REACTION RATES AND REVERSIBLE REACTIONS

Definition of Reaction Rate and Collision Theory

By the end of the lesson, the learner should be able to:
- Define rate of reaction and explain the term activation energy
-Describe collision theory and explain why not all collisions result in products
-Draw energy diagrams showing activation energy
-Explain how activation energy affects reaction rates

Q/A: Compare speeds of different reactions (precipitation vs rusting). Define reaction rate as "measure of how much reactants are consumed or products formed per unit time." Introduce collision theory: particles must collide with minimum energy (activation energy) for successful reaction. Draw energy diagram showing activation energy barrier. Discuss factors affecting collision frequency and energy.

Examples of fast/slow reactions, energy diagram templates, chalk/markers for diagrams

KLB Secondary Chemistry Form 4, Pages 64-65

REACTION RATES AND REVERSIBLE REACTIONS

Effect of Concentration on Reaction Rate
Change of Reaction Rate with Time

By the end of the lesson, the learner should be able to:
- Explain the effect of concentration on reaction rates
-Investigate reaction of magnesium with different concentrations of sulphuric acid
-Illustrate reaction rates graphically and interpret experimental data
-Calculate concentrations and plot graphs of concentration vs time
- Describe methods used to measure rate of reaction
-Investigate how reaction rate changes as reaction proceeds
-Plot graphs of volume of gas vs time
-Calculate average rates at different time intervals

Class experiment: Label 4 conical flasks A-D. Add 40cm³ of 2M H₂SO₄ to A, dilute others with water (30+10, 20+20, 10+30 cm³). Drop 2cm magnesium ribbon into each, time complete dissolution. Record in Table 3.1. Calculate concentrations, plot graph. Explain: higher concentration → more collisions → faster reaction.
Class experiment: React 2cm magnesium ribbon with 100cm³ of 0.5M HCl in conical flask. Collect H₂ gas in graduated syringe as in Fig 3.4. Record gas volume every 30 seconds for 5 minutes in Table 3.2. Plot volume vs time graph. Calculate average rates between time intervals. Explain why rate decreases as reactants are consumed.

4 conical flasks, 2M H₂SO₄, distilled water, magnesium ribbon, stopwatch, measuring cylinders, graph paper
0.5M HCl, magnesium ribbon, conical flask, gas collection apparatus, graduated syringe, stopwatch, graph paper

KLB Secondary Chemistry Form 4, Pages 65-67
KLB Secondary Chemistry Form 4, Pages 67-70

REACTION RATES AND REVERSIBLE REACTIONS

Effect of Temperature on Reaction Rate

By the end of the lesson, the learner should be able to:
- Explain the effect of temperature on reaction rates
-Investigate temperature effects using sodium thiosulphate and HCl
-Plot graphs of time vs temperature and 1/time vs temperature
-Apply collision theory to explain temperature effects

Class experiment: Place 30cm³ of 0.15M Na₂S₂O₃ in flasks at room temp, 30°C, 40°C, 50°C, 60°C. Mark cross on paper under flask. Add 5cm³ of 2M HCl, time until cross disappears. Record in Table 3.4. Plot time vs temperature and 1/time vs temperature graphs. Explain: higher temperature → more kinetic energy → more effective collisions.

0.15M Na₂S₂O₃, 2M HCl, conical flasks, water baths at different temperatures, paper with cross marked, stopwatch, thermometers

KLB Secondary Chemistry Form 4, Pages 70-73

REACTION RATES AND REVERSIBLE REACTIONS

Effect of Surface Area on Reaction Rate

By the end of the lesson, the learner should be able to:
- Explain the effect of surface area on reaction rates
-Investigate reaction of marble chips vs marble powder with HCl
-Compare reaction rates using gas collection
-Relate particle size to surface area and collision frequency

Class experiment: React 2.5g marble chips with 50cm³ of 1M HCl, collect CO₂ gas using apparatus in Fig 3.10. Record gas volume every 30 seconds. Repeat with 2.5g marble powder. Record in Table 3.5. Plot both curves on same graph. Write equation: CaCO₃ + 2HCl → CaCl₂ + H₂O + CO₂. Explain: smaller particles → larger surface area → more collision sites → faster reaction.

Marble chips, marble powder, 1M HCl, gas collection apparatus, balance, conical flasks, measuring cylinders, graph paper

KLB Secondary Chemistry Form 4, Pages 73-76

REACTION RATES AND REVERSIBLE REACTIONS

Effect of Surface Area on Reaction Rate

By the end of the lesson, the learner should be able to:
- Explain the effect of surface area on reaction rates
-Investigate reaction of marble chips vs marble powder with HCl
-Compare reaction rates using gas collection
-Relate particle size to surface area and collision frequency

Class experiment: React 2.5g marble chips with 50cm³ of 1M HCl, collect CO₂ gas using apparatus in Fig 3.10. Record gas volume every 30 seconds. Repeat with 2.5g marble powder. Record in Table 3.5. Plot both curves on same graph. Write equation: CaCO₃ + 2HCl → CaCl₂ + H₂O + CO₂. Explain: smaller particles → larger surface area → more collision sites → faster reaction.

Marble chips, marble powder, 1M HCl, gas collection apparatus, balance, conical flasks, measuring cylinders, graph paper

KLB Secondary Chemistry Form 4, Pages 73-76

REACTION RATES AND REVERSIBLE REACTIONS

Effect of Catalysts on Reaction Rate
Effect of Light and Pressure on Reaction Rate

By the end of the lesson, the learner should be able to:
- Explain effects of suitable catalysts on reaction rates
-Investigate decomposition of hydrogen peroxide with and without catalyst
-Define catalyst and explain how catalysts work
-Compare activation energies in catalyzed vs uncatalyzed reactions
- Identify reactions affected by light
-Investigate effect of light on silver bromide decomposition
-Explain effect of pressure on gaseous reactions
-Give examples of photochemical reactions

Class experiment: Decompose 5cm³ of 20-volume H₂O₂ in 45cm³ water without catalyst, collect O₂ gas. Repeat adding 2g MnO₂ powder. Record gas volumes as in Fig 3.12. Compare rates and final mass of MnO₂. Write equation: 2H₂O₂ → 2H₂O + O₂. Define catalyst and explain how it lowers activation energy. Show energy diagrams for both pathways.
Teacher demonstration: Mix KBr and AgNO₃ solutions to form AgBr precipitate. Divide into 3 test tubes: place one in dark cupboard, one on bench, one in direct sunlight. Observe color changes after 10 minutes. Write equations. Discuss photochemical reactions: photography, Cl₂ + H₂, photosynthesis. Explain pressure effects on gaseous reactions through compression.

20-volume H₂O₂, MnO₂ powder, gas collection apparatus, balance, conical flasks, filter paper, measuring cylinders
0.1M KBr, 0.05M AgNO₃, test tubes, dark cupboard, direct light source, examples of photochemical reactions

KLB Secondary Chemistry Form 4, Pages 76-78
KLB Secondary Chemistry Form 4, Pages 78-80

REACTION RATES AND REVERSIBLE REACTIONS

Reversible Reactions

By the end of the lesson, the learner should be able to:
- State examples of simple reversible reactions
-Investigate heating of hydrated copper(II) sulphate
-Write equations for reversible reactions using double arrows
-Distinguish between reversible and irreversible reactions

Class experiment: Heat CuSO₄·5H₂O crystals in boiling tube A, collect liquid in tube B as in Fig 3.15. Observe color changes: blue → white + colorless liquid. Pour liquid back into tube A, observe return to blue. Write equation with double arrows: CuSO₄·5H₂O ⇌ CuSO₄ + 5H₂O. Give other examples: NH₄Cl ⇌ NH₃ + HCl. Compare with irreversible reactions.

CuSO₄·5H₂O crystals, boiling tubes, delivery tube, heating source, test tube holder

KLB Secondary Chemistry Form 4, Pages 78-80

REACTION RATES AND REVERSIBLE REACTIONS

Chemical Equilibrium

By the end of the lesson, the learner should be able to:
- Explain chemical equilibrium
-Define dynamic equilibrium
-Investigate acid-base equilibrium using indicators
-Explain why equilibrium appears static but is actually dynamic

Experiment: Add 0.5M NaOH to 2cm³ in boiling tube with universal indicator. Add 0.5M HCl dropwise until green color (neutralization point). Continue adding base then acid alternately, observe color changes. Explain equilibrium as state where forward and backward reaction rates are equal. Use NH₄Cl ⇌ NH₃ + HCl example to show dynamic nature. Introduce equilibrium symbol ⇌.

0.5M NaOH, 0.5M HCl, universal indicator, boiling tubes, droppers, examples of equilibrium systems

KLB Secondary Chemistry Form 4, Pages 80-82

REACTION RATES AND REVERSIBLE REACTIONS

Le Chatelier's Principle and Effect of Concentration

By the end of the lesson, the learner should be able to:
- State Le Chatelier's Principle
-Explain effect of concentration changes on equilibrium position
-Investigate bromine water equilibrium with acid/base addition
-Apply Le Chatelier's Principle to predict equilibrium shifts

Experiment: Add 2M NaOH dropwise to 20cm³ bromine water until colorless. Then add 2M HCl until excess, observe color return. Write equation: Br₂ + H₂O ⇌ HBr + HBrO. Explain Le Chatelier's Principle: "When change applied to system at equilibrium, system moves to oppose that change." Demonstrate with chromate/dichromate equilibrium: CrO₄²⁻ + H⁺ ⇌ Cr₂O₇²⁻ + H₂O.

Bromine water, 2M NaOH, 2M HCl, beakers, chromate/dichromate solutions for demonstration

KLB Secondary Chemistry Form 4, Pages 82-84

REACTION RATES AND REVERSIBLE REACTIONS

Effect of Pressure and Temperature on Equilibrium
Industrial Applications - Haber Process

By the end of the lesson, the learner should be able to:
- Explain effect of pressure changes on equilibrium
-Explain effect of temperature changes on equilibrium
-Investigate NO₂/N₂O₄ equilibrium with temperature
-Apply Le Chatelier's Principle to industrial processes
- Apply equilibrium principles to Haber Process
-Explain optimum conditions for ammonia manufacture
-Calculate effect of temperature and pressure on yield
-Explain role of catalysts in industrial processes

Teacher demonstration: React copper turnings with concentrated HNO₃ to produce NO₂ gas in test tube. Heat and cool the tube, observe color changes: brown ⇌ pale yellow representing 2NO₂ ⇌ N₂O₄. Explain pressure effects using molecule count. Show Table 3.7 with pressure effects. Discuss temperature effects: heating favors endothermic direction, cooling favors exothermic direction. Use Table 3.8.
Analyze Haber Process: N₂ + 3H₂ ⇌ 2NH₃ ΔH = -92 kJ/mol. Apply Le Chatelier's Principle: high pressure favors forward reaction (4 molecules → 2 molecules), low temperature favors exothermic forward reaction but slows rate. Explain optimum conditions: 450°C temperature, 200 atmospheres pressure, iron catalyst. Discuss removal of NH₃ to shift equilibrium right. Economic considerations.

Copper turnings, concentrated HNO₃, test tubes, heating source, ice bath, gas collection apparatus, safety equipment
Haber Process flow diagram, equilibrium data showing temperature/pressure effects on NH₃ yield, industrial catalyst information

KLB Secondary Chemistry Form 4, Pages 84-87
KLB Secondary Chemistry Form 4, Pages 87-89

REACTION RATES AND REVERSIBLE REACTIONS

Industrial Applications - Contact Process

By the end of the lesson, the learner should be able to:
- Apply equilibrium principles to Contact Process
-Explain optimum conditions for sulphuric acid manufacture
-Compare different industrial equilibrium processes
-Evaluate economic factors in industrial chemistry

Analyze Contact Process: 2SO₂ + O₂ ⇌ 2SO₃ ΔH = -197 kJ/mol. Apply principles: high pressure favors forward reaction (3 molecules → 2 molecules), low temperature favors exothermic reaction. Explain optimum conditions: 450°C, atmospheric pressure, V₂O₅ catalyst, 96% conversion. Compare with Haber Process. Discuss catalyst choice and economic factors.

Contact Process flow diagram, comparison table with Haber Process, catalyst effectiveness data

KLB Secondary Chemistry Form 4, Pages 89

ELECTROCHEMISTRY

Redox Reactions and Oxidation Numbers

By the end of the lesson, the learner should be able to:
Define redox reactions in terms of electron transfer
- State rules for assigning oxidation numbers
- Calculate oxidation numbers in compounds
- Identify oxidation and reduction processes

Q/A: Review previous knowledge
- Experiment 4.1: Iron filings + copper(II) sulphate
- Experiment 4.2: Iron(II) ions + hydrogen peroxide
- Discussion on oxidation number rules with examples

Iron filings, 1M CuSO₄, 1M FeSO₄, 2M NaOH, 20V H₂O₂, test tubes

KLB Secondary Chemistry Form 4, Pages 108-116

ELECTROCHEMISTRY

Oxidation Numbers in Naming and Redox Identification
Displacement Reactions - Metals and Halogens

By the end of the lesson, the learner should be able to:
Apply oxidation numbers to systematic naming
- Use oxidation numbers to identify redox reactions
- Distinguish oxidizing and reducing agents
- Track electron movement in reactions

Worked examples: Calculate oxidation numbers in complex compounds
- Practice IUPAC naming
- Exercise 4.1: Identify redox reactions using oxidation numbers
- Name compounds with variable oxidation states

Compound charts, calculators, student books, practice exercises
Various metals (Ca, Mg, Zn, Fe, Pb, Cu), metal salt solutions, halogens (Cl₂, Br₂, I₂), halide solutions

KLB Secondary Chemistry Form 4, Pages 109-116

ELECTROCHEMISTRY

Electrochemical Cells and Cell Diagrams
Standard Electrode Potentials
Calculating Cell EMF and Predicting Reactions
Types of Electrochemical Cells

By the end of the lesson, the learner should be able to:
Define electrode potential and EMF
- Describe electrochemical cell components
- Draw cell diagrams using correct notation
- Explain electron flow and salt bridge function
Calculate EMF using standard electrode potentials
- Predict reaction spontaneity using EMF
- Solve numerical problems on cell EMF
- Apply EMF calculations practically

Experiment 4.5: Set up Zn/Cu cell and other metal combinations
- Measure EMF values
- Practice writing cell notation
- Learn conventional representation methods
Worked examples: Calculate EMF for various cells
- Practice EMF calculations
- Exercise 4.2 & 4.3: Cell EMF and reaction feasibility problems
- Distinguish spontaneous from non-spontaneous reactions

Metal electrodes, 1M metal salt solutions, voltmeters, salt bridges, connecting wires
Standard electrode potential table, diagrams, charts showing standard conditions
Calculators, electrode potential data, worked examples, practice problems
Cell diagrams, sample batteries, charts showing cell applications

KLB Secondary Chemistry Form 4, Pages 123-128
KLB Secondary Chemistry Form 4, Pages 133-137

ELECTROCHEMISTRY

Electrolysis of Aqueous Solutions I
Electrolysis of Aqueous Solutions II

By the end of the lesson, the learner should be able to:
Define electrolysis and preferential discharge
- Investigate electrolysis of dilute sodium chloride
- Compare dilute vs concentrated solution effects
- Test products formed

Experiment 4.6(a): Electrolysis of dilute NaCl
- Experiment 4.6(b): Electrolysis of brine
- Test gases evolved
- Compare results and explain differences

Dilute and concentrated NaCl solutions, carbon electrodes, gas collection tubes, test equipment
U-tube apparatus, 2M H₂SO₄, 0.5M MgSO₄, platinum/carbon electrodes, gas syringes

KLB Secondary Chemistry Form 4, Pages 141-146

ELECTROCHEMISTRY

Effect of Electrode Material on Electrolysis

By the end of the lesson, the learner should be able to:
Compare inert vs reactive electrodes
- Investigate electrode dissolution
- Explain electrode selection importance
- Analyze copper purification process

Experiment 4.9: Electrolysis of CuSO₄ with carbon vs copper electrodes
- Weigh electrodes before/after
- Observe color changes
- Discussion on electrode effects

Copper and carbon electrodes, 3M CuSO₄ solution, accurate balance, beakers, connecting wires

KLB Secondary Chemistry Form 4, Pages 141-148

ELECTROCHEMISTRY

Effect of Electrode Material on Electrolysis

By the end of the lesson, the learner should be able to:
Compare inert vs reactive electrodes
- Investigate electrode dissolution
- Explain electrode selection importance
- Analyze copper purification process

Experiment 4.9: Electrolysis of CuSO₄ with carbon vs copper electrodes
- Weigh electrodes before/after
- Observe color changes
- Discussion on electrode effects

Copper and carbon electrodes, 3M CuSO₄ solution, accurate balance, beakers, connecting wires

KLB Secondary Chemistry Form 4, Pages 141-148

ELECTROCHEMISTRY

Factors Affecting Electrolysis
Applications of Electrolysis I

By the end of the lesson, the learner should be able to:
Identify factors affecting preferential discharge
- Explain electrochemical series influence
- Discuss concentration and electrode effects
- Predict electrolysis products
Describe electrolytic extraction of reactive metals
- Explain electroplating process
- Apply electrolysis principles to metal coating
- Design electroplating setup

Review electrochemical series and discharge order
- Analysis of concentration effects on product formation
- Summary of all factors affecting electrolysis
- Practice prediction problems
Discussion: Extraction of Na, Mg, Al by electrolysis
- Practical: Electroplate iron nail with copper
- Calculate plating requirements
- Industrial applications

Electrochemical series chart, summary tables, practice exercises, student books
Iron nails, copper electrodes, CuSO₄ solution, power supply, industrial process diagrams

KLB Secondary Chemistry Form 4, Pages 153-155
KLB Secondary Chemistry Form 4, Pages 155-157

ELECTROCHEMISTRY

Applications of Electrolysis II

By the end of the lesson, the learner should be able to:
Describe manufacture of NaOH and Cl₂ from brine
- Explain mercury cell operation
- Analyze industrial electrolysis processes
- Discuss environmental considerations

Study mercury cell for NaOH production
- Flow chart analysis of industrial processes
- Discussion on applications and environmental impact
- Purification of metals

Flow charts, mercury cell diagrams, environmental impact data, industrial case studies

KLB Secondary Chemistry Form 4, Pages 155-157

ELECTROCHEMISTRY

Faraday's Laws and Quantitative Electrolysis

By the end of the lesson, the learner should be able to:
State Faraday's laws of electrolysis
- Define Faraday constant
- Calculate mass deposited in electrolysis
- Relate electricity to amount of substance

Experiment 4.10: Quantitative electrolysis of CuSO₄
- Measure mass vs electricity passed
- Calculate Faraday constant
- Verify Faraday's laws

Accurate balance, copper electrodes, CuSO₄ solution, ammeter, timer, calculators

KLB Secondary Chemistry Form 4, Pages 161-164

ELECTROCHEMISTRY

Electrolysis Calculations I

By the end of the lesson, the learner should be able to:
Calculate mass of products from electrolysis
- Determine volumes of gases evolved
- Apply Faraday's laws to numerical problems
- Solve basic electrolysis calculations

Worked examples: Mass and volume calculations
- Problems involving different ions
- Practice with Faraday constant
- Basic numerical problems

Calculators, worked examples, practice problems, gas volume data, Faraday constant

KLB Secondary Chemistry Form 4, Pages 161-164

ELECTROCHEMISTRY

Electrolysis Calculations II
Advanced Applications and Problem Solving

By the end of the lesson, the learner should be able to:
Determine charge on ions from electrolysis data
- Calculate current-time relationships
- Solve complex multi-step problems
- Apply concepts to industrial situations
Solve examination-type electrochemistry problems
- Apply all concepts in integrated problems
- Analyze real-world electrochemical processes
- Practice complex calculations

Complex problems: Determine ionic charges
- Current-time-mass relationships
- Multi-step calculations
- Industrial calculation examples
Comprehensive problems combining redox, cells, and electrolysis
- Past examination questions
- Industrial case study analysis
- Advanced problem-solving techniques

Calculators, complex problem sets, industrial data, student books
Past papers, comprehensive problem sets, industrial case studies, calculators

KLB Secondary Chemistry Form 4, Pages 161-164
KLB Secondary Chemistry Form 4, Pages 108-164

METALS

Chief Ores of Metals and General Extraction Methods
Occurrence and Extraction of Sodium

By the end of the lesson, the learner should be able to:
Name chief ores of common metals
- State formulas of metal ores
- Explain general methods of ore concentration
- Describe factors affecting extraction methods

Q/A: Review metallic bonding and reactivity
- Study Table 5.1 - metal ores and formulas
- Discussion on ore concentration methods
- Froth flotation demonstration

Chart of metal ores, ore samples if available, Table 5.1, flotation apparatus demonstration
Down's cell diagram, charts showing sodium occurrence, electrode reaction equations

KLB Secondary Chemistry Form 4, Pages 139-140

METALS

Occurrence and Extraction of Aluminium I
Extraction of Aluminium II - Electrolysis

By the end of the lesson, the learner should be able to:
Describe occurrence and ores of aluminium
- Explain ore concentration process
- Write equations for bauxite purification
- Describe amphoteric nature of aluminium oxide

Study aluminium occurrence and bauxite composition
- Demonstration of amphoteric properties
- Equations for bauxite dissolution in NaOH
- Discussion on impurity removal

Bauxite samples, NaOH solution, charts showing aluminium extraction steps, chemical equations
Electrolytic cell diagram, cryolite samples, graphite electrodes, energy consumption data

KLB Secondary Chemistry Form 4, Pages 142-143

METALS

Occurrence and Extraction of Iron

By the end of the lesson, the learner should be able to:
Describe iron ores and occurrence
- Explain blast furnace operation
- Write equations for iron extraction reactions
- Describe slag formation process

Study iron ores and blast furnace structure
- Analysis of temperature zones in furnace
- Write reduction equations
- Discussion on limestone role and slag formation

Blast furnace diagram, iron ore samples, coke, limestone, temperature zone charts

KLB Secondary Chemistry Form 4, Pages 143-145

METALS

Extraction of Zinc
Extraction of Lead and Copper
Physical Properties of Metals
Chemical Properties I - Reaction with Air

By the end of the lesson, the learner should be able to:
Describe zinc ores and occurrence
- Compare reduction and electrolytic methods
- Write equations for zinc extraction
- Explain lead removal process
Compare physical properties of sodium, aluminium, zinc, iron and copper
- Explain metallic bonding effects
- Relate structure to properties
- Analyze property data

Study zinc blende and calamine
- Compare two extraction methods
- Roasting equations and reduction process
- Discussion on electrolytic method advantages
Study Table 5.2 - physical properties comparison
- Discussion on metallic bonding and electron sea model
- Analysis of melting points, conductivity, and density trends

Zinc ore samples, flow charts showing both methods, electrolytic cell diagrams
Lead and copper ore samples, extraction flow charts, electrolytic purification diagrams
Table 5.2, metal samples, conductivity apparatus, density measurement equipment
Deflagrating spoons, metal samples (Na, Al, Zn, Fe, Cu), Bunsen burners, safety equipment

KLB Secondary Chemistry Form 4, Pages 145-148
KLB Secondary Chemistry Form 4, Pages 151-152

METALS

Chemical Properties II - Reaction with Water

By the end of the lesson, the learner should be able to:
Test metal reactions with cold water and steam
- Arrange metals by reactivity
- Explain aluminium's apparent unreactivity
- Write chemical equations for reactions

Experiment 5.2: Test metals with cold water and steam
- Use Table 5.4 for observations
- Test solutions with indicators
- Arrange metals in reactivity order

Metal samples, cold water, steam generator, test tubes, universal indicator, safety equipment

KLB Secondary Chemistry Form 4, Pages 154-156

METALS

Chemical Properties III - Reaction with Chlorine

By the end of the lesson, the learner should be able to:
Investigate metal reactions with chlorine gas
- Write equations for chloride formation
- Compare reaction vigor
- Observe product characteristics

Experiment 5.3: React hot metals with chlorine gas (FUME CUPBOARD)
- Observe color changes and fume formation
- Record all observations
- Write balanced equations

Chlorine gas, gas jars, metal samples, tongs, deflagrating spoons, fume cupboard, safety equipment

KLB Secondary Chemistry Form 4, Pages 156-157

METALS

Chemical Properties IV - Reaction with Acids

By the end of the lesson, the learner should be able to:
Test metal reactions with dilute and concentrated acids
- Compare reaction patterns
- Write chemical equations
- Explain passivation effects

Experiment 5.4: Test metals with various acids - HCl, HNO₃, H₂SO₄
- Use Table 5.5 for systematic recording
- Observe gas evolution
- Discuss passivation

Various acids (dilute and concentrated), metal strips, test tubes, gas collection apparatus, safety equipment

KLB Secondary Chemistry Form 4, Pages 157-158

METALS

Chemical Properties IV - Reaction with Acids
Uses of Metals I - Sodium and Aluminium

By the end of the lesson, the learner should be able to:
Test metal reactions with dilute and concentrated acids
- Compare reaction patterns
- Write chemical equations
- Explain passivation effects
State uses of sodium and its compounds
- Explain aluminium applications
- Relate properties to uses
- Describe alloy formation and uses

Experiment 5.4: Test metals with various acids - HCl, HNO₃, H₂SO₄
- Use Table 5.5 for systematic recording
- Observe gas evolution
- Discuss passivation
Discussion on sodium uses in industry
- Aluminium applications in transport and construction
- Study duralumin and other alloys
- Property-use relationships

Various acids (dilute and concentrated), metal strips, test tubes, gas collection apparatus, safety equipment
Charts showing metal applications, alloy samples, aircraft parts, cooking vessels

KLB Secondary Chemistry Form 4, Pages 157-158
KLB Secondary Chemistry Form 4, Pages 158-159

METALS

Uses of Metals II - Zinc, Copper and Iron

By the end of the lesson, the learner should be able to:
Explain galvanization process
- Describe copper electrical applications
- Compare iron, steel, and cast iron uses
- Analyze alloy compositions and properties

Study galvanization and rust prevention
- Copper in electrical applications
- Different types of steel and their compositions
- Alloy property comparisons

Galvanized sheets, copper wires, steel samples, alloy composition charts, brass and bronze samples

KLB Secondary Chemistry Form 4, Pages 159-161

METALS

Steel Types and Alloys

By the end of the lesson, the learner should be able to:
Compare cast iron, wrought iron, and steel
- Analyze different steel compositions
- Explain alloy property enhancement
- Describe specialized steel applications

Study cast iron, wrought iron, mild steel, and stainless steel
- Analyze carbon content effects
- Specialized steels for tools and instruments
- Discussion on alloy design

Steel samples with different compositions, carbon content charts, specialized tools, stainless steel items

KLB Secondary Chemistry Form 4, Pages 159-161

METALS

Environmental Effects of Metal Extraction

By the end of the lesson, the learner should be able to:
Identify environmental impacts of mining
- Explain pollution from metal extraction
- Describe waste management strategies
- Discuss NEMA regulations in Kenya

Analysis of mining environmental impact
- Air, water, and land pollution from extraction
- Waste management and slag utilization
- NEMA role and regulations

Environmental impact case studies, pollution images, NEMA regulation documents, waste management examples

KLB Secondary Chemistry Form 4, Pages 161-162