Inorganic Chemistry

Introduction to Chemistry - Definition of Chemistry
Introduction to Chemistry - Branches 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
- Front Row Chemistry Grade 10 pg. 2
- Product samples with labels

- Oral questions - Observation - Written exercises

Inorganic Chemistry

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

- Explain the role of Chemistry in manufacturing industry
- Discuss Chemistry applications in advanced materials development
- Relate Chemistry to the production of items like plastics, fuels and cosmetics

- Identify career opportunities related to Chemistry
- Analyse how gender stereotyping influences career choices
- Envision future career paths in fields like pharmacy, medicine and engineering

- Brainstorm the importance of Chemistry in manufacturing
- Examine products and identify chemical components
- Discuss applications of Chemistry in materials development

- Search for information on career opportunities related to Chemistry
- Discuss how gender stereotypes influence career choices
- Suggest ways to reduce gender stereotypes in careers

How does Chemistry contribute to the products we use every day?
What careers can one pursue after studying Chemistry?

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

- Oral questions - Group discussions - Written exercises
- Oral questions - Written assignments - Group presentations

Inorganic Chemistry

Introduction to Chemistry - Effects of drug and substance use
Introduction to Chemistry - Laboratory safety and consumer protection

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

- Brainstorm effects of drug and substance use
- Develop posters to sensitise peers on risks of substance abuse
- Present findings to class members

What are the consequences of drug and substance abuse?

- 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

- Project work - Peer assessment - Observation

Inorganic Chemistry

The Atom - Sub-atomic particles
The Atom - Atomic number and mass number

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

- Describe the structure of the atom
- Identify the location and properties of protons, neutrons and electrons
- Relate atomic structure to understanding matter around us

- 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 particles make up an atom?

- Front Row Chemistry Grade 10 pg. 14
- Modelling materials
- Charts showing atomic structure
- Front Row Chemistry Grade 10 pg. 15
- Periodic table
- Exercise books

- Observation - Oral questions - Model assessment

Inorganic Chemistry

The Atom - Dalton's and Rutherford's atomic models

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

- Describe Dalton's and Rutherford's atomic models
- Compare different atomic models
- Value the contributions of scientists in advancing our understanding of matter

- Search for information on historical development of atomic models
- Draw diagrams of Dalton's and Rutherford's models
- Discuss limitations of each model

How did scientists discover the structure of the atom?

- Front Row Chemistry Grade 10 pg. 16
- Printed diagrams of atomic models
- Digital devices

- Written exercises - Observation - Peer assessment

Inorganic Chemistry

The Atom - Bohr's atomic model and Rutherford Gold Foil experiment
The Atom - Definition and examples of isotopes
The Atom - Calculating relative atomic mass
The Atom - Practice on relative atomic mass calculations

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

- 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

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

- Discuss the meaning of relative atomic mass
- Calculate RAM using percentage abundances
- Solve practice problems on RAM

What did the Rutherford Gold Foil experiment reveal about atomic structure?
How do we calculate the average mass of atoms with different isotopes?

- Front Row Chemistry Grade 10 pg. 17
- Digital devices with internet
- Simulation videos
- Periodic table
- Charts showing isotopes
- Front Row Chemistry Grade 10 pg. 18
- Calculators
- Worked examples
- Front Row Chemistry Grade 10 pg. 19
- Practice worksheets

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

Inorganic Chemistry

The Atom - Relationship between energy levels and orbitals
The Atom - Order of filling electrons in orbitals

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

- Explain the relationship between energy levels and orbitals
- Identify s and p orbitals in atoms
- Connect electron arrangement to element properties like conductivity

- Discuss energy levels and sub-shells
- Draw diagrams showing energy levels and orbitals
- Discuss electron capacity of different orbitals

How are electrons organised around the nucleus?

- Front Row Chemistry Grade 10 pg. 20
- Diagrams of orbitals
- Coloured pencils
- Front Row Chemistry Grade 10 pg. 21
- Energy level diagrams
- Exercise books

- Oral questions - Written exercises - Observation

Inorganic Chemistry

The Atom - Writing electron configuration (Elements 1-10)

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

- Draw electron arrangements for elements 1-10 using s and p notation
- Practice writing configurations
- Compare configurations with peers

How do we represent electron arrangement using s and p notation?

- Front Row Chemistry Grade 10 pg. 22
- Periodic table
- Exercise books

- Written exercises - Individual assessment - Peer assessment

Inorganic Chemistry

The Atom - Writing electron configuration (Elements 11-20)

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

- Write electron arrangement for elements 11-20 using s and p notation
- Identify patterns in electron configurations
- Connect electron arrangement to element uses in batteries and construction

- Draw electron arrangements for elements 11-20
- Identify patterns across periods
- Share work with classmates for review

How does electron configuration change across periods?

- Front Row Chemistry Grade 10 pg. 22
- Periodic table
- Exercise books

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

The Atom - Writing electron configuration (Elements 11-20)
The Atom - Modelling atomic structure
The Periodic Table - Historical development

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

- Write electron arrangement for elements 11-20 using s and p notation
- Identify patterns in electron configurations
- Connect electron arrangement to element uses in batteries and construction

- 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 11-20
- Identify patterns across periods
- Share work with classmates for review

- Select elements and create atomic models
- Display models to classmates for peer review
- Share experiences of making atomic models

How does electron configuration change across periods?
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
- Front Row Chemistry Grade 10 pg. 24
- Digital devices
- Printed periodic tables

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

Inorganic Chemistry

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:

- Arrange elements into groups and periods
- Relate electron arrangement to position in periodic table
- Use the periodic table to identify elements in common materials

- Arrange the first 20 elements into groups and periods
- Discuss relationship between electron configuration and position
- Complete periodic table activities

Why are elements arranged in groups and periods?

- 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

- Written exercises - Observation - Oral questions

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

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

- Written exercises - Individual assessment - Oral questions

Inorganic Chemistry

The Periodic Table - Writing electron configuration of ions using s and p notation
The Periodic Table - Valency of elements

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

- Write electron arrangement of ions using s and p notation
- Compare electron configurations of atoms and ions
- Apply ionic configurations to understand compound formation

- Define valency and determine valency from group number
- Identify valencies of common elements
- Use valency to predict how elements combine in fertilisers and medicines

- Write electron configurations for various ions
- Compare configurations of atoms and their ions
- Practice with different elements

- Discuss the relationship between valency and oxidation number
- Infer valency from electron arrangement
- Complete tables showing valencies

How does electron configuration change when ions form?
What is valency and how is it determined?

- Front Row Chemistry Grade 10 pg. 32
- Periodic table
- Exercise books

- Front Row Chemistry Grade 10 pg. 33
- Periodic table
- Valency charts

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

Inorganic Chemistry

The Periodic Table - Elements with variable oxidation numbers

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

- 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 elements with variable oxidation numbers
- Examine examples like iron, copper and lead
- Practice identifying oxidation states

Why do some elements have more than one oxidation number?

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

- Written exercises - Oral questions - Observation

Inorganic Chemistry

The Periodic Table - Common radicals and their 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

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

The Periodic Table - Deriving formulae using valencies

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

- Derive chemical formulae using valencies
- Apply the cross-over method
- Write correct formulae for compounds used in daily life like baking soda and salt

- Practice writing formulae using valencies and oxidation states
- Apply cross-over method to derive formulae
- Verify formulae with peers

How do we write chemical formulae using valencies?

- Front Row Chemistry Grade 10 pg. 36
- Valency charts
- Exercise books

- Written exercises - Individual assessment - Peer assessment

Inorganic Chemistry

The Periodic Table - Formulae of compounds with same valency
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 elements of same valency
- Simplify chemical formulae appropriately
- Apply formula writing to common compounds like table salt (NaCl)

- 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 same valencies
- Simplify formulae to lowest terms
- Complete exercises on formula writing

- Practice writing formulae for compounds with different valencies
- Apply cross-over method systematically
- Share solutions with classmates

How do we simplify chemical formulae?
How do we write formulae when elements have different valencies?

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

- Front Row Chemistry Grade 10 pg. 37
- Exercise books
- Practice worksheets

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

Inorganic Chemistry

The Periodic Table - Formulae of compounds containing radicals

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

- Practice writing formulae with radicals
- Use brackets for polyatomic ions when necessary
- Complete exercises on compounds with radicals

How do we write formulae for compounds with radicals?

- Front Row Chemistry Grade 10 pg. 38
- Radical valency charts
- Exercise books

- Written exercises - Individual assessment - Oral questions

Inorganic Chemistry

The Periodic Table - Writing word equations

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

- Represent chemical reactions using word equations
- Identify reactants and products
- Describe reactions occurring in cooking and cleaning

- Write word equations for simple chemical reactions
- Identify reactants and products in reactions
- Practice converting descriptions to word equations

How do we represent chemical reactions using words?

- Front Row Chemistry Grade 10 pg. 39
- Exercise books
- Reaction examples

- Written exercises - Oral questions - Observation

Inorganic Chemistry

The Periodic Table - Writing symbol equations

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

- Convert word equations to symbol equations
- Write correct chemical formulae in equations
- Represent reactions like burning magnesium and rusting of iron

- Convert word equations to symbol equations
- Apply correct formulae in equations
- Practice writing symbol equations

How do we write chemical equations using symbols?

- Front Row Chemistry Grade 10 pg. 39
- Exercise books
- Formula charts

- Written exercises - Individual assessment - Peer assessment

Inorganic Chemistry

The Periodic Table - Balancing chemical equations
Chemical Bonding - Stability of atoms
Chemical Bonding - Valence electrons in bonding

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

- Explain why atoms bond to achieve stability
- Distinguish between stable and unstable atoms
- Relate atomic stability to noble gas uses in lighting

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

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

Why must chemical equations be balanced?
Why do atoms form chemical bonds?

- Front Row Chemistry Grade 10 pg. 40
- Exercise books
- Practice worksheets
- Front Row Chemistry Grade 10 pg. 56
- Periodic table
- Diagrams of electron configurations
- Front Row Chemistry Grade 10 pg. 57
- Coloured pencils
- Periodic table

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

Inorganic Chemistry

Chemical Bonding - Introduction to bond types

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

- Discuss different types of chemical bonds
- Examine various substances and predict bond types
- Categorise materials by bonding

What are the main types of chemical bonds?

- Front Row Chemistry Grade 10 pg. 58
- Samples of different substances
- Digital devices

- Oral questions - Written exercises - Group discussions

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

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

- Investigate crystalline structure of sodium chloride
- Examine salt crystals using hand lens
- Discuss arrangement of ions in lattice

How are ions arranged in ionic compounds?

- 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

- Observation - Written exercises - Oral questions

Inorganic Chemistry

Chemical Bonding - Formation of covalent bonds
Chemical Bonding - Single, double and triple covalent bonds
Chemical Bonding - Covalent bonding in diatomic molecules

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

- Draw Lewis structures for diatomic molecules
- Identify bonding and non-bonding electron pairs
- Relate diatomic molecules to atmospheric gases we depend on

- Investigate role of valence electrons in covalent bonding
- Model covalent bond formation
- Compare ionic and covalent bonding

- Draw Lewis diagrams for H₂, Cl₂, O₂, N₂
- Identify lone pairs and bonding pairs
- Practice drawing molecular structures

How do non-metal atoms share electrons to form covalent bonds?
How do we draw covalent bonds in simple molecules?

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

- Front Row Chemistry Grade 10 pg. 68
- Exercise books
- Coloured pencils

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

Inorganic Chemistry

Chemical Bonding - Covalent bonding in compounds

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

- Draw Lewis structures for covalent compounds
- Apply bonding principles to multi-atom molecules
- Relate compound structures to properties of water and carbon dioxide

- Draw Lewis structures for HF, H₂O, NH₃, CO₂
- Discuss bonding in each compound
- Share diagrams with peers for review

How do we represent covalent bonding in compounds?

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

- Written exercises - Individual assessment - Observation

Inorganic Chemistry

Chemical Bonding - Covalent bonding in compounds

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

- Draw Lewis structures for covalent compounds
- Apply bonding principles to multi-atom molecules
- Relate compound structures to properties of water and carbon dioxide

- Draw Lewis structures for HF, H₂O, NH₃, CO₂
- Discuss bonding in each compound
- Share diagrams with peers for review

How do we represent covalent bonding in compounds?

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

- Written exercises - Individual assessment - Observation

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

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

- 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

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

- Visualise hydrogen bonding in water
- Compare substances with different intermolecular forces
- Discuss effect on boiling points

Why do molecular substances have low melting points?
Why does water have a higher boiling point than expected?

- 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

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

Inorganic Chemistry

Chemical Bonding - Structure and properties of diamond

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

- 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

- Understand physical properties of giant covalent structures
- Build models of diamond structure
- Discuss uses of diamond

Why is diamond the hardest naturally occurring substance?

- Front Row Chemistry Grade 10 pg. 76
- Models of diamond structure
- Modelling materials

- Observation - Written exercises - Project work

Inorganic Chemistry

Chemical Bonding - Structure and properties of graphite and silicon dioxide

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

- Written exercises - Project work - Observation