Chemistry 3rd & 4th Yearly Plan Standardized

8/20/2019 Chemistry 3rd & 4th Yearly Plan Standardized

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Department

“99% HARD WORK +1% GENIUS = SUCCESS”

Yearly PlanForm C!em"#tr$

Area o St&'$ Goa(#)O* e,t"-e# .ea,!"n/ Strate/"e#)0earn"n/ A,t"-"t"e# Content D&rat"on.op",Introduction tochemistry

Goa(Students will be able to develop anappreciation for the knowledge andthe application of chemistry;

especially as it relates to theireveryday life.

Spe," ", O* e,t"-e#Students will be able to

1. understand chemistry and itsimportance;

Collect and interpret the meaning of the word“chemistry”

iscuss some e!amples of common chemicals used in

daily life such as sodium chloride"common salt#$calcium carbonate"lime# and acetic acid "vinegar#.

iscuss the uses of these chemicals in daily life.

%iew a video or computer courseware on the following&a. careers that need the knowledge of chemistry

b. chemical'based industries in (eli)e and itscontribution to their development of the country.

e!plain the meaning of chemistry$

list some common chemicals used in daily

life$

state the uses of common chemicals in dailylife$

list e!amples of occupations that re*uire theknowledge of chemistry

list chemical'based industries in (eli)e

describe the contribution of chemical'basedindustries towards the development of thecountry .

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.op",Scientific

Spe," ", O* e,t"-e#Students will be able to

+bserve a situation and identify all variables. Suggest a*uestion suitable for a scientific investigation.

identify variables in a given situation$


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particles.2. istinguish between the

chemical and physical changesthat matter undergoes.

site evidence to support the particulate nature of matter.

Students will view an educational video on states ofmatter$ changing states and diffusion.

.op",/ure and Impurematter

S&*top",#lements$

Compounds$i!tures&

suspension$solutions andcolloids$Separating

mi!tures$Solubility

Goa(Students should demonstrate anunderstanding of the e!istence of pureand impure matter and that differenttypes of matter can separated based onthe properties of the components.

Spe," ", O* e,t"-e#

Students will be able to1. state the differences between a

pure substance"elements$

compounds# and a mi!ture;,. identify different types of

solutions;2. distinguish among solutions$

suspensions and colloids;3. identify suitable separation

techni*ues based ondifferences in properties of thecomponents of mi!tures.

4. describe the e!traction ofsucrose from sugar cane.

5. investigate e!perimentally theeffect of structure andtemperature on solubility ofsolids in water.

Students will be able to use their te!t book to locatedefinitions of elements$ compounds$ mi!tures$suspension$ solution$ colloid$ and solute$ solvent$solubility.

6iven various substances students will be able toidentify them as&

1. elements$ compounds or mi!tures.,. solutions$ suspension or colloids.

Students will be able to use simple and fractionaldistillation$ paper chromatography$ and the separating

funnel. raw simple line diagrams of apparatus.

Students will be able to participate in a field visit to the(eli)e Sugar 7actory.

8eference will be made to the followingtypes of solutions& solid in li*uid$ solid insolid$ gas in li*uid$ li*uid in li*uid.

8eference will be made to particle si)es.

!amples will be given showing that adecrease in solubility with increasingtemperature will not be re*uired.

/roperties to be included to determineseparation method are particle si)e$ boiling

point$ crystalline structure$ solubility andsolute mobility in solvent.

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.op",

9tomicStructure

S&*top",#9toms$Subatomic

particles$9tomic numberand massnumber$8elative atomicmasses

lectronicConfigurationIsotopes:8adioactivity

Goa(

Students should be able to be familiarwith the concept of the atom as the

basic building block of matter.

Spe," ", O* e,t"-e#Students should be able to

1. describe with illustrations$ thestructure of atoms of atomicnumber 1 to , ;

,. state properties of electrons$ protons and neutrons;

2. define atomic number$ massnumber and relative atomicmass;

3. interpret notations of the form

a c <

b d4. understanding and write the

electronic structure of an atom

5. understanding isotopes andassessing their importance

=sing story about atoms students will be able to identify

atom as the building block of matter which consists of protons$ neutrons$ electrons$ nucleus$ and shells.=sing diagram students will be able to identify thedifferent features of an atom.

Students will be able to make diagrammaticrepresentations of different atoms and present on theirstructure.

=sing their te!t books students will be able to finddefinitions of terms such as atomic number$ massnumber and relative atomic mass;

Study electron arrangements of various atoms andidentify their valence electrons.

iscuss the meaning of valence electrons usingillustrations.

Conduct activities to &a. illustrate electron

arrangements of elementswith proton numbers 1 to, .

b. write electronarrangements of elementswith proton numbers 1 to

>he atom consists of three basic particles&'

protons$ neutrons and electrons arranged inshells.

/roperties related to relative mass andrelative charge will be stated.

8elative atomic mass based on carbon 1,isotope should be known.

ass charged ?umber o!idation ?umber

Symbol

9tomic number ?umber of items in the entity

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, .

Collect and interpret information on &a. the meaning of isotope$

b. isotopes of hydrogen$ o!ygen$ carbon$ chlorine and bromine.

Conduct activities to determine the number ofsubatomic particles of isotopes from their protonnumbers and their nucleon numbers.

6ather information from the internet or from printedmaterials and discuss the uses of isotope.

describe electron arrangements of elementswith proton numbers 1 to , $

draw electron arrangement of an atom in anelement$

state the meaning of valence electrons$determine the number of valence electronsfrom the electron arrangement of an atom.

state the meaning of isotope$

list e!amples of elements with isotopes$

determine the number of subatomic particlesof isotopes$

-ustify the uses of isotope in daily life.

Calculate the relative atomic masses ofisotopes.

.op",Chemical(onding

S&*top",#Ionic bondingCovalent

bondingetallic

bonding

Goa(Students should be able to be aware of the different forces of attraction thate!ist between particles.


17 understand the formation ofcompounds

47 Synthesi)e ideas on formationof ionic bond

7 Synthesi)e ideas on formationof covalent bond

67 !plain the formation ofmetallic bonding

Collect and interpret data on the e!istence of variousnaturally occurring compounds for e!ample$ water$0 , +$ carbon dio!ide$ C+ , $ and minerals to introducethe concept of chemical bonds.

iscuss&a. the stability of inert gases with respect to the

electron arrangement$ b. conditions for the formation of chemical bonds$c. types of chemical bonds

=se computer simulation to e!plain formation of ionsand electron arrangement of ions.

Conduct an activity to prepare ionic compounds for

e!ample$ magnesium o!ide$ g+$ sodium chloride$ ?a”Cl and iron"III# chloride$ 7eCl 2.

Carry out an activity to illustrate formation of ionic

e!plain the stability of inert gases$@

e!plain conditions for the formation ofchemical bonds$

state types of chemical bonds.e!plain formation of ions$

write electron arrangements for the ionsformed$

e!plain formation of ionic bond$

illustrate electron arrangement of an ionic bond$

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bond through models$ diagrams or computer simulation.

=se computer simulation to illustrate the e!istence ofelectrostatic force between ions of opposite charges inionic bond.

Collect and inteprete data on the meaning of covalent bond.

=se models and computer simulation to illustrateformation of&

a. single bond in hydrogen$ 0 , $ chlorine$ Cl, $hydrogen chloride$ 0Cl$ water$ 0 , +$ methane$C0 3$ ammonia$ ?0 2$ tetrachloromethane$ CCl 3$

b. double bond in o!ygen$ + , $ carbon dio!ide$ C+ , $c. triple bond in nitrogen$ ? , .

raw diagrams showing electron arrangements for theformation of covalent bond including Aewis structure.

iscuss and construct a mind map to compare theformation of covalent bond with ionic bond.

Collect and interpret data on properties of ionic andcovalent compounds.

Bork in groups to carry out an activity to compare thefollowing properties of ionic and covalent compounds&a. melting and boiling points$

b. electrical conductivities$c. solubilities in water and organic solvents

iscuss&• differences in electrical conductivities of ionic and

covalent compounds due to the presence of ions$

differences in the melting and boiling

points of ionicand covalent compounds$• compare and contrast the solubility of ionic and

covalent compounds$

illustrate formation of ionic bond.

State the meaning of covalent bond$

e!plain formation of covalent bond$

illustrate formation of a covalent bond bydrawing electron arrangement$illustrate formation of covalent bond$

compare and contrast formation of ionicand covalent bonds

list properties of ionic compounds$

list properties of covalent compounds$

e!plain differences in the electricalconductivity of ionic and covalentcompounds$

describe differences in melting and boiling points of ionic and covalent compounds$

compare and contrast the solubility of ionicand covalent compounds


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a. the formation of metallic bonds

.op",/eriodic >ableS&*top",#>rends in 6roup

$ 1 and 11>rends in /eriod2>ransitionmetals

Goa(Students should be able to appreciatethe matter can be classified based on

physical and chemical properties.


1. 9naly)e the /eriodic >able oflements.

,. 9naly)e 6roup 1 elements2. 9naly)e 6roup II elements3. 9naly)e 6roup %II elements4. 9naly)e elements in a period5. =nderstand transition elements

Collect information on the contributions of variousscientist toward the development of the /eriodic >able.

Study the arrangement of elements in the /eriodic tablefrom the following aspects&a. group and periods$

b. proton number$c. electron arrangement.

Carry out an activity to relate the electron arrangementof the element to its group and period.

iscuss the advantages of grouping the elements in the/eriodic >able.

Conduct activities to predict the group and period ofand element based on its electron arrangement.

6ather information and discuss&a. 6roup 1 elements$

b. general physical properties of lithium$ sodium and potassium$c. changes in the physical properties from lithium to

potassium with respect to hardness$ density and melting points$d. chemical properties of lithium$ sodium and

potassium$f. the relationship between the chemical properties of6roup 1 elements and their electron arrangements.

Carry out e!periments to investigate the reactions oflithium$ sodium and potassium with water and o!ygen.

describe the contributions of scientists in thehistorical development of the /eriodic >able$identify groups and periods in the /eriodic>able$state the basic principle of arranging theelements in the /eriodic >able from their

proton numbers$ relate the electron arrangement of anelement to its group and period$

e!plain the advantages of grouping elementsin the /eriodic >able$

predict the group and the period of anelement based on its electronarrangement

list all 6roup 1 elements.state the general physical properties oflithium$ sodium and potassium$

describe changes in the physical propertiesfrom lithium to potassium$

list the chemical properties of lithium$sodium and potassium$describe the similarities in chemical

properties of lithium$ sodium and potassium$

relate the chemical properties of 6roup 1elements to their electron arrangements$

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Study the reactions of lithium$ sodium and potassiumwith chlorine and bromine through computer simulation.

iscuss changes in the reactivity of group 1 elementsdown the group.

/redict physical and chemical properties of group 1elements other than lithium$ sodium and potassium.

Batch multimedia materials on the safety precautionswhen handling 6roup 1 elements.=se a table to use all the elements in 6roup II.

escribe the physical properties such as the physicalstate$ density and boiling points of 6roup II elements.

iscuss&a. changes in the physical properties of 6roup IIelements.

b. the inert nature of 6roup II elements.

iscuss the relationship between the electronarrangement and the inert nature of the 6roup IIelements.=se diagrams or computer simulations to illustrate theduplet and octet electron arrangement of 6roup IIelements to e!plain their stability.

6ather information on the reasons for the uses of 6roupII elements.

6ather information and discuss&a. 6roup elements$

b. physical properties of chlorine$ bromine and iodinewith respect to their colour$ density and boiling points$c. changes in the physical properties from chlorine toiodine$d. describe the chemical properties of chlorine$ iodineand bromine$

describe changes in reactivity of 6roup 1elements down the group$

predict physical and chemical properties ofother elements in 6roup 1$state the safety precautions when handling6roup 1 elements .

list all 6roup II elements

state in general the physical properties of6roup II elements$

describe the changes in the physical properties of 6roup II elements$

describe the inert nature of elements of6roup II$

relate the inert nature of 6roup II elementsto their electron arrangements ,relate the duplet and octet electronarrangements of 6roup II elements to their

stabilitydescribe uses of 6roup II elements in dailylife.

list all 6roup elements$

state the general physical properties ofchlorine$ bromine and iodine$

describe changes in the physical propertiesfrom chlorine to iodine$

list the chemical properties of chlorine$ bromine and iodine$describe the similarities in chemical

properties of chlorine$ bromine and iodine$


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e. the similarities in chemical properties of chlorine$iodine and bromine$f. the relationship between the chemical properties of6roup arrangements.

Carry out e!periments to investigate the reactions ofchlorine$ bromine and iodine with&a. water$

b. metals such as iron$c. sodium hydro!ide.

iscuss changes in the reactivity of 6roup elementsdown the group.

/redict physical and chemical properties of 6roup elements other than chlorine$ bromine and iodine.

Batch multimedia materials on the safety precautionswhen handling 6roup elements.

Collect and interpret data on the properties of elementsin /eriods 2 such as&a. proton number$

b. electron arrangement$c. si)e of atom$d. electronegativity$e. physical state.

iscuss changes in the properties of elements across/eriod 2.

Carry out e!periments to study the o!ides of elements in/eriods 2 and relate them to their metallic properties.

iscuss in small groups and make a presentation on thechanges of elements across /eriod 2.

iscuss and predict changes in the properties ofelements in /eriod ,.

relate the chemical properties of 6roup elements with their electron arrangements$

describe changes inreactivity of 6roup elements down thegroup$

predict physical and chemical properties ofother elements in 6roup

state the safety precautions when handling6roup elements .

list all elements in /eriod 2$

write electron arrangements of all elementsin /eriod 2$describe changes in the properties ofelements across /eriod 2$

state changes in the properties of the o!idesof elements across /eriod 2

predict changes in the properties of elementsacross /eriod ,

describe uses of semi'metals."a# identify the positions of transition

elements in the /eriodic >able$"b# give e!amples of transition elements$"c# describe properties of transition elements"d# state uses of transition elements in

industries


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1,

Collect and interpret data on uses of semi'metals$ i.e.silicon and germanium$ in the microelectronic industry.Carry out an activity to identify the positions oftransition elements in the /eriodic >able.

Collect an interpret data on properties of transitionelements with respect to melting points$ density$variable o!idations numbers and ability to formcoloured compounds.

+bserve the colour of&a. a few compounds of transitions elements$

b. product of the reactions between a*ueous solutions of transition of elements with sodium hydro!ide solution$

?a+0 and ammonia solution ?0 2 "a*#.

+bserve the colour of precious stones and identify the presence of transition elements.

6ive e!amples on the use of transition elements ofcatalysts in industries

.op",ole Concept

S&*top",#Calculating&

olar massolar volume

Concentrationmpirical

formulaolecular

formula

Students should be able to

1. =nderstand and apply theconcepts of relative atomicmass and relative molecularmass.

,. 9naly)e the relationship between the number of moleswith the number of particles

2. 9naly)e the relationship between the number of molesof a substance with its mass

3. 9naly)e the relationship between the number of molesof a gas with its volume.

4. Synthesi)e chemical formulae

Collect and interpret data concerning relative atomicmass and relative molecular mass based on carbon'1,scale

iscuss the use of carbon'1, scale as a standard fordetermining relative atomic mass and relative molecular mass.

Investigate the concepts of relative atomic mass andrelative molecular mass using analogy or computeranimation.

Carry out a *ui) to calculate the relative molecular massof substances based on the given chemical formulae$ fore!ample 0Cl$ C+ , $ ?a , C+ 2$ 9l"?+ 2#2$CuS+ 3.40 , +Study the mole concept using analogy or computersimulation.

state the meaning of relative atomic mass based on carbon'1, scale$

state the meaning of relative molecular mass based on carbon'1, scale$state why carbon'1, is used as a standard for determining relative atomic mass andrelative molecular mass$

calculate the relative molecular mass ofsubstances.

9 student is able to&define a mole as the amount of matter thatcontains as many particles as the number ofatoms in 1, g of 1, C$state the meaning of 9vogadro constant$

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Collect and interpret data on 9vogadro constant.

iscuss the relationship between the number of particlesin one mole of a substance with the 9vogadro constant.

Carry out problem solving activities to convert thenumber of moles to the number of particles for givensubstance and vice versa

iscuss the meaning of molar mass.

=sing the analogy or computer simulation$ discuss torelate&a. molar mass with the

9vogadro constant$ b. molar mass of a substance

with its relative atomic massor relative molecular mass

Carry out problem solving activities to convert thenumber of moles of a given substance to its mass andvice versaCollect and interpret data on molar volume of a gas.=sing computer simulation or graphic representation$discuss&

a. the relationship between molar volume and9vogadro constant$

b. to make generali)ation on the molar volume of agas at S>/ or room conditions.

Carry out activity to calculate the volume of gases atS>/ or room conditions from the number of moles andvice versa.

Construct a mind map to show the relationship betweennumber of particles$ number of moles$ mass ofsubstances and volume of gases at S>/ and roomconditions.

Carry out problem solving activities involving numberof particles$ number of moles$ mass of a substance and

relate the number of particles in one mole of a substance with the 9vogadro constant$

solve numerical problems to convert thenumber of moles to the number of particlesof a given substance and vice versa

state the meaning ofmolar mass$

relate molar mass to the 9vogadro constant$relate molar mass of a substance to itsrelative atomic mass or relative molecularmass$

solve numerical problems to convert thenumber of moles of a given substance to itsmass and vice versa.state the meaning of molar volume of a gas$relate molar volume of a gas to the9vogadro constant$make generali)ation on the molar volume ofa gas at a given temperature and pressure$

calculate the volume of gases at S>/ orroom conditions from the number of molesand vice versa$

solve numerical problems involving numberof particles$ number of moles$ mass ofsubstances and volume of gases at S>/ orroomstate the meaning of chemical formula$state the meaning of empirical formula$state the meaning of molecular formula$

determine empirical and molecular formulaeof substances$


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volume of gases a t S>/ or room condi tions . compare and contras t empir ical formulawith molecular formula$

solve numerical problems involvingempirical and molecular formulae$

write ionic formulae of ions$

construct chemical formulae of ioniccompounds$

state names of chemical compounds usingI=/9C nomenclature.

.op",Chemicale*uations andreactions

S&*top",#Britingchemicale*uationsIonic e*uations>ypes ofreactionsCalculations

bases one*uations

Students should be able to

1. Interpret chemical e*uations,. 7ormulate and write ionic

e*uations for reactions

iscuss &a. the meaning of chemical e*uation$

b. the reactants and products in a chemicale*uation.

Construct balances chemical e*uations for the followingreactions&

a. heating of copper"II# carbonate$CuC+ 2$ b. formation of ammonium choride$?0 3Cl$

precipitation of lead"II# iodide$Carry out the following activities&

a. write and balance chemical e*uations$ b. identify the type of reactionc. writing ionic e*uationsd. interpret chemical e*uations *uantitatively and

*ualitatively$solve numerical problems using chemical

e*uations"stoichiometry#.

state the meaning of chemical e*uation$

identify the reactants and products of achemical e*uation$

write and balance chemical e*uations

nterpret chemical e*uations *uantitativelyand *ualitatively$solve numerical problems using chemicale*uations

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Department “99% HARD WORK +1% GENIUS = SUCCESS”

Yearly PlanForm 6C!em"#tr$

Area o St&'$ Goa(#)O* e,t"-e# .ea,!"n/ Strate/"e#)0earn"n/ A,t"-"t"e# Content D&rat"on.op",9cids:bases andSalts

S&*top",#9cids(asesSalts>itration

Goa(Students will be able to demonstratean awareness that can be classified

based on physical and chemical properties.


1. define the term acid$ acidanhydrides$ bases$ alkalis$ salt$acidic o!ides$ basic o!ides$amphoteric o!ides and neutralo!ides.

,. know the formula and names ofma-or acids and bases.

2. relate acidity and alkalinity to the p0 scale

3. discuss the strength of acids andalkalis on the basis of theircompleteness of ioni)ation.

4. investigate the reactions of acidswith&

"i# metals$

Students will brainstorm definitions of terms such asacids$ bases alkalis$ salt$ acidic o!ides$ basic o!ides$amphoteric o!ides and neutral o!ides.

Students will perform e!ercises with litmus paper anduniversal indicator.

Students will also make reference to the strengths ofvarious acids and bases found at home using theuniversal indicator and the p0 scale "meter#.

Students will demonstrate reactions of acids in theirdaily lives such as reaction with antacids and baking

powder.

Students will view an educational video on states ofmatter$ changing states and diffusion.

Consideration of proton donor or acceptorand replaceable hydrogen.

Classification of acids as mineral acids ororganic acids.

egree of ioni)ation "strength# linked to the p0 of the solution.

6eneral knowledge of the solubility ofsulphates$ nitrates$ chlorides$ carbonates and

bases.

=se of colour change of indicators todetermine neutrali)ation point in titratione!periments.=se of tables to record and display data.

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"ii# carbonates$"iii# hydrogen carbonates$"iv# bases

5. investigate the reaction of baseswith ammonium salts.

. identify an appropriate method ofsalt preparation based on thesolubility of the salt.

D. distinguish between acid salts andnormal salts.

E. investigate neutrali)ation reaction

using titration

Students will prepare insoluble salts by precipitation; prepare soluble salts by direct combination and byreplacing hydrogen ions of an acid directly or indirectly

by a metal or ammonium radical.

Carry out acid'base titration reactions with methylorange and phenolphthalein.

.op",8edo!8eactions

S&*top",#+!idation8eduction8edo! reactions+!idi)ingagents8educing agents

Goa(Students should demonstrate anunderstanding of the e!istence of pureand impure matter and that differenttypes of matter can separated based ontheir o!idi)ing and reducing power.

Spe," ", O* e,t"-e#

Students will be able to1. define o!idation and reduction,. deduce o!idation number from

formulae2. identify o!idation and

reduction reactions includingreactions at electrodes

3. describe tests for o!idi)ing andreducing agents

4. distinguish between o!idi)ingand reducing agents

Genera( O* e,t"-e#Students should be able to demonstratean appreciation of the electricalchanges occurring during the course of a chemical reaction&

Students will be able to use their te!t book to locate thevarious definitions for o!idation and reduction andidentify everyday e!amples of each.

Students will make use of their knowledge of algebra tocalculate the o!idation number of atoms in severaldifferent compounds using guidelines given.

6iven various reactions students will be able to classthem as them as o!idation or reduction reactions.

6iven several reactions students will identify theo!idi)ing and reducing agents.

6iven redo! reactions students will write have e*uationsfor o!idation and reduction.Students will perform reduction and o!idation reactionswith potassium manganate"%II# and iron "II# sulphate$

potassium dichromate$ hydrogen pero!ide and potassium iodide.

Conduct activities to classify chemicals into electrolytesand non'electrolytes.

iscuss&

Aoss and gain of electrons$ and a change ino!idation state.

6uideline for the calculation of o!idationnumber and the writing of o!idation andreduction half reactions

*uations involving formulae for potassiumdichromate$ potassium manganate andhousehold bleach.

Aist e!amples of substances which can behave both as an o!idi)ing and reducingagents.

>he use of plastics and metals todemonstrate the difference between

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.op",lectro'

chemistry

S&*top",#lectrolytic andetallic

conductionlectrolytes

Conductors ?onconductors

lectrolysislectrochemical

Serieslectrode half

e*uations7aradayconstant:CalculationsIndustrial usesof electrolysis

Spe," ", O* e,t"-e#Students should be able to&1. describe investigations leading to

the classification of substances asconductors or non'conductors;

,. distinguish between metallic andelectrolytic conduction;

2. classify electrolytes as strong anda weak based on theirconductivity;

3. define electrolysis$ cathode$anode$ cation$ anion$

4. identify ions present inelectrolytes;

5. predict the electrode to which anion will drift;

. discuss the electrolysis of certainsubstances

D. define the 7araday constantE. Calculate the masses and volumes

of substances liberated duringelectrolysis

1 . describe industrial applications ofelctrolysis

a. >he meaning of electrolytes

>he relationship between the presence of freely movingions and electrical conductivity.

iscuss&a. lectrolysis process$

b. Structure of electrolytic cell.

=se computer simulation to&a. Identify cations and anions in a molten

compound$ b. Illustrate to show the e!istence of ions held in a

lattice in solid state but move freely in moltenstate.

Conduct an activity to investigate the electrolysis ofmolten lead"II# bromide$ /b(r , to&

a. Identify cations and anions$ b. escribe the ekectrolysis process$c. Brite half'e*uations for the discharge of ions at

anode and cathode.

Collect and interpret data on electrolysis of molten ioniccompounds with very high melting points$ for e!amplesodium choride$ ?aCl and lesd"II# o!ide$ /b+./redict products from the electrolysis of other moltencompounds.Conduct an activity to investigate the electrolysis ofcopper"II# sulphate solutions and dilute sulphuric acidusing carbon electrodes to&

a. Identify cations and anions in the a*ueous solutions$ b. escribe the electrolysis of the a*ueous solutions$c. Brite half e*uations for the discharge of ions at the

anode and the cathode.

Conduct e!periments to investigate factors determiningselective discharge of ions at electrodes based on&

a. /ositions of ions in electrochemical series$ b. Concentrations of ions in a solution$

conductors and nonconductors. Consideration of ease of loss of electronsand formation of cation.

8eference to mobile electrons in metals andmobile ions in solution.

=se of acids$ salts and alkalis as e!amples of electrolytes.

7or electrolysis of certain substances includethe following&

"i# Concentration of electrolyte;"ii# >ype of electrode"active and

inert#"iii# /osition of ions in the

electrochemical series.>he 7araday constant value can beappro!imate as E54 C mol '1 "coulombs permole# of electrons.

Fuantity of electricity dependent on thecurrent and time"FG I amps ! t secs#

Bhen describing the industrial applicationof electrolysis reference must be made tometallic e!traction and purification$electroplating and anodi)ing.

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c. >ype of electrodes.

=se computer simulation to e!plain factors affectingelectrolysis of an a*ueous solution.

/redict the products of electrolysis of a*ueous solutionsand write their half e*uations.Conduct e!periments to study the purifications andelectroplating of metals.

=sing computer simulation$ study and discuss&a. !traction of aluminium from aluminium o!ide$

b. /urification of copper$c. lectroplating of metals.

Carry out activities to write chemical e*uations forelectrolysis in industries.

Collect data and discuss the benefits and harmful effectsof electolysis in industries.

.op",nergy andnergetics

S&*top",#nergy sourcesndothermic

reactions!othermic

reactionsnergy /rofile

diagramsCalculatingenergy changes

Genera( O* e,t"-eStudents should be able to demonstratean appreciation of the energy changesoccurring during the course of achemical reaction.

Spe," ", O* e,t"-e#1. 9ppreciate the e!istence of

various energy sources,. istinguish between

e!othermic and endothermicreactions in terms of energycontent of products andreactants;

2. raw an energy profilediagram to illustrateendothermic change;

3. Calculate energy changes from

Carry out group work where each group&"a# brainstorm and identify the various energy sources$

"b# choose an energy source$

"c# identify technology used to harness this energy$

"d# discuss the pros and cons in using this energysource$

iscuss the use of various energy sources and its effecton humans and the environment.

iscuss the meaning of e!othermic and endothermicand endothermic reactions.

Carry out activities to study e!othermic andendothermic reactions in the&

Aist the various energy forms such assound$ light$ chemical$ kinetic$ potential$mechanical etc

nergy sources such as geothermal$ wind$solar$ biogas$ nuclear etc.

=se of H0 notation.

Simple energy profile diagrams includingenergy barrier. Include the action of catalystusing energy profile diagrams.

8eference to heat of solution and heat ofneutrali)ation of strong acid and strong base.

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e!periments or frome!perimental data;

"a#reaction between sodium hydrogen carbonate$ ?a0C+ 2 and an acid.

"b#reaction between sodium hydro!ide$ ?a+0 andhydrochloric acid 0Cl.

"c# issolving of sodium hydro!ide in water$"d# issolving of ammonium salts$ such as ammonium

chloride$ ?0 3Cl$ ammonium nitrate$ ?0 3 ?+ 2 andammonium sulphate$ "?0 3#, S+ 3$ in water.

Carry out an activity to construct energy level diagrams

for e!othermic and endothermic reactions.

iscuss to interpret an energy level diagram.

iscuss the release or the absorption of energy duringformation and breaking of bonds using simulation$computer animation$ games or other methods.

Show and discuss the application of e!othermic andendothermic reactions such as in cold or hot packs .

iscuss the meaning of heat of neutralisation

Carry out activities to determine the heat of

neutralisation$and construct energy level diagrams$ forthe following types of reactions between&"a# strong acid and strong alkali$

iscuss the difference between the heat of neutrali)ationfor a strong acid and:or strong alkali with heat ofneutralisation for a reaction involving a weak acid andweak alkali.

Carry out an activity to solve numerical problemsrelated to heat of neutralisation using information basedon thermochemical e*uations.

Carry out an activity to solve numerical problemsrelated to heat of solution using information based onthermochemical e*uations.


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.op",8ates of8eaction

S&*top",#Collision theory7actors thataffect rate ofreactionsInterpreting rate

curves

Genera( O* e,t"-e#Students should develop anunderstanding that the rate at which achemical reaction proceeds isdependent on a number of physicalfactors. Spe," ", O* e,t"-e#Students should be able to&

1. efine rate of reaction;

,. Identify the factors whichaffect the rate of reactions;2. /redict the effect of factors on

rates of reaction on given data;3. Interpret graphical

diagrammatic presentations ofdata obtained in studying ratesof reaction.

Carry out simulations on&"a# movement and collision of particles in chemical

reactions."b# movement and collision of particles in reaction

affected by temperature$ si)e of reactant$ pressure$concentration and catalyst.

Collect$ interpret data and discuss the following&"a# collision$"b# effective collision$

"c# act ivat ion energy$"d# collision fre*uency$"e# effective collision fre*uency$"f# energy profile diagram.

iscuss to conceptuali)e collision theory

iscuss&"a# the meaning of rate of reaction."b# some e!amples of fast reactions"c# some e!amples of slow reactions.

iscuss to identify observable changes to reactants or

products and its method of measurement in order todetermine the rate of reaction.reaction.

esign and carry out activities to investigate factorsaffecting the rate of reaction$ i.e$ si)e of reactant$concentration$ temperature and catalyst.

Some suggested reactions&"a# a reaction between calcium carbonate$ CaC+ 2$ and

hydrochloric acid$ 0Cl$"b# a reaction between sodium thiosulphate$ ?a , S , + 2$

and sulphuric acid$ 0 , S+ 3$"c# decomposition of hydrogen pero!ide$ 0 , + , $ in the

presence of a catalyst.

%iew computer simulations to investigate how the

9pply knowledge on factors affecting therate of reaction in everyday activities&Concentration>emperatureSurface area/resence of a catalyst

>he danger of e!plosives combustion offinely divided substances$ for e!ample$ flour

in flour mills.

Consideration of the change in rate ofreaction as the reaction proceeds usinggraphical diagrammatic presentations of ratecurves.

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8


19/20

.op",

Inor/an",C!em"#tr$

etals and ?onmetals

S&*top",#Characteristicsof metals andnon'metals

!traction ofetals

/reparation andcollection ofnon metals8eactivity of

etals

Genera( O* e,t"-e#Students should appreciate that mattercan be classified physical or chemical

properties as metal or nonmetal.

Spe," ", O* e,t"-e#1. escribe the physical and

chemical properties of metals;,. escribe the reactions of

metallic o!ides$ hydro!ides$nitrates$ and carbonates;

2. escribe the physical andchemical properties of non'metals;

3. 8elate the principlesunderlying the e!traction of ametal to its position in theelectrochemical series;

4. escribe the e!traction ofaluminum and iron

5. escribe the industrial

movement and collision of particles in a reaction areaffected by temperature$ si)e of reactant$ pressure$concentration and catalyst.

Collect and interpret data to e!plain factors affecting therate of reaction in the following&"a# combustion of charcoal$"b# storing food in a refrigerator$"c# cooking food in a pressure cooker$

/hysical e!aminations and reactions of various metals$including )inc$ iron$ sodium$calcium$ magnesium$aluminum$ copper. 8eactions of acids with sodium and calcium should not

be attempted.

>he action of dilute suphuric acid and hydrochloric acidon metallic o!ides and hydro!ides. >he action of heaton nitrates$ carbonates$ and hydro!ides.

/erform e!periments:view videos which illustrate principles underlying the e!traction of a metal.

!periments with iron and aluminium under variousconditions to show that air and water are necessary for corrosion.

=sing appropriate e!perimental activities to identifycations and anions.

/erform standard laboratory tests for the gases.

/hysical properties melting point$ boiling point$ conductivity$ luster$ ha

Chemical properties to include action of o!ygen$ water$ dilute hydrochloric acid$dilute sulphuric acid.

*uations are re*uired. 8eactions withdilute acid. 9ction of heat.

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20/20

=ses of etalsand non metalsConservationsof materials inthe environmentIdentification of Cations$9nonions and

etals

preparation of chlorine$sulphuric acid and ammonia;

. iscuss the reactivity ofmetals;

D. educe the order of reactivityof metals based one!perimental results or datasupplied;

E. !plain why metal alloys areoften used in place of the

metals1 . Identify gases& 0 , $ +, $ C+ ,$ ?0 2$ S+ , $ Cl,$ ?+ ,$0 , +;

11. Identify anions C+ 2,' $ S+ 3,' $S+ 2,' $ ?+ 2'$ (r '$ I'$ Cl'

1,. !plain the importance ofmetals and their compounds toliving systems andenvironment;

12. State the importance of thecarbon$ nitrogen and watercycles to living systems;

13. iscuss the harmful effects of

non'metal and metalscompounds to living systemsand the environment.

Chemistry 3rd & 4th Yearly Plan Standardized

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Transcript of Chemistry 3rd & 4th Yearly Plan Standardized