Inorganic Chemistry

Chemical Bonding - Physical properties of ionic compounds
Chemical Bonding - Properties of simple molecular substances

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

- 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

- Describe simple molecular structures
- Investigate properties of molecular substances
- Relate molecular properties to everyday substances like sugar and wax

In groups, learners are guided to:

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

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

Why do ionic compounds have high melting points and conduct electricity when dissolved?
Why do molecular substances have low melting points?

- Front Row Chemistry Grade 10 pg. 62
- Sodium chloride
- Distilled water
- Circuit with bulb

- Front Row Chemistry Grade 10 pg. 72
- Samples of molecular substances
- Bunsen burner

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Chemical Bonding - Structure and properties of diamond
Chemical Bonding - Structure and properties of graphite and silicon dioxide

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

In groups, learners are guided to:

- 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
- Front Row Chemistry Grade 10 pg. 77
- Modelling materials
- Sand samples

- Observation - Written exercises - Project work

Inorganic Chemistry

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

- Describe trends in atomic and ionic radii of alkali metals
- Explain reasons for observed trends
- Relate atomic size to reactivity of sodium in sodium vapour lamps

In groups, learners are guided to:

- Discuss trends in physical properties of Group I elements
- Complete tables showing atomic and ionic radii
- Explain trends down the group

How do atomic and ionic sizes change down Group I?

- Front Row Chemistry Grade 10 pg. 85
- Periodic table
- Data tables
- 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

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Periodicity - Ionisation energy of alkali metals
Periodicity - Reaction of alkali metals with air/oxygen
Periodicity - Reaction of alkali metals with water

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

In groups, learners are guided to:

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

Why does ionisation energy decrease down Group I?

- 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

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Periodicity - Reaction of alkali metals with chlorine and dilute acids
Periodicity - Applications of alkali metals
Periodicity - Physical properties of alkaline earth metals (atomic and ionic radii)
Periodicity - Physical properties of alkaline earth metals (appearance, hardness, conductivity)

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

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

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

In groups, learners are guided to:

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

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

Why are reactions of alkali metals with acids dangerous?
Why are alkaline earth metals harder than alkali metals?

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

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

- Written exercises - Observation - Oral questions
- 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

In groups, learners are guided to:

- 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

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

In groups, learners are guided to:

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

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

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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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

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

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

In groups, learners are guided to:

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

What products form when alkaline earth metals react with chlorine and acids?

- Front Row Chemistry Grade 10 pg. 110
- Magnesium ribbon
- Chlorine gas
- Dilute HCl and H₂SO₄
- Front Row Chemistry Grade 10 pg. 112
- Digital devices
- Pictures of applications

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Introduction to halogens
Periodicity - Laboratory preparation of chlorine gas
Periodicity - Trends in physical properties of halogens (atomic radii, melting and boiling points)

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

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

In groups, learners are guided to:

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

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

Why are halogens called "salt formers"?
How is chlorine gas prepared and collected safely?

- Front Row Chemistry Grade 10 pg. 114
- Periodic table
- Digital devices
- Front Row Chemistry Grade 10 pg. 115
- MnO₂, conc. HCl
- Round bottomed flask
- Gas jars
- Front Row Chemistry Grade 10 pg. 117
- Data tables
- Periodic table

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

Inorganic Chemistry

Periodicity - Appearance, physical state and solubility of halogens

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

- Describe appearance and physical states of halogens
- Investigate solubility in water and organic solvents
- Relate iodine's colour to its use as antiseptic in wound treatment

In groups, learners are guided to:

- Observe appearance of chlorine, bromine and iodine
- Test solubility in water
- Compare solubility of halogens

Why do halogens have different colours and physical states?

- Front Row Chemistry Grade 10 pg. 118
- Bromine, iodine samples
- Distilled water
- Test tubes

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Electrical conductivity of halogens
Periodicity - Electron affinity and ion formation of halogens

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

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

In groups, learners are guided to:

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

Why don't halogens conduct electricity?

- Front Row Chemistry Grade 10 pg. 120
- Iodine crystals
- Circuit with bulb
- Beaker
- Front Row Chemistry Grade 10 pg. 121
- Data tables
- Digital devices

- Practical assessment - Written exercises - Observation

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

In groups, learners are guided to:

- 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
Periodicity - Displacement reactions of halogens
Periodicity - Applications of halogens

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

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

In groups, learners are guided to:

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

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

How does chlorine react with water and why is it used as a bleach?
How are halogens used in water treatment, medicine and industry?

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

In groups, learners are guided to:

- 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

In groups, learners are guided to:

- 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
Periodicity - Trends in atomic radii across Period 3

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

In groups, learners are guided to:

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

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Periodicity - Trends in ionisation energy across Period 3
Periodicity - Trends in melting and boiling points across Period 3
Periodicity - Electron affinity and electronegativity across Period 3

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

- 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

- 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

In groups, learners are guided to:

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

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

Why does ionisation energy generally increase across Period 3?
Why does silicon have the highest melting point in Period 3?

- Front Row Chemistry Grade 10 pg. 133
- Data tables
- Digital devices
- Front Row Chemistry Grade 10 pg. 134
- Data tables
- Charts
- Front Row Chemistry Grade 10 pg. 135
- Digital devices

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

Inorganic Chemistry

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

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

In groups, learners are guided to:

- 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

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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

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

- Describe reactions of Si, P and S with oxygen
- Write balanced equations for the reactions
- Relate sulphur dioxide formation to air pollution and acid rain

In groups, learners are guided to:

- Discuss reactions of silicon and phosphorus with oxygen
- Burn sulphur in oxygen
- Write balanced equations

What products form when Period 3 non-metals burn in oxygen?

- Front Row Chemistry Grade 10 pg. 136
- Sulphur powder
- Gas jar of oxygen
- Deflagrating spoon
- Front Row Chemistry Grade 10 pg. 137
- Na, Mg samples
- Chlorine gas

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

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

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

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

In groups, learners are guided to:

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

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

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

- Written exercises - Oral questions - Observation

Inorganic Chemistry
Inorganic Chemistry
Physical Chemistry

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

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

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

In groups, learners are guided to:

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

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

Why does sodium react more vigorously with water than magnesium?
How do trends across a period differ from trends down a group?

- Front Row Chemistry Grade 10 pg. 140
- Sodium, magnesium
- Trough with water
- Phenolphthalein
- Front Row Chemistry Grade 10 pg. 139
- Mg ribbon
- Dilute HCl, H₂SO₄
- Test tubes
- 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

- Practical assessment - Written exercises - Observation
- 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)

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

In groups, learners are guided to:
- 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

Why do bases feel slippery to touch?

- 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

- Observation - Oral questions - Practical assessment

Physical Chemistry

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

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

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

In groups, learners are guided to:
- Carry out experiments on reactions of acids with sodium carbonate and calcium carbonate
- Pass gas produced through lime water
- Write balanced chemical equations for the reactions

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

- Front Row Chemistry Learner's Book pg. 147
- Sodium carbonate
- Calcium carbonate
- Dilute HCl
- Lime water
- Delivery tubes
- Test tubes
- Sodium hydrogen carbonate
- Test tubes
- Delivery tubes
- Front Row Chemistry Learner's Book pg. 148
- Sodium hydroxide
- Phenolphthalein indicator
- Droppers
- Beakers
- Stirring rod

- Practical assessment - Written equations - Oral questions

Physical Chemistry

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

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

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

In groups, learners are guided to:
- Carry out experiments on reactions of dilute acids with zinc oxide and copper (II) oxide
- Filter the mixture and test pH of filtrate
- Discuss why excess metal oxide is added

How do acids react with metal oxides?

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

- Observation - Written tests - Practical assessment

Physical Chemistry

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

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

- 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

In groups, learners are guided to:
- Carry out experiments to determine pH of various solutions using universal indicator
- Compare colours with pH chart
- Record observations in a table
- Compare pH values of sodium hydroxide and ammonia solution
- Discuss ionisation of strong and weak bases
- Record observations and conclusions

How does the pH scale help us classify substances?
Why is sodium hydroxide a better drain cleaner than ammonia?

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

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Acids and Bases - Electrical conductivity of acids and bases
Acids and Bases - Applications of acids and bases

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

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

In groups, learners are guided to:
- Set up electrical conductivity experiments
- Compare ammeter readings for different solutions
- Discuss relationship between ion concentration and conductivity

Why do strong acids conduct electricity better than weak acids?

- Front Row Chemistry Learner's Book pg. 154
- Electrodes
- Ammeter
- Beakers
- Dilute HCl
- Ethanoic acid
- NaOH solution
- Ammonia solution
- Front Row Chemistry Learner's Book pg. 157
- Lemon juice
- Baking soda
- Soap solution
- Vinegar
- Universal indicator
- Digital devices

- Practical assessment - Observation - Written assignments

Physical Chemistry

Introduction to Salts - Definition and formation of salts
Introduction to Salts - Normal salts
Introduction to Salts - Acid salts

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

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

In groups, learners are guided to:
- Carry out experiments to establish the meaning of a salt
- React magnesium with dilute HCl and test pH before and after
- Discuss the replacement of hydrogen ions by metal ions

What is a salt and how is it formed?

- Front Row Chemistry Learner's Book pg. 160
- Dilute HCl
- Magnesium ribbon
- Universal indicator paper
- pH chart
- Test tubes
- Burning splint
- Front Row Chemistry Learner's Book pg. 162
- Sodium chloride
- Calcium nitrate
- Sodium sulphate
- Distilled water
- Red and blue litmus papers
- Boiling tubes
- Front Row Chemistry Learner's Book pg. 164
- Sodium hydrogen sulphate
- Sodium hydrogen carbonate

- Observation - Oral questions - Written assignments

Physical Chemistry

Introduction to Salts - Basic salts
Introduction to Salts - Double salts
Introduction to Salts - Solubility rules for salts

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

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

In groups, learners are guided to:
- Carry out experiments to identify basic salts using litmus papers
- Discuss the presence of hydroxide ions in basic salts
- Write formulae of basic salts

What makes basic salts different from normal salts?

- Front Row Chemistry Learner's Book pg. 165
- Basic magnesium chloride
- Basic copper carbonate
- Distilled water
- Red and blue litmus papers
- Boiling tubes
- Front Row Chemistry Learner's Book pg. 166
- Potassium aluminium sulphate
- Ammonium iron (II) sulphate
- Front Row Chemistry Learner's Book pg. 167
- Lead chloride
- Ammonium nitrate
- Sodium sulphate
- Zinc carbonate
- Test tubes
- Heat source

- Practical assessment - Oral questions - Written tests

Physical Chemistry

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

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

- Prepare soluble salts by reacting acids with metals
- Write balanced chemical equations for the preparation
- Connect the production of zinc chloride to its use in galvanising iron sheets

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

In groups, learners are guided to:
- Carry out experiments to prepare zinc chloride
- Filter, evaporate, and crystallise the salt
- Test for hydrogen gas produced
- Carry out experiments to prepare zinc sulphate from zinc carbonate and dilute sulphuric (VI) acid
- Test for carbon (IV) oxide produced
- Filter, evaporate, and crystallise

How can soluble salts be prepared from metals and acids?
What gas is produced when carbonates react with acids?

- Front Row Chemistry Learner's Book pg. 167
- Zinc powder
- Dilute HCl
- Beakers
- Filter funnel and paper
- Evaporating dish
- Water bath
- Front Row Chemistry Learner's Book pg. 169
- Copper (II) oxide
- Dilute nitric (V) acid
- Heat source
- Front Row Chemistry Learner's Book pg. 171
- Sodium hydroxide
- Phenolphthalein indicator
- Burette
- Conical flask
- Evaporating dish
- Front Row Chemistry Learner's Book pg. 173
- Zinc carbonate
- Dilute sulphuric (VI) acid
- Lime water
- Beakers
- Filter funnel and paper
- Evaporating dish

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

Physical Chemistry

Introduction to Salts - Preparation of insoluble salts by precipitation
Introduction to Salts - Preparation of salts by direct combination

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

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

In groups, learners are guided to:
- Carry out experiments to prepare lead (II) sulphate by precipitation
- Filter and wash the precipitate
- Write ionic equations for the reaction

How are insoluble salts prepared in the laboratory?

- Front Row Chemistry Learner's Book pg. 174
- Lead (II) nitrate solution
- Sodium sulphate solution
- Beakers
- Filter funnel and paper
- Distilled water
- Front Row Chemistry Learner's Book pg. 176
- Iron filings
- Sulphur powder
- Crucible
- Heat source
- Tongs
- Spatula

- Practical assessment - Written equations - Observation

Physical Chemistry

Introduction to Salts - Deliquescence, hygroscopy, and efflorescence

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

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

In groups, learners are guided to:
- Carry out experiments to investigate behaviour of salts in air
- Expose sodium chloride, calcium chloride, and sodium carbonate to air
- Record observations over time

Why do some salts absorb moisture from the atmosphere?

- Front Row Chemistry Learner's Book pg. 177
- Sodium chloride
- Calcium chloride
- Sodium carbonate
- Watch glasses
- Labels

- Observation - Written assignments - Oral questions

Physical Chemistry

Introduction to Salts - Applications of deliquescent and hygroscopic salts
Introduction to Salts - Uses of salts in agriculture and food industry
Introduction to Salts - Environmental effects and mitigation measures

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

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

In groups, learners are guided to:
- Discuss applications of deliquescent salts as drying agents
- Search for information on uses of hygroscopic substances
- Relate properties to practical applications

How are deliquescent salts used as drying agents?

- Front Row Chemistry Learner's Book pg. 178
- Anhydrous calcium chloride
- Anhydrous copper (II) sulphate
- Cobalt (II) chloride paper
- Digital devices
- Front Row Chemistry Learner's Book pg. 179
- Samples of fertilisers
- Table salt
- Baking soda
- Digital devices
- Reference books
- Front Row Chemistry Learner's Book pg. 181
- Reference books
- Charts showing eutrophication

- Oral questions - Written tests - Group presentations