Inorganic Chemistry

The Periodic Table - Balancing chemical equations
Chemical Bonding - Stability of atoms

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

- Balance chemical equations using appropriate coefficients
- Apply the law of conservation of mass
- Relate balanced equations to industrial processes like fertiliser production

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

Why must chemical equations be balanced?

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

- Written exercises - Individual assessment - Oral questions

Inorganic Chemistry

Chemical Bonding - Valence electrons in bonding
Chemical Bonding - Introduction to bond types

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

- Explain the role of valence electrons in bonding
- Draw dot and cross diagrams for atoms
- Connect valence electrons to reactivity of elements like sodium and chlorine

- Investigate the role of valence electrons in bonding
- Draw valence electron diagrams
- Discuss with peers the importance of outer electrons

How do valence electrons determine how atoms bond?

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

- Written exercises - Observation - Oral questions

Inorganic Chemistry

Chemical Bonding - Formation of ionic bonds
Chemical Bonding - Drawing ionic bond diagrams
Chemical Bonding - Structure of ionic lattice
Chemical Bonding - Physical properties of ionic compounds
Chemical Bonding - Formation of covalent bonds

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

- Investigate physical properties of ionic compounds
- Explain properties in terms of structure and bonding
- Relate ionic compound properties to uses in water treatment and de-icing roads

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

- Investigate solubility of ionic compounds
- Test electrical conductivity of ionic solutions
- Test brittleness of ionic crystals

How are ionic bonds formed between metals and non-metals?
Why do ionic compounds have high melting points and conduct electricity when dissolved?

- Front Row Chemistry Grade 10 pg. 59
- Exercise books
- Diagrams of ionic bonding
- Front Row Chemistry Grade 10 pg. 60
- Coloured pencils
- Front Row Chemistry Grade 10 pg. 61
- Sodium chloride crystals
- Hand lens
- Watch glass
- Front Row Chemistry Grade 10 pg. 62
- Sodium chloride
- Distilled water
- Circuit with bulb
- Front Row Chemistry Grade 10 pg. 66
- Modelling materials
- Diagrams of covalent bonding

- Written exercises - Observation - Individual assessment
- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Chemical Bonding - Single, double and triple covalent bonds

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

- Differentiate between single, double and triple covalent bonds
- Draw Lewis structures showing different bond types
- Relate bond types to gases like oxygen (double) and nitrogen (triple)

- Discuss types of covalent bonds
- Draw structures for fluorine, oxygen and nitrogen molecules
- Compare bond strengths

What is the difference between single, double and triple bonds?

- Front Row Chemistry Grade 10 pg. 67
- Exercise books
- Bond diagrams

- Written exercises - Individual assessment - Oral questions

Inorganic Chemistry

Chemical Bonding - Covalent bonding in diatomic molecules

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

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

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

How do we draw covalent bonds in simple molecules?

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

- Written exercises - Peer assessment - Individual assessment

Inorganic Chemistry

Chemical Bonding - Covalent bonding in compounds
Chemical Bonding - Formation of dative (coordinate) bonds

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

- Written exercises - Individual assessment - Observation

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
Periodicity - Physical properties of alkali metals (atomic and ionic radii)

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

- Describe structures of graphite and silicon dioxide
- Compare properties of different giant covalent structures
- Relate graphite conductivity to pencil writing and lubricant uses

- Build models of graphite structure
- Compare graphite and diamond properties
- Discuss structure and uses of silicon dioxide

Why can graphite conduct electricity while diamond cannot?

- Front Row Chemistry Grade 10 pg. 77
- Modelling materials
- Sand samples
- Front Row Chemistry Grade 10 pg. 85
- Periodic table
- Data tables

- Written exercises - Project work - Observation

Inorganic Chemistry

Periodicity - Physical properties of alkali metals (appearance and hardness)
Periodicity - Physical properties of alkali metals (conductivity, melting and boiling points)

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

- Observe and describe appearance of alkali metals
- Investigate hardness of alkali metals
- Connect softness of alkali metals to their easy cutting and handling

- Observe appearance of freshly cut alkali metals
- Investigate hardness by cutting metals
- Discuss reasons for trends observed

Why are alkali metals soft and shiny when freshly cut?

- Front Row Chemistry Grade 10 pg. 87
- Lithium, sodium, potassium samples
- Scalpel
- White tile
- Front Row Chemistry Grade 10 pg. 89
- Circuit with bulb
- Alkali metal samples
- Data tables

- Practical assessment - Observation - Written exercises

Inorganic Chemistry

Periodicity - Ionisation energy of alkali metals
Periodicity - Reaction of alkali metals with air/oxygen
Periodicity - Reaction of alkali metals with water
Periodicity - Reaction of alkali metals with chlorine and dilute acids
Periodicity - Applications of alkali metals

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

- Define ionisation energy
- Explain trends in ionisation energy down Group I
- Relate ionisation energy to reactivity of elements like caesium in atomic clocks

- Describe reactions of alkali metals with chlorine
- Explain reactions with dilute acids
- Relate sodium chloride formation to table salt production

- Investigate ionisation energy of alkali metals
- Discuss factors affecting ionisation energy
- Explain trend using shielding effect

- Investigate reaction of sodium with chlorine
- Discuss reactions with dilute acids (video)
- Write balanced equations

Why does ionisation energy decrease down Group I?
Why are reactions of alkali metals with acids dangerous?

- Front Row Chemistry Grade 10 pg. 90
- Data tables
- Digital devices
- Front Row Chemistry Grade 10 pg. 91
- Sodium metal
- Deflagrating spoon
- Gas jar of oxygen
- Front Row Chemistry Grade 10 pg. 93
- Sodium, potassium
- Trough with water
- Phenolphthalein
- Front Row Chemistry Grade 10 pg. 94
- Gas jar of chlorine
- Deflagrating spoon
- Digital devices
- Front Row Chemistry Grade 10 pg. 96
- Digital devices
- Pictures of applications

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

Inorganic Chemistry

Periodicity - Physical properties of alkaline earth metals (atomic and ionic radii)

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

- Describe trends in atomic and ionic radii of Group II elements
- Compare trends with Group I
- Relate atomic size to reactivity of calcium in bone formation

- Observe trends in atomic and ionic radii
- Complete tables showing radii data
- Compare with Group I trends

How do atomic sizes of Group II elements compare with Group I?

- Front Row Chemistry Grade 10 pg. 98
- Periodic table
- Data tables

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Physical properties of alkaline earth metals (appearance, hardness, conductivity)

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

- Observe appearance of alkaline earth metals
- Test hardness and conductivity
- Connect magnesium's light weight to its use in aircraft alloys

- Observe appearance of magnesium and calcium
- Test hardness and ductility
- Test electrical conductivity

Why are alkaline earth metals harder than alkali metals?

- Front Row Chemistry Grade 10 pg. 99
- Magnesium ribbon
- Calcium metal
- Circuit with bulb

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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

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

- Describe trends in melting points and ionisation energy
- Compare first and second ionisation energies
- Relate ionisation energy to element reactivity in fireworks

- Study data on melting and boiling points
- Investigate ionisation energy trends
- Discuss factors affecting ionisation energy

Why do alkaline earth metals have higher ionisation energies than alkali metals?

- Front Row Chemistry Grade 10 pg. 102
- Data tables
- Digital devices
- Front Row Chemistry Grade 10 pg. 106
- Magnesium ribbon
- Calcium metal
- Bunsen burner

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

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

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

- Investigate reactions with water and steam
- Compare reactivity of magnesium and calcium
- Relate calcium hydroxide formation to lime water used in construction

- Describe reactions with chlorine gas
- Investigate reactions with dilute acids
- Relate magnesium chloride formation to uses in dust control on roads

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

- React magnesium with chlorine gas
- React magnesium and calcium with dilute acids
- Write balanced equations

Why does magnesium react slowly with cold water but vigorously with steam?
What products form when alkaline earth metals react with chlorine and acids?

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

- Front Row Chemistry Grade 10 pg. 110
- Magnesium ribbon
- Chlorine gas
- Dilute HCl and H₂SO₄

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of alkaline earth metals

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

- Identify uses of alkaline earth metals
- Relate properties to applications
- Connect calcium carbonate to cement production and antacid tablets

- Search for information on uses of alkaline earth metals
- Discuss applications of magnesium, calcium and barium
- Present findings to class

How are alkaline earth metals used in medicine and industry?

- Front Row Chemistry Grade 10 pg. 112
- Digital devices
- Pictures of applications

- Oral questions - Written exercises - Group presentations

Inorganic Chemistry

Periodicity - Introduction to halogens

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

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

- Determine chemical family of chlorine and fluorine
- Write electron configurations
- List other halogens

Why are halogens called "salt formers"?

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

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Periodicity - Laboratory preparation of chlorine gas

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

- Prepare chlorine gas in the laboratory
- Describe properties of chlorine gas
- Relate chlorine properties to its use in bleach and water purification

- Prepare chlorine gas from HCl and MnO₂
- Collect chlorine gas
- Observe properties of chlorine

How is chlorine gas prepared and collected safely?

- Front Row Chemistry Grade 10 pg. 115
- MnO₂, conc. HCl
- Round bottomed flask
- Gas jars

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Trends in physical properties of halogens (atomic radii, melting and boiling points)
Periodicity - Appearance, physical state and solubility of halogens
Periodicity - Electrical conductivity of halogens

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

- Describe trends in atomic radii of halogens
- Explain trends in melting and boiling points
- Relate physical state changes to molecular size and intermolecular forces

- Investigate electrical conductivity of halogens
- Explain why halogens do not conduct electricity
- Contrast halogen non-conductivity with metal conductivity in wiring

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

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

Why do halogens change from gas to solid down the group?
Why don't halogens conduct electricity?

- Front Row Chemistry Grade 10 pg. 117
- Data tables
- Periodic table
- Front Row Chemistry Grade 10 pg. 118
- Bromine, iodine samples
- Distilled water
- Test tubes

- Front Row Chemistry Grade 10 pg. 120
- Iodine crystals
- Circuit with bulb
- Beaker

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

Inorganic Chemistry

Periodicity - Electron affinity and ion formation of halogens

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

- Define electron affinity
- Explain trends in electron affinity down Group VII
- Relate electron affinity to halogen reactivity in forming salts

- Understand how halogen atoms form ions
- Discuss electron affinity values
- Explain trend down the group

Why does electron affinity decrease down Group VII?

- Front Row Chemistry Grade 10 pg. 121
- Data tables
- Digital devices

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Periodicity - Reaction of halogens with metals

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

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

- React chlorine with iron and zinc
- Observe products formed
- Write balanced equations

What happens when halogens react with metals?

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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of chlorine with water

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

- Investigate reaction of chlorine with water
- Describe bleaching action of chlorine water
- Relate chlorine water to swimming pool disinfection

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

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

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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Displacement reactions of halogens
Periodicity - Applications of halogens

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

- Investigate displacement reactions of halogens
- Explain order of reactivity of halogens
- Apply displacement reactions to understand water purification processes

- Identify uses of halogens
- Relate properties to applications
- Connect fluoride in toothpaste to dental health protection

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

- Search for information on uses of halogens
- Discuss applications of F, Cl, Br and I
- Present findings to class

Why can chlorine displace bromine and iodine from their salts?
How are halogens used in water treatment, medicine and industry?

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

- Front Row Chemistry Grade 10 pg. 127
- Digital devices
- Product samples

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

Inorganic Chemistry

Periodicity - Introduction to noble gases
Periodicity - Trends in physical properties of noble gases

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

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

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

Why are noble gases unreactive?

- Front Row Chemistry Grade 10 pg. 128
- Periodic table
- Digital devices
- Front Row Chemistry Grade 10 pg. 129
- Data tables
- Periodic table

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of noble gases

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

- Identify uses of noble gases
- Relate properties to applications
- Connect argon's inertness to its use in welding and light bulbs

- Search for information on uses of noble gases
- Discuss applications of He, Ne and Ar
- Present findings to class

How are noble gases used despite being unreactive?

- Front Row Chemistry Grade 10 pg. 131
- Digital devices
- Pictures of applications

- Oral questions - Written exercises - Group presentations

Inorganic Chemistry

Periodicity - Introduction to Period 3 elements

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

- Identify Period 3 elements and their properties
- Classify elements as metals, metalloids or non-metals
- Relate Period 3 elements to common materials like aluminium foil and silicon chips

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

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

- Front Row Chemistry Grade 10 pg. 131
- Periodic table
- Element samples

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Periodicity - Trends in atomic radii across Period 3
Periodicity - Trends in ionisation energy across Period 3

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

- Describe trends in atomic radii across Period 3
- Explain reasons for the observed trend
- Relate atomic size to element reactivity in sodium vs chlorine

- Describe trends in ionisation energy across Period 3
- Explain factors affecting ionisation energy
- Relate ionisation energy to metallic character of sodium vs non-metallic chlorine

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

- Study ionisation energy data for Period 3
- Discuss trend and anomalies
- Explain using atomic structure

Why does atomic radius decrease across Period 3?
Why does ionisation energy generally increase across Period 3?

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

- Front Row Chemistry Grade 10 pg. 133
- Data tables
- Digital devices

- Written exercises - Graphical work - Oral questions
- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Periodicity - Trends in melting and boiling points across Period 3

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

- Describe trends in melting and boiling points across Period 3
- Explain trends using structure and bonding
- Relate silicon's high melting point to its use in computer chips

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

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

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

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Electron affinity and electronegativity across Period 3

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

- Define electron affinity and electronegativity
- Describe trends across Period 3
- Relate electronegativity to bond polarity in water molecules

- Discuss electron affinity trends
- Study electronegativity values across Period 3
- Explain factors affecting these properties

Why does electronegativity increase across Period 3?

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

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

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

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

- Investigate reactions of Na, Mg and Al with oxygen
- Write balanced equations for the reactions
- Relate magnesium oxide formation to its use in antacids and refractory materials

- Burn sodium, magnesium and aluminium in air
- Observe products formed
- Write word and chemical equations

What products form when Period 3 metals burn in oxygen?

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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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

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

- Investigate reactions of Period 3 metals with chlorine
- Write balanced equations for the reactions
- Relate aluminium chloride to its use as catalyst in industry

- Describe reactions of Si and P with chlorine
- Write balanced equations for the reactions
- Relate silicon tetrachloride to semiconductor manufacturing

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

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

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

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

- Front Row Chemistry Grade 10 pg. 138
- Reference materials
- Digital devices

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

Inorganic Chemistry

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

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

- Investigate reactions of sodium and magnesium with water
- Compare reactivity of the two metals
- Relate sodium hydroxide formation to soap making

- React sodium and magnesium with cold water
- React magnesium with steam
- Write balanced equations

Why does sodium react more vigorously with water than magnesium?

- Front Row Chemistry Grade 10 pg. 140
- Sodium, magnesium
- Trough with water
- Phenolphthalein

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of Period 3 elements with dilute acids

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

- Investigate reactions of Period 3 metals with dilute acids
- Write balanced equations for the reactions
- Relate hydrogen gas production to laboratory gas collection techniques

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

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

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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry
Physical Chemistry

Periodicity - Comparison of trends across Period 3 and down groups
Acids and Bases - Dissociation of acids in water

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

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

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

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

- Front Row Chemistry Grade 10 pg. 141
- Summary charts
- Periodic table
- Front Row Chemistry Learner's Book pg. 143
- Distilled water
- Hydrochloric acid
- Blue and red litmus papers
- Beakers
- Stirring rod

- Written exercises - Oral questions - Individual assessment

Physical Chemistry

Acids and Bases - Dissociation of bases in water
Acids and Bases - Reaction of acids with metals
Acids and Bases - Reaction of acids with metals (continued)
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:

- Explain the dissociation of bases in water
- Demonstrate the presence of hydroxide ions in basic solutions
- Relate the slippery feel of soap to the presence of hydroxide ions in basic solutions

- 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 to demonstrate dissociation of bases in water
- Test solutions using red and blue litmus papers
- Discuss proper disposal of waste after experiments
- 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

Why do bases feel slippery to touch?
How can you confirm the presence of carbon (IV) oxide gas?

- Front Row Chemistry Learner's Book pg. 143
- Sodium hydroxide
- Distilled water
- Blue and red litmus papers
- Beakers
- Measuring cylinder
- Front Row Chemistry Learner's Book pg. 144
- Zinc granules
- Magnesium ribbon
- Iron filings
- Dilute HCl and H₂SO₄
- Test tubes
- Wooden splints
- Front Row Chemistry Learner's Book pg. 146
- Aluminium foil
- Copper turnings
- Dilute HCl
- Dilute H₂SO₄
- Test tubes
- 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

- Observation - Oral questions - Practical assessment
- Practical assessment - Written equations - Oral questions

Physical Chemistry

Acids and Bases - Reaction of acids with metal hydroxides
Acids and Bases - Reaction of acids with metal oxides

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
- Front Row Chemistry Learner's Book pg. 150
- Zinc oxide
- Copper (II) oxide
- Universal indicator
- Filter funnel and paper

- Practical assessment - Written equations - Oral questions

Physical Chemistry

Acids and Bases - Amphoteric oxides and hydroxides

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

- Define amphoteric oxides and hydroxides
- Demonstrate reactions of amphoteric substances with acids and bases
- Connect the dual nature of amphoteric oxides to their industrial applications

- Carry out experiments on reactions of zinc oxide with both acids and bases
- Discuss examples of amphoteric oxides (ZnO, PbO, Al(OH)₃)
- Write chemical equations for the reactions

Why can some metal oxides react with both acids and bases?

- Front Row Chemistry Learner's Book pg. 151
- Zinc oxide
- Sodium hydroxide
- Dilute HCl
- Test tubes
- Spatula

- Oral questions - Written assignments - Observation

Physical Chemistry

Acids and Bases - Universal indicator and pH scale
Acids and Bases - Strong and weak acids

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

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

- Carry out experiments to determine pH of various solutions using universal indicator
- Compare colours with pH chart
- Record observations in a table

How does the pH scale help us classify substances?

- Front Row Chemistry Learner's Book pg. 152
- Universal indicator
- pH chart
- Sulphuric (VI) acid
- Ethanoic acid
- Sodium hydroxide
- Test tubes
- Front Row Chemistry Learner's Book pg. 153

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Acids and Bases - Strong and weak bases
Acids and Bases - Electrical conductivity of acids and bases

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

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

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

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

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

- Front Row Chemistry Learner's Book pg. 154
- Sodium hydroxide
- Ammonia solution
- Universal indicator
- pH chart
- Test tubes
- Front Row Chemistry Learner's Book pg. 154
- Electrodes
- Ammeter
- Beakers
- Dilute HCl
- Ethanoic acid
- NaOH solution
- Ammonia solution

- Practical assessment - Written tests - Oral questions
- 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