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 - Modelling atomic structure

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

- Create models of atomic structure
- Demonstrate understanding of sub-atomic particle arrangement
- Connect atomic structure to properties of materials like metals and non-metals

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

How can we represent atomic structure using models?

- Front Row Chemistry Grade 10 pg. 23
- Locally available materials
- Modelling clay

- Project work - Peer assessment - Observation

Inorganic Chemistry

The Atom - Modelling atomic structure
The Periodic Table - Historical development

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

- Create models of atomic structure
- Demonstrate understanding of sub-atomic particle arrangement
- Connect atomic structure to properties of materials like metals and non-metals

- Describe the historical development of the periodic table
- Identify contributions of Mendeleev and Moseley
- Value scientific collaboration that led to the modern periodic table

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

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

How can we represent atomic structure using models?
How did scientists organise elements into the periodic table?

- Front Row Chemistry Grade 10 pg. 23
- Locally available materials
- Modelling clay

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

- Project work - Peer assessment - Observation
- Oral questions - Written exercises - Group discussions

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
The Periodic Table - Elements with variable oxidation numbers

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

- Identify elements with variable oxidation numbers
- Explain why some elements show variable valency
- Connect variable valency to rust formation (iron) and paint pigments (lead)

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

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

How does electron configuration change when ions form?
Why do some elements have more than one oxidation number?

- Front Row Chemistry Grade 10 pg. 32
- Periodic table
- Exercise books
- Front Row Chemistry Grade 10 pg. 33
- Valency charts

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

- Written exercises - Individual assessment - Observation
- 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 - 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
Physical Chemistry

The Periodic Table - Balancing chemical equations
Acids and Bases - Dissociation of acids in water
Acids and Bases - Dissociation of bases in water

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 the meaning of an indicator
- Demonstrate dissociation of acids in water
- Connect the sour taste of lemon juice and vinegar to the presence of hydrogen ions in acidic solutions

- Write balanced chemical equations for simple reactions
- Practice balancing various equations
- Share solutions with classmates for review
- Discuss with peers the meaning of indicators and their role in identifying acids and bases
- Carry out experiments to demonstrate dissociation of acids in water using litmus papers
- Record observations on colour changes of litmus papers in acidic solutions

Why must chemical equations be balanced?
How do acids behave when dissolved in water?

- Front Row Chemistry Grade 10 pg. 40
- Exercise books
- Practice worksheets
- Front Row Chemistry Learner's Book pg. 143
- Distilled water
- Hydrochloric acid
- Blue and red litmus papers
- Beakers
- Stirring rod
- Sodium hydroxide
- Measuring cylinder

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

Physical Chemistry

Acids and Bases - Reaction of acids with metals
Acids and Bases - Reaction of acids with metals (continued)

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

- Describe the reaction between acids and metals
- Test for hydrogen gas produced during the reaction
- Connect the corrosion of metal roofs by acid rain to acid-metal reactions

- Carry out experiments on reactions between dilute acids and metals (zinc, magnesium, iron)
- Test for hydrogen gas using a burning splint
- Write balanced chemical equations for the reactions

What gas is produced when metals react with acids?

- Front Row Chemistry Learner's Book pg. 144
- Zinc granules
- Magnesium ribbon
- Iron filings
- Dilute HCl and H₂SO₄
- Test tubes
- Wooden splints
- Front Row Chemistry Learner's Book pg. 146
- Aluminium foil
- Copper turnings
- Dilute HCl
- Dilute H₂SO₄
- Test tubes

- Practical assessment - Written equations - Oral questions

Physical Chemistry

Acids and Bases - Reaction of acids with carbonates and hydrogen carbonates
Acids and Bases - Reaction of acids with hydrogen carbonates

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

- Describe reactions between acids and carbonates
- Test for carbon (IV) oxide gas produced
- Connect the effervescence of antacid tablets in water to carbonate-acid reactions

- Carry out experiments on reactions of acids with sodium carbonate and calcium carbonate
- Pass gas produced through lime water
- Write balanced chemical equations for the reactions

How can you confirm the presence of carbon (IV) oxide gas?

- Front Row Chemistry Learner's Book pg. 147
- Sodium carbonate
- Calcium carbonate
- Dilute HCl
- Lime water
- Delivery tubes
- Test tubes
- Sodium hydrogen carbonate
- Test tubes
- Delivery tubes

- Practical assessment - Written equations - Oral questions

Physical Chemistry

Acids and Bases - Reaction of acids with metal hydroxides

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

- Describe neutralisation reactions between acids and metal hydroxides
- Determine the endpoint of a neutralisation reaction using indicators
- Connect the use of antacids to neutralise stomach acid to acid-base reactions

- Carry out experiments on reactions of acids with sodium hydroxide using phenolphthalein indicator
- Observe colour changes at the endpoint
- Write balanced chemical equations

What is the role of phenolphthalein in neutralisation reactions?

- Front Row Chemistry Learner's Book pg. 148
- Sodium hydroxide
- Dilute HCl
- Phenolphthalein indicator
- Droppers
- Beakers
- Stirring rod

- Practical assessment - Written equations - Oral questions

Physical Chemistry

Acids and Bases - Reaction of acids with metal oxides
Acids and Bases - Amphoteric oxides and hydroxides
Acids and Bases - Universal indicator and pH scale

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

- Explain reactions between acids and insoluble metal oxides
- Write balanced chemical equations for acid-metal oxide reactions
- Relate the cleaning of rusted surfaces using acids to acid-metal oxide reactions

- Explain the pH scale and its range
- Determine the pH of solutions using universal indicator
- Relate the pH of common household substances to their acidic or basic nature

- Carry out experiments on reactions of dilute acids with zinc oxide and copper (II) oxide
- Filter the mixture and test pH of filtrate
- Discuss why excess metal oxide is added
- Carry out experiments to determine pH of various solutions using universal indicator
- Compare colours with pH chart
- Record observations in a table

How do acids react with metal oxides?
How does the pH scale help us classify substances?

- Front Row Chemistry Learner's Book pg. 150
- Zinc oxide
- Copper (II) oxide
- Dilute HCl
- Universal indicator
- Filter funnel and paper
- Front Row Chemistry Learner's Book pg. 151
- Sodium hydroxide
- Test tubes
- Spatula
- Front Row Chemistry Learner's Book pg. 152
- Universal indicator
- pH chart
- Sulphuric (VI) acid
- Ethanoic acid
- Sodium hydroxide
- Test tubes

- Observation - Written tests - Practical assessment
- Practical assessment - Written tests - Oral questions

Physical Chemistry

Acids and Bases - Strong and weak acids

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

- Distinguish between strong and weak acids based on dissociation
- Compare pH values of strong and weak acids
- Connect the mild taste of vinegar compared to the corrosive nature of car battery acid to acid strength

- Compare pH values of sulphuric (VI) acid and ethanoic acid
- Discuss complete versus partial dissociation
- Write dissociation equations for strong and weak acids

Why do strong acids have lower pH values than weak acids?

- Front Row Chemistry Learner's Book pg. 153
- Sulphuric (VI) acid
- Ethanoic acid
- Universal indicator
- pH chart
- Test tubes

- Observation - Oral questions - Written assignments

Physical Chemistry

Acids and Bases - Strong and weak bases

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

- Distinguish between strong and weak bases based on dissociation
- Compare pH values of strong and weak bases
- Relate the effectiveness of different cleaning agents to base strength

- Compare pH values of sodium hydroxide and ammonia solution
- Discuss ionisation of strong and weak bases
- Record observations and conclusions

Why is sodium hydroxide a better drain cleaner than ammonia?

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

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Acids and Bases - Electrical conductivity of acids and bases

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

- Investigate electrical conductivity of strong and weak acids and bases
- Relate conductivity to concentration of ions in solution
- Connect the use of dilute acids in batteries to their electrical conductivity

- Set up electrical conductivity experiments
- Compare ammeter readings for different solutions
- Discuss relationship between ion concentration and conductivity

Why do strong acids conduct electricity better than weak acids?

- Front Row Chemistry Learner's Book pg. 154
- Electrodes
- Ammeter
- Beakers
- Dilute HCl
- Ethanoic acid
- NaOH solution
- Ammonia solution

- Practical assessment - Observation - Written assignments

Physical Chemistry

Acids and Bases - Applications of acids and bases

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

- Outline applications of acids and bases in various industries
- Search for information on uses of acids and bases
- Identify the role of acids and bases in household cleaning, food preservation, and agriculture

- Search for information using digital or print media on applications of acids and bases
- Discuss uses in agriculture, food industry, medicine, and manufacturing
- Test pH of common household substances

How are acids and bases used in our daily lives?

- Front Row Chemistry Learner's Book pg. 157
- Lemon juice
- Baking soda
- Soap solution
- Vinegar
- Universal indicator
- Digital devices

- Group presentations - Written assignments - Oral questions

Physical Chemistry

Acids and Bases - Applications of acids and bases
Introduction to Salts - Definition and formation of salts

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

- Outline applications of acids and bases in various industries
- Search for information on uses of acids and bases
- Identify the role of acids and bases in household cleaning, food preservation, and agriculture

- Define the term salt
- Explain how salts are formed from acids
- Identify common salts used at home such as table salt and baking soda

- Search for information using digital or print media on applications of acids and bases
- Discuss uses in agriculture, food industry, medicine, and manufacturing
- Test pH of common household substances
- Carry out experiments to establish the meaning of a salt
- React magnesium with dilute HCl and test pH before and after
- Discuss the replacement of hydrogen ions by metal ions

How are acids and bases used in our daily lives?
What is a salt and how is it formed?

- Front Row Chemistry Learner's Book pg. 157
- Lemon juice
- Baking soda
- Soap solution
- Vinegar
- Universal indicator
- Digital devices
- Front Row Chemistry Learner's Book pg. 160
- Dilute HCl
- Magnesium ribbon
- Universal indicator paper
- pH chart
- Test tubes
- Burning splint

- Group presentations - Written assignments - Oral questions
- Observation - Oral questions - Written assignments

Physical Chemistry

Introduction to Salts - Normal salts
Introduction to Salts - Acid salts

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

- Define normal salts
- Identify examples of normal salts
- Relate normal salts like sodium chloride to their everyday use as table salt

- Carry out experiments to identify normal salts using litmus papers
- Test pH of solutions of normal salts
- Write formulae of normal salts using valency

Why do normal salt solutions have a pH of 7?

- Front Row Chemistry Learner's Book pg. 162
- Sodium chloride
- Calcium nitrate
- Sodium sulphate
- Distilled water
- Red and blue litmus papers
- Boiling tubes
- Front Row Chemistry Learner's Book pg. 164
- Sodium hydrogen sulphate
- Sodium hydrogen carbonate

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Introduction to Salts - Basic salts
Introduction to Salts - Double salts

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

- Define basic salts
- Identify examples of basic salts
- Relate basic copper carbonate found in malachite to decorative and industrial uses

- Carry out experiments to identify basic salts using litmus papers
- Discuss the presence of hydroxide ions in basic salts
- Write formulae of basic salts

What makes basic salts different from normal salts?

- Front Row Chemistry Learner's Book pg. 165
- Basic magnesium chloride
- Basic copper carbonate
- Distilled water
- Red and blue litmus papers
- Boiling tubes
- Front Row Chemistry Learner's Book pg. 166
- Potassium aluminium sulphate
- Ammonium iron (II) sulphate

- Practical assessment - Oral questions - Written tests

Physical Chemistry

Introduction to Salts - Solubility rules for salts
Introduction to Salts - Preparation of soluble salts by action of acid on metal

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

- Investigate the solubility of different salts in water
- Classify salts as soluble, insoluble, or slightly soluble
- Apply solubility rules to predict which salts dissolve in water for water treatment processes

- Carry out experiments to determine solubility of various salts
- Record observations in a solubility table
- Discuss general solubility rules

How can we predict whether a salt will dissolve in water?

- Front Row Chemistry Learner's Book pg. 167
- Lead chloride
- Ammonium nitrate
- Sodium sulphate
- Zinc carbonate
- Distilled water
- Test tubes
- Heat source
- Zinc powder
- Dilute HCl
- Beakers
- Filter funnel and paper
- Evaporating dish
- Water bath

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Introduction to Salts - Preparation of soluble salts by action of acid on insoluble base
Introduction to Salts - Preparation of soluble salts by neutralisation (acid and alkali)
Introduction to Salts - Preparation of soluble salts by reaction of acid with carbonates

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

- Prepare soluble salts by reacting acids with insoluble bases
- Write balanced chemical equations for the preparation
- Relate the preparation of copper (II) nitrate to its use as a fungicide in agriculture

- Prepare soluble salts by reacting acids with carbonates
- Write balanced chemical equations for the reactions
- Relate the reaction of limestone (calcium carbonate) with acid to the weathering of buildings and monuments

- Carry out experiments to prepare copper (II) nitrate from copper (II) oxide and dilute nitric acid
- Filter, evaporate, and crystallise the salt
- Discuss why excess base is added
- Carry out experiments to prepare zinc sulphate from zinc carbonate and dilute sulphuric (VI) acid
- Test for carbon (IV) oxide produced
- Filter, evaporate, and crystallise

Why is the metal oxide added in excess during salt preparation?
What gas is produced when carbonates react with acids?

- Front Row Chemistry Learner's Book pg. 169
- Copper (II) oxide
- Dilute nitric (V) acid
- Beakers
- Filter funnel and paper
- Evaporating dish
- Heat source
- Front Row Chemistry Learner's Book pg. 171
- Sodium hydroxide
- Dilute HCl
- Phenolphthalein indicator
- Burette
- Conical flask
- Evaporating dish
- Front Row Chemistry Learner's Book pg. 173
- Zinc carbonate
- Dilute sulphuric (VI) acid
- Lime water
- Beakers
- Filter funnel and paper
- Evaporating dish

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Introduction to Salts - Preparation of insoluble salts by precipitation

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

- Prepare insoluble salts by precipitation
- Write balanced chemical and ionic equations for precipitation reactions
- Connect the formation of limescale in kettles to the precipitation of insoluble calcium compounds

- Carry out experiments to prepare lead (II) sulphate by precipitation
- Filter and wash the precipitate
- Write ionic equations for the reaction

How are insoluble salts prepared in the laboratory?

- Front Row Chemistry Learner's Book pg. 174
- Lead (II) nitrate solution
- Sodium sulphate solution
- Beakers
- Filter funnel and paper
- Distilled water

- Practical assessment - Written equations - Observation

Physical Chemistry

Introduction to Salts - Preparation of insoluble salts by precipitation

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

- Prepare insoluble salts by precipitation
- Write balanced chemical and ionic equations for precipitation reactions
- Connect the formation of limescale in kettles to the precipitation of insoluble calcium compounds

- Carry out experiments to prepare lead (II) sulphate by precipitation
- Filter and wash the precipitate
- Write ionic equations for the reaction

How are insoluble salts prepared in the laboratory?

- Front Row Chemistry Learner's Book pg. 174
- Lead (II) nitrate solution
- Sodium sulphate solution
- Beakers
- Filter funnel and paper
- Distilled water

- Practical assessment - Written equations - Observation

Physical Chemistry

Introduction to Salts - Preparation of salts by direct combination

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

- Prepare salts by direct combination of elements
- Write balanced chemical equations for direct synthesis reactions
- Relate the tarnishing of silver jewellery to the direct combination of silver with sulphur

- Carry out experiments to prepare iron (II) sulphide by direct synthesis
- Heat iron filings and sulphur powder
- Observe and record changes

How can salts be prepared without using acids?

- Front Row Chemistry Learner's Book pg. 176
- Iron filings
- Sulphur powder
- Crucible
- Heat source
- Tongs
- Spatula

- Practical assessment - Observation - Oral questions

Physical Chemistry

Introduction to Salts - Deliquescence, hygroscopy, and efflorescence
Introduction to Salts - Applications of deliquescent and hygroscopic salts

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

- Define deliquescence, hygroscopy, and efflorescence
- Investigate the behaviour of salts when exposed to air
- Relate the caking of table salt in humid weather to hygroscopy

- Explain applications of deliquescent and hygroscopic salts
- Discuss the use of drying agents in laboratories
- Identify the use of silica gel packets in packaging to keep products dry

- Carry out experiments to investigate behaviour of salts in air
- Expose sodium chloride, calcium chloride, and sodium carbonate to air
- Record observations over time
- Discuss applications of deliquescent salts as drying agents
- Search for information on uses of hygroscopic substances
- Relate properties to practical applications

Why do some salts absorb moisture from the atmosphere?
How are deliquescent salts used as drying agents?

- Front Row Chemistry Learner's Book pg. 177
- Sodium chloride
- Calcium chloride
- Sodium carbonate
- Watch glasses
- Labels
- Front Row Chemistry Learner's Book pg. 178
- Anhydrous calcium chloride
- Anhydrous copper (II) sulphate
- Cobalt (II) chloride paper
- Digital devices

- Observation - Written assignments - Oral questions
- Oral questions - Written tests - Group presentations

Physical Chemistry

Introduction to Salts - Uses of salts in agriculture and food industry

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

- Outline uses of salts in agriculture and food industry
- Search for information on applications of salts
- Identify the role of fertilisers in improving crop yields and food preservation using salt

- Discuss uses of salts in agriculture (fertilisers)
- Discuss uses in food industry (preservatives, flavouring)
- Search for information using digital or print media

How do farmers use salts to improve crop production?

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

- Group presentations - Written assignments - Oral questions

Physical Chemistry

Introduction to Salts - Environmental effects and mitigation measures

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

- Explain the effects of excessive use of inorganic fertilisers on the environment
- Discuss mitigation measures for environmental challenges
- Connect water pollution and algal blooms in lakes to eutrophication caused by fertiliser runoff

- Search for information on effects of inorganic fertilisers on the environment
- Discuss eutrophication, soil degradation, and groundwater contamination
- Brainstorm mitigation measures for sustainable agriculture

How can we reduce the negative effects of fertilisers on the environment?

- Front Row Chemistry Learner's Book pg. 181
- Digital devices
- Reference books
- Charts showing eutrophication

- Group presentations - Written assignments - Oral questions