€¦ · Web view· deﬁne the term crystallization. · prepare copper (II) sulphate. crystals...

WEE

K 5

WEE

K 6

Schemes ofChemistry Form OneOBJECTIVES LEARNING/TEACHING

Term One

LESSON

1–2

TOPIC

Introductionto Chemistry

SUB-TOPIC

Chemistry as aSubject

ACTIVITIESBy the end of the lesson, the · Discussion on primarylearner should be able to: science topics relating· recall the subjects and topics to Chemistry

taught in primary level science. · Identifying the branches· name the branches of science. of science

LEARNING/TEACHINGRESOURCES

· Flow chart onbranches of science

· Pictures on theapplications ofChemistry

· Chart on chemicalprocesses in the home

REFERENCES

ComprehensiveSecondaryChemistry· Student’s Book 1

pages 1–2· Teacher’s Book 1

pages 1–2

REMARKS

3–4

1

2

3–4





Definition ofChemistry and itsrole in the society

Chemistrylaboratory

The Bunsen burner

Apparatus used forstudying Chemistry

By the end of the lesson, thelearner should be able to:· define Chemistry.· explain its role in society,

name the career choices afterstudying Chemistry.

By the end of the lesson, thelearner should be able to definethe term Chemistry laboratory.

By the end of the lesson, thelearner should be able to:· name the parts and the

functions of the Bunsen burner.· name the parts of a luminous

flame.· the parts of a non-luminous

flame.By the end of the lesson, thelearner should be able to nameand draw some chemistrylaboratory apparatus.

· Writing of the definitionof Chemistry

· Explaining the role ofChemistry in society

· Explaining careersrelated to Chemistry

· Discussion on meaningof laboratory

· Demonstration of somelaboratory apparatus

· Explaining the parts ofthe Bunsen burner

· Drawing parts of aluminous and non-luminous flame

· Discussion on chemistrylaboratory apparatus

· Drawing the apparatus

· Use of photographsof areas relevant toChemistry

· Chart on careersrequiring Chemistryas a subject

· School chemistrylaboratory

· Common chemistrylaboratory apparatus

· The Bunsen burner· Chart on parts of a

Bunsen burner andthe Bunsen burnerflame

· Chemistry laboratoryapparatus



pages 1–2


page 3· Teacher’s Book 1

pages 2–3



pages 2–3



pages 2–3NOT FOR SALE

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K 7

WEE

K 8

OBJECTIVES LEARNING/TEACHING

Chemistry Form 1Schemes of Work

Term 1

LESSON TOPIC SUB-TOPIC ACTIVITIESLEARNING/TEACHING

RESOURCES REFERENCES REMARKS

1–2

3 – 4

1 – 2



Simpleclassificationof substances

Chemistrylaboratory andsafety rules

Other heatingapparatus

Separation ofmixtures

By the end of the lesson, thelearner should be able to stateand explain at least 10 laboratorysafety rules.

By the end of the lesson, thelearner should be able to:· name other heating apparatus

apart from the Bunsen burner.· explain how each functions.

By the end of the lesson, thelearner should be able to:· define the term mixture.· classify mixtures into miscible

and immiscible liquids.· list several methods of

separating mixtures.

· Discussion on theimportance of selectedlaboratory safety rules

· Discussion of how eachapparatus works

· Discussion on functionsof each named apparatus

· Demonstration ofseparation of severalmixtures

· Observation anddiscussion

· Listing several methodsof separating mixtures

· School laboratory· Laboratory

equipments· Chart on laboratory

safety rules

· Spirit lamp· Candle· Stove· Electric heater

· Sugar/sand· Chalk/sand· Water/paraffin· Flow chart on

mixtures andseparation methods



pages 2–4



pages 4–5



pages 6–11

3 – 4 Simple Separation ofclassification mixturesof substances Soluble and

insoluble

By the end of the lesson, thelearner should be able to:· define soluble, insoluble solids,

solution, solute and solvent.· explain how a soluble solid can

be separated from an insolublesolid.

· Defining key terms· Class experiments· Discussion on procedure

for separation ofmixtures

· Sand/salt mixture· Beaker· Conical flask· Filter paper· Evaporating dish· Separating funnel



pages 10–11

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K 9

WEE

K 10



Term 1



1 – 2

3 – 4

1 – 2




DecantationSimple distillation

Fractionaldistillation

Fractionaldistillation

By the end of the lesson, thelearner should be able to:· separate immiscible liquids.· name the parts and the functions

of distillation apparatus.· assemble the distillation

apparatus.

By the end of the lesson, thelearner should be able to:· explain the stages of fractional

distillation.· differentiate between simple

distillation and fractionaldistillation.

By the end of the lesson, thelearner should be able to explainat least two industrial applicationsof fractional distillation.

· Carrying outexperiments to separatemixtures

· Class discussions· Supervised practice· Drawing of diagrams of

distillation apparatus

· Discussion on the stagesof fractional distillation

· Demonstration ofdistillation experiment

· Drawing of diagrams onfractional distillation

· Differentiating betweensimple and fractionaldistillation

· Discussion onapplication of fractionaldistillation

· Liebig condenser· Thermometer· Flask· Tap water· Sea water· Paraffin

· Round-bottom flask· Condenser· Burner· Thermometer· Ethanol· Water

· Fractional distillationapparatus

· Fractionating column· Chart on fractional

distillation



pages 12–13



pages 13–14



pages 14–15

3 – 4 Simple Chromatographyclassification and solventof substances extraction

By the end of the lesson, thelearner should be able to:· define chromatography.· demonstrate the process of

chromatography.· explain how different colours

move on a filter paper.· explain how chromatography is

used.

· Definingchromatography

· Carrying outexperiments to showchromatography

· Explainingchromatography

· Stating uses ofchromatography

· Filter paper· Funnel· Ethanol· Flowers· Dropper· Ink· Chart showing

chromatography



pages 15–19

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K 11

WEE

K 12

WEE

K 13



Term 1



1–4

1 – 2

3 – 4


SimpleClassificationof substances

Revision

Application ofchromatographyand solventextraction

Removal of stains

Revision

By the end of the lesson, thelearner should be able to:· give one application of

chromatography.· explain how oil can be

extracted from nuts.

By the end of the lesson, thelearner should be able to explainhow stains can be removed fromfabrics.

By the end of the lesson, thelearner should be able to identifyand explain concepts learnt.

· Discussion onapplication ofchromatography

· Explaining oil extractionfrom nuts

· Demonstration on stainremoval from fabrics

· Answering questions· Doing assignments· Discussion on topics

already covered

· Pestle· Mortar· Nut seeds· Propanone· White paper

· Stains of blood, fatspaint

· Washing soda· Paraffin· Ammonia

· Quiz· Assignment· Review questions



page 19



page 19

· Objectives inschemes of work

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K 1

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K 2

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K 3

Schemes ofChemistry Form OneOBJECTIVES LEARNING/TEACHING

Term Two



1 – 4

1 – 2

3 – 4

Revision



Revision of lastterm’s work

Crystallization

Application ofcrystallization

By the end of the lesson, thelearner should be able to identifyand explain concepts learnt interm One.

By the end of the lesson, thelearner should be able to:· define the term crystallization.· prepare copper (II) sulphate

crystals or sodium chloride.

By the end of the lesson, thelearners should be able to:· define a supersaturated

solution and a saturatedsolution.

· explain how salt is formed inLake Magadi.

· Answering questions· Doing assignments· Discussion on topics

previously covered

· Carrying outexperiments to showcrystallization

· Discussion onpreparation of copper(II) sulphate and sodiumchloride

· Discussion of types ofsolutions

· Explaining saltformation in LakeMagadi

· Assignments· Quiz· Review questions

· Beaker· Sodium chloride· Stirring rod· Water· Copper (II) sulphate

solution

· Salt· Stirring rod· Beaker· Water· Burner· Chart on salt

formation process atLake Magadi


pages 1–20· Objectives in the

schemes of work



pages 20–21



pages 21–221 – 2

3 – 4

Simple Sublimationclassificationof substances

Simple Review onclassification separation ofof substances mixtures

By the end of the lesson, thelearner should be able to:· define sublimation.· give examples of salts that

sublime.· explain how one can separate a salt

that sublimes from salts which donot sublime.

By the end of the lesson, thelearner should be able toidentify appropriate methods ofseparating named mixtures.

· Defining sublimation· Describing separation

by sublimation· Demonstration on

sublimation

· Discussion onseparation of mixtures

· Ammonium chloride· NaCl· Burner· Sand· Boiling tubes· Test tube holders

· Review questions· Marking scheme



pages 22–23ComprehensiveSecondaryChemistry· Student’s Book 1



WEE

K 4

WEE

K 5

WEE

K 6



Term 2



1 – 2

3 – 4



Criteria of purity

Criteria of purity

By the end of the lesson, thelearner should be able to:· determine the melting point of

ice.· determine the boiling point of

water.

By the end of the lesson, thelearner should be able to explainthe effect of impurities on boilingand melting points.

· Discussion on meltingpoint and boiling point

· Carrying outexperiments to showmelting point and boilingpoint

· Discussion on criteria ofpurity

· Discussing and observinga demonstration oneffects of impurities onboiling point and meltingpoint

· Thermometer· Solid ice· Water· Burner· Beaker

· Thermometer· Solid ice· Water· Burner· Beaker


pages 25– 26· Teacher’s Book 1

page 24



pages 24–27

1 – 2 Simpleclassificationof substances

Effect of heat onsubstances

By the end of the lesson, the · Naming the three stateslearner should be able to: of matter· name the three states of matter. · Discussion on kinetic· state the kinetic theory of theory of matter

matter. · Explaining the properties· explain the properties of the of the states of matter

three states of matter.

· Chart showingproperties of thestates of matter



pages 27–293 – 4

1 – 2





By the end of the lesson, thelearner should be able to:· investigate what happens when

ice is heated to boiling point.· use a graph to illustrate

changes of state of matter andtemperature.

By the end of the lesson, thelearner should be able to explainthe melting point and the boilingpoint in terms of kinetic theory.

· Carrying out anexperiment to investigatethe effect of heat on ice

· Observing ademonstration

· Discussion on observationsof experiment

· Discussion on meltingand boiling points withreference to kinetictheory

· Beaker· Thermometer· Tripod stand· Wire gauze· Burner· Ice cubes

· Chart on particles ofmatter in each state

· Illustrative graph onmelting point andboiling point





pages 29–30 NOT FOR SALE

WEE

K 6

WEE

K 7

WEE

K 8



Term 2



3 – 4 Simpleclassificationof substances

Permanent and non By the end of the lesson, the-permanent changes learner should be able to:

· define permanent changes.· define non-permanent

changes.

· Defining permanentand non-permanentchanges

· Carrying outexperiments to showpermanent andtemporary changes

· Burner· Ice· NH4Cl· Mg metal· Cu metal· Carbon



pages 30–35

1 – 2 Simple Elements, atoms,classification molecules andof substances compounds

By the end of the lesson, thelearner should be able to definean element, a molecule, an atomand a compound.

· Discussion onmeaning of element,atom, molecule andcompound

· Chart on definitionsof atom, molecule,compound andelement



pages 39–40

3 – 4 Simple Elements, By the end of the lesson, theclassification compounds and learner should be able to:of substances symbols of elements · give examples of at least 3

elements and 3 compounds.· state the symbols of common

elements.

· Identifying and writingchemical symbols ofcommon elements

· Listing examplesof elements andcompounds

· Chart on symbols ofelements



pages 39–40

1 – 2

3 – 4



Symbols ofelements

Word equations

By the end of the lesson, thelearner, should be able to:· name at least 4 elements.· give the symbols of at least

5 elements using Latin orEnglish names.

By the end of the lesson, thelearner should be able to givesimple word equations ofchemical reactions.

· Naming and writingcorrect symbols ofelements

· Writing a variety ofsimple word equations

· Chart on symbols ofelements

· The periodic table

· Chart on wordequations






WEE

K 9

WEE

K 10



Term 2



1 – 2

3 – 4

1 – 2

3 – 4

Acids andbases

Acids andbases

Acids andbases

Acids andbases

Indicators

Acids

Bases and alkalis

Colour changes ofindicators in acidsand bases

By the end of the lesson, thelearner should be able to:· define an indicator.· give at least 3 examples of

indicators.· make simple acid-base

indicators from flowers.

By the end of the lesson, thelearner should be able to:· define acid, organic acids and

inorganic acids.· name at least 3 organic and

inorganic acids.· give at least 3 properties of

acids.

By the end of the lesson, thelearner should be able to:· define a base.· give at least 3 examples of

bases.· give at least 3 properties of

bases.

By the end of the lesson, thelearner should be able to give thecolour of each indicator in acidicand basic media as well as inneutral solution.

· Defining indicators· Naming types of

indicators· Carrying out

experiments to prepareflower based indicators

· Naming organic andinorganic acids

· Listing examples oforganic and inorganicacids

· Demonstratingproperties of acids

· Defining the termsacids, organic andinorganic acids

· Defining bases· Listing examples of

bases· Carrying out

experiments to showproperties of bases

· Carrying outexperiments on colourchanges of indicators

· Discussion on colourchanges of indicators inacidic and basic media

· Indicators· Litmus paper· Phenolphthalein· Methyl orange· Universal indicator· Pestle· Mortar· Flower petals

· Lemon· Orange· Milk· Tea· Cheese· Stomach juice· Car batteries· Hydrochloric acid· Sulphuric acid· Vinegar

· Soap· Antiacid tablets· Jik· Chart on properties

of bases

· Indicators· Acid solutions· Basic solutions· Droppers



pages 44–45



pages 41–47



pages 41–47


pages 44 –47· Teacher’s Book 1

page 46

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K 11

WEE

K 12

WEE

K1 3



Term 2



1 – 2

3 – 4

1 – 2

3 – 4

Acids andbases

Acids andbases

Air andcombustion

Air andcombustion

Universal indicatorand pH scale

Importanceof acid-baseneutralization

Composition of air

Percentagecomposition ofoxygen in air

By the end of the lesson, thelearner should be able to:· give reasons why the universal

indicator is commonly used.· define a pH scale and give the

pH of acids, bases and neutralsolutions in the scale.

· measure the pH of givensolutions.

By the end of the lesson, thelearner should be able to:· explain 3 applications of acid-

base neutralization reactionsin real life.

· give the disadvantages of acidsand bases.

By the end of the lesson, thelearner should be able to:· give the percentage

composition of constituents ofair.

· demonstrate that air has twomain active parts.

By the end of the lesson,the learner should be ableto calculate the percentagecomposition of oxygen in air.

· Discussion on theuniversal indicator

· Carrying outexperiments on theuniversal indicator

· Discussion on the pHscale

· Discussion onapplication of acids andbases

· Listing advantages anddisadvantages of acidsand bases

· Discussion oncomposition of air

· Demonstration ona burning candle inlimited air

· Observation anddiscussion

· Recording thecomposition of air

· Carrying out experimentto determine thepercentage of oxygen inair

· Observation andcalculation of percentageof oxygen in air

· pH scale· pH indicators· solutions of acids,

bases and neutralsolutions

· Antacids tablets· Decayed tooth· Acidic soils· Corroded metal

· Trough· Gas jar· Beehive shelf· Candle· Water· Pie-chart on

composition of air

· Chart on howto determinepercentagecomposition ofoxygen in air



pages 46–47



pages 47–48


pages 52, 56–57· Teacher’s Book 1

pages 48–50



pages 48–50

NOT FOR SALE

WEE

K 1

WEE

K 2

WEE

K 3

Chemistry Form One Schemes ofOBJECTIVES LEARNING/TEACHING

Term Three



1 – 4

1 – 2

3 – 4

1 – 2

Revision

Air andcombustion

Air andcombustion

Air andcombustion

Revision of termtwo’s work

Quantitativedetermination ofoxygen in air

Rusting

Burning substancesin air

By the end of the lesson, thelearner should be able to identifyand explain concepts learnt interm two.

By the end of the lesson, thelearner should be able to:· calculate quantitavely the

percentage of oxygen in air.· determine the proportion of

air used when copper turningsis heated in a fixed volume ofair.

· calculate the percentage ofoxygen in the air using alkalinepyrogallol.

By the end of the lesson, thelearner should be able to:· give the uses of oxygen.· determine the conditions

necessary for rusting.· list three ways of preventing

rusting.

By the end of the lesson, thelearner should be able to:· determine the change in

mass when substances burnin air and note the acidity oralkalinity of the gas produced.

· write word equations anddefine acidic and basic oxides.

· Answering questions· Quiz· Discussion with

teachers on topicspreviously coverd

· Carrying outexperiment toinvestigate percentageof oxygen in air

· Discussion on theobservations made

· Calculating thepercentage of air usingalkaline pyrogallol

· Discussion on the usesof oxygen

· Carrying out anexperiment todetermine conditionsfor rusting

· Discussion onconditions for rusting

· Carrying outexperiments of burningsubstances in air

· Discussion onobservations

· Writing relevant wordequations

· Assignments· Quiz· Review questions

· Gas syringes· Glass tube· Copper turnings· Liquid pyrogallol· NaOH· Measuring cylinders· Bunsen burner· Pair of tongs

· Non-greasy nails· Test tubes· Water· Salt water· Boiled water· CaCl

· Mg, Na, C, S, P, Cu,Ca

· Crucible· Weighing balance· Burners· Litmus paper


pages 22–55· Objectives in the

schemes of work



pages 51–54



pages 50–55



pages 56–59

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WEE

K 3

WEE

K 4

WEE

K 5



Term 3



3 – 4 Air andcombustion

Laboratorypreparation andproperties ofoxygen

By the end of the lesson, thelearner should be able to:· assemble the apparatus used

to prepare oxygen.· give the physical and chemical

properties of oxygen.· give a confirmatory test for

oxygen gas.· define the term oxidation and

reduction.

· Carrying outexperiment to prepareoxygen in the laboratory

· Observingdemonstration

· Discussion onproperties of oxygen

· Defining oxidation andreduction

· Flat-bottomed flask· Thistle funnel with

clip· Trough· Gas jar· Delivery tube· Hydrogen peroxide· MnO2

· C, S, Mg, Cu· Two-holed rubber

bangs



pages 55–56

1 – 2 Air andcombustion

Atmosphere andpollution

By the end of the lesson, thelearner should be able to:· define atmospheric pollution.· explain the causes of air

pollution.· explain the efforts being made

to reduce air pollution.

· Discussion on causesand control of airpollution

· Chart showing causes Comprehensiveand control of air Secondarypollution Chemistry

· Student’s Book 1pages 68–69

· Teacher’s Book 1pages 57–60

3 – 4

1 – 2

Air andcombustion

Air andcombustion

Preparation, dryingand collection ofgases

Industrialpreparation ofoxygen

By the end of the lesson, thelearner should be able to:· list the stage of gas preparation

and collection.· explain how gases can be

generated, dried and collectedusing the two methods.

· give the characteristics of gascollected by each method.

By the end of the lesson, thelearner should be able toexplain how oxygen is distilledfrom liquid air by fractionaldistillation.

· Discussion on methodsof gas preparation andcollection

· Carrying outexperiments to showgas preparation andcollection

· Discussion on gasescollected by eachmethod

· Discussion onpreparation of oxygenby fractional distillationof liquid air

· Thistle funnel· Flask· U-tube· Gas jar· Delivery tube· Charts on methods

of generation, dryingand collecting gases

· Chart showingfractional distillationin liquid air



page 61



page 61

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WEE

K 5

WEE

K 6

WEE

K 7



Term 3



3 – 4

1 – 2

3 – 4

1 – 2

Air andcombustion

Water andhydrogen

Water andhydrogen

Water andhydrogen

Activity series anduses of oxygen gas

Sources of water

Water is a productof burning organicmatter

Water as an oxideof hydrogen

By the end of the lesson, thelearner should be able to:· arrange elements in order of

reactivity with oxygen frommost to least reactive.

· give at least 3 uses of oxygengas.

By the end of the lesson, thelearner should be able to:· state sources of water.· explain the importance of

water.

By the end of the lesson, thelearner should be able toassemble apparatus to show theproduct of burning candle andtest for water.

By the end of the lesson, thelearner should be able to:· assemble apparatus to show

that water is an oxide ofhydrogen.

· test for the presence of water.

· Discussion on reactivityseries

· Explaining uses ofoxygen

· Discussion on thesources of water

· Explaining theimportance of water

· Carrying out anexperiment to showwater is a product ofburning organic matter

· Observation anddiscussion of results ofexperiment

· Carrying out anexperiment to showwater is an oxide ofhydrogen

· Observation anddiscussion on resultsfrom experiment

· Writing relevantequations

· Chart showingreactivity series

· Chart on sources ofwater

· Photographs· Magazines and

scientific journals

· Candle, ice coldwater

· Funnel· CuSO4

· Wash bottle· Two test tubes with

side arms· Lime water

· Hydrogen generator· Cold surface· CuSO4

· Cobalt chloride



pages 56–61



pages 62–71



pages 62–64


pages 71, 80–82· Teacher’s Book 1

pages 62–67

NOT FOR SALE

WEE

K 7

WEE

K 8

WEE

K 9



Term 3



3 – 4

1 – 2

3 – 4

1 – 2

Water andhydrogen

Water andhydrogen

Water andhydrogen

Water andhydrogen

Reaction of metalswith water

Reaction of metalswith steam

Reactivity series ofwater with metals

Laboratorypreparation ofhydrogen

By the end of the lesson, thelearner should be able to:· explain the observations when

metals react with water.· write word equations when

metals react with water.

By the end of the lesson, thelearner should be able to:· explain the observation when

the magnesium reacts withcold water.

· write word equation for thereaction between metals andsteam.

By the end of the lesson, thelearner should be able to arrangemetals in order of their reactivitywith water from most to leastreactive.

By the end of the lesson, thelearner should be able to:· assemble the apparatus used

to prepare hydrogen gas in thelaboratory.

· give the physical and thechemical properties ofhydrogen gas.

· give the general test forhydrogen gas.

· Carrying outexperiments to showreaction of water withmetals

· Observation anddiscussion on the resultsof experiments

· Writing word equationsfor the reactions

· Carrying outexperiments to show thereaction of magnesiumwith steam

· Observation anddiscussion on resultsobtained

· Writing a word equationfor the reaction

· Discussion on reactionof metals with water andsteam

· Drawing summary tableshowing reactivity series

· Discussion onpreparation, propertiesand test for hydrogen gas

· Carrying outexperiments to preparehydrogen

· Observation anddiscussion on resultsobtained

· Carrying out the test forhydrogen

· Water· Sodium, magnesium,

calcium, potassium,iron, zinc

· Litmus· Splint· Trough· Gas jar

· Steam· Mg· Boiling tube· Trough· Gas jar· Delivery tube

· Chart on reactivityseries

· Flat-bottomed flask· Thistle funnel· Cork· Delivery tube· Trough· Gas jar· Splint· Water· Zinc granule· Dilute sulphuric acid



pages 65–66



pages 67–69



pages 69–71



pages 62–67

NOT FOR SALE

WEE

K 9

WEE

K 10

WEE

K 11



Term 3



3 – 4

1 – 2

3 – 4

Water andhydrogen

Water andhydrogen

Water andhydrogen

Oxidation andreduction

Uses of hydrogen

Summary of thetopics

By the end of the lesson, thelearner should be able to:· explain using word equations

how hydrogen is a goodreducing agent.

· define oxidation, reductionand redox reactions in termsof hydrogen.

· use word equations to explainredox.

By the end of the lesson, thelearner should be able to explainat least 3 uses of hydrogen.

By the end of the lesson, thelearner should be able to answerall questions on pages 72, 79, 81and 83 of Student’s Book 1.

· Defining oxidation andreduction

· Discussion on hydrogenas a reducing agent

· Using word equationsto explain redox

· Discussion on the usesof hydrogen

· Supervised practice· Discussing correct

answers to questions

· Hydrogen generator· Burner· CuO, copper (II)

sulphate, calcium (II)chloride

· U-tube

· Chart on uses ofhydrogen

· Charts previouslyused



pages 67–69



pages 68–69


pages 71, 72, 75,76,78

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€¦ · Web view· deﬁne the term crystallization. · prepare copper (II) sulphate. crystals...

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Transcript of €¦ · Web view· deﬁne the term crystallization. · prepare copper (II) sulphate. crystals...