Inorganic Chemistry

Relative Atomic Mass - Atomic number and mass number

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

- Define atomic number and mass number
- Calculate the number of protons, neutrons and electrons in an atom
- Use atomic notation to represent atoms of different elements

- Discuss with peers the relationship between atomic number, mass number and number of electrons
- Calculate the number of subatomic particles in given atoms
- Practise writing atomic notation for elements

What is the relationship between atomic number, mass number and number of neutrons?

- Access and Learn Chemistry Learner's Book pg. 24
- Periodic table
- Digital devices

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Relative Atomic Mass - Meaning of isotopes
Relative Atomic Mass - Meaning and calculation
Relative Atomic Mass - Calculations from isotopic abundances I

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

- Define isotopes of an element
- Identify isotopes of common elements
- Relate isotopes to applications like carbon dating and medical imaging

- Brainstorm the meaning of the term isotopes
- Study diagrams showing isotopes of sodium
- Discuss with peers the characteristics of isotopes

Why do atoms of the same element have different masses?

- Access and Learn Chemistry Learner's Book pg. 24
- Digital devices
- Charts showing isotopes
- Access and Learn Chemistry Learner's Book pg. 27
- Periodic table
- Scientific calculators
- Digital devices

- Oral questions - Written exercises - Group discussions

Inorganic Chemistry

Relative Atomic Mass - Calculations from isotopic abundances II
Relative Atomic Mass - Determining relative abundance

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

- Calculate R.A.M for elements with three or more isotopes
- Solve complex problems involving isotopic abundances
- Apply R.A.M calculations to real-world chemistry problems

- Calculate relative abundance of isotopes given R.A.M
- Solve reverse problems on isotopic abundances
- Apply mathematical skills to determine isotope compositions

- Study worked examples on R.A.M calculations for multiple isotopes
- Calculate R.A.M for elements with three isotopes
- Solve practice problems on isotopic abundances

- Study worked examples on determining relative abundance
- Calculate relative abundances from given R.A.M values
- Practise solving reverse problems

How do you calculate R.A.M for elements with multiple isotopes?
How can you determine the relative abundance of isotopes if you know the R.A.M?

- Access and Learn Chemistry Learner's Book pg. 28
- Scientific calculators
- Digital devices

- Access and Learn Chemistry Learner's Book pg. 29
- Scientific calculators
- Digital devices

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Relative Atomic Mass - Practical activity with dice
Electron arrangement - Energy levels and sub-levels

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

- Simulate isotopic abundances using dice
- Calculate R.A.M from simulated data
- Connect hands-on activities to abstract chemical concepts

- Carry out activities using dice to simulate isotopic abundances
- Record and calculate R.A.M from simulated data
- Compare results with actual R.A.M values

How can we use a simulation to understand isotopic abundances?

- Access and Learn Chemistry Learner's Book pg. 30
- Coloured dice
- Flashcards
- Access and Learn Chemistry Learner's Book pg. 32
- Digital devices
- Charts showing energy levels

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Electron arrangement - Types of orbitals

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

- Describe the shapes of s and p orbitals
- Identify the number of orbitals in each sub-level
- Visualize orbital shapes as regions where electrons are likely found

- Search for information on types of orbitals
- Study diagrams showing shapes of s and p orbitals
- Watch videos showing electrons in various orbitals

What do s and p orbitals look like?

- Access and Learn Chemistry Learner's Book pg. 34
- Digital devices
- Charts showing orbital shapes

- Oral questions - Written exercises - Group discussions

Inorganic Chemistry

Electron arrangement - Aufbau's principle

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

- State the Aufbau's principle
- Apply the order of filling electrons in orbitals
- Compare electron filling to constructing a building from the foundation upwards

- Search for information on Aufbau's principle
- Study the diagram showing order of filling electrons
- Discuss with peers how electrons fill orbitals

In what order do electrons fill the orbitals in an atom?

- Access and Learn Chemistry Learner's Book pg. 36
- Digital devices
- Aufbau diagram

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Electron arrangement - Writing s and p notation I
Electron arrangement - Writing s and p notation II
Electron arrangement - Practical activity
Historical development of the periodic table I

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

- Write electron arrangement of elements 1-10 using s and p notation
- Follow the steps for writing electron arrangements
- Apply the rules for filling electrons in s and p orbitals

- Demonstrate electron filling using plastic beakers
- Model electron configurations using locally available materials
- Visualize abstract electron arrangements through hands-on activities

- Study worked examples on writing s and p notation
- Draw electron arrangements for elements 1-10
- Practise writing s and p notation independently

- Carry out activities to illustrate the order of filling electrons using labelled plastic beakers
- Use beads or pebbles to represent electrons
- Discuss the relationship between energy levels and orbitals

How do you write the electron arrangement of an element using s and p notation?
How can we demonstrate electron arrangement using locally available materials?

- Access and Learn Chemistry Learner's Book pg. 38
- Periodic table
- Digital devices
- Access and Learn Chemistry Learner's Book pg. 39
- Access and Learn Chemistry Learner's Book pg. 40
- Plastic beakers
- Beads or pebbles
- Labels
- Access and Learn Chemistry Learner's Book pg. 45
- Digital devices
- Timeline charts

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

Inorganic Chemistry

Historical development of the periodic table II
Groups and periods I

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

- Explain Mendeleev's contribution to the periodic table
- Describe Moseley's work on atomic numbers
- Recognize Mendeleev as the father of the periodic table

- Search for information on Mendeleev's and Moseley's contributions
- Discuss why Mendeleev is called the father of the periodic table
- Compare Mendeleev's table with the modern periodic table

Why is Mendeleev called the father of the periodic table?

- Access and Learn Chemistry Learner's Book pg. 46
- Digital devices
- Periodic table charts
- Access and Learn Chemistry Learner's Book pg. 49
- Periodic table
- Digital devices

- Oral questions - Written exercises - Group discussions

Inorganic Chemistry

Groups and periods II
Position of an element and electron arrangement
Chemical families - Alkali metals and Alkaline earth metals

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

- Arrange the first 20 elements into groups and periods
- Relate electron arrangement to group and period number
- Use electron configuration to predict an element's position in the periodic table

- Copy and complete the table for the first 20 elements
- Identify elements belonging to each group and period
- Discuss how electron arrangement changes across periods

How does electron arrangement determine an element's position in the periodic table?

- Access and Learn Chemistry Learner's Book pg. 49
- Periodic table
- Digital devices
- Access and Learn Chemistry Learner's Book pg. 51
- Manila paper
- Graph paper
- Scissors
- Access and Learn Chemistry Learner's Book pg. 53

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Chemical families - Halogens and Noble gases
Transition elements
Stability of atoms

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

- Identify members of halogens and noble gases
- Describe common features of Group VII and Group VIII elements
- Connect halogens to uses like chlorine in water treatment and noble gases in lighting

- Identify elements in Group VII and Group VIII
- Discuss with peers common features of halogens
- Search for information on properties of noble gases

Why are noble gases called inert gases?

- Access and Learn Chemistry Learner's Book pg. 53
- Periodic table
- Digital devices
- Access and Learn Chemistry Learner's Book pg. 54
- Coloured pencils
- Access and Learn Chemistry Learner's Book pg. 55

- Oral questions - Written exercises - Group discussions

Inorganic Chemistry

Cations and anions
Valency and oxidation number I

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

- Define cations and anions
- Predict the type of ion formed from electron arrangement
- Draw ion formation using dot and cross diagrams

- Define valency and oxidation number
- Determine valency from electron arrangement
- Differentiate between valency and oxidation number

- Study diagrams showing ion formation
- Draw ion formation of metals and non-metals using dot and cross structures
- Discuss with peers the difference between cations and anions

- Discuss with peers the meaning of valency and oxidation number
- Determine valency of elements from their electron arrangements
- Compare valency and oxidation number of elements

How do atoms form ions?
What is the difference between valency and oxidation number?

- Access and Learn Chemistry Learner's Book pg. 56
- Digital devices
- Charts showing ion formation

- Access and Learn Chemistry Learner's Book pg. 58
- Periodic table
- Digital devices

- Oral questions - Written exercises - Practical drawings
- Oral questions - Written exercises - Observation

Inorganic Chemistry

Valency and oxidation number II
Radicals

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

- Identify elements with variable oxidation numbers
- Write oxidation numbers of transition elements
- Apply Roman numerals to represent variable oxidation states

- Discuss with peers elements with variable oxidation numbers
- Complete the table of oxidation numbers for transition elements
- Practise writing oxidation numbers using Roman numerals

Why do some elements have more than one oxidation number?

- Access and Learn Chemistry Learner's Book pg. 59
- Periodic table
- Digital devices
- Access and Learn Chemistry Learner's Book pg. 60
- Charts showing radicals

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Electron arrangement of ions using s and p notation

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

- Write electron arrangement of ions using s and p notation
- Distinguish between electron arrangements of atoms and ions
- Apply electron arrangement to explain ion formation

- Copy and complete the table showing electron arrangements of ions
- Compare electron arrangements of atoms and their ions
- List cations and anions from the table

How does the electron arrangement of an ion differ from that of its atom?

- Access and Learn Chemistry Learner's Book pg. 62
- Periodic table
- Digital devices

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Deriving formulae of compounds I
Deriving formulae of compounds II

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

- State the steps for writing formulae of compounds
- Derive formulae of simple ionic compounds
- Apply the cross-over method to write chemical formulae

- Discuss the steps for writing formulae of compounds
- Study worked examples on deriving formulae
- Practise writing formulae using the cross-over method

How do you write the formula of a compound?

- Access and Learn Chemistry Learner's Book pg. 63
- Valency tables
- Digital devices
- Access and Learn Chemistry Learner's Book pg. 64

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Writing balanced chemical equations I
Writing balanced chemical equations II

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

- Identify reactants and products in a chemical reaction
- Write word equations for chemical reactions
- Convert word equations to chemical equations

- Write state symbols in chemical equations
- Balance chemical equations by adjusting coefficients
- Apply the law of conservation of mass to balance equations

- Read information on parts of a chemical equation
- Identify reactants and products in given reactions
- Write word equations for simple chemical reactions

- Study the steps for balancing chemical equations
- Study worked examples on balancing equations
- Practise balancing simple chemical equations

What are the parts of a chemical equation?
How do you balance a chemical equation?

- Access and Learn Chemistry Learner's Book pg. 64
- Digital devices
- Charts showing chemical equations

- Access and Learn Chemistry Learner's Book pg. 65
- Digital devices
- Practice worksheets

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

Inorganic Chemistry

Writing balanced chemical equations III
Role of electron arrangement in the periodic table - Project

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

- Write balanced equations for reactions of acids with metals
- Write balanced equations for reactions of acids with carbonates
- Apply balancing skills to more complex reactions

- Write balanced equations for reactions involving acids
- Practise writing equations for reactions with carbonates
- Compare equations with classmates for peer learning

How do you write balanced equations for reactions involving acids?

- Access and Learn Chemistry Learner's Book pg. 66
- Digital devices
- Practice worksheets
- Access and Learn Chemistry Learner's Book pg. 67
- Manila paper or carton box
- Coloured pencils
- Flashcards

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Chemical Bonding - Role of valence electrons in bonding
Chemical Bonding - Types of chemical bonds
Chemical Bonding - The ionic chemical bond

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

- Explain the role of valence electrons in bonding
- Identify the octet and duplet rule in bond formation
- Relate chemical bonding to everyday materials like plastics and metals

- Review the concept of stability of atoms (gaining and/or losing electrons)
- Discuss in groups the role of valence electrons in bonding (octet/duplet noble gas configuration)
- Use digital devices to watch animations on atomic stability

Why do atoms form bonds with other atoms?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 70
- Digital devices
- Modelling clay or plasticine
- Wooden splints
- Access & Learn Chemistry Learner's Book Grade 10 pg. 71
- Charts showing bond types
- Access & Learn Chemistry Learner's Book Grade 10 pg. 72
- Charts showing ionic bond formation
- Digital devices

- Oral questions - Observation - Written exercises

Inorganic Chemistry

Chemical Bonding - Ionic bonding in sodium chloride and magnesium oxide
Chemical Bonding - Giant ionic structures and lattice

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

- Illustrate ionic bonding in sodium chloride and magnesium oxide
- Draw Lewis structures for ionic compounds
- Connect ionic compounds to household items like cooking salt

- Use dot (.) and cross (x) diagrams to show electron donation and acceptance in NaCl and MgO
- Calculate net charges on ions formed
- Watch animations on ionic bond formation using digital devices

What holds sodium and chloride ions together in sodium chloride?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 73
- Digital devices
- Periodic table
- Access & Learn Chemistry Learner's Book Grade 10 pg. 76
- Modelling materials (clay, toothpicks)
- Charts of ionic lattices

- Written assignments - Practical observation - Oral questions

Inorganic Chemistry

Chemical Bonding - Solubility of ionic compounds
Chemical Bonding - Thermal conductivity, melting and boiling points of ionic compounds
Chemical Bonding - Electrical conductivity in molten and aqueous ionic compounds
Chemical Bonding - Uses of ionic compounds
Chemical Bonding - The covalent chemical bond

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

- Investigate the solubility of ionic compounds
- Explain why ionic compounds dissolve in water
- Apply knowledge of solubility to dissolving salt in cooking

- Outline uses of ionic compounds
- Relate properties of ionic compounds to their uses
- Identify ionic compounds in everyday products like fertilizers and antacids

- Carry out experiments to investigate solubility of sodium chloride and copper (II) chloride in water and ethanol
- Record and discuss observations
- Relate solubility to polarity of water molecules

- Search for information on uses of ionic compounds using print or digital materials
- Discuss uses of sodium chloride, calcium carbonate and potassium nitrate
- Relate uses to specific properties

Why do ionic compounds dissolve in water but not in organic solvents?
How are the properties of ionic compounds useful in everyday life?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 77
- Sodium chloride
- Copper (II) chloride
- Distilled water
- Ethanol
- Test tubes
- Access & Learn Chemistry Learner's Book Grade 10 pg. 78
- Bunsen burner
- Test tubes
- Copper (II) chloride
- Access & Learn Chemistry Learner's Book Grade 10 pg. 79
- Dry cells
- Bulb/ammeter
- Connecting wires
- Carbon rods
- Lead (II) bromide
- Access & Learn Chemistry Learner's Book Grade 10 pg. 81
- Digital devices
- Samples of ionic compounds
- Access & Learn Chemistry Learner's Book Grade 10 pg. 82
- Modelling clay
- Wooden splints
- Charts showing covalent bonds

- Practical report - Observation - Written exercises
- Written assignments - Group presentations - Oral questions

Inorganic Chemistry

Chemical Bonding - Double and triple covalent bonds

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

- Illustrate double and triple covalent bonds
- Draw Lewis structures for oxygen and nitrogen molecules
- Relate multiple bonds to atmospheric gases we breathe

- Use dot (.) and cross (x) diagrams to show double bonds in oxygen molecules
- Illustrate triple covalent bonds in nitrogen molecules
- Model multiple covalent bonds using locally available materials

Why do some molecules have double or triple bonds?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 83
- Modelling materials
- Charts of molecular structures

- Written exercises - Model assessment - Oral questions

Inorganic Chemistry

Chemical Bonding - Covalent bonding in ammonia and hydrogen chloride

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

- Illustrate covalent bonding in ammonia and hydrogen chloride molecules
- Identify lone pairs of electrons in molecules
- Connect molecular compounds to household chemicals like cleaning ammonia

- Draw dot (.) and cross (x) structures for ammonia and hydrogen chloride
- Identify shared pairs and lone pairs in molecules
- Discuss the shape of ammonia molecule

What is the role of lone pairs in covalent molecules?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 84
- Charts showing molecular structures
- Digital devices

- Written exercises - Observation - Oral questions

Inorganic Chemistry

Chemical Bonding - Dative covalent (coordinate) bonding
Chemical Bonding - Hydrogen bonding and Van der Waals forces

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

- Describe the formation of dative covalent bonds
- Illustrate dative bonding in ammonium and hydroxonium ions
- Relate coordinate bonds to acid-base reactions in the stomach

- Discuss how both shared electrons come from one atom in dative bonding
- Draw structures showing dative bonds in ammonium ion (NH₄⁺)
- Illustrate dative bonding in hydroxonium ion (H₃O⁺)

How is a dative covalent bond different from an ordinary covalent bond?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 85
- Charts showing dative bonds
- Digital devices
- Access & Learn Chemistry Learner's Book Grade 10 pg. 86
- Modelling materials

- Written exercises - Oral questions - Group discussions

Inorganic Chemistry

Chemical Bonding - Melting, boiling points and conductivity of molecular substances
Chemical Bonding - Solubility and uses of molecular substances

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

- Investigate melting and boiling points of molecular substances
- Explain why molecular substances have low melting points
- Relate molecular properties to everyday substances like sugar and wax

- Investigate solubility of molecular substances
- Relate uses of molecular substances to their properties
- Identify molecular substances in products like fuels and medicines

- Carry out experiments to determine melting point of naphthalene
- Investigate thermal and electrical conductivity of molecular substances
- Compare properties with ionic compounds

- Carry out experiments to investigate solubility of sulphur and sugar in water and ethanol
- Discuss uses of molecular substances related to their properties
- Search for information on applications of molecular compounds

Why do molecular substances have low melting and boiling points?
Why do some molecular substances dissolve in organic solvents but not in water?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 89
- Naphthalene
- Thermometer
- Bunsen burner
- Melting point tube

- Access & Learn Chemistry Learner's Book Grade 10 pg. 92
- Sulphur powder
- Sugar crystals
- Distilled water
- Ethanol

- Practical report - Written exercises - Observation
- Practical report - Written assignments - Oral questions

Inorganic Chemistry

Chemical Bonding - Giant atomic structure of diamond
Chemical Bonding - Giant atomic structure of graphite

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

- Describe the giant atomic structure of diamond
- Model the structure of diamond using locally available materials
- Connect diamond's structure to its use in cutting tools and jewelry

- Discuss the tetrahedral structure of diamond
- Model a diamond structure using modelling clay and toothpicks
- Relate structure to properties (hardness, non-conductivity)

Why is diamond the hardest natural substance?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 93
- Modelling clay
- Toothpicks
- Charts of diamond structure
- Access & Learn Chemistry Learner's Book Grade 10 pg. 94
- Charts of graphite structure

- Model assessment - Written exercises - Oral questions

Inorganic Chemistry

Chemical Bonding - Uses of diamond, graphite and silicon (IV) oxide

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

- Outline uses of diamond, graphite and silicon (IV) oxide
- Relate uses to their structural properties
- Identify applications in drilling, electronics and glass making

- Search for information on uses of giant atomic structures
- Discuss why diamond is used in drilling bits
- Explain the use of graphite as a lubricant and in electrodes

How do the structures of diamond and graphite determine their uses?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 96
- Digital devices
- Charts showing applications

- Written assignments - Group presentations - Oral questions

Inorganic Chemistry

Chemical Bonding - Metallic bonding and delocalised electrons
Chemical Bonding - Physical properties of giant metallic structures

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

- Describe the formation of metallic bonds
- Illustrate the sea of delocalised electrons model
- Relate metallic bonding to properties of metals used in wiring and construction

- Discuss how metallic bonds form through electron delocalisation
- Draw diagrams showing metallic bonding in sodium, magnesium and aluminium
- Explain the concept of positive ions in a sea of electrons

Why are metals good conductors of electricity and heat?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 97
- Charts showing metallic bonding
- Digital devices
- Access & Learn Chemistry Learner's Book Grade 10 pg. 99
- Metal and wood pieces

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Chemical Bonding - Uses of metallic structures related to properties
Periodicity - Introduction to periodic properties
Periodicity - Physical appearance and density of group I elements
Periodicity - Gradation in size of atoms and ions of group I elements

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

- Outline uses of metallic structures
- Relate uses of metals to their bond type and properties
- Identify applications of metals in vehicles, buildings and electronics

- Define periodicity and periodic properties
- Identify atomic size, ionisation energy, electron affinity and electronegativity
- Relate periodic trends to arrangement of elements in the periodic table

- Search for information on uses of metallic structures
- Complete a table relating substances, bond types, properties and uses
- Discuss uses of copper, aluminium and iron in daily life

- Search for information on periodic properties using print or digital materials
- Discuss the meaning of atomic radius, ionisation energy, electron affinity and electronegativity
- Study sample periodic tables to identify patterns

How does metallic bonding make metals suitable for electrical wiring?
What causes the repeating pattern of properties in the periodic table?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 101
- Digital devices
- Samples of metal products
- Access & Learn Chemistry Learner's Book Grade 10 pg. 104
- Periodic table charts
- Digital devices
- Access & Learn Chemistry Learner's Book Grade 10 pg. 106
- Sodium metal
- Scalpel blade
- Petri dish
- Access & Learn Chemistry Learner's Book Grade 10 pg. 107
- Periodic table
- Graph paper

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

Inorganic Chemistry

Periodicity - Ionisation energy and electronegativity of group I elements
Periodicity - Melting, boiling points and electrical conductivity of group I elements
Periodicity - Reactions of group I elements with oxygen

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

- Describe trends in ionisation energy and electronegativity of group I elements
- Analyse data on ionisation energies
- Connect ionisation energy to reactivity of metals like sodium in fireworks

- Analyse data on ionisation energies of group I elements
- Discuss factors affecting ionisation energy (atomic radius, shielding effect)
- Create trend charts for electronegativity values

Why does lithium have a higher ionisation energy than sodium?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 108
- Data tables
- Graph paper
- Digital devices
- Access & Learn Chemistry Learner's Book Grade 10 pg. 110
- Connecting wires
- Dry cells
- Bulb
- Sodium metal
- Lithium metal
- Access & Learn Chemistry Learner's Book Grade 10 pg. 112
- Gas jar of oxygen
- Deflagrating spoon
- Bunsen burner
- Lithium and sodium metals
- Litmus paper

- Written exercises - Data analysis - Oral questions

Inorganic Chemistry

Periodicity - Reactions of group I elements with chlorine and cold water
Periodicity - Applications of group I elements
Periodicity - Appearance, atomic and ionic radii of group II elements

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

- Investigate reactions of group I elements with chlorine and cold water
- Write balanced equations for the reactions
- Connect vigorous reactions to safety precautions in laboratories and industries

- Lower molten lithium and sodium into jars of dry chlorine gas
- Place lithium and sodium metals in beakers with cold water
- Test products with litmus paper
- Write chemical equations for reactions

Why does sodium react more vigorously with water than lithium?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 114
- Chlorine gas
- Cold water
- Beakers
- Lithium and sodium metals
- Litmus paper
- Access & Learn Chemistry Learner's Book Grade 10 pg. 117
- Digital devices
- Reference materials
- Access & Learn Chemistry Learner's Book Grade 10 pg. 118
- Magnesium ribbon
- Calcium metal
- Sandpaper
- Periodic table

- Practical report - Written exercises - Observation

Inorganic Chemistry

Periodicity - Ionisation energy, melting and boiling points of group II elements

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

- Describe trends in ionisation energy of group II elements
- Analyse melting and boiling point data
- Connect high melting points to use of magnesium oxide in furnace linings

- Analyse data on first and second ionisation energies of group II elements
- Plot graphs of melting and boiling points against atomic number
- Discuss factors affecting ionisation energy and melting points

Why do group II elements have two ionisation energies?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 121
- Graph paper
- Data tables
- Digital devices

- Data analysis - Written exercises - Oral questions

Inorganic Chemistry

Periodicity - Reactions of group II elements with water, steam and oxygen
Periodicity - Reactions of group II elements with dilute acids and chlorine
Periodicity - Applications of group II elements

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

- Investigate reactions of magnesium and calcium with water and oxygen
- Write balanced equations for the reactions
- Relate magnesium's reaction with oxygen to its use in flares and fireworks

- Investigate reactions of group II elements with dilute acids and chlorine
- Write balanced equations for the reactions
- Relate reactions to production of hydrogen gas for industrial uses

- Investigate reactions of magnesium ribbon with cold water and steam
- Investigate reaction of calcium with cold water
- Burn magnesium and calcium in oxygen and test products
- Collect and test gases produced

- Investigate reactions of magnesium and calcium with dilute HCl, dilute H₂SO₄ and dilute HNO₃
- Test gases produced with burning splint
- Investigate reactions with chlorine gas
- Write chemical equations for all reactions

Why does magnesium react slowly with cold water but vigorously with steam?
Why does the reaction of calcium with dilute sulphuric acid stop quickly?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 123
- Magnesium ribbon
- Calcium metal
- Gas jar of oxygen
- Bunsen burner
- Litmus paper
- Access & Learn Chemistry Learner's Book Grade 10 pg. 127
- Dilute acids
- Magnesium ribbon
- Calcium metal
- Chlorine gas
- Test tubes
- Access & Learn Chemistry Learner's Book Grade 10 pg. 129
- Digital devices
- Reference materials

- Practical report - Written exercises - Observation

Inorganic Chemistry

Periodicity - Preparation of chlorine and physical properties of group VII elements

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

- Prepare chlorine gas in the laboratory
- Describe physical properties of halogens
- Relate chlorine's properties to its use in water treatment and disinfection

- Set up apparatus to prepare chlorine gas from concentrated HCl and potassium manganate (VII)
- Observe colour, smell and solubility of chlorine
- Compare physical properties of fluorine, chlorine, bromine and iodine

Why is chlorine collected by downward delivery?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 131
- Concentrated HCl
- Potassium manganate (VII)
- Gas jars
- Delivery tubes

- Practical report - Observation - Written exercises

Inorganic Chemistry

Periodicity - Melting, boiling points and gradation in size of group VII elements

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

- Describe trends in melting and boiling points of halogens
- Describe trends in atomic and ionic radii of group VII elements
- Relate physical states to intermolecular forces and room temperature applications

- Analyse data on melting and boiling points of halogens
- Plot graphs of melting and boiling points against atomic number
- Analyse data on atomic and ionic radii
- Discuss Van der Waals forces in halogens

Why is iodine a solid while chlorine is a gas at room temperature?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 135
- Graph paper
- Data tables
- Digital devices

- Data analysis - Written exercises - Oral questions

Inorganic Chemistry

Periodicity - Reactions of group VII elements with water and metals
Periodicity - Displacement reactions and bleaching action of chlorine

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

- Investigate reactions of halogens with water and metals
- Write balanced equations for the reactions
- Relate halogen reactivity to their use in antiseptics and disinfectants

- Bubble chlorine gas into distilled water and test with litmus paper
- Add bromine and iodine to water and observe
- Pass chlorine gas over heated iron wool
- Write chemical equations for reactions

Why does chlorine turn moist blue litmus paper red and then white?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 139
- Chlorine gas
- Bromine water
- Iodine crystals
- Iron wool
- Litmus paper
- Access & Learn Chemistry Learner's Book Grade 10 pg. 142
- Potassium bromide solution
- Potassium iodide solution
- Coloured cloth
- Flower petals

- Practical report - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of group VII elements
Periodicity - Physical properties and applications of noble gases

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

- Outline applications of group VII elements
- Relate properties to specific uses
- Identify uses in water treatment, photography, medicine and refrigeration

- Describe physical properties of noble gases
- Outline applications of group VIII elements
- Relate noble gas properties to uses in lighting, welding and medical imaging

- Search for information on applications of halogens
- Discuss uses of chlorine in water treatment, bromine in photography, iodine in medicine
- Create presentations on halogen applications

- Analyse data on atomic radii, ionisation energy, melting and boiling points of noble gases
- Discuss why noble gases are unreactive
- Search for information on uses of helium, neon and argon

How is chlorine used to make drinking water safe?
Why are noble gases called inert gases?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 147
- Digital devices
- Reference materials

- Access & Learn Chemistry Learner's Book Grade 10 pg. 148
- Periodic table
- Digital devices
- Reference materials

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

Inorganic Chemistry

Periodicity - Atomic size, ionisation energy and electronegativity across period 3
Periodicity - Reactions of period 3 elements with oxygen and water
Periodicity - Reactions of period 3 elements with chlorine and dilute acids

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

- Describe trends in atomic size and ionisation energy across period 3
- Plot graphs showing trends across the period
- Relate effective nuclear charge to changes in atomic properties

- Draw atomic structures of period 3 elements
- Analyse data on atomic radii and ionisation energies
- Plot graphs of ionisation energy against atomic number
- Discuss the role of effective nuclear charge

Why does atomic radius decrease across period 3?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 151
- Graph paper
- Periodic table
- Data tables
- Access & Learn Chemistry Learner's Book Grade 10 pg. 155
- Sodium, magnesium, sulphur
- Gas jar of oxygen
- Bunsen burner
- Litmus paper
- Distilled water
- Access & Learn Chemistry Learner's Book Grade 10 pg. 158
- Chlorine gas
- Dilute acids
- Sodium, magnesium
- Test tubes
- Bunsen burner

- Data analysis - Written exercises - Oral questions