Inorganic Chemistry

Meaning of Chemistry as a field of science

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

- Define Chemistry as a field of science
- Identify the key components in the definition of Chemistry
- Relate Chemistry to everyday activities like cooking, cleaning and manufacturing

- Discuss with peers the meaning of Chemistry as a field of science
- Brainstorm on activities in daily life that involve Chemistry
- Search for information using electronic and/or print media on the definition of Chemistry

What is Chemistry and why does it matter in our daily activities?

- Access and Learn Chemistry Learner's Book pg. 1
- Digital devices
- Internet access

- Oral questions - Observation - Written exercises

Inorganic Chemistry

Branches of Chemistry
Role of Chemistry in day-to-day life - Community and Health

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

- Identify the five branches of Chemistry
- Describe the focus of each branch of Chemistry
- Connect branches of Chemistry to industries like food processing, medicine and agriculture

- Discuss with peers the branches of Chemistry
- Use digital or print materials to search for information on branches of Chemistry
- Create a mind-map showing the branches of Chemistry and their applications

How do the different branches of Chemistry contribute to various industries?

- Access and Learn Chemistry Learner's Book pg. 2
- Digital devices
- Charts showing branches of Chemistry
- Access and Learn Chemistry Learner's Book pg. 3
- Samples of household products
- Digital devices

- Oral questions - Observation - Group presentations

Inorganic Chemistry

Role of Chemistry in day-to-day life - Industry and Manufacturing
Role of Chemistry in day-to-day life - Agriculture and Nuclear Industry
Career opportunities related to Chemistry

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

- Explain the role of Chemistry in manufacturing industries
- Describe how Chemistry is applied in food and pharmaceutical industries
- Link chemical processes to production of items like soap, fertilizers and medicines

- Search for information on the role of Chemistry in manufacturing and pharmaceutical industries
- Discuss with peers how Chemistry is applied in food processing and preservation
- Create a chart showing industrial applications of Chemistry

What products in our daily life are manufactured using chemical processes?

- Access and Learn Chemistry Learner's Book pg. 4
- Digital devices
- Samples of manufactured products
- Access and Learn Chemistry Learner's Book pg. 5
- Internet access
- Access and Learn Chemistry Learner's Book pg. 6
- Career flashcards

- Oral questions - Written exercises - Group discussions

Inorganic Chemistry

Gender stereotyping and career choices in Chemistry
Effects of drug and substance use - Meaning and types
Effects of drug and substance use - Health and social effects

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

- Explain how gender stereotyping influences career choices
- Identify ways of overcoming gender stereotypes in career choices
- Encourage equal participation in Chemistry-related careers regardless of gender

- Discuss with peers how gender stereotyping influences career choices
- Read and analyse scenarios on gender stereotyping in Chemistry
- Brainstorm ways of overcoming gender stereotypes in career choices

How can gender stereotypes in Chemistry-related careers be overcome?

- Access and Learn Chemistry Learner's Book pg. 8
- Digital devices
- Scenario cards
- Access and Learn Chemistry Learner's Book pg. 10
- Drug information charts
- Access and Learn Chemistry Learner's Book pg. 11
- Charts on drug effects

- Oral questions - Group discussions - Written exercises

Inorganic Chemistry

Effects of drug and substance use - Sensitization project

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

- Develop posters to sensitize peers on risks of drug and substance use
- Present awareness messages on drug abuse
- Apply creative skills to communicate health messages to the community

- Develop e-posters or mind-maps to sensitize peers on risks of drug and substance use
- Use locally available materials to create awareness posters
- Display posters on the school noticeboard

How can we effectively communicate the dangers of drug abuse to our peers?

- Access and Learn Chemistry Learner's Book pg. 12
- Manila papers
- Marker pens
- Digital devices

- Project assessment - Peer evaluation - Observation

Inorganic Chemistry

Rights and responsibilities - Consumer protection

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

- Identify components of packaging labels on manufactured products
- Interpret marks of quality, expiry dates and nutritional information
- Apply consumer rights knowledge when purchasing everyday products

- Examine packaging labels on samples of manufactured products
- Identify marks of quality, expiry dates and nutritional information
- Discuss with peers consumer rights and protection

What information should you look for on product labels before purchasing?

- Access and Learn Chemistry Learner's Book pg. 13
- Samples of packaging labels
- Digital devices

- Oral questions - Observation - Written exercises

Inorganic Chemistry

Rights and responsibilities - Safe learning environment
Structure of the atom - Dalton's atomic model

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

- Explain learner's rights to a safe learning environment
- Describe responsibilities for maintaining a healthy learning environment
- Practice safety measures in the Chemistry laboratory and classroom

- Brainstorm on learner's rights and responsibilities to a safe and healthy learning environment
- Discuss safety rules in the Chemistry laboratory
- Create safety guidelines for the learning environment

What are your rights and responsibilities in maintaining a safe Chemistry laboratory?

- Access and Learn Chemistry Learner's Book pg. 14
- Safety charts
- Digital devices
- Access and Learn Chemistry Learner's Book pg. 17
- Digital devices
- Charts showing atomic models

- Oral questions - Written assignments - Observation

Inorganic Chemistry

Structure of the atom - Rutherford's atomic model
Structure of the atom - Bohr's atomic model
Structure of the atom - Comparing atomic models

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

- Describe the structure of the atom using Rutherford's model
- Explain the gold foil experiment and its findings
- Connect Rutherford's discoveries to our understanding of nuclear structure

- Watch simulation on the Rutherford Gold Foil experiment
- Discuss with peers the observations and conclusions of the experiment
- Draw a representation of Rutherford's atomic model

What did Rutherford's gold foil experiment reveal about the atom?

- Access and Learn Chemistry Learner's Book pg. 18
- Digital devices
- Internet access
- Access and Learn Chemistry Learner's Book pg. 20
- Charts showing Bohr's model
- Access and Learn Chemistry Learner's Book pg. 21
- Manila papers

- Oral questions - Written exercises - Group discussions

Inorganic Chemistry

Structure of the atom - Modelling project
Relative Atomic Mass - Atomic number and mass number
Relative Atomic Mass - Meaning of isotopes

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

- Construct a model of an atom using locally available materials
- Label the nucleus, protons, neutrons and electrons on the model
- Apply creative skills to represent abstract scientific concepts physically

- Use locally available materials to model the structure of the atom
- Label the parts of the atomic model
- Display the constructed model for peer assessment

How can we represent the structure of an atom using locally available materials?

- Access and Learn Chemistry Learner's Book pg. 22
- Locally available materials
- Scissors, glue
- Access and Learn Chemistry Learner's Book pg. 24
- Periodic table
- Digital devices
- Digital devices
- Charts showing isotopes

- Project assessment - Peer evaluation - Observation

Inorganic Chemistry

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 Relative Atomic Mass (R.A.M)
- Explain the concept of isotopic abundance
- Connect R.A.M to the values shown on the periodic table

- Search for information on Relative Atomic Mass
- Discuss with peers the meaning of isotopic abundance
- Study the relationship between R.A.M and isotopes

What is Relative Atomic Mass and why is it not always a whole number?

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

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Relative Atomic Mass - Calculations from isotopic abundances II

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

- 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

How do you calculate R.A.M for elements with multiple isotopes?

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

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Relative Atomic Mass - Determining relative abundance

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

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

How can you determine the relative abundance of isotopes if you know the R.A.M?

- 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

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

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

How do you write the electron arrangement of an element using s and p notation?

- Access and Learn Chemistry Learner's Book pg. 38
- Periodic table
- Digital devices
- Access and Learn Chemistry Learner's Book pg. 39

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Electron arrangement - Practical activity

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

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

- 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 can we demonstrate electron arrangement using locally available materials?

- Access and Learn Chemistry Learner's Book pg. 40
- Plastic beakers
- Beads or pebbles
- Labels

- Practical assessment - Observation - Written exercises

Inorganic Chemistry

Historical development of the periodic table I
Historical development of the periodic table II
Groups and periods I

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

- Describe the early attempts to classify elements
- Explain the law of triads and law of octaves
- Trace the evolution of element classification from ancient times

- Brainstorm in groups on the historical development of the periodic table
- Watch a video on the history of the periodic table
- Study the timeline of periodic table development

How did scientists first attempt to organize the elements?

- Access and Learn Chemistry Learner's Book pg. 45
- Digital devices
- Timeline charts
- Access and Learn Chemistry Learner's Book pg. 46
- Periodic table charts
- Access and Learn Chemistry Learner's Book pg. 49
- Periodic table
- Digital devices

- Oral questions - Group discussions - Written exercises

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

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

- Oral questions - Written exercises - Group discussions

Inorganic Chemistry

Stability of atoms
Cations and anions

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

- Explain the stability of noble gas atoms
- Describe how atoms gain stability through electron loss or gain
- Relate atomic stability to the octet rule and full outer shells

- Draw atomic structures of helium, neon and argon
- Discuss with peers the meaning of stability of an atom
- Identify what makes noble gases stable

Why are noble gases stable?

- Access and Learn Chemistry Learner's Book pg. 55
- Periodic table
- Digital devices
- Access and Learn Chemistry Learner's Book pg. 56
- Digital devices
- Charts showing ion formation

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Valency and oxidation number I

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

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

- 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

What is the difference between valency and oxidation number?

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

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Valency and oxidation number II

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

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Radicals
Electron arrangement of ions using s and p notation

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

- Define radicals in chemistry
- Identify common radicals and their valencies
- Apply knowledge of radicals in writing chemical formulae

- Discuss with peers the meaning of radicals
- Complete the table of radicals and their valencies
- Identify radicals in common compounds

What are radicals and how are they used in Chemistry?

- Access and Learn Chemistry Learner's Book pg. 60
- Charts showing radicals
- Digital devices
- Access and Learn Chemistry Learner's Book pg. 62
- Periodic table

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Deriving formulae of compounds I

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

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Deriving formulae of compounds II

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

- Derive formulae of compounds containing radicals
- Write formulae of compounds with transition elements
- Apply formulae writing skills to complex compounds

- Write formulae of compounds containing radicals
- Practise writing formulae of compounds with variable oxidation numbers
- Compare formulae with classmates for peer learning

How do you write the formula of a compound containing a radical?

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

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Writing balanced chemical equations I

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

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

What are the parts of a chemical equation?

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

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Writing balanced chemical equations II
Writing balanced chemical equations III

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

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

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

How do you balance a chemical equation?

- Access and Learn Chemistry Learner's Book pg. 65
- Digital devices
- Practice worksheets
- Access and Learn Chemistry Learner's Book pg. 66

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Role of electron arrangement in the periodic table - Project
Chemical Bonding - Role of valence electrons in bonding

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

- Make a periodic table for the first 20 elements using locally available materials
- Explain the role of electron arrangement in the periodic table
- Apply creative skills to design and construct educational resources

- Use locally available materials to create a periodic table
- Include element names, symbols, atomic numbers and electron arrangements
- Display the periodic table for peer assessment

How does electron arrangement determine the organization of the periodic table?

- Access and Learn Chemistry Learner's Book pg. 67
- Manila paper or carton box
- Coloured pencils
- Flashcards
- Access & Learn Chemistry Learner's Book Grade 10 pg. 70
- Digital devices
- Modelling clay or plasticine
- Wooden splints

- Project assessment - Peer evaluation - Observation

Inorganic Chemistry

Chemical Bonding - Types of chemical bonds
Chemical Bonding - The ionic chemical bond

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

- Identify different types of chemical bonds
- Distinguish between ionic, covalent and metallic bonds
- Connect different bond types to substances used in daily life like salt and water

- Discuss with peers different types of chemical bonds (ionic, covalent, dative covalent, hydrogen bond, Van der Waals forces and metallic)
- Use models to represent different bond types
- Search for information using digital resources on bond types

What determines the type of bond formed between atoms?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 71
- Digital devices
- Charts showing bond types
- Access & Learn Chemistry Learner's Book Grade 10 pg. 72
- Charts showing ionic bond formation
- Digital devices

- Oral questions - Group discussions - Written assignments

Inorganic Chemistry

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

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
- Access & Learn Chemistry Learner's Book Grade 10 pg. 77
- Sodium chloride
- Copper (II) chloride
- Distilled water
- Ethanol
- Test tubes

- Written assignments - Practical observation - Oral questions

Inorganic Chemistry

Chemical Bonding - Thermal conductivity, melting and boiling points of ionic compounds
Chemical Bonding - Electrical conductivity in molten and aqueous ionic compounds

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

- Investigate thermal conductivity of ionic compounds
- Explain the high melting and boiling points of ionic compounds
- Connect high melting points to industrial applications like furnace linings

- Carry out experiments to investigate thermal conductivity of ionic compounds
- Heat sodium chloride and copper (II) chloride and record observations
- Analyse data on melting and boiling points of ionic compounds

Why do ionic compounds have high melting and boiling points?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 78
- Bunsen burner
- Test tubes
- Sodium chloride
- Copper (II) chloride
- Access & Learn Chemistry Learner's Book Grade 10 pg. 79
- Dry cells
- Bulb/ammeter
- Connecting wires
- Carbon rods
- Lead (II) bromide

- Practical report - Written exercises - Observation

Inorganic Chemistry

Chemical Bonding - Uses of ionic compounds
Chemical Bonding - The covalent chemical bond

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

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

- 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

How are the properties of ionic compounds useful in everyday life?

- 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

- 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

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

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

Why do molecular substances have low melting and boiling points?

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

- Practical report - Written exercises - Observation

Inorganic Chemistry

Chemical Bonding - Solubility and uses of molecular substances

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

- 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 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 some molecular substances dissolve in organic solvents but not in water?

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

- 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

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

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Chemical Bonding - Physical properties of giant metallic structures

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

- Describe physical properties of metallic structures
- Investigate thermal conductivity of metals
- Connect metallic properties to uses in cooking utensils and electrical wires

- Investigate thermal conductivity by comparing metal and wood pieces in sunlight
- Discuss high melting and boiling points, malleability, ductility and conductivity
- Analyse data on melting points of different metals

Why are metals malleable and ductile?

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

- Practical observation - Written exercises - Oral questions

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

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

- 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

How does metallic bonding make metals suitable for electrical wiring?

- 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

- Written assignments - Group presentations - Oral questions

Inorganic Chemistry

Periodicity - Gradation in size of atoms and ions of group I elements
Periodicity - Ionisation energy and electronegativity of group I elements
Periodicity - Melting, boiling points and electrical conductivity of group I elements

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

- Describe the trend in atomic and ionic radii of group I elements
- Draw electron arrangements of group I atoms and ions
- Relate atomic size to the number of energy levels in atoms

- Draw dot (.) and cross (x) structures of lithium, sodium and potassium atoms and ions
- Compare atomic and ionic radii of group I elements
- Analyse data on atomic and ionic radii trends

Why is the ionic radius of sodium smaller than its atomic radius?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 107
- Periodic table
- Graph paper
- Digital devices
- Access & Learn Chemistry Learner's Book Grade 10 pg. 108
- Data tables
- Access & Learn Chemistry Learner's Book Grade 10 pg. 110
- Connecting wires
- Dry cells
- Bulb
- Sodium metal
- Lithium metal

- Written exercises - Oral questions - Group discussions

Inorganic Chemistry

Periodicity - Reactions of group I elements with oxygen
Periodicity - Reactions of group I elements with chlorine and cold water

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

- Investigate reactions of lithium and sodium with oxygen
- Write balanced equations for reactions with oxygen
- Relate metal oxide formation to rusting and corrosion processes

- Burn lithium and sodium in gas jars of oxygen
- Test products with litmus paper to determine nature of oxides
- Write chemical equations for reactions
- Compare reactivity of different alkali metals

What type of oxides do alkali metals form when they burn in oxygen?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 112
- Gas jar of oxygen
- Deflagrating spoon
- Bunsen burner
- Lithium and sodium metals
- Litmus paper
- Access & Learn Chemistry Learner's Book Grade 10 pg. 114
- Chlorine gas
- Cold water
- Beakers

- Practical report - Written exercises - Observation

Inorganic Chemistry

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:

- Outline applications of group I elements
- Relate properties to specific uses
- Identify uses in batteries, street lights, medicine and photography

- Search for information on applications of group I elements using print or digital materials
- Discuss uses of lithium in batteries, sodium in lamps, potassium in fertilizers
- Create presentations on applications

How are the properties of alkali metals utilised in modern technology?

- 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

- Written assignments - Group presentations - Oral questions

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

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 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

Why does magnesium react slowly with cold water but vigorously with steam?

- 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
- Chlorine gas
- Test tubes

- Practical report - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of group II elements

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

- Outline applications of group II elements
- Relate properties to specific uses
- Identify uses in construction, medicine, alloys and agriculture

- Search for information on applications of group II elements
- Discuss uses of magnesium in alloys, calcium in cement, barium in X-rays
- Create flashcards showing applications

How is calcium used in the construction industry?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 129
- Digital devices
- Reference materials

- Written assignments - Group presentations - Oral questions

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
Periodicity - Reactions of group VII elements with water and metals

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
- Access & Learn Chemistry Learner's Book Grade 10 pg. 139
- Chlorine gas
- Bromine water
- Iodine crystals
- Iron wool
- Litmus paper

- Data analysis - Written exercises - Oral questions

Inorganic Chemistry

Periodicity - Displacement reactions and bleaching action of chlorine

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

- Investigate displacement reactions of halogens
- Investigate the bleaching action of chlorine
- Relate displacement reactions to water purification and textile bleaching

- Bubble chlorine gas through solutions of potassium bromide and potassium iodide
- Observe colour changes and identify products
- Investigate bleaching action of chlorine on coloured cloth and flower petals
- Write chemical equations for displacement reactions

Why can chlorine displace bromine and iodine from their compounds?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 142
- Potassium bromide solution
- Potassium iodide solution
- Chlorine gas
- Coloured cloth
- Flower petals

- Practical report - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of group VII elements

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

- 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

How is chlorine used to make drinking water safe?

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

- Written assignments - Group presentations - Oral questions

Inorganic Chemistry

Periodicity - Physical properties and applications of noble gases
Periodicity - Atomic size, ionisation energy and electronegativity across period 3

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

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

- 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

Why are noble gases called inert gases?

- Access & Learn Chemistry Learner's Book Grade 10 pg. 148
- Periodic table
- Digital devices
- Reference materials
- Access & Learn Chemistry Learner's Book Grade 10 pg. 151
- Graph paper
- Data tables

- Written exercises - Oral questions - Group discussions

Inorganic Chemistry

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:

- Investigate reactions of period 3 elements with oxygen and water
- Write balanced equations for the reactions
- Relate oxide formation to acidic and basic properties of substances

- Burn sodium, magnesium and sulphur in oxygen
- Test products with litmus paper to determine acidic or basic nature
- Investigate reactions of sodium and magnesium with water and steam
- Write chemical equations for all reactions

Why are metallic oxides basic while non-metallic oxides are acidic?

- 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

- Practical report - Written exercises - Observation