written exercises - Observation

Inorganic Chemistry

The Atom - Calculating relative atomic mass
The Atom - Practice on relative atomic mass calculations
The Atom - Relationship between energy levels and orbitals

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

- 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

- Written exercises - Individual assessment - Oral questions

Inorganic Chemistry

The Atom - Order of filling electrons in orbitals

By the end of the lesson, the learner should be able to:
- Describe the order of filling electrons in orbitals
- Apply the Aufbau principle in writing electron configurations
- Predict element reactivity based on electron arrangement

- Carry out activities to illustrate order of filling orbitals
- Practice filling electrons in order
- Discuss with peers the filling sequence

Why do electrons fill orbitals in a specific order?

- Front Row Chemistry Grade 10 pg. 21
- Energy level diagrams
- Exercise books

- Written exercises - Oral questions - Observation

Inorganic Chemistry

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

By the end of the lesson, the learner should be able to:
- Write electron arrangement using s and p notation
- Apply notation to elements 1-10
- Use electron configuration to explain why neon is used in lighting
- Create models of atomic structure
- Demonstrate understanding of sub-atomic particle arrangement
- Connect atomic structure to properties of materials like metals and non-metals

- Draw electron arrangements for elements 1-10 using s and p notation
- Practice writing configurations
- Compare configurations with peers
- Select elements and create atomic models
- Display models to classmates for peer review
- Share experiences of making atomic models

How do we represent electron arrangement using s and p notation?
How can we represent atomic structure using models?

- Front Row Chemistry Grade 10 pg. 22
- Periodic table
- Exercise books
- Front Row Chemistry Grade 10 pg. 23
- Locally available materials
- Modelling clay

- Written exercises - Individual assessment - Peer assessment
- Project work - Peer assessment - Observation

Inorganic Chemistry

The Periodic Table - Historical development
The Periodic Table - Arrangement into groups and periods
The Periodic Table - Alkali metals and alkaline earth metals

By the end of the lesson, the learner should be able to:
- Describe the historical development of the periodic table
- Identify contributions of Mendeleev and Moseley
- Value scientific collaboration that led to the modern periodic table

- Brainstorm on historical development of the periodic table
- Search for information on contributions of scientists
- Discuss evolution of the periodic table

How did scientists organise elements into the periodic table?

- Front Row Chemistry Grade 10 pg. 24
- Digital devices
- Printed periodic tables
- 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

- Oral questions - Written exercises - Group discussions

Inorganic Chemistry

The Periodic Table - Halogens and noble gases
The Periodic Table - Duplet and octet rule

By the end of the lesson, the learner should be able to:
- Describe properties of halogens and noble gases
- Compare different chemical families
- Relate noble gas stability to their use in light bulbs and balloons

- Discuss characteristics of Group VII and VIII elements
- Compare properties of different chemical families
- Present findings to classmates

Why are noble gases called inert gases?

- Front Row Chemistry Grade 10 pg. 28
- Periodic table
- Digital devices
- Front Row Chemistry Grade 10 pg. 29
- Diagrams of stable configurations

- Written exercises - Oral questions - Observation

Inorganic Chemistry

The Periodic Table - Formation of cations
The Periodic Table - Formation of anions
The Periodic Table - Writing electron configuration of ions using s and p notation

By the end of the lesson, the learner should be able to:
- Predict the type of ion formed from electron arrangement
- Draw ionic structures of cations
- Connect cation formation to properties of metals like conductivity

- Discuss how metallic atoms lose electrons
- Draw ionic structures of cations
- Write ionic equations for cation formation

How do metal atoms form positive ions?

- Front Row Chemistry Grade 10 pg. 30
- Exercise books
- Diagrams showing ion formation
- Front Row Chemistry Grade 10 pg. 31
- Diagrams showing anion formation
- Front Row Chemistry Grade 10 pg. 32
- Periodic table
- Exercise books

- Written exercises - Individual assessment - Oral questions

Inorganic Chemistry

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:
- Define valency and determine valency from group number
- Identify valencies of common elements
- Use valency to predict how elements combine in fertilisers and medicines
- Identify elements with variable oxidation numbers
- Explain why some elements show variable valency
- Connect variable valency to rust formation (iron) and paint pigments (lead)

- Discuss the relationship between valency and oxidation number
- Infer valency from electron arrangement
- Complete tables showing valencies
- Discuss elements with variable oxidation numbers
- Examine examples like iron, copper and lead
- Practice identifying oxidation states

What is valency and how is it determined?
Why do some elements have more than one oxidation number?

- Front Row Chemistry Grade 10 pg. 33
- Periodic table
- Valency charts
- Front Row Chemistry Grade 10 pg. 34
- Periodic table
- Examples of compounds

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

Inorganic Chemistry

The Periodic Table - Common radicals and their valencies
The Periodic Table - Deriving formulae using valencies

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

- 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

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

The Periodic Table - Formulae of compounds with same valency

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

- Practice writing formulae for compounds with same valencies
- Simplify formulae to lowest terms
- Complete exercises on formula writing

How do we simplify chemical formulae?

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

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

The Periodic Table - Formulae of compounds with different valencies

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

- 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

- Written exercises - Peer assessment - Individual assessment

Inorganic Chemistry

The Periodic Table - Formulae of compounds containing radicals
The Periodic Table - Writing word equations
The Periodic Table - Writing symbol equations

By the end of the lesson, the learner should be able to:
- Write formulae for compounds containing radicals
- Apply brackets correctly for polyatomic ions
- Write formulae for fertilisers like ammonium sulphate and calcium phosphate
- Represent chemical reactions using word equations
- Identify reactants and products
- Describe reactions occurring in cooking and cleaning

- Practice writing formulae with radicals
- Use brackets for polyatomic ions when necessary
- Complete exercises on compounds with radicals
- Write word equations for simple chemical reactions
- Identify reactants and products in reactions
- Practice converting descriptions to word equations

How do we write formulae for compounds with radicals?
How do we represent chemical reactions using words?

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

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

Inorganic Chemistry

The Periodic Table - Balancing chemical equations

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

- Write balanced chemical equations for simple reactions
- Practice balancing various equations
- Share solutions with classmates for review

Why must chemical equations be balanced?

- Front Row Chemistry Grade 10 pg. 40
- Exercise books
- Practice worksheets

- Written exercises - Individual assessment - Oral questions

Inorganic Chemistry

Chemical Bonding - Stability of atoms
Chemical Bonding - Valence electrons in bonding
Chemical Bonding - Introduction to bond types

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
- Front Row Chemistry Grade 10 pg. 57
- Coloured pencils
- Periodic table
- Front Row Chemistry Grade 10 pg. 58
- Samples of different substances
- Digital devices

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Chemical Bonding - Formation of ionic bonds
Chemical Bonding - Drawing ionic bond diagrams

By the end of the lesson, the learner should be able to:
- Explain how ionic bonds form through electron transfer
- Draw Lewis structures for ionic compounds
- Relate ionic bonding to table salt production and uses

- Discuss formation of ionic bonds
- Draw dot and cross diagrams for ionic compounds
- Practice with sodium chloride example

How are ionic bonds formed between metals and non-metals?

- Front Row Chemistry Grade 10 pg. 59
- Exercise books
- Diagrams of ionic bonding
- Front Row Chemistry Grade 10 pg. 60
- Coloured pencils

- Written exercises - Observation - Individual assessment

Inorganic Chemistry

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

By the end of the lesson, the learner should be able to:
- Describe the structure of ionic lattices
- Explain the arrangement of ions in crystals
- Connect crystalline structure to salt crystals used in food preservation
- Differentiate between single, double and triple covalent bonds
- Draw Lewis structures showing different bond types
- Relate bond types to gases like oxygen (double) and nitrogen (triple)

- Investigate crystalline structure of sodium chloride
- Examine salt crystals using hand lens
- Discuss arrangement of ions in lattice
- Discuss types of covalent bonds
- Draw structures for fluorine, oxygen and nitrogen molecules
- Compare bond strengths

How are ions arranged in ionic compounds?
What is the difference between single, double and triple bonds?

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

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

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

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

- Investigate properties of molecular substances
- Compare melting points of molecular compounds
- Discuss intermolecular forces

Why do molecular substances have low melting points?

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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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

- Visualise hydrogen bonding in water
- Compare substances with different intermolecular forces
- Discuss effect on boiling points
- Understand physical properties of giant covalent structures
- Build models of diamond structure
- Discuss uses of diamond

Why does water have a higher boiling point than expected?
Why is diamond the hardest naturally occurring substance?

- 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
- Observation - Written exercises - Project work

Inorganic Chemistry

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 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

- 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

- Oral questions - Written exercises - 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

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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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:
- Identify uses of alkali metals
- Relate properties to applications
- Connect lithium to battery technology in phones and electric vehicles
- Observe appearance of alkaline earth metals
- Test hardness and conductivity
- Connect magnesium's light weight to its use in aircraft alloys

- Search for information on uses of alkali metals
- Discuss applications of lithium, sodium and potassium
- Present findings to class
- Observe appearance of magnesium and calcium
- Test hardness and ductility
- Test electrical conductivity

How are alkali metals used in everyday life?
Why are alkaline earth metals harder than alkali metals?

- 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

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

Inorganic Chemistry

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

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

- 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

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Periodicity - Reaction of alkaline earth metals with water and steam

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

- React magnesium and calcium with cold water
- React magnesium with steam
- Test gas produced and write equations

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

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

- 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
Periodicity - Laboratory preparation of chlorine gas

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
- Identify elements in the halogen family
- Describe electron configuration of halogens
- Relate halogen reactivity to their use in water treatment and disinfectants

- Search for information on uses of alkaline earth metals
- Discuss applications of magnesium, calcium and barium
- Present findings to class
- Determine chemical family of chlorine and fluorine
- Write electron configurations
- List other halogens

How are alkaline earth metals used in medicine and industry?
Why are halogens called "salt formers"?

- Front Row Chemistry Grade 10 pg. 112
- Digital devices
- Pictures of applications
- Front Row Chemistry Grade 10 pg. 114
- Periodic table
- Digital devices
- Front Row Chemistry Grade 10 pg. 115
- MnO₂, conc. HCl
- Round bottomed flask
- Gas jars

- Oral questions - Written exercises - Group presentations
- Oral questions - Written exercises - Observation

Inorganic Chemistry

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

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

- Review atomic structure of halogens
- Study trends in physical properties
- Explain trends using intermolecular forces

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

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

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Appearance, physical state and solubility of halogens

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

- 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

- Practical assessment - Written exercises - 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
Periodicity - Reaction of chlorine with water

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
- Investigate reactions of halogens with metals
- Write balanced equations for the reactions
- Relate iron chloride formation to industrial rust prevention

- Understand how halogen atoms form ions
- Discuss electron affinity values
- Explain trend down the group
- React chlorine with iron and zinc
- Observe products formed
- Write balanced equations

Why does electron affinity decrease down Group VII?
What happens when halogens react with metals?

- Front Row Chemistry Grade 10 pg. 121
- Data tables
- Digital devices
- Front Row Chemistry Grade 10 pg. 122
- Iron filings
- Chlorine gas
- Combustion tube
- Front Row Chemistry Grade 10 pg. 124
- Distilled water
- Litmus paper

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

Inorganic Chemistry

Periodicity - Displacement reactions of halogens

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

- Add chlorine water to potassium bromide and iodide solutions
- Observe colour changes
- Write ionic equations

Why can chlorine displace bromine and iodine from their salts?

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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of halogens

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

- 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

- Oral questions - Written exercises - Group presentations

Inorganic Chemistry

Periodicity - Introduction to noble gases

By the end of the lesson, the learner should be able to:
- 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

- Determine electronic configuration of noble gases
- Discuss stability of full electron shells
- List noble gas elements

Why are noble gases unreactive?

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

- Oral questions - Written exercises - Observation

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
- 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

- Review atomic structure of noble gases
- Study trends in atomic radii and ionisation energy
- Discuss reactivity based on electron configuration
- List Period 3 elements from Na to Ar
- Discuss bonding and structure of each element
- Classify elements by type

Why do noble gases have very high ionisation energies?
What elements are found in Period 3 and how do their properties vary?

- Front Row Chemistry Grade 10 pg. 129
- Data tables
- Periodic table
- Front Row Chemistry Grade 10 pg. 131
- Digital devices
- Pictures of applications
- Front Row Chemistry Grade 10 pg. 131
- Periodic table
- Element samples

- Written exercises - Oral questions - Observation
- Oral questions - Written exercises - Observation

Inorganic Chemistry

Periodicity - Trends in atomic radii across Period 3

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

- Study data on atomic radii of Period 3 elements
- Plot graph of atomic radius vs atomic number
- Explain trend using nuclear charge

Why does atomic radius decrease across Period 3?

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

- Written exercises - Graphical work - Oral questions

Inorganic Chemistry

Periodicity - Trends in ionisation energy across Period 3

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

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

- Study data on melting and boiling points
- Relate trends to bonding and structure
- Explain anomalies

Why does silicon have the highest melting point in Period 3?

- Front Row Chemistry Grade 10 pg. 134
- Data tables
- Charts
- Front Row Chemistry Grade 10 pg. 135
- Digital devices

- Written exercises - Oral questions - Observation

Inorganic Chemistry

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

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

- Burn sodium, magnesium and aluminium in air
- Observe products formed
- Write word and chemical equations
- Discuss reactions of silicon and phosphorus with oxygen
- Burn sulphur in oxygen
- Write balanced equations

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

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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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

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

- React sodium, magnesium and aluminium with chlorine
- Observe products formed
- Write balanced equations

What happens when Period 3 metals react with chlorine?

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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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

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

- Discuss reactions of silicon and phosphorus with chlorine
- Write balanced equations
- Compare metal and non-metal chlorides

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

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

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Reaction of Period 3 elements with dilute acids

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

- React magnesium and aluminium with dilute HCl and H₂SO₄
- Test gas produced
- Write balanced equations

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

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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Comparison of trends across Period 3 and down groups

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

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

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

- Front Row Chemistry Grade 10 pg. 141
- Summary charts
- Periodic table

- Written exercises - Oral questions - Individual assessment