Welcome to the National Curriculum of Pakistan (NCP) 2023 Feedback Portal.

Here you will find a DRAFT version of curriculum documents for Grades 9-12. Please give your feedback on all material shared.

After feedback is incorporated, the provincial/area Implementation Leads will review the updated draft for consensus and finalization.

Feedback for Grades 9-12 is due on March 30, 2023

The revised Standards for Grades 9-12 will be notified by April 2023. The various education departments may then get the NCP 2023 notified through respective cabinets.


Scheme of Work: Grade 9 Chemistry

Note: Some weeks are left as empty to mitigate for extraneous circumstances, revision, exams and to include practical activities.

 

SCHEME OF WORK GRADE 9

 

ASSUMPTIONS
Time duration of one session: 40 minutes
Number of sessions per week: 6 sessions
Total teaching hours for complete academic year: 120 hrs

 

Lessons

Broad Topic or chapter

Breakdown for the week

Learning Objectives

1

Chemical Foundation

Lesson 1 (40 min): Introduction to Chemistry

Define chemistry as the study of properties, reactions, and behavior of matter and the use of those substances to create new ones
Recognize that people who study chemistry are called chemists
Lesson 2 (40 min): Subfields of Chemistry

Explain that chemistry has many subfields and interdisciplinary fields
Recognize and provide examples of broad subfields, such as analytical chemistry, biochemistry, inorganic chemistry, organic chemistry, neurochemistry, nuclear chemistry, physical chemistry, and theoretical chemistry
Lesson 3 (40 min): Applications of Sub-disciplines

Identify and explain applications of sub-disciplines of chemistry, such as nanochemistry and cosmochemistry, in drug delivery, genetic engineering, electronics, catalysis
Week 2:

Lesson 4 (40 min): Interdisciplinary Fields of Chemistry

Recognize and provide examples of interdisciplinary fields of chemistry, such as agrochemistry, environmental chemistry, molecular biology, organometallic chemistry, nanotechnology, and pharmacology
Lesson 5 (40 min): Practical Activity - Introduction to Lab Safety

Conduct a lab safety demonstration and review the rules and procedures for safe laboratory practices
Lesson 6 (40 min): Test on Introduction to Chemistry

Assess students' understanding of the material covered in the first five lessons
Note: Depending on your students' pace and level of engagement, you may need to adjust the length of each lesson and the amount of material covered. Additionally, for the practical activity, be sure to provide appropriate materials and supervision to ensure a safe and successful experience for all students.

Introduction to Chemistry
1 Describe chemistry as study of properties, reactions and behavior of matter and use of those substance to create new ones.

2 Recognize that people who study chemistry are called chemists

3 Explain that chemistry has many subfields and involves interdisciplinary fields. Students should be able to recognize the following
broad subfields with their examples (definitions are not required, an understanding should be developed)
- Analytical chemistry
- Biochemistry
- Inorganic chemistry
- Organic chemistry
- Neurochemistry
- Nucleur chemistry
- Physical Chemistry
- Theoretical Chemistry

Interdisciplinary fields may include agrochemistry, cosmochemistry, envioronmental chemistry, molecular biology, organnometallic chemistry, nanotechnology and pharmacology.
4 Identify applications of sub-disciplines of chemistry such as nanochemistry, cosmochemistry in drug delivery, genetic engineering, electronics, catalysis

2

Chemical Foundation

Lesson 1 (40 min): Introduction to Units

Explain the importance of using standardized units in chemistry for better communication and collaboration
Define and provide examples of SI units, especially mass, time, and amount of matter
Lesson 2 (40 min): Combining Units

Explain how units can be combined with terms for magnitude, such as kilo, deci, and milli, for easier measurement and calculation
Recognize and provide examples of more practical units that chemists use, such as cm3, g, and s, when working with small amounts in the laboratory
Lesson 3 (40 min): Managing Measurement Errors

Understand that errors are an inherent part of measurement
Explain how we can manage precision and accuracy with better tools and techniques
Week 2:

Lesson 4 (40 min): Introduction to Scientific Notation/Standard Form

Define and explain the standard form A × 10^n, where n is a positive or negative integer and 1
A < 10
Provide examples of how to convert numbers into and out of standard form
Lesson 5 (40 min): Calculations with Scientific Notation/Standard Form

Demonstrate how to perform calculations with values in standard form, including addition, subtraction, multiplication, and division
Lesson 6 (40 min): Practical Activity - Measuring and Converting Units

Conduct a laboratory activity that involves measuring and converting units, such as determining the density of a liquid or calculating the mass of a substance
Use scientific notation/standard form to record and analyze the measurements
Note: As always, adjust the length and content of each lesson as needed to fit the pace and needs of your students. Also, ensure that you have appropriate materials and equipment for the practical activity, and provide clear instructions for safe and accurate measurements.

Units
1 Understand that units are standardized for better communication and collaboration.
2 Be familiar with SI units especially mass, time and amount of matter
3 Understand that units can be combined with terms for magnitude especially kilo, deci, and milli
4 Understand that chemists use cm3, g and s as more practical units when working with small amounts in lab
5 Understand that errors are inherent part of measurement, and we can manage precision and accuracy with better tools and techniques

Scientific Notation/Standard Form
1 use the standard form A × 10^n where n is a positive or negative integer, and 1
A < 10
2 Convert numbers into and out of standard form.
3 Calculate with values in standard form."

3

Nature of Science

Lesson 1 (History of Chemistry, 40 minutes):

Introduction to the history of chemistry
Discussion of the contributions made by ancient Egyptians, Greeks, and Chinese to the field of chemistry
Interactive activity: Students work in groups to research and present on a specific ancient culture's contributions to chemistry
Lesson 2 (History of Chemistry, 40 minutes):

Discussion of the contributions made by the medieval Islamic world to the field of chemistry
Interactive activity: Students work in pairs to research and present on a specific Islamic scientist's contributions to chemistry
Lesson 3 (History of Chemistry, 40 minutes):

Discussion of the work of Robert Boyle and Antoine Lavoisier
Interactive activity: Students work in groups to create a timeline of the major events and discoveries in the history of chemistry
Lesson 4 (TOK and Nature of Chemistry, 40 minutes):

Introduction to TOK and the nature of chemistry
Discussion of the importance of chemistry as a central science and its role in both the physical environment and biological systems
Interactive activity: Students work in pairs to research and present on the impact of chemistry on a specific field (e.g., medicine, agriculture, energy, materials science)
Lesson 5 (TOK and Nature of Chemistry, 40 minutes):

Discussion of the experimental nature of chemistry and the scientific method
Interactive activity: Students work in groups to design and conduct a simple experiment to demonstrate a chemical principle (e.g., acid-base reactions)
Lesson 6 (TOK and Nature of Chemistry, 40 minutes):

Discussion of the roots of chemistry in alchemy and the growth of scientific knowledge and specialization
Interactive activity: Students work in pairs to research and present on a specific chemical element and its properties

History of Chemistry
1. The ancient Egyptians, Greeks, and Chinese all made significant contributions to the field of chemistry.
2. The medieval Islamic world made significant advancements in alchemy, which laid the foundation for modern chemistry.
3. Robert Boyle is considered the "father of modern chemistry" for his work in the 17th century on the properties of gases.
4. Antoine Lavoisier is considered the "father of modern chemistry" for his work in the 18th century on the nature of matter and the law of conservation of mass.
5. Dmitri Mendeleev created the first periodic table of elements in 1869, which helped to organize the known elements and predict the properties of new ones.
6. Marie Curie was the first woman to win a Nobel Prize, and the first person to win multiple Nobel Prizes (in physics and chemistry) for her work on radioactivity.
7. The discovery of the structure of DNA in the 1950s by James Watson and Francis Crick revolutionized the field of biology and has had farreaching implications in medicine and genetics.
8. Chemistry plays a crucial role in many fields including medicine, agriculture, energy, and materials science.

TOK and Nature of Chemistry

1. Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills
2. Chemistry is often called the central science as chemical principles underpin both the physical environment and all biological systems
3. Chemistry is a prerequisite for many other courses in higher education and serves as useful preparation for employment
4. Chemistry has its roots in the study of alchemy, the early days of alchemists who aimed to transmute common metals into gold
5. Observations remain essential at the core of chemistry and scientific processes carried out by the most eminent scientists in the past are the same ones followed by working chemists today and accessible to students in schools
6. The body of scientific knowledge has grown in size and complexity, and the tools and skills of theoretical and experimental chemistry have become specialized
7. Both theory and experiments should be undertaken by all students and should complement each other naturally
8. Allow students to develop traditional practical skills, mathematics skills, interpersonal skills, and digital technology skills.

Scientific Method

1. The scientific method is a process used to conduct scientific research and make discoveries.
2. The steps of the scientific method include:
3. Making observations and asking a question
4. Forming a hypothesis, or an educated guess, about the answer to the question
5. Designing and conducting experiments to test the hypothesis
6. Analyzing the data collected from the experiments
7. Drawing conclusions and determining whether the data supports or disproves the hypothesis
8. The scientific method is based on the principles of observation, experimentation, and replication.

4

Nature of Science

Lesson 7 (Scientific Method, 40 minutes):

Review of the scientific method and its steps
Interactive activity: Students work in groups to analyze and critique a scientific study or experiment from a popular news source
Lesson 8 (Scientific Method, 40 minutes):

Discussion of the importance of observation, experimentation, and replication in the scientific method
Interactive activity: Students work in pairs to design and conduct an experiment to test a hypothesis related to a chemical principle (e.g., Boyle's Law)
Lesson 9 (History of Chemistry, 40 minutes):

Discussion of the work of Dmitri Mendeleev and the creation of the periodic table of elements
Interactive activity: Students work in groups to research and present on a specific element and its uses and properties
Lesson 10 (History of Chemistry, 40 minutes):

Discussion of the work of Marie Curie and the discovery of radioactivity
Interactive activity: Students work in pairs to research and present on a specific aspect of radioactivity and its applications in medicine or other fields
Lesson 11 (TOK and Nature of Chemistry, 40 minutes):

Discussion of the importance of traditional practical skills, mathematics skills, interpersonal skills, and digital technology skills in the study of chemistry
Interactive activity: Students work in pairs to create a multimedia presentation on a specific chemical process or reaction (e.g., combustion)
Lesson 12 (Assessment, 40 minutes):

Assessment of student learning through a quiz or exam covering the topics covered in the previous 11 lessons
This Lesson includes a mix of lectures, interactive activities, and student presentations to keep the students engaged and to reinforce their understanding of the material. The assessments will help to evaluate student learning and identify areas that may require further review.

History of Chemistry
1. The ancient Egyptians, Greeks, and Chinese all made significant contributions to the field of chemistry.
2. The medieval Islamic world made significant advancements in alchemy, which laid the foundation for modern chemistry.
3. Robert Boyle is considered the "father of modern chemistry" for his work in the 17th century on the properties of gases.
4. Antoine Lavoisier is considered the "father of modern chemistry" for his work in the 18th century on the nature of matter and the law of conservation of mass.
5. Dmitri Mendeleev created the first periodic table of elements in 1869, which helped to organize the known elements and predict the properties of new ones.
6. Marie Curie was the first woman to win a Nobel Prize, and the first person to win multiple Nobel Prizes (in physics and chemistry) for her work on radioactivity.
7. The discovery of the structure of DNA in the 1950s by James Watson and Francis Crick revolutionized the field of biology and has had farreaching implications in medicine and genetics.
8. Chemistry plays a crucial role in many fields including medicine, agriculture, energy, and materials science.

TOK and Nature of Chemistry

1. Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills
2. Chemistry is often called the central science as chemical principles underpin both the physical environment and all biological systems
3. Chemistry is a prerequisite for many other courses in higher education and serves as useful preparation for employment
4. Chemistry has its roots in the study of alchemy, the early days of alchemists who aimed to transmute common metals into gold
5. Observations remain essential at the core of chemistry and scientific processes carried out by the most eminent scientists in the past are the same ones followed by working chemists today and accessible to students in schools
6. The body of scientific knowledge has grown in size and complexity, and the tools and skills of theoretical and experimental chemistry have become specialized
7. Both theory and experiments should be undertaken by all students and should complement each other naturally
8. Allow students to develop traditional practical skills, mathematics skills, interpersonal skills, and digital technology skills.

Scientific Method

1. The scientific method is a process used to conduct scientific research and make discoveries.
2. The steps of the scientific method include:
3. Making observations and asking a question
4. Forming a hypothesis, or an educated guess, about the answer to the question
5. Designing and conducting experiments to test the hypothesis
6. Analyzing the data collected from the experiments
7. Drawing conclusions and determining whether the data supports or disproves the hypothesis
8. The scientific method is based on the principles of observation, experimentation, and replication.

5

Matter
(Physical Chemistry)

Lesson 1:

Definition of matter as a substance having mass and occupying space
Distinguishing macroscopic properties of commonly observed states: solids, liquids, and gases (density, compressibility, and fluidity)
Activity: Measuring the density of different substances using displacement method
Lesson 2:

State as a distinct form of matter
Plasma, intermediate states and exotic states (BEC or liquid crystals)
Activity: Observing the properties of plasma in a neon light
Lesson 3:

Changes of state and internal energy without change in temperature (melting, boiling, freezing, condensation, sublimation, and deposition) in terms of kinetic particle theory
Activity: Observing the changes in state of water and dry ice
Lesson 4:

Differences in evaporation and boiling
Interpretation and explanation of the heating and cooling curves in terms of kinetic theory
Activity: Measuring the boiling point and heat of vaporization of different liquids
Lesson 5:

Effects of changing any one of pressure, temperature, and volume of a gas on the other two
Boyle's law, Charles' Law, Guy-Lussac's Law, and Avogadro's Law
Activity: Investigating Boyle's law by measuring the volume of a gas at different pressures
Lesson 6:

Effect of external pressure on rate of boiling and evaporation
Diffusion in terms of kinetic particle theory
Activity: Observing the effect of pressure on the boiling and evaporation of liquids

1 Define matter as a substance having mass and occupying space

2 State the distinguishing macroscopic properties of commonly observed states solids, liquids and gases in particular density, compressibility, and fluidity

3 Understand that state is a distinct form of matter and be familiar with plasma, intermediate states and exotic states e.g. BEC or liquid crystals

4 Describe and explain changes of state and internal energy without change in temperature (melting, boiling, freezing, condensation, sublimation and deposition) in terms of kinetic particle theory

5 State the differences in evaporation and boiling

6 Interpret and explain the heating and cooling curves in terms of kinetic theory

7 Describe qualitatively, in terms of kinetic particle theory, the effects of changing any one of pressure, temperature and volume of a gas on the other two with regards to Boyle's law, Charles' Law, Guy-Lussac's Law and Avogadro's Law.

8 Describe qualitatively the effect of extenral pressure on rate of boiling and evaporation

9 Describe and explain diffusion in terms of kinetic particle theory

10 Describe qualitatively the effect of molecular mass and temperature on rate of diffusion

11 Explain the allotropic forms of solids in particular diamond, graphite, and fullerenes

12 Describe the differences between elements, compounds and mixtures

13 Identify solutions, colloids, and suspensions as mixtures and give an example of each

14 Describe the effect of temperature on solubility and formation of unsturated and saturdated solutions

6

Matter & Atomic Structure
(Physical Chemistry)

Lesson 1:

Effect of molecular mass and temperature on rate of diffusion
Allotropic forms of solids, particularly diamond, graphite, and fullerenes
Activity: Investigating the effect of molecular mass on the rate of diffusion of gases
Lesson 2:

Differences between elements, compounds, and mixtures
Solutions, colloids, and suspensions as mixtures and examples of each
Effect of temperature on solubility and formation of unsaturated and saturated solutions
Activity: Separating a mixture of substances using various techniques such as filtration, evaporation, and distillation.

Lesson 3: Structure of the Atom

Introduce the concept of atoms and their structure
Describe the central positively charged nucleus and negatively charged electrons in shells
Explain how electrons are quantum particles and how their exact location cannot be mapped
Discuss the relative masses and charges of subatomic particles and draw the relation between a particle's charge and path in an electric field
Provide a practical demonstration of electron paths using a cathode ray tube
Homework: Assign readings and videos to reinforce the concepts learned in class
Lesson 4: Atomic Number and Mass

Define atomic number as the number of protons in the nucleus of an atom
Explain how atomic number is unique to each element and is used to place elements in the periodic table
Define nucleon number/atomic mass as the sum of the number of protons and neutrons in the nucleus of an atom
Discuss how isotopes can affect atomic mass but not chemical properties
Conduct a quiz to test students' understanding of atomic number and mass
Homework: Assign problems for students to practice calculating atomic mass and identifying isotopes from periodic tables
Lesson 5: Electronic Configuration

Describe the electronic configuration of elements and their ions with proton numbers 1 to 20
Teach students how to determine simple and subshell configurations from the periodic table
Explain how valence electrons govern the chemical properties of an atom
Provide a practical activity where students construct electronic configurations using models or online simulations
Homework: Assign problems for students to practice electronic configuration of elements and ions
Lesson 6: Isotopes

Define isotopes as different atoms of the same element that have the same number of protons but different neutrons
Discuss the different types of isotopes, including radioactive isotopes and their usage in nuclear medicine and carbon dating
Conduct a quiz to test students' understanding of isotopes and their effect on atomic mass
Provide a practical activity where students perform calculations to determine the number of protons and neutrons in different isotopes
Homework: Assign readings and videos to reinforce the concepts learned in class

1 Describe the structure of atom as a central positively charged nucleus surrounded by negatively charged cloud of electrons due to electrostatic attraction
- understand that, unlike orbits, shells and subshells are energy levels of electrons and a bigger shell implies greater energy and average distance from nucleus
- electrons are quantum particles with probabilistic paths whose exact paths and locations cannot be mapped (with reference to the uncertainty principle)
- nucleus is made of protons and neutrons held together by strong force
- understand that atomic model is a model to aid understanding and if an atom were to be 'photographed' it will be a fuzzy cloud

2 State the relative charge and relative masses of a subatomic particles (an electron, proton and neutron)

3 Draw and interpret the relation between a subatomic particle's charge and path in a uniform electric field

4 Define proton number/atomic number as the number of protons in the nucleus of an atom
- understand that it is unique to each element and used to place elements in periodic table
- understand that radioactivity can change the proton number and alter an atom's identity

5 Define nucleon number/atomic mass as sum of number of protons and neutrons in the nucleus of an atom

6 Determne the electronic configuration of elements and their ions with proton numbers 1 to 20 as
- simple configuration e.g. 2,8,3
- subshells e.g. 1s2, 2s2, 2p6, 2s1
- Students should be able to determine both of these from periodic table and are not required to memorize these
- understand that chemical properties of an atom are governed by valence electrons

7 Define isotopes as different atoms of the same element that have same number of protons but different neutrons
- state that isotopes can affect molecular mass but not chemical properties of an atom
- calculate number of protons and neutrons of different isotopes
- be familiar with radioactive isotopes and their usage in nucleur medicine and carbon-dating

8 Interpret and use the symbols for atoms and ions

9 Calculate relative atomic mass of an element from relative masses and abundance of its isotopes, and calculate the relative mass of an isotope given relative atomic mass and abundance of all stable isotopes

7

Chemical Bonding
(Physical Chemistry)

Lesson 1: Atomic Symbols and Notations

Introduce the symbols for atoms and ions and explain their meanings
Teach students how to write symbols for different elements and their ions
Provide a practical activity where students construct symbols for different elements and their ions using models or online simulations
Conduct a quiz to test students' understanding of atomic symbols and notations
Homework: Assign problems for students to practice writing symbols for different elements and their ions
Lesson 6: Relative Atomic Mass

Define relative atomic mass and explain how it is calculated from the relative masses and abundance of isotopes
Teach students how to calculate the relative atomic mass of an element and the relative mass of an isotope given the relative atomic mass and abundance of all stable isotopes
Provide a practical activity where students perform calculations to determine the relative atomic mass of different elements
Conduct a quiz to test students' understanding of relative atomic mass
Homework: Assign problems for students to practice calculating relative atomic mass and identifying isotopes from relative masses and abundances

Lesson 2 & 3: Summative
Take a summative test on Atomic structure and discuss in next class

Lesson 4: Chemical Bonding Basics

Objective: To introduce the concept of chemical bonding and provide an overview of the types of chemical bonds.

Key Concepts: Types of chemical bonds, including ionic, covalent, and metallic bonds; electron configurations and valence electrons.

Learning Outcomes: Students will be able to identify and differentiate between different types of chemical bonds and explain how electron configurations and valence electrons influence bond formation.

Lesson Plan: Introduction to chemical bonding, types of chemical bonds, discussion of electron configurations and valence electrons.

Activities/Assessment: Class discussion, group activities to identify types of bonds, quiz.

Additional Resources: Khan Academy - Chemical Bonding.

Lesson 5-6: Ionic Bonding

Objective: To explain the concept of ionic bonding and provide examples of ionic compounds.

Key Concepts: Formation of ions, electrostatic attraction, lattice structures, properties of ionic compounds.

Learning Outcomes: Students will be able to describe the process of ionic bonding, explain the properties of ionic compounds, and identify examples of ionic compounds.

Lesson Plan: Introduction to ionic bonding, formation of ions, electrostatic attraction, properties of ionic compounds, examples of ionic compounds.

Activities/Assessment: Class discussion, group activities to identify properties of ionic compounds, quiz.

Additional Resources: Chemguide - Ionic Bonding.

1 Understand that noble gas electronic configuration, octet and duplet rules help predict chemical properties of main group elements

2 Describe the formation of positive ions, namely cations, and negative ions, namely, anions
- the idea that metals form cations and non-metlas form anions only should be avoided
- students should use noble gas electronic configuration as guiding principle combined with ionization energy to determine the most stable ion of a given atom from elements 1-20

3 Define three main kinds of chemical bond
i. Ionic Bond as strong electrostatic attraction between oppositely charged ions
ii. Covalent bond as strong electrostatic attraction between shared electrons and two nuclei
- coordinate covalent bond/dative bond as a covalent bond where both electrons are from the same atom
iii. Metallic bond as strong electrostatic attraction between cloud/sea of delocalized electrons and positively charged cations

4 Describe and explain the properties of compounds in terms of bonding and structure
- strength of forces and their impact on melting and boiling point
giant structure including ionic, metallic and covalent compounds, with many strong forces of attraction, having high melting and boiling points
- simple molecular substances, with weak intermolecular forces, having low melting and boiling point
(types of intermolecular forces are not required)
- availability of free charged particles (electrons or ions) for conduction of electricity;
ionic compounds being good electrolytes when molten or aqueous (free ions) but poor conductors as solids (no free ions)
graphite and metals being good conductors due to free electrons being available,
diamond and silicon(IV) oxide not conducting due to inavailability of free electrons
some substances can ionize when dissolved e.g. acids and water and conduct electricity
- suitability of usage
graphite as lubricant or an electrode
diomond in cutting tools
metals for wires, and sheets

5 Describe formation of
- ionic bonds in binary compounds using dot-and-cross diagram and lewis-dot structure
- simple molecules including H2, Cl2, O2, N2, H2O, CH4, NH3, HCl, CH3OH, C2H4, CO2, HCN, and similar molecules using dot-and-cross diagram and lewis-dot structure

6 Understand that molecular ions/polyatomic ions can have expanded octets e.g. sulfate and nitrate

7 Describe the formation of dative bond in CO, ozone and H3O+ ion (resonance structure not required)

8

Chemical Bonding
(Physical Chemistry)

Lesson 1 to 3: Covalent Bonding

Objective: To explain the concept of covalent bonding and provide examples of covalent compounds.

Key Concepts: Sharing of electrons, electron pairs, Lewis structures, properties of covalent compounds.

Learning Outcomes: Students will be able to describe the process of covalent bonding, explain the properties of covalent compounds, and identify examples of covalent compounds.

Lesson Plan: Introduction to covalent bonding, sharing of electrons, Lewis structures, properties of covalent compounds, examples of covalent compounds.

Activities/Assessment: Class discussion, group activities to identify properties of covalent compounds, quiz.

Additional Resources: Chemistry LibreTexts - Covalent Bonding.

Lesson 4: Metallic Bonding

Objective: To explain the concept of metallic bonding and provide examples of metallic compounds.

Key Concepts: Metallic bonding, delocalized electrons, properties of metals.

Learning Outcomes: Students will be able to describe the process of metallic bonding, explain the properties of metals, and identify examples of metallic compounds.

Lesson Plan: Introduction to metallic bonding, delocalized electrons, properties of metals, examples of metallic compounds.

Activities/Assessment: Class discussion, group activities to identify properties of metallic compounds, quiz.

Additional Resources: Chemguide - Metallic Bonding.

Lesson 5 and 6: Summative Assessment
Please take an assessment and review in class later

9-10

Stoichiometry
(Physical Chemistry)

Lesson 1: Chemical Formulas

Objective: To state the formulas of elements and compounds named in the subject content.

Key Concepts: Formula, element, compound

Learning Outcomes: Students will be able to identify and write the formulas of elements and compounds.

Lesson 2: Molecular and Empirical Formulas

Objective: To define molecular and empirical formulas of a compound.

Key Concepts: Molecular formula, empirical formula, atoms, molecules

Learning Outcomes: Students will be able to distinguish between molecular and empirical formulas of a compound and write them.

Lesson 3: Naming Compounds

Objective: To deduce the formula and name of a binary ionic compound from ions given.

Key Concepts: Binary ionic compound, formula, name

Learning Outcomes: Students will be able to identify the ions that make up binary ionic compounds and write their formulas and names.

Lesson 4: Chemical Equations

Objective: To construct word equations, chemical equations, and ionic equations to show reactants forming products, including state symbols.

Key Concepts: Word equation, chemical equation, ionic equation, reactants, products

Learning Outcomes: Students will be able to write balanced chemical equations to show the reactants forming products, and distinguish between ionic and covalent compounds.

Lesson 5: Mole Concept

Objective: To define relative atomic mass as the average mass of isotopes of an element compared to 1/12th of the mass of an atom of Carbon 12.

Key Concepts: Relative atomic mass, isotopes, mole concept

Learning Outcomes: Students will be able to calculate the relative atomic mass of elements.

Lesson 6: Amount of Substance

Objective: To define mole as the amount of substance containing Avogadro's number (6.02 x 10^23) of particles.

Key Concepts: Mole, Avogadro's number, particles

Learning Outcomes: Students will be able to use Avogadro's number to calculate the number of particles in a given amount of substance.

Lesson 7: Molar Mass

Objective: To use the relationship amount of substance = mass / molar mass to calculate the number of moles, mass, molar mass, relative mass (atomic/molecular/formula), and number of particles.

Key Concepts: Molar mass, relative mass, formula mass, Avogadro's number

Learning Outcomes: Students will be able to calculate the number of moles, mass, molar mass, relative mass (atomic/molecular/formula), and number of particles in a given amount of substance.

Lesson 8: Gas Laws

Objective: To use the molar gas volume, 24 dm^3 at room temperature and pressure, in calculations involving gases.

Key Concepts: Molar gas volume, ideal gas law, pressure, temperature, volume

Learning Outcomes: Students will be able to use the molar gas volume to calculate the volume of a gas at a given pressure and temperature.

Lesson 9: Concentration

Objective: To define concentration, use both g/dm^3 and mol/dm^3, and convert between them.

Key Concepts: Concentration, mass concentration, molar concentration

Learning Outcomes: Students will be able to convert between mass and molar concentration and use them to calculate the amount of solute in a given volume of solution.

Lesson 10: Stoichiometry

Objective: To calculate stoichiometric reacting masses, limiting reactants, volume of gases at r.t.p., volumes of solution and concentrations of solutions in g/dm3 or mol/dm3, including conversion between cm3 and dm3.

Key Concepts: Stoichiometry, limiting reactant, gas volumes

1 State the formulae of elements and compounds named in the subject content

2 Define molecular formula of a compounds as the number and type of different atoms in one molecule

3 Define empirical formula of a compound as the simples whoel number ratio of different atoms or ions in a compound

4 Deduce the formula and name of a binary ionic compound from ions given

5 Deduce the formula of a molecular substance from diagram

6 Construct word equation, chemical equation and ionic equations to show reactant forming products, including state symbols

7 Deduce the symbol equation with state symbols for a chemical reaction given relevant information

8 Define relative atomic mass as the average mass of isotopes of an element compared to 1/12th of mass of an atom of Carbon 12

9 Define mole as amount of substance containing avogadro's number (6.02x10^23)of particles

10 Use the relationship amound of substance = mass / molar mass to calculate number of moles, mass, molar mas, relative mass (atomic/molecular/formula) and number of particles

11 Use the molar gas volume, 24 dm^3 at room temperature and pressure, in calculations involving gases

12 Define concentration, use both g/dm^3 and mol/dm^3, and convert between them

13 Calculate stoichiometric reacting masses, limiting reactants, volume of gases at r.t.p., volumes of solution and concetrations of solutions in g/dm3 or mol/dm3, inluding conversion between cm3 and dm3

14 Use experimental data to calculate concetration of a solution in a titration

15 Calculate empricial formulae and molecular formulae from appropriate data

16 Calculate percentage yield, percetnage compoisiton by mass, percentage purity from appropriate data

10-12

Electrochemistry
(Physical Chemistry)

Lesson 1:

Define electrolysis as the decomposition of an ionic compound, in molten or aqueous solution, by the passage of an electric current.
Explain the difference between electrolysis in a molten state and in an aqueous state.
Lesson 2:

Identify and label the anode (+), cathode (-), electrolyte, and direction of flow of electrons in an external circuit in a simple electrolytic cell.
Explain the role of each of these components in an electrolytic cell.
Lesson 3:

Describe the transfer of charge in an external circuit, the movement of ions in the electrolyte, and the transfer of electrons at electrodes.
Explain the basic principles of electrochemistry, including the flow of electrons, ions, and charge.
Lesson 4:

Identify the products formed at the electrodes and describe the observations made during the electrolysis of molten lead(II) chloride using inert electrodes (platinum or carbon/graphite).
Explain the reactions occurring at each electrode and describe the observations made during the electrolysis.
Lesson 5:

Identify the products formed at the electrodes and describe the observations made during the electrolysis of concentrated aqueous sodium chloride using inert electrodes (platinum or carbon/graphite).
Explain the reactions occurring at each electrode and describe the observations made during the electrolysis.
Lesson 6:

Identify the products formed at the electrodes and describe the observations made during the electrolysis of dilute sulfuric acid using inert electrodes (platinum or carbon/graphite).
Explain the reactions occurring at each electrode and describe the observations made during the electrolysis.
Lesson 7:

Identify the products formed at the electrodes and describe the observations made during the electrolysis of dilute copper(II) sulfate using inert electrodes or copper electrodes.
Explain the reactions occurring at each electrode and describe the observations made during the electrolysis.

Lesson 8: Transfer of Charge in Electrolysis

Definition of transfer of charge in external circuit
Movement of ions in electrolyte
Transfer of electrons at electrodes
Practice problems to reinforce concepts
Lesson 9: Electrolysis of Different Compounds

Electrolysis of molten lead(II) chloride, concentrated aqueous sodium chloride, and dilute sulfuric acid
Identification of products formed at electrodes and descriptions of observations made during electrolysis using inert electrodes (platinum or carbon/graphite)
Practice problems to reinforce concepts
Lesson 10: Electrolysis of Halide Compounds

Prediction of identity of products of electrolysis of a halide compound in dilute or concentrated solution
Practice problems to reinforce concepts
Lesson 11: Ionic Half-Equations

Construction of ionic half-equations for reaction at either electrode
Practice problems to reinforce concepts
Lesson 12: Electroplating

Definition of electroplating
Explanation of the process and its applications
Practice problems to reinforce concepts
Lesson 13: Labeling an Electrovoltaic Cell and Determining Order of Reactivity

Labeling of an electrovoltaic cell (e.g. Daniel cell) and direction of flow of electrons in external circuit
Use of voltage data given to determine order of reactivity of any two metals
Practice problems to reinforce concepts
Lesson 14: Corrosion and Methods of Prevention

Definition of corrosion and its effects
Discussion of methods to prevent corrosion, including barrier method (e.g. using paint, galvanizing, electroplating) and sacrificial protection (e.g. using magnesium blocks in ships)
Practice problems to reinforce concepts

1 Define redox reactions as simultaenous oxidation and reduction in terms of oxygen, electrons and changes in oxidation state

2 Use roman numeral to indicate oxidation number of an element in a compound

3 Define and identify oxidizing and reducing agents in a redox reactions

4 Identify that
(a) the oxidation number of elements in their uncombined state is zero
(b) the oxidation number of a monatomic ion is the same as the charge on the ion
(c) the sum of the oxidation numbers in a compound is zero
(d) the sum of the oxidation numbers in an ion is equal to the charge on the ion

5 Identify redox reactions by the colour changes involved when using acidified aqueous potassium manganate(VII) or aqueous potassium iodide

6 Define electrolysis as decomposition of ionic compound, in molten or aqueous solution, by passage of electric current

7 Identify and label in simple electrolytic cells, the anode (+), cathode (-), electrolyte and direction of flow of electrons in external circuit,

8 Describe the transfer of charge in external circuit, movement of ions in the electrolyte and transfer of electrons at electrodes

9 Identify the products formed at electrodes and describe the observations made during the electrolysis of
- molten lead(II) chloride
- concetrated aqeuous sodium chloride
- diltue sulfuric acid
using inert electrodes (platinum or carbon/graphite)

9 Identify the products formed at electrodes and describe the observations made during the electrolysis of dilute copper(II) sulfate using inert electrode or copper electrode

10 Predict the identity of products of electrolysis of a halide compound in dilute or concentrated solution

11 Construct ionic half-equations for reaction at either electrode

12 Describe electroplating

13 Label an electrovoltaic cell e.g. Daniel cell, flow of electrons in external circuit, and use the voltage data given to determine order of reactivity of any two metals

14 Define corrosion, discuss methods to prevent corrosion (barrier method such as using paint, galvanizing, electroplating; scarificical protection such as using magnesium blocks in ships

13

Energetics
(Physical Chemistry)

Lesson 1: Introduction to Systems and Surroundings

Objective: Students will be able to understand the concept of systems and surroundings and how energy is transferred from one to another in a chemical reaction.

Key Concepts: System, Surroundings, Energy Transfer

Lesson Plan:

Introduce the concept of a system and surroundings.
Discuss examples of energy transfer between systems and surroundings.
Explain how energy is transferred in a chemical reaction.
Activities/Assessment:

Group discussion on examples of energy transfer in everyday life.
Small group activity where students draw a system and surroundings diagram.
Class discussion on energy transfer in chemical reactions.
Additional Resources:

Khan Academy Video: Introduction to Thermodynamics
Lesson 2: Exothermic Reactions

Objective: Students will be able to identify exothermic reactions and understand how they transfer energy to the surroundings.

Key Concepts: Exothermic Reactions, Temperature Increase

Lesson Plan:

Define exothermic reactions and explain how they transfer energy to the surroundings.
Provide examples of exothermic reactions, including respiration, neutralization, and electrovoltaic reactions.
Discuss the relationship between exothermic reactions and temperature increase.
Activities/Assessment:

Group activity where students research and present on one type of exothermic reaction.
Class discussion on temperature change in exothermic reactions.
Worksheet where students match examples of exothermic reactions with their descriptions.
Additional Resources:

Chemguide: Exothermic and Endothermic Reactions
Lesson 3: Endothermic Reactions

Objective: Students will be able to identify endothermic reactions and understand how they absorb energy from the surroundings.

Key Concepts: Endothermic Reactions, Temperature Decrease

Lesson Plan:

Define endothermic reactions and explain how they absorb energy from the surroundings.
Provide examples of endothermic reactions, including decomposition and electrolysis.
Discuss the relationship between endothermic reactions and temperature decrease.
Activities/Assessment:

Group activity where students research and present on one type of endothermic reaction.
Class discussion on temperature change in endothermic reactions.
Worksheet where students match examples of endothermic reactions with their descriptions.
Additional Resources:

Chemguide: Exothermic and Endothermic Reactions
Lesson 4: Enthalpy Change

Objective: Students will be able to define enthalpy change and determine its sign for exothermic and endothermic reactions.

Key Concepts: Enthalpy Change, Exothermic Reactions, Endothermic Reactions

Lesson Plan:

Define enthalpy change and explain its significance in chemical reactions.
Discuss the sign of enthalpy change for exothermic and endothermic reactions.
Provide examples of exothermic and endothermic reactions and have students determine the sign of enthalpy change.
Activities/Assessment:

Worksheet where students determine the sign of enthalpy change for various reactions.
Class discussion on the significance of enthalpy change.
Small group activity where students create a concept map of enthalpy change and its relationship to exothermic and endothermic reactions.
Additional Resources:

Chemguide: Enthalpy Change
Lesson 5: Activation Energy and Reaction Pathways

Objective:

Define activation energy and explain why it is important in chemical reactions
Understand that reaction pathways can be changed using catalysts or enzymes
Recognize that the energy profile diagrams show the activation energy for both uncatalyzed and catalyzed reactions
Key Concepts:

Activation energy is the minimum energy that colliding particles must have for a successful collision
Catalysts or enzymes can lower the activation energy of a reaction
Reaction pathways can be changed using catalysts or enzymes
Energy profile diagrams show the activation energy for both uncatalyzed and catalyzed reactions
Lesson Plan:

Review the concepts of enthalpy change and bond energy.
Introduce the concept of activation energy and explain why it is important in chemical reactions.
Discuss how catalysts and enzymes can lower the activation energy of a reaction.
Show examples of reactions with and without a catalyst using an energy profile diagram.
Explain how reaction pathways can be changed using catalysts or enzymes.
Have students practice drawing energy profile diagrams for both uncatalyzed and catalyzed reactions.
Review the key concepts and have students answer questions related to activation energy and reaction pathways.
Activities/Assessment:

Have students complete an activity where they compare the activation energy of two reactions with and without a catalyst.
Assign homework where students draw energy profile diagrams for reactions with and without a catalyst.
Additional Resources:

Khan Academy: Activation Energy
Chemguide: Catalysis
Lesson 6: Bond Breaking and Bond Making

Objective:

Understand that bond breaking is an endothermic process and bond making is an exothermic process
Understand that enthalpy change is the sum of energies absorbed and released in bond breaking and bond making
Understand how bond energy values can be used to calculate enthalpy change of a reaction
Key Concepts:

Bond breaking is an endothermic process
Bond making is an exothermic process
Enthalpy change is the sum of energies absorbed and released in bond breaking and bond making
Bond energy values can be used to calculate enthalpy change of a reaction
Lesson Plan:

Review the concept of enthalpy change and activation energy.
Introduce the concept of bond breaking and bond making and explain their relationship with enthalpy change.
Show examples of bond breaking and bond making in exothermic and endothermic reactions.
Discuss how bond energy values can be used to calculate enthalpy change of a reaction.
Have students practice calculating enthalpy change of a reaction using bond energy values.
Have students practice drawing energy profile diagrams for exothermic and endothermic reactions.
Review the key concepts and have students answer questions related to bond breaking and bond making.
Activities/Assessment:

Have students complete an activity where they calculate the enthalpy change of a reaction using bond energy values.
Assign homework where students draw energy profile diagrams for exothermic and endothermic reactions.
Additional Resources:

Khan Academy: Bond Enthalpies
Chemguide: Bond Enthalpies

1 Understand the idea of system and surroundings and that energy is transferred from one to another in a chemical reaction

2 Identify that exothermic reactions transfer energy to surrounding increasing their temperature and give examples of such reactions including respiration, neutralization, electrovoltaic reactions

3 Identify that endothermic reactions absorb energy from surrounding decreasing their temperature and give examples of such reactions including decomposition and electrolysis

4 State that this thermal energy is called enthalpy change and determine its sign; negative for exothemric and positive for endothermic reactions

5 Define activation energy as the miniumum energy that colliding particles must have for a successful collision, and understand that this depends on reaction pathway which can be changed using catalysts or enzyme (detailed pathways not required)

6 Draw, label and interpret reaction pathway diagram for exothermic and endothermic reaction to include enthalpy change, activation energy (uncatalyzed and catalyzed), reactants and products

7 State that bond breaking is endothermic and bond making is exothermic processes and explain that enthalpy cahnge is sum of energies absorbed and released in bond breaking and bond forming

8 Calculate enthalpy change of a reaction given bond energy values

12

Acid-Base chemistry and pH
(Physical Chemistry)

Lesson 1-2: Acids and Bases

Objective: To understand the concept of acids and bases

Key Concepts:

Acids contain H+ ions, while bases contain OH- ions
Acids are proton donors, and bases are proton acceptors
Lewis acids accept lone pairs, while Lewis bases donate lone pairs
Neutralization reactions occur between an acid and a base
Lesson Plan:

Introduction to acids and bases
Discuss the definitions of acids and bases
Compare and contrast the properties of acids and bases
Explain the Lewis acid-base theory
Discuss neutralization reactions between acids and bases
Activities/Assessment:

Complete a worksheet on the properties of acids and bases
Conduct a simple neutralization experiment
Discuss the results of the neutralization experiment
Additional Resources:

https://www.chemguide.co.uk/physical/acidbaseeqia/indicators.html
https://www.chemguide.co.uk/physical/acidbaseeqia/what.html
Lesson 3-4: Acid Dissociation and Bases

Objective: To learn the concept of dissociation of acids and bases

Key Concepts:

Aqueous solutions of acids contain H+ ions
Aqueous solutions of alkalis contain OH- ions
Bases are oxides or hydroxides of metals, and alkalis are water-soluble bases
Lesson Plan:

Introduce the concept of acid dissociation
Explain the dissociation of acids in aqueous solution
Discuss the dissociation equations for acids in aqueous solution
Explain the concept of bases and alkalis
Discuss the reactions of bases and alkalis
Activities/Assessment:

Complete a worksheet on acid dissociation and bases
Conduct a simple experiment to observe the reactions of bases and alkalis
Discuss the observations from the experiment
Additional Resources:

https://www.chemguide.co.uk/physical/acidbaseeqia/dissociation.html
https://www.chemguide.co.uk/physical/acidbaseeqia/bases.html
Lesson 5-6: The pH Scale

Objective: To understand the concept of pH

Key Concepts:

pH is a measure of hydrogen ion concentration
Neutral solutions have a pH of 7, while acidic solutions have a pH below 7 and alkaline solutions have a pH above 7
Lesson Plan:

Introduce the concept of pH
Discuss the meaning of pH and the pH scale
Explain the difference between acidic, neutral, and alkaline solutions
Discuss the use of universal indicator to measure pH
Activities/Assessment:

Complete a worksheet on the pH scale
Conduct a simple experiment to measure the pH of various solutions
Analyze and discuss the results of the experiment
Additional Resources:

https://www.chemguide.co.uk/physical/acidbaseeqia/ph.html
https://www.chemguide.co.uk/physical/acidbaseeqia/indicators.html

1 State that aqueous solutions of acids contain H+ ions and aqueous solutions of alkalis contain OH- ions
2 Write dissociation equations for an acid or base in aqueous solution.
3 Define acids as proton donors and bases as proton acceptor
4 State that bases are oxides or hydroxides of metals and that alkalis are water-soluble bases
5 State that Lewis acids accept lone pair, and Lewis bases donate lone pair, and understand that this makes a coordinate covalent bond.
6 Describe the characteristic properties of acids in terms of their reactions with metals, bases and carbonates
7 Describe the characteristic properties of bases in terms of their reacitons with acids and ammonium salts
8 State that a neutralization reaction occurs between an acid and a base
9 Describe acids and alkalis in terms of their effects on litmus and methyl orange
10 Define a strong acid as an acid that completely dissociates in aqueous solution and a weak acid as an acid that partially dissociates in aqueous solution. Students should be able to write symbol equations to show these for hydrochloric acid, sulfuric acid, nitric acid and ethanoic acid
11 Describe pH as a way to compare hydrogen ion concentration, neutrality, relative acidity and realtive alkalanity and also in terms of colour of universal indicator (Students are not required to memorize the colors corresponding to pH, nor are they required to calculate ion concentrations for pH)
12 Understand the role of acids and bases in daily life with examples from the kitchen and cleaning supplies

13

Lesson 1: Summative on learning from last week and review

Lesson 2: Acid-Base Reactions I

Objective: Students will understand the characteristic properties of acids in terms of their reactions with metals, bases, and carbonates.

Key Concepts:

Acid-metal reaction
Acid-base reaction
Acid-carbonate reaction
Corrosive properties of acids
Lesson Plan:

Review the properties of acids and their effect on litmus and methyl orange.
Introduce acid-metal reactions and demonstrate a few examples with metals and acids.
Discuss acid-base reactions, and use neutralization reactions as an example.
Introduce acid-carbonate reactions and demonstrate a few examples with carbonates and acids.
Discuss the corrosive properties of acids and the importance of handling them carefully.
Conclude the lesson with a quiz.
Activities/Assessment:

Class discussion on the properties of acids
Demonstration of acid-metal, acid-base, and acid-carbonate reactions
Quiz on the characteristic properties of acids
Additional Resources:

Khan Academy: Acids and Bases
Science Buddies: Acids, Bases, & the pH Scale

Lesson 3 & 4: Acid-Base Reactions II

Objective: Students will understand the characteristic properties of bases in terms of their reactions with acids and ammonium salts.

Key Concepts:

Base-acid reaction
Base-ammonium salt reaction
Alkali
Neutralization
Lesson Plan:

Review the properties of bases and their effect on litmus and methyl orange.
Introduce base-acid reactions and demonstrate a few examples with bases and acids.
Discuss base-ammonium salt reactions and demonstrate a few examples with ammonium salts and bases.
Introduce the concept of an alkali, which is a soluble base, and its properties.
Discuss neutralization reactions and their importance in everyday life.
Conclude the lesson with a quiz.
Activities/Assessment:

Class discussion on the properties of bases
Demonstration of base-acid and base-ammonium salt reactions
Quiz on the characteristic properties of bases
Additional Resources:

Science Learning Hub: Acids and Bases
Study.com: Properties of Acids and Bases
Lesson 5: Neutralization Reactions

Objective: Students will understand the concept of a neutralization reaction between an acid and a base.

Key Concepts:

Neutralization reaction
Salt
Water
Stoichiometry
Lesson Plan:

Review the properties of acids and bases and their reactions with each other.
Introduce the concept of a neutralization reaction and the products of such a reaction (salt and water).
Demonstrate a few examples of neutralization reactions and their stoichiometry.
Discuss the importance of neutralization reactions in everyday life.
Have students perform calculations involving neutralization reactions and their stoichiometry.
Conclude the lesson with a quiz.
Activities/Assessment:

Demonstration of neutralization reactions
Stoichiometry calculations involving neutralization reactions
Quiz on neutralization reactions
Additional Resources:

Science Buddies: Neutralization Reactions
Chem4Kids: Neutralization

Lesson 6: Titration

14

Lesson 1 & 2: Strong and Weak Acids

Objective: To differentiate between strong and weak acids and write symbol equations to show dissociation in aqueous solutions

Key Concepts:

Definition of strong and weak acids
Ionization of hydrochloric acid, sulfuric acid, nitric acid, and ethanoic acid
Symbol equations for ionization of strong and weak acids
Lesson Plan:

Recap previous lesson on pH and universal indicator
Discuss the concept of acid strength and how it is related to ionization
Define strong acids as acids that completely ionize in aqueous solutions and weak acids as acids that partially ionize in aqueous solutions
Give examples of strong acids (e.g. hydrochloric acid, sulfuric acid, nitric acid) and weak acids (e.g. ethanoic acid)
Write the symbol equations to show the ionization of the strong and weak acids discussed
Provide practice problems for students to identify whether an acid is strong or weak and write the corresponding symbol equation
Activities/Assessment:

Class discussion on acid strength and ionization
Symbol equation writing practice
Worksheet for identifying strong and weak acids and writing symbol equations
Additional Resources:

Khan Academy: Strong and Weak Acids and Bases
Chemguide: Strong and Weak Acids and Bases
Lesson 3: pH and Universal Indicator

Objective: To understand the concept of pH and how it is measured using universal indicator

Key Concepts:

Definition of pH
Relationship between hydrogen ion concentration and pH
Definition of universal indicator
Color changes of universal indicator in acidic, neutral, and basic solutions
Lesson Plan:

Recap previous lesson on strong and weak acids
Introduce the concept of pH and its significance in acid-base chemistry
Define pH as a measure of hydrogen ion concentration in a solution
Explain the pH scale and the range of values it can take
Discuss the use of universal indicator in measuring pH and the color changes it undergoes in acidic, neutral, and basic solutions
Demonstrate the use of universal indicator to measure pH in different solutions
Activities/Assessment:

Class discussion on pH and universal indicator
Practice measuring pH using universal indicator
Worksheet on calculating pH from hydrogen ion concentration and vice versa
Additional Resources:

Khan Academy: pH and pOH
Science Learning Hub: Universal Indicator
Lesson 4: Applications of Acids and Bases in Daily Life

Objective: To understand the role of acids and bases in everyday life

Key Concepts:

Common uses of acids and bases in daily life
Acid-base reactions in cooking and cleaning
Safety considerations when handling acids and bases
Lesson Plan:

Recap previous lesson on pH and universal indicator
Introduce the role of acids and bases in everyday life and provide examples of their uses (e.g. cooking, cleaning, medicine)
Discuss the chemistry behind acid-base reactions in cooking and cleaning
Highlight the importance of safety when handling acids and bases, including the use of appropriate protective equipment
Provide real-life examples of accidents and injuries resulting from mishandling acids and bases
Activities/Assessment:

Class discussion on the uses and applications of acids and bases in everyday life
Group activity on identifying acid-base reactions in cooking and cleaning
Safety quiz on handling acids and bases
Additional Resources:

ThoughtCo: Applications of Acids and Bases
Royal Society of Chemistry: Acids and Bases in the Kitchen

Lesson 5 & 6: Review and summative of the full section

15

Periodic Table and Periodicity
(Inorganic Chemistry)

Lesson 1: Periodic Table and Arrangement

Objective: To understand the arrangement of elements in periods and groups based on their proton number/atomic number.

Key Concepts: Periodic table, elements, periods, groups, proton number/atomic number

Lesson Plan:

Introduction to the periodic table and its significance in chemistry.
Explanation of periods and groups, and how they are arranged in the periodic table.
Comparison of elements in the same group and period, and their similarities and differences.
Discussion of the significance of the proton number/atomic number in the arrangement of elements.
Activities/Assessment:

Class discussion and demonstration of how to read and interpret the periodic table.
Interactive quiz or worksheet to test students' understanding of the periodic table and its arrangement.
Additional Resources:

Periodic table of elements
Online interactive periodic table
Lesson 2: Electronic Configuration

Objective: To identify the group or period or block of an element using its electronic configuration.

Key Concepts: Electronic configuration, elements, groups, periods, blocks

Lesson Plan:

Introduction to electronic configuration and its significance in identifying elements.
Explanation of how to identify the group, period, and block of an element based on its electronic configuration.
Comparison of the electronic configuration of different elements in the same group or period.
Activities/Assessment:

Class exercise on identifying the group, period, and block of different elements based on their electronic configuration.
Interactive quiz or worksheet to test students' understanding of electronic configuration and its use in identifying elements.
Additional Resources:

Online interactive periodic table
Periodic table with electronic configuration
Lesson 3: Ionic Charge and Groups

Objective: To describe the relationship between group number and the charge of ions formed from elements in the group.

Key Concepts: Ionic charge, groups, elements, valence electrons

Lesson Plan:

Introduction to ionic charge and its significance in the properties of elements.
Explanation of how the group number of an element affects the charge of its ions.
Discussion of the properties of ions from different groups.
Activities/Assessment:

Class exercise on determining the ionic charge of different elements based on their group number.
Interactive quiz or worksheet to test students' understanding of ionic charge and its relationship to group number.
Additional Resources:

Periodic table of elements with ionic charge
Online quiz on ionic charge
Lesson 4: Chemical Properties and Electronic Configuration

Objective: To explain similarities in the chemical properties of elements in the same group in terms of their electronic configuration.

Key Concepts: Chemical properties, elements, groups, electronic configuration

Lesson Plan:

Introduction to chemical properties and their relationship to electronic configuration.
Explanation of how the electronic configuration of elements in the same group affects their chemical properties.
Comparison of the chemical properties of elements in different groups.
Activities/Assessment:

Class exercise on determining the chemical properties of different elements based on their electronic configuration.
Interactive quiz or worksheet to test students' understanding of chemical properties and their relationship to electronic configuration.
Additional Resources:

Online resources on chemical properties
Periodic table with chemical properties
Lesson 5: Trends in the Periodic Table

Objective: To identify trends in groups and periods based on the properties of elements, including atomic radius, electron affinity, ionization energy, and metallic character.

Key Concepts: Periodic table, properties, trends, atomic radius, electron affinity, ionization energy, metallic character

Lesson Plan:

Introduction to the properties of elements and their relationship to the periodic table.
Explanation of the different trends in groups and periods based on the properties of elements.
Comparison of different elements in the same group or period.
Activities/Assessment:

Class exercise on identifying trends in different properties of elements based on their position

Lesson 6: Summative and Review

1 Describe periodic table as an arrangement of elements in periods and groups, in order of increasing proton number/atomic number

2 Identify the group or period or block of an element using its electronic configuration

3 Describe the relationship between group number and the charge of ions formed from elements in the group

4 Explain similarities in the chemical properties of elements in same group in terms of their electronic configuration

5 Identify trends in group and periods, given information about the elements, including trends for atomic radius, electron affinity, ionization energy and metallic character

6 Determine the demarcation of periodic table into s and p block

7 predict the characteristic properties of an element in a given group by using knowledge of chemical periodicity

8 deduce the nature, possible position in the Periodic Table and identity of unknown elements from given information about physical and chemical properties

16

Group Properties and Elements
(Inorganic Chemistry)

Lesson 1: Group I Alkali Metals

Objective:

Students will be able to describe the general properties of Group I Alkali metals and recognize the trends down the group.
Materials:

Periodic Table
Samples of alkali metals (if available)
Safety goggles and gloves
Procedure:

Begin the lesson by introducing the concept of the periodic table and how it is organized. Discuss how elements are arranged in periods and groups based on their atomic structure and properties.

Focus on Group I of the periodic table, and introduce the alkali metals. Emphasize that these are all soft, shiny, highly reactive metals that are found in nature only in compounds.

Discuss the general trends down the group, including decreasing melting point, increasing density, and increasing reactivity. Explain how the reactivity of alkali metals increases as the atomic number increases, and relate this to the ease with which they lose their outermost electron.

If available, demonstrate the properties of the alkali metals using samples of the metals. Be sure to follow proper safety protocols and wear goggles and gloves.

Have students complete a practice activity where they identify the alkali metal with the lowest melting point, highest density, and highest reactivity.

Conclude the lesson by discussing the importance of alkali metals in everyday life, including their use in batteries, soap, and other products.

Lesson 2: Predicting Properties of Group I Elements

Objective:

Students will be able to predict the properties of other elements in Group I based on their location in the periodic table and given information.
Materials:

Periodic Table
Worksheets with information on Group I elements
Procedure:

Review the concept of the periodic table and how it is organized. Focus specifically on Group I and alkali metals.

Provide students with a worksheet that includes information on Group I elements such as electron configuration, atomic radius, and ionization energy.

Have students work in small groups to analyze the data and predict the properties of other elements in the group based on their location in the periodic table.

As a class, discuss the predictions and compare them to the actual properties of the elements.

Have students arrange the Group I elements in order of reactivity, based on their given information. Discuss the trends in reactivity and the reasons for the differences.

Conclude the lesson by discussing the importance of understanding the properties of Group I elements, especially in terms of their use in industrial processes and everyday products.

Lesson 4:

Introduce Group VII halogens as diatomic non-metals with general trends limited to increasing density, and decreasing reactivity.
Describe the appearance of halogens at rtp as fluorine as a pale yellow gas, chlorine as a yellow-green gas, bromine as a red-brown liquid, iodine as a grey-black solid.
Explain the basic properties of halogens, such as their boiling and melting points, reactivity, and physical state at room temperature.
Demonstrate the formation of hydrogen halides and halogen water solutions.
Lesson 5:

Describe and explain the displacement reactions of halogens with other halide ions and as reducing agents.
Predict the properties of other elements in Group VII given information about the elements.
Explain the use of chlorine in water purification, including the production of the active species HOCl and ClO- which kill bacteria.
Discuss the relative thermal stabilities of the hydrogen halides and explain these in terms of bond strengths.
Lesson 6 (optional):

Review the concepts covered in the previous two lessons.
Expand on the reactivity of halogens, including their ability to form compounds with other elements and their use in various applications, such as bleaches and disinfectants.
Introduce and discuss the properties and applications of noble gases, as they are also a part of Group VIII.

Group I Properties
1 Describe Group I Alkali metals as relatively soft metals with genreal trends down the group limited to decreasing melting point, increasing density, increasing reactivity

2 Predict properties of other elements in group I, given information about the elements and arrange these elements in order of reactivity given relevant information

Group VII Properties
1 Describe group VII halogens as diatomic non-metals with general trends limited to increasing density, and decreasing reactivity.

2 State the appearance of halogens at rtp as flourine as pale yellow gas, chlorine as yellow-green gas, bromine as red-brown loquid, iodine as grey-black solid

3 Describe and explain the displacement reactions of halogens with other halid ions and also as reducing agents

4 Predict the porperties of other elements in group VII, given information about the elements

5 explain the use of chlorine in water purification to include the production of the active species HOCl and ClO– which kill bacteria

6 describe the relative thermal stabilities of the hydrogen halides and explain these in terms of bond strengths

Nitrogen and Sulfur
1 explain the lack of reactivity of nitrogen, with reference to triple bond strength and lack of polarity

2 describe and explain:
(a) the basicity of ammonia, using the Brønsted–Lowry theory
(b) the structure of the ammonium ion and its formation by an acid–base reaction
(c) the displacement of ammonia from ammonium salts by an acid–base reaction

3 state and explain the natural and man-made occurrences of oxides of nitrogen and their catalytic removal from the exhaust gases of internal combustion engines

4 understand that atmospheric oxides of nitrogen (NO and NO2) can react with unburned hydrocarbons to form peroxyacetyl nitrate, PAN, which is a component of photochemical smog, and describe the role of NO and NO2 in the formation of acid rain both directly and in their catalytic role in the oxidation of atmospheric sulfur dioxide

5 State the symbol equation for the production of ammonia in the Haber process, N2(g) + 3H2(g)
2NH3(g)

6 State the sources of the hydrogen (methane) and nitrogen (air) in the Haber process

7 State the typical conditions in the Haber process as 450°C, 20000kPa /200 atm and an iron catalyst

8 State the symbol equation for the conversion of sulfur dioxide to sulfur trioxide in the Contact process, 2SO2(g) + O2(g)
2SO3(g)

9 State the sources of the sulfur dioxide (burning sulfur or roasting sulfide ores) and oxygen (air) in the Contact process

10 State the typical conditions for the conversion of sulfur dioxide to sulfur trioxide in the Contact process as 450°C, 200kPa /2 atm and a vanadium(V) oxide catalyst

Oxides
1 Describe amphoteric oxides as oxides that react with acids and bases to produce a salt and water

2 Classify oxides as acidic, including SO2 and CO2, basic, including CuO and CaO, or amphoteric, limited to Al2O3 and ZnO, related to metallic and non-metallic character

Transition elements
1 Describe the transition elements as metals that:
(a) have high densities
(b) have high melting points
(c) have variable oxidation numbers
(d) form coloured compounds
(e) often act as catalysts as elements and in compounds in particular Haber process, catalytic converters, Contact process and manufacturing of margarine

Noble gases
1 Describe the Group VIII noble gases as unreactive, monatomic gases and explain this in terms of electronic configuration

Properties of metals
1 Compare the general physical properties of metals and non-metals, including:
(a) thermal conductivity
(b) electrical conductivity
(c) malleability and ductility
(d) melting points and boiling points

2 Describe the general chemical properties of metals, limited to their reactions with:
(a) dilute acids
(b) cold water and steam
(c) oxygen

3 Arrange metals in order of reactivity given relevant information

17

Group Properties and Elements
(Inorganic Chemistry)

Lesson 1: Nitrogen

Explain the lack of reactivity of nitrogen, with reference to triple bond strength and lack of polarity.
Lesson 2: Ammonia and Ammonium Ion

Describe and explain the basicity of ammonia, using the Brønsted–Lowry theory.
Explain the structure of the ammonium ion and its formation by an acid–base reaction.
Describe the displacement of ammonia from ammonium salts by an acid–base reaction.
Lesson 3: Nitrogen Oxides

State and explain the natural and man-made occurrences of oxides of nitrogen and their catalytic removal from the exhaust gases of internal combustion engines.
Lesson 4: Nitrogen and Sulfur Oxides

Understand that atmospheric oxides of nitrogen (NO and NO2) can react with unburned hydrocarbons to form peroxyacetyl nitrate, PAN, which is a component of photochemical smog.
Describe the role of NO and NO2 in the formation of acid rain both directly and in their catalytic role in the oxidation of atmospheric sulfur dioxide.
Lesson 5: Haber Process

State the symbol equation for the production of ammonia in the Haber process, N2(g) + 3H2(g)
2NH3(g).
State the sources of the hydrogen (methane) and nitrogen (air) in the Haber process.
Lesson 6: Haber Process Conditions

State the typical conditions in the Haber process as 450°C, 20000kPa /200 atm and an iron catalyst.

18

Group Properties and Elements
(Inorganic Chemistry)

Lesson 1: Contact Process

State the symbol equation for the conversion of sulfur dioxide to sulfur trioxide in the Contact process, 2SO2(g) + O2(g)
2SO3(g).
State the sources of the sulfur dioxide (burning sulfur or roasting sulfide ores) and oxygen (air) in the Contact process.
Lesson 2: Contact Process Conditions

State the typical conditions for the conversion of sulfur dioxide to sulfur trioxide in the Contact process as 450°C, 200kPa /2 atm and a vanadium(V) oxide catalyst.
Lesson 3: Oxides

Describe amphoteric oxides as oxides that react with acids and bases to produce a salt and water.
Classify oxides as acidic, basic, or amphoteric, related to metallic and non-metallic character.
Lesson 4: Transition Elements

Describe the transition elements as metals that have high densities, high melting points, variable oxidation numbers, form coloured compounds, and often act as catalysts as elements and in compounds in particular Haber process, catalytic converters, Contact process and manufacturing of margarine.
Lesson 5: Noble Gases

Describe the Group VIII noble gases as unreactive, monatomic gases and explain this in terms of electronic configuration.
Lesson 6: Properties of Metals

Compare the general physical properties of metals and non-metals, including thermal conductivity, electrical conductivity, malleability and ductility, and melting points and boiling points.
Describe the general chemical properties of metals, limited to their reactions with dilute acids, cold water and steam, and oxygen.
Arrange metals in order of reactivity given relevant information.

19

Group Properties and Elements
(Inorganic Chemistry)

Lesson 1: Properties of Metals

Compare the general physical properties of metals and non-metals, including thermal conductivity, electrical conductivity, malleability and ductility, and melting points and boiling points.
Describe the general chemical properties of metals, limited to their reactions with dilute acids, cold water and steam, and oxygen.
Arrange metals in order of reactivity given relevant information.

Lesson 2: Review and summative

20

Atmosphere
(Envioronmental Chemistry)

Lesson 1 & 2:
Composition of Clean, Dry Air:
State the composition of clean, dry air as approximately 78% nitrogen, N2, 21% oxygen, O2, and the remainder as a mixture of noble gases and carbon dioxide, CO2.

Sources of Air Pollutants:
State the source of each of these air pollutants:
(a) carbon dioxide from the complete combustion of carbon-containing fuels
(b) carbon monoxide and particulates from the incomplete combustion of carbon-containing fuels
(c) methane from the decomposition of vegetation and waste gases from digestion in animals
(d) oxides of nitrogen from car engines
(e) sulfur dioxide from the combustion of fossil fuels which contain sulfur compounds
(f) ground-level ozone from reactions of oxides of nitrogen, from car engines, and volatile organic compounds, in the presence of light.

Adverse Effects of Air Pollutants:
State the adverse effects of these air pollutants:
(a) carbon dioxide: higher levels of carbon dioxide leading to increased global warming, which leads to climate change
(b) carbon monoxide: toxic gas
(c) particulates: increased risk of respiratory problems and cancer
(d) methane: higher levels of methane leading to increased global warming, which leads to climate change
(e) oxides of nitrogen: acid rain, photochemical smog, and respiratory problems
(f) sulfur dioxide: acid rain and haze.

Lesson 3 & 4:
Global Warming:
Describe how the greenhouse gases carbon dioxide and methane cause global warming, limited to:
(a) the absorption, reflection and emission of thermal energy
(b) reducing thermal energy loss to space.

Strategies to Reduce Environmental Issues:
State and explain strategies to reduce the effects of these environmental issues, limited to:
(a) climate change: planting trees, reduction in livestock farming, decreasing use of fossil fuels, increasing use of hydrogen and renewable energy, e.g. wind, solar
(b) acid rain: use of catalytic converters in vehicles, reducing emissions of sulfur dioxide by using low-sulfur fuels and flue gas desulfurization with calcium oxide.

Lesson 5:
Oxides of Nitrogen:
Explain how oxides of nitrogen form in car engines and describe their removal by catalytic converters, e.g., 2CO + 2NO → 2CO2 + N2.

Photosynthesis:
Describe photosynthesis as the reaction between carbon dioxide and water to produce glucose and oxygen in the presence of chlorophyll and using energy from light.

Word and Symbol Equation for Photosynthesis:
State the word equation and symbol equation for photosynthesis.

Tools to Reduce Personal Exposure to Harmful Pollutants:
Understand and use tools to reduce personal exposure to harmful pollutants, including the usage of masks, air quality indices, and CO detectors.

High-Risk Situations:
Identify high-risk situations in life, including those where long-term exposure to these pollutants can lead to respiratory issues and a reduction in the quality and longevity of life.

Lesson 6: Summative and review

1 State the composition of clean, dry air as approximately 78% nitrogen, N2, 21% oxygen, O2, and the remainder as a mixture of noble gases and carbon dioxide, CO2

2 State the source of each of these air pollutants:
(a) carbon dioxide from the complete combustion of carbon-containing fuels
(b) carbon monoxide and particulates from the incomplete combustion of carbon-containing fuels
(c) methane from the decomposition of vegetation and waste gases from digestion in animals
(d) oxides of nitrogen from car engines
(e) sulfur dioxide from the combustion of fossil fuels which contain sulfur compounds
(f) ground level ozone from reactions of oxides of nitrogen, from car engines, and volatile organic compounds, in presence of light

3 State the adverse effects of these air pollutants:
(a) carbon dioxide: higher levels of carbon dioxide leading to increased global warming, which leads to
climate change
(b) carbon monoxide: toxic gas
(c) particulates: increased risk of respiratory problems and cancer
(d) methane: higher levels of methane leading to increased global warming, which leads to climate change
(e) oxides of nitrogen: acid rain, photochemical smog and respiratory problems
(f) sulfur dioxide: acid rain and haze

4 Describe how the greenhouse gases carbon dioxide and methane cause global warming, limited to:
(a) the absorption, reflection and emission of thermal energy
(b) reducing thermal energy loss to space

5 State and explain strategies to reduce the effects of these environmental issues, limited to:
(a) climate change: planting trees, reduction in livestock farming, decreasing use of fossil fuels, increasing
use of hydrogen and renewable energy, e.g. wind, solar
(b) acid rain: use of catalytic converters in vehicles, reducing emissions of sulfur dioxide by using lowsulfur fuels and flue gas desulfurisation with calcium oxide

6 Explain how oxides of nitrogen form in car engines and describe their removal by catalytic converters, e.g.
2CO + 2NO
2CO2 + N2

7 Describe photosynthesis as the reaction between carbon dioxide and water to produce glucose and oxygen
in the presence of chlorophyll and using energy from light

8 State the word equation and symbol equation for photosynthesis

9. understand and use tools to reduce personal exposure to harmful pollutants including the usage of masks, air quality indices, and CO detectors

10 Identify high risk situations in life including those where longterm exposure to these pollutants can lead to respiratory issues and reduction in quality and longevity of life

21

Water
(Envioronmental Chemistry)

Lesson 1: Water purity and impurities
Describe how to test for the presence of water and the purity of water using anhydrous copper(II) sulfate, melting point, and boiling point
Explain that distilled water is used in practical chemistry rather than tap water because it contains fewer chemical impurities
State that water from natural sources may contain beneficial or potentially harmful substances, such as dissolved oxygen, metal compounds, plastics, sewage, harmful microbes, and nitrates and phosphates from fertilizers and detergents.
Lesson 2: Domestic water treatment
Describe the treatment of domestic water supply, including sedimentation and filtration to remove solids, use of carbon to remove tastes and odors, and chlorination to kill microbes.
Waterborne diseases and avoidance measures
Describe various waterborne diseases, such as cholera, typhoid, dysentery, and hepatitis A, and ways to avoid them, such as boiling water, using water filters, and proper sanitation.
Lesson 3: Water pollutants and effects on life
Identify water pollutants, such as heavy metals, pesticides, and organic chemicals, and describe their effects on life, such as cancer, birth defects, and neurological disorders.
State ways to avoid water pollutants, such as proper disposal of hazardous waste, reducing chemical usage, and using environmentally friendly products.
Lesson 4: Fertilizers and plant growth
State that urea, ammonium salts, and nitrates are used as fertilizers.
Describe the use of NPK fertilizers to provide the elements nitrogen, phosphorus, and potassium for improved plant growth.
Lesson 5: Water conservation
Understand the importance of responsible use of water and water scarcity as an important issue faced by Pakistan and ways in which it can be resolved, such as reducing water waste, harvesting rainwater, and promoting water-efficient practices.
Lesson 6: Summative and Review

1 Describe chemical tests for the presence of water using anhydrous copper(II) sulfate

2 Describe how to test for the purity of water using melting point and boiling point

3 Explain that distilled water is used in practical chemistry rather than tap water because it contains fewer chemical impurities

4 State that water from natural sources may contain substances, including:
(a) dissolved oxygen
(b) metal compounds
(c) plastics
(d) sewage
(e) harmful microbes
(f) nitrates from fertilisers
(g) phosphates from fertilisers and detergents

5 State that some of these substances are beneficial, including:
(a) dissolved oxygen for aquatic life
(b) some metal compounds provide essential minerals for life

6 State that some of these substances are potentially harmful, including:
(a) some metal compounds are toxic
(b) some plastics harm aquatic life
(c) sewage contains harmful microbes which cause disease
(d) nitrates and phosphates lead to deoxygenation of water and damage to aquatic life (Details of the eutrophication process are not required)

7 Describe the treatment of the domestic water supply in terms of:
(a) sedimentation and filtration to remove solids
(b) use of carbon to remove tastes and odours
(c) chlorination to kill microbes

8 Describe various water-borne diseases and what steps can be taken to avoid them

9 Identify water pollutants, describe their effects on life and ways to avoid them

10 Understand responsible use of water and water scarcity as an important issue faced by Pakistan and ways in which it can be resolved

Fertilisers
1 State that urea, ammonium salts and nitrates are used as fertilisers

2 Describe the use of NPK fertilisers to provide the elements nitrogen, phosphorus and potassium for improved plant growth

22

Separation techniques
(Lab and Analysis Skills)

Lesson 1: Apparatus for Measurement

Identify appropriate apparatus for the measurement of time, temperature, mass, and volume, including stopwatches, thermometers, balances, burettes, volumetric pipettes, measuring cylinders, and gas syringes.
Students should be encouraged to use these in lab or at least a teacher should demonstrte how to use them.
Identify the best practices and common mistakes with usage.

Lesson 2: Experimental Methods and Apparatus
Suggest advantages and disadvantages of experimental methods and apparatus.
Define and describe solvent, solute, solution, saturated solution, residue, and filtrate.
Demonstrate and perform dissolving, filtration, separation and crystallization using simple mixtures such as sand and salt.

Lesson 4: Paper Chromatography
Explain how paper chromatography is used to separate mixtures of soluble substances using a suitable solvent.
Describe the use of locating agents for separating mixtures containing colorless substances.
Interpret simple chromatograms to identify unknown substances and pure/impure substances.
State and use the equation for Rf.

Lesson 5: Separation and Purification Methods
Describe and explain methods of separation and purification using a suitable solvent, simple distillation, and fractional distillation.
Suggest suitable separation and purification techniques given information about the substances involved and their usage in daily life.

Lesson 6: Identifying Substances and Assessing Purity
Identify substances and assess their purity using melting point and boiling point information.
Summative and review

Experimental design
1 Name appropriate apparatus for the measurement of time, temperature, mass and volume, including:
(a) stopwatches
(b) thermometers
(c) balances
(d) burettes
(e) volumetric pipettes
(f) measuring cylinders
(g) gas syringes

2 Suggest advantages and disadvantages of experimental methods and apparatus

3 Describe a:
(a) solvent as a substance that dissolves a solute
(b) solute as a substance that is dissolved in a solvent
(c) solution as a mixture of one or more solutes dissolved in a solvent
(d) saturated solution as a solution containing the maximum concentration of a solute dissolved in the
solvent at a specified temperature
(e) residue as a substance that remains after evaporation, distillation, filtration or any similar process
(f) filtrate as a liquid or solution that has passed through a filter

Chromatography
1 Describe how paper chromatography is used to separate mixtures of soluble substances, using a suitable solvent

2 Describe the use of locating agents when separating mixtures containing colourless substances. Knowledge of specific locating agents is not required

3 Interpret simple chromatograms to identify:
(a) unknown substances by comparison with known substances
(b) pure and impure substances

4 State and use the equation for Rf

Separation and purification
1 Describe and explain methods of separation and purification using:
(a) a suitable solvent
(b) filtration
(c) crystallisation
(d) simple distillation
(e) fractional distillation

2 Suggest suitable separation and purification techniques, given information about the substances involved, and their usage in daily life

3 Identify substances and assess their purity using melting point and boiling point information

23

Qualitative analysis
(Lab and Analysis Skills)

Lesson 1: Introduction to acid-base titrations

Discuss the concept of acid-base reactions
Explain the process of titration
Demonstrate the use of burette, volumetric pipette, and suitable indicator in an acid-base titration
Lesson 2: Calculating concentrations and stoichiometry

Explain how to calculate concentrations of solutions
Introduce the concept of stoichiometry in titration
Provide examples of stoichiometric calculations
Lesson 3: Identifying the end-point of a titration

Discuss the significance of identifying the end-point of a titration
Introduce the use of indicators in identifying the end-point of a titration
Demonstrate how to identify the end-point of a titration using indicators
Lesson 4: Testing for carbonate and sulfite ions

Discuss the chemical properties of carbonate and sulfite ions
Demonstrate the reaction of carbonate and sulfite ions with suitable reagents
Explain how to test for these ions in a solution
Lesson 5: Testing for chloride, bromide, and iodide ions

Discuss the chemical properties of chloride, bromide, and iodide ions
Demonstrate the reaction of these ions with nitric acid and silver nitrate
Explain how to test for these ions in a solution
Lesson 6: Testing for nitrate and sulfate ions

Discuss the chemical properties of nitrate and sulfate ions
Demonstrate the reaction of these ions with nitric acid and barium nitrate
Explain how to test for these ions in a solution

It is highly recommended that students be shown how these tests are done and if possible, allowed to perform the experiments themselves.

Acid–base tritrations
1 Describe an acid–base titration to include the use of a:
(a) burette
(b) volumetric pipette
(c) suitable indicator
2 Describe how to identify the end-point of a titration using an indicator

Identification of ions and gases
1 Describe tests to identify the anions:
(a) carbonate by reaction with dilute acid and then testing for carbon dioxide gas
(b) chloride, bromide and iodide , by acidifying with dilute nitric acid then adding aqueous silver nitrate
(c) nitrate by reduction with aluminium foil and aqueous sodium hydroxide and then testing for ammonia gas
(d) sulfate by acidifying with dilute nitric acid then adding aqueous barium nitrate
(e) sulfite by reaction with acidified aqueous potassium manganate(VII)

2 Describe tests using aqueous sodium hydroxide and aqueous ammonia to identify the aqueous cations:
(a) aluminium, Al3+
(b) ammonium, NH4+
(c) calcium, Ca2+
(d) chromium(III), Cr3+
(e) copper(II), Cu2+
(f) iron(II), Fe2+
(g) iron(III), Fe3+
(h) zinc, Zn2+

3 Describe tests using identify the aqueous anions:
(a) nitrate, NO3- using sodium hydroxide and alumnium foil
(b) sulfate, SO4 2- using barium nitrate or barium chloride solutions
(c) sulfite, SO3 2- using aq KMnO4 solution
(d) carbonate, CO3 2- using dilute acid
(e) chloride, Cl- using silver nitrate solution
(f) iodide, I- using silver nitrate solution

4 Describe tests to identify the gases:
(a) ammonia, NH3, using damp red litmus paper
(b) carbon dioxide, CO2, using limewater
(c) chlorine, Cl 2, using damp litmus paper
(d) hydrogen, H2, using a lighted splint
(e) oxygen, O2, using a glowing splint
(f) sulfur dioxide, SO2, using acidified aqueous potassium manganate(VII)

5 Describe the use of a flame test to identify the cations:
(a) lithium, Li+
(b) sodium, Na+
(c) potassium, K+
(d) calcium, Ca2+
(e) barium, Ba2+
(f) copper(II), Cu2+

24

Qualitative analysis
(Lab and Analysis Skills)

Lesson 1: Testing for cations using sodium hydroxide

Discuss the chemical properties of cations
Demonstrate the reaction of cations with sodium hydroxide
Explain how to test for cations in a solution using sodium hydroxide
Lesson 2: Testing for cations using ammonia

Discuss the chemical properties of cations
Demonstrate the reaction of cations with ammonia
Explain how to test for cations in a solution using ammonia
Lesson 3: Testing for ammonium ions

Discuss the chemical properties of ammonium ions
Demonstrate the reaction of ammonium ions with sodium hydroxide and aluminum foil
Explain how to test for ammonium ions in a solution
Lesson 4: Testing for gases - ammonia, carbon dioxide, and chlorine

Discuss the chemical properties of ammonia, carbon dioxide, and chlorine
Demonstrate the reaction of these gases with suitable reagents
Explain how to test for these gases
Lesson 5: Testing for gases - hydrogen, oxygen, and sulfur dioxide

Discuss the chemical properties of hydrogen, oxygen, and sulfur dioxide
Demonstrate the reaction of these gases with suitable reagents
Explain how to test for these gases
Lesson 6: Flame tests for cations

Discuss the chemical properties of cations
Demonstrate the use of flame tests in identifying cations
Explain how to perform flame tests for cations - lithium, sodium, potassium, calcium, barium, and copper (II)It is highly recommended that students be shown how these tests are done and if possible, allowed to perform the experiments themselves.

25


Chemistry in Context

Lesson 1: Introduction to Nutrition

Importance and basics of nutrition and healthy eating
Macronutrients and micronutrients
Lesson 2: Carbohydrates

Understanding carbohydrates as a source of energy
Types of carbohydrates and their sources
Required daily intake for young adults
Lesson 3: Proteins and Lipids

Description of proteins and lipids as polymers
Identification of their monomers and sources
Required daily intake for young adults
Lesson 4: Nucleic Acids

Description of nucleic acids as polymers
Identification of their monomers and sources
Importance of nucleic acids in the body
Lesson 5: Fossil Fuels

Introduction to fossil fuels and their role in energy production
Naming of coal, natural gas, and petroleum
Advantages and disadvantages of using fossil fuels
Lesson 6: Natural Gas and Petroleum

Description of methane as the main constituent of natural gas
State that petroleum is a mixture of hydrocarbons, compounds containing hydrogen and carbon only
Understanding the process of fractional distillation

Nutrition
1 Understand the importance and basics of nutrition and healthy eating
2 Describe 4 main biomolecules; carbohydrates, proteins, lipids and nucleic acids, as polymers and identify their monomers, their sources, and required daily intake for young adults
3 Understand carbohydrates as a source of energy

Energy
1 Name fossil fuels; coal, natural gas and petroleum
2 Name methane as main constituent of natural gas
3 State that petroleum is a mixture of hydrocarbons, compounds containing hydrogen and carbon only
4 Describe separation of petroleum into useful fraction by fractional distillation
5 Describe how the properties of fractions obtained from petroleum change from the bottom to the top of the fractionating column, limited to:
(a) decreasing chain length
(b) higher volatility
(c) lower boiling points
(d) lower viscosity
6 Name the uses of the fractions as:
(a) refinery gas fraction for gas used in heating and cooking
(b) gasoline /petrol fraction for fuel used in cars
(c) naphtha fraction as a chemical feedstock
(d) kerosene /paraffin fraction for jet fuel
(e) diesel oil/ gas oil fraction for fuel used in diesel engines
(f) fuel oil fraction for fuel used in ships and home heating systems
(g) lubricating oil fraction for lubricants, waxes and polishes
(h) bitumen fraction for making roads
7 State that hydrogen-oxygen fule cell uses hydrogen and oxygen to produce electricity with water as the only chenical product
8 Describe the advantages and disadvantages of using hydrogen–oxygen fuel cells in comparison with gasoline /petrol engines in vehicles
9 Understand how respiration (aerobic and inaerobic), an exothermic process, provides energy for biological systems and lipds as reserve stores of energy.
10 Describe and explain how electrovoltaic cells convert chemical energy from redox reactions to elecrtrical energy using Cu-Zn galvanic cell as an example
11 Identify photovooltaic cells as a sustainable way to meet energy demands using photovoltaic principle
12 Understand the concept of carbon footprint and describe ways in which it can be reduced for people and organizations

26


Chemistry in Context

Lesson 1: Petroleum Fractions

Description of how the properties of fractions obtained from petroleum change from the bottom to the top of the fractionating column
Understanding the uses of the fractions
Lesson 2: Hydrogen-Oxygen Fuel Cells

State that hydrogen-oxygen fuel cell uses hydrogen and oxygen to produce electricity with water as the only chemical product
Describe the advantages and disadvantages of using hydrogen-oxygen fuel cells in comparison with gasoline/petrol engines in vehicles
Lesson 3: Respiration

Understanding how respiration (aerobic and anaerobic), an exothermic process, provides energy for biological systems
The role of lipids as reserve stores of energy
Lesson 4: Electrovoltaic Cells

Describe and explain how electrovoltaic cells convert chemical energy from redox reactions to electrical energy using Cu-Zn galvanic cell as an example
Lesson 5: Photovoltaic Cells

Identify photovoltaic cells as a sustainable way to meet energy demands using photovoltaic principle
Advantages and disadvantages of using photovoltaic cells
Lesson 6: Carbon Footprint

Understanding the concept of carbon footprint
Describing ways in which it can be reduced for people and organizations
The importance of reducing carbon footprint for the environment and human health

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Scheme of Work: Grade 10 Chemistry

Note: Some weeks are left as empty to mitigate for extraneous circumstances, revision, exams and to include practical activities.

 

SCHEME OF WORK GRADE 10

 

ASSUMPTIONS
Time duration of one session: 40 minutes
Number of sessions per week: 6 sessions
Total teaching hours for complete academic year: 120 hrs

 

Week

Broad Topic or chapter

Breakdown for the week

Learning Objectives

1

Stoichiometry
(Physical Chemistry)



Lesson 1: Moles and Avogadro's number

Introduction to moles and Avogadro's number
Calculation of number of moles from mass and molar mass
Explanation of Avogadro's number
Lesson 2: Molar Volume of Gases

Introduction to molar volume of gases
Calculation of gas volume using molar volume
Use of molar volume in gas law calculations
Lesson 3: Concentration

Definition and explanation of concentration
Calculation of concentration using g/dm^3 and mol/dm^3
Conversion between g/dm^3 and mol/dm^3
Lesson 4: Stoichiometry

Introduction to stoichiometry
Calculation of stoichiometric reacting masses
Determination of limiting reactants
Calculation of volume and concentration of solutions
Lesson 5: Assessment

A summative assessment covering the topics of moles, molar volume of gases, concentration, and stoichiometry.
Note: The activities and assessment can be adjusted based on your specific requirements and class needs.

9 Define mole as amount of substance containing avogadro's number (6.02x10^23)of particles

10 Use the relationship amound of substance = mass / molar mass to calculate number of moles, mass, molar mas, relative mass (atomic/molecular/formula) and number of particles

11 Use the molar gas volume, 24 dm^3 at room temperature and pressure, in calculations involving gases

12 Define concentration, use both g/dm^3 and mol/dm^3, and convert between them

13 Calculate stoichiometric reacting masses, limiting reactants, volume of gases at r.t.p., volumes of solution and concetrations of solutions in g/dm3 or mol/dm3, inluding conversion between cm3 and dm3

2

Stoichiometry
(Physical Chemistry)

Lesson 1: Concentration of Solutions in Titration

Objective: To understand how to calculate the concentration of a solution in a titration.

Key Concepts:

Titration
Concentration of solutions
Calculation of concentration using experimental data
Lesson Plan:

Introduction to titration and concentration of solutions (5 minutes)
Explanation of how to calculate the concentration of a solution in a titration (15 minutes)
Practice problems (10 minutes)
Class discussion (10 minutes)
Activities/Assessment:

Class discussion
Individual practice problems
Quiz on concentration of solutions in titration
Additional Resources:

Chemistry textbook
Online videos and tutorials on titration and concentration of solutions
Lesson 2: Empirical and Molecular Formulas

Objective: To understand the concept of empirical and molecular formulas.

Key Concepts:

Empirical formulas
Molecular formulas
Calculation of empirical and molecular formulas from appropriate data
Lesson Plan:

Introduction to empirical and molecular formulas (5 minutes)
Explanation of how to calculate empirical and molecular formulas from appropriate data (15 minutes)
Practice problems (10 minutes)
Class discussion (10 minutes)
Activities/Assessment:

Class discussion
Individual practice problems
Quiz on empirical and molecular formulas
Additional Resources:

Chemistry textbook
Online videos and tutorials on empirical and molecular formulas
Lesson 3: Percentage Yield, Percentage Composition by Mass, and Percentage Purity

Objective: To understand the concept of percentage yield, percentage composition by mass, and percentage purity.

Key Concepts:

Percentage yield
Percentage composition by mass
Percentage purity
Calculation of percentage yield, percentage composition by mass, and percentage purity from appropriate data
Lesson Plan:

Introduction to percentage yield, percentage composition by mass, and percentage purity (5 minutes)
Explanation of how to calculate percentage yield, percentage composition by mass, and percentage purity from appropriate data (15 minutes)
Practice problems (10 minutes)
Class discussion (10 minutes)
Activities/Assessment:

Class discussion
Individual practice problems
Quiz on percentage yield, percentage composition by mass, and percentage purity
Additional Resources:

Chemistry textbook
Online videos and tutorials on percentage yield, percentage composition by mass, and percentage purity

14 Use experimental data to calculate concetration of a solution in a titration

15 Calculate empricial formulae and molecular formulae from appropriate data

16 Calculate percentage yield, percetnage compoisiton by mass, percentage purity from appropriate data

3

Electrochemistry
(Physical Chemistry)

Lesson 1: Electrolysis

Objective:
Key Concepts:

Definition of electrolysis
Simple electrolytic cells
Transfer of charge in external circuit
Movement of ions in the electrolyte
Transfer of electrons at electrodes
Products formed at electrodes
Lesson Plan:

Introduction to electrolysis, definition and importance.
Overview of simple electrolytic cells, anode, cathode, electrolyte, and flow of electrons.
Discussion of transfer of charge in the external circuit.
Explanation of movement of ions in the electrolyte.
Detailed description of transfer of electrons at electrodes.
Discussion on the products formed at electrodes during the electrolysis of different compounds, including molten lead(II) chloride, concentrated aqueous sodium chloride, and dilute sulfuric acid using inert electrodes.
Activities/Assessment:

In-class worksheet on the definition and basic concepts of electrolysis.
Group discussion on transfer of electrons in the external circuit.
Practical activity on electrolysis of different compounds, observations, and product analysis.
Written assignment on the products formed at electrodes during electrolysis.
Quiz on the basic concepts and practical applications of electrolysis.
Additional Resources:

"Chemistry: The Central Science" by Brown, LeMay, Bursten, and Burdge.
"Introduction to Electrochemistry" by Mark E. Orazem.
Online videos and simulations on electrolysis.

6 Define electrolysis as decomposition of ionic compound, in molten or aqueous solution, by passage of electric current

7 Identify and label in simple electrolytic cells, the anode (+), cathode (-), electrolyte and direction of flow of electrons in external circuit,

8 Describe the transfer of charge in external circuit, movement of ions in the electrolyte and transfer of electrons at electrodes

9 Identify the products formed at electrodes and describe the observations made during the electrolysis of
- molten lead(II) chloride
- concetrated aqeuous sodium chloride
- diltue sulfuric acid
using inert electrodes (platinum or carbon/graphite)

4

Electrochemistry
(Physical Chemistry)

Lesson 9: Electrolysis of Copper(II) Sulfate

Objective:

To understand the products formed at electrodes during the electrolysis of dilute copper(II) sulfate using inert electrode or copper electrode
To observe the electrolysis process and make appropriate observations
Key Concepts:

Electrolysis
Anode
Cathode
Electrolyte
Electrode
Inert electrode
Copper electrode
Halide compound
Lesson Plan:

Introduction to electrolysis and definition of terms related to the process
Discussion on the products formed at electrodes during the electrolysis of dilute copper(II) sulfate using inert electrode or copper electrode
Demonstration of the electrolysis process and observation of the products formed at electrodes
Student activity: observation of electrolysis process and making of appropriate observations
Summary of the key points covered in the lesson
Activities/Assessment:

Class demonstration of the electrolysis process
Student observation activity
Summary of the key points covered in the lesson
Assessment: worksheet on the products formed at electrodes during the electrolysis of dilute copper(II) sulfate and making of appropriate observations
Additional Resources:

Laboratory manual for electrolysis experiments
Online videos demonstrating the electrolysis process
Textbook for further reading and reinforcement of key concepts
Lesson 10: Electrolysis of Halide Compounds

Objective:

To understand the products formed at electrodes during the electrolysis of halide compounds in dilute or concentrated solution
To predict the identity of products of electrolysis of a halide compound in dilute or concentrated solution
Key Concepts:

Electrolysis
Anode
Cathode
Electrolyte
Electrode
Halide compound
Concentrated solution
Dilute solution
Lesson Plan:

Introduction to the electrolysis of halide compounds
Discussion on the products formed at electrodes during the electrolysis of halide compounds in dilute or concentrated solution
Student activity: prediction of the identity of products of electrolysis of a halide compound in dilute or concentrated solution
Summary of the key points covered in the lesson
Activities/Assessment:

Student prediction activity
Summary of the key points covered in the lesson
Assessment: worksheet on the prediction of the identity of products of electrolysis of a halide compound in dilute or concentrated solution
Additional Resources:

Laboratory manual for electrolysis experiments
Online videos demonstrating the electrolysis process
Textbook for further reading and reinforcement of key concepts
Lesson 11: Constructing Ionic Half-Equations for Reaction at Either Electrode

Objective:

To understand the transfer of charge in external circuit during electrolysis
To construct ionic half-equations for reaction at either electrode
Key Concepts:

Electrolysis
Ionic half-equation
Transfer of charge in external circuit
Lesson Plan:

Introduction to the transfer of charge in external circuit during electrolysis
Discussion on the construction of ionic half-equations for reaction at either electrode
Student activity: construction of ionic half-equations for reaction at either electrode
Summary of the key points covered in the lesson
Activities/Assessment:

Student construction activity
Summary of the key points covered in the lesson
Assessment: worksheet on the construction of ionic half-equations for reaction at either electrode
Additional Resources:

Laboratory manual for electrolysis experiments
Online videos demonstrating

9 Identify the products formed at electrodes and describe the observations made during the electrolysis of dilute copper(II) sulfate using inert electrode or copper electrode

10 Predict the identity of products of electrolysis of a halide compound in dilute or concentrated solution

11 Construct ionic half-equations for reaction at either electrode

12 Describe electroplating

13 Label an electrovoltaic cell e.g. Daniel cell, flow of electrons in external circuit, and use the voltage data given to determine order of reactivity of any two metals

5

Reaction kinetics
(Physical Chemistry)

Lesson 1: Collision Theory Part 1

Introduction to collision theory and its components
Explanation of number of particles per unit volume and frequency of collisions
Discussion of how kinetic energy affects collisions and activation energy
Assessment: Short quiz on collision theory concepts covered in class
Lesson 2: Collision Theory Part 2

Recap of previous lesson
Explanation of how catalysts increase reaction rates and provide alternate pathways
Overview of types of catalysts and their function
Assessment: Experiment to investigate the effect of catalysts on reaction rates
Lesson 3: Concentration and Pressure

Explanation of how changing concentration affects reaction rates using collision theory
Discussion of how changing pressure affects reaction rates
Assessment: Experiment to investigate the effect of concentration on reaction rates
Lesson 4: Surface Area and Temperature

Explanation of how surface area affects reaction rates
Discussion of how temperature affects reaction rates
Assessment: Experiment to investigate the effect of temperature on reaction rates
Lesson 5: Catalysts and Enzymes

Recap of catalysts and their function
Introduction to enzymes and their role as biological catalysts
Explanation of how enzymes work and their specificity
Assessment: Experiment to investigate the effect of enzymes on reaction rates
Lesson 6: Investigating Reaction Rates

Overview of practical methods for investigating rate of reaction
Discussion and evaluation of data, including graphs, from experiments to investigate reaction rates
Assessment: Analysis and interpretation of data from an experiment investigating rate of reaction


1 Describe collision theory in terms of number of particules per unit volume, frequency of collisions of particles, kinetic energy of particules and activation energy

2 State that catalyst increases the rate of reaction, provides alternate pathway with lower activation energy, and remains unchanged at the end of a reaction

3 Describe and explain the effect on rate of reaction of changing concentration of solution, pressure of gases, surface area of solids, temperature, presence of catalyst (including enzymes) using collision theory

4 Describe, evaluate and interpret date, including graph, of practical methods for investigating rate of reaction including change in mass, temperature, and formation of gas

6

Equilibria
(Physical Chemistry)

Lesson 1: Introduction to Collision Theory

Define collision theory and its significance in understanding chemical reactions
Explain the four factors that affect the rate of reaction: number of particles per unit volume, frequency of collisions of particles, kinetic energy of particles, and activation energy
Provide examples of reactions and explain how the four factors affect their rates
Formative Assessment: Short answer questions on the four factors that affect the rate of reaction
Lesson 2: Catalysts

Define catalysts and their role in increasing the rate of reaction
Explain the concept of activation energy and how catalysts lower it
Provide examples of catalysts and their uses in everyday life
Formative Assessment: Multiple-choice questions on the role and significance of catalysts in chemical reactions
Lesson 3: Effect of Concentration and Pressure

Define concentration and pressure and explain their relationship with rate of reaction using collision theory
Provide examples of reactions and explain how changing concentration or pressure affects their rates
Discuss Le Chatelier's Principle and how it relates to changes in concentration and pressure affecting the rate of reaction
Formative Assessment: Graphing exercise to show the effect of changing concentration on the rate of reaction
Lesson 4: Effect of Surface Area and Temperature

Define surface area and temperature and explain their relationship with rate of reaction using collision theory
Provide examples of reactions and explain how changing surface area or temperature affects their rates
Discuss the Arrhenius equation and its significance in understanding the relationship between temperature and rate of reaction
Formative Assessment: Short answer questions on the effect of temperature and surface area on the rate of reaction
Lesson 5: Enzymes

Define enzymes and their role as biological catalysts
Explain how enzymes affect the rate of reaction and lower the activation energy
Provide examples of enzymes and their uses in everyday life
Formative Assessment: Matching exercise to match enzymes with their specific functions
Lesson 6: Practical Methods for Investigating Rate of Reaction

Discuss practical methods for investigating the rate of reaction, including change in mass, temperature, and formation of gas
Explain how to interpret data and graphs from these methods
Provide examples of experiments and data interpretation
Formative Assessment: Design a simple experiment to investigate the effect of one of the four factors on the rate of reaction and interpret the results.



1 Describe collision theory in terms of number of particules per unit volume, frequency of collisions of particles, kinetic energy of particules and activation energy

2 State that catalyst increases the rate of reaction, provides alternate pathway with lower activation energy, and remains unchanged at the end of a reaction

3 Describe and explain the effect on rate of reaction of changing concentration of solution, pressure of gases, surface area of solids, temperature, presence of catalyst (including enzymes) using collision theory

4 Describe, evaluate and interpret date, including graph, of practical methods for investigating rate of reaction including change in mass, temperature, and formation of gas

7

Periodic Table and Periodicity
(Inorganic Chemistry)

Lesson 1: Lack of Reactivity of Nitrogen

Explanation of the lack of reactivity of nitrogen
Discussion of triple bond strength and lack of polarity
Examples of nitrogen's lack of reactivity
Formative Assessment: Short quiz on the properties of nitrogen
Lesson 2: Ammonia and Ammonium Ion

Explanation of the basicity of ammonia
Introduction to the Brønsted–Lowry theory
Discussion of the structure of the ammonium ion and its formation by an acid–base reaction
Explanation of the displacement of ammonia from ammonium salts by an acid–base reaction
Formative Assessment: Practice problems on the basicity of ammonia and the formation of ammonium ion
Lesson 3: Nitrogen Oxides

Discussion of natural and man-made occurrences of oxides of nitrogen
Explanation of the catalytic removal of nitrogen oxides from exhaust gases of internal combustion engines
Formative Assessment: Short essay on the environmental impact of nitrogen oxides
Lesson 4: NO and NO2 in the Environment

Explanation of the formation of peroxyacetyl nitrate, PAN, and its role in photochemical smog
Discussion of the role of NO and NO2 in the formation of acid rain
Explanation of the catalytic role of NO and NO2 in the oxidation of atmospheric sulfur dioxide
Formative Assessment: Graphing exercise on the relationship between NOx emissions and environmental pollution
Lesson 5: The Haber Process

Explanation of the symbol equation for the production of ammonia in the Haber process
Discussion of the sources of hydrogen (methane) and nitrogen (air) in the Haber process
Explanation of the typical conditions in the Haber process, including temperature, pressure, and catalysts
Formative Assessment: Multiple-choice quiz on the Haber process
Lesson 6: The Contact Process

Explanation of the symbol equation for the conversion of sulfur dioxide to sulfur trioxide in the Contact process
Discussion of the sources of sulfur dioxide (burning sulfur or roasting sulfide ores) and oxygen (air) in the Contact process
Explanation of the typical conditions for the conversion of sulfur dioxide to sulfur trioxide in the Contact process, including temperature, pressure, and catalysts
Formative Assessment: Short answer questions on the chemistry of the Contact process.

Nitrogen and Sulfur
1 explain the lack of reactivity of nitrogen, with reference to triple bond strength and lack of polarity

2 describe and explain:
(a) the basicity of ammonia, using the Brønsted–Lowry theory
(b) the structure of the ammonium ion and its formation by an acid–base reaction
(c) the displacement of ammonia from ammonium salts by an acid–base reaction

3 state and explain the natural and man-made occurrences of oxides of nitrogen and their catalytic removal from the exhaust gases of internal combustion engines

4 understand that atmospheric oxides of nitrogen (NO and NO2) can react with unburned hydrocarbons to form peroxyacetyl nitrate, PAN, which is a component of photochemical smog, and describe the role of NO and NO2 in the formation of acid rain both directly and in their catalytic role in the oxidation of atmospheric sulfur dioxide

5 State the symbol equation for the production of ammonia in the Haber process, N2(g) + 3H2(g)
2NH3(g)

6 State the sources of the hydrogen (methane) and nitrogen (air) in the Haber process

7 State the typical conditions in the Haber process as 450°C, 20000kPa /200 atm and an iron catalyst

8 State the symbol equation for the conversion of sulfur dioxide to sulfur trioxide in the Contact process, 2SO2(g) + O2(g)
2SO3(g)

9 State the sources of the sulfur dioxide (burning sulfur or roasting sulfide ores) and oxygen (air) in the Contact process

10 State the typical conditions for the conversion of sulfur dioxide to sulfur trioxide in the Contact process as 450°C, 200kPa /2 atm and a vanadium(V) oxide catalyst

8

Periodic Table and Periodicity
(Inorganic Chemistry)

Lesson 1: Amphoteric Oxides and Oxide Classification

Duration: 40 minutes
Introduction to amphoteric oxides and their properties
Definition of amphoteric oxides and examples such as Al2O3 and ZnO
Discussion on how amphoteric oxides react with acids and bases to produce a salt and water
Classification of oxides as acidic, basic, or amphoteric
Examples of acidic oxides such as SO2 and CO2, basic oxides such as CuO and CaO, and amphoteric oxides such as Al2O3 and ZnO
Class activity to identify the classification of various oxides
Lesson 2: General Chemical Properties of Metals

Duration: 40 minutes
Introduction to the general chemical properties of metals
Discussion on how metals react with dilute acids, cold water and steam, and oxygen
Examples of metal reactions with dilute acids, cold water and steam, and oxygen
Class activity to identify the type of reaction based on the given information
Practice questions and review
Lesson 3: Reactivity Series of Metals

Duration: 40 minutes
Introduction to the concept of reactivity series of metals
Discussion on how the reactivity series of metals is arranged based on their reactivity with water and acid
Examples of metals arranged in order of reactivity given relevant information
Activity to arrange a set of metals in order of their reactivity
Practice questions and review
Lesson 4: Preparation of Salts by Reaction with Alkali

Duration: 40 minutes
Introduction to the preparation of salts by reaction with alkali
Discussion on the steps involved in the preparation of soluble salts by titration
Activity to perform titration to prepare a salt
Discussion on the separation and purification of the salt
Practice questions and review
Lesson 5: Preparation of Salts by Reaction with Excess Metal

Duration: 40 minutes
Introduction to the preparation of salts by reaction with excess metal
Discussion on the steps involved in the preparation of soluble salts by reaction with excess metal
Activity to prepare a salt by reaction with excess metal
Discussion on the separation and purification of the salt
Practice questions and review
Lesson 6: Preparation of Salts by Reaction with Excess Insoluble Base or Insoluble Carbonate

Duration: 40 minutes
Introduction to the preparation of salts by reaction with excess insoluble base or insoluble carbonate
Discussion on the steps involved in the preparation of soluble salts by reaction with excess insoluble base or insoluble carbonate
Activity to prepare a salt by reaction with excess insoluble base or insoluble carbonate
Discussion on the separation and purification of the salt
Practice questions and review


Oxides
1 Describe amphoteric oxides as oxides that react with acids and bases to produce a salt and water

2 Classify oxides as acidic, including SO2 and CO2, basic, including CuO and CaO, or amphoteric, limited to Al2O3 and ZnO, related to metallic and non-metallic character

Properties of metals

2 Describe the general chemical properties of metals, limited to their reactions with:
(a) dilute acids
(b) cold water and steam
(c) oxygen

3 Arrange metals in order of reactivity given relevant information

9

Salts
(Physical Chemistry)

Lesson 1: General Solubility Rules for Salts
Duration: 40 minutes

Objective:

Students will be able to describe the general solubility rules for common salts.
Teaching Strategies:

Presentation of information using diagrams and tables.
Examples and scenarios to illustrate solubility rules.
Group discussion and class participation.
Assessment:

Students will be assessed through class participation and a written quiz on solubility rules.
Lesson 2: Preparation of Soluble Salts by Acid-Base Reactions
Duration: 40 minutes

Objective:

Students will be able to describe the preparation of soluble salts by acid-base reactions.
Teaching Strategies:

Presentation of information using diagrams and equations.
Demonstration of practical experiments using titration.
Group discussion and class participation.
Assessment:

Students will be assessed through class participation and a written quiz on acid-base reactions and titration.
Lesson 3: Preparation of Soluble Salts by Excess Metal
Duration: 40 minutes

Objective:

Students will be able to describe the preparation of soluble salts by excess metal.
Teaching Strategies:

Presentation of information using diagrams and equations.
Demonstration of practical experiments using excess metal.
Group discussion and class participation.
Assessment:

Students will be assessed through class participation and a written quiz on excess metal reactions.
Lesson 4: Preparation of Soluble Salts by Excess Insoluble Base
Duration: 40 minutes

Objective:

Students will be able to describe the preparation of soluble salts by excess insoluble base.
Teaching Strategies:

Presentation of information using diagrams and equations.
Demonstration of practical experiments using excess insoluble base.
Group discussion and class participation.
Assessment:

Students will be assessed through class participation and a written quiz on excess insoluble base reactions.
Lesson 5: Preparation of Soluble Salts by Excess Insoluble Carbonate
Duration: 40 minutes

Objective:

Students will be able to describe the preparation of soluble salts by excess insoluble carbonate.
Teaching Strategies:

Presentation of information using diagrams and equations.
Demonstration of practical experiments using excess insoluble carbonate.
Group discussion and class participation.
Assessment:

Students will be assessed through class participation and a written quiz on excess insoluble carbonate reactions.
Lesson 6: Water of Crystallization and Hydrolysis
Duration: 40 minutes

Objective:

Students will be able to define and explain water of crystallization and hydrolysis.
Teaching Strategies:

Presentation of information using diagrams and equations.
Demonstration of practical experiments on water of crystallization and hydrolysis.
Group discussion and class participation.
Assessment:

Students will be assessed through class participation and a written quiz on water of crystallization and hydrolysis.


1 Describe the general solubility rules for salts:
- sodium, nitrate, potassium and ammonium salts are soluble
- chlorides are soluble except lead and silver
- carbonates are insoluble except sodium, potassium and ammonium
- hydroxides are insoluble except sodium, potassium, ammonium and calcium (partially)

2 Describe the preparation, separation and purification of soluble salts by reactions of acids with alkali (titration), excess metal, excess insoluble base, excess insoluble carbonate

3 Define a hydrolyzed substance as a substance chemically combined with water and an anhydrous substance as a substance containing no water.

4 Define the term water of crystallization as water molecules present in hydrated crystals in particular CuSO4.5H2O

10

Salts
(Physical Chemistry)

Lesson 1: Introduction to Soluble Salts

Define what a soluble salt is and why they are important in chemistry
Explain the difference between a soluble salt and an insoluble salt
Give examples of common soluble salts and their uses
Lesson 2: Preparation of Soluble Salts by Reaction with Acid and Alkali

Define what an acid-alkali reaction is
Explain how to prepare a soluble salt using acid and alkali (titration)
Provide an example of a practical experiment for preparing a soluble salt using acid and alkali
Explain how to separate and purify the product of the reaction
Lesson 3: Preparation of Soluble Salts by Excess Metal

Define what an excess metal reaction is
Explain how to prepare a soluble salt using excess metal
Provide an example of a practical experiment for preparing a soluble salt using excess metal
Explain how to separate and purify the product of the reaction
Lesson 4: Preparation of Soluble Salts by Excess Insoluble Base

Define what an excess insoluble base reaction is
Explain how to prepare a soluble salt using excess insoluble base
Provide an example of a practical experiment for preparing a soluble salt using excess insoluble base
Explain how to separate and purify the product of the reaction
Lesson 5: Preparation of Soluble Salts by Excess Insoluble Carbonate

Define what an excess insoluble carbonate reaction is
Explain how to prepare a soluble salt using excess insoluble carbonate
Provide an example of a practical experiment for preparing a soluble salt using excess insoluble carbonate
Explain how to separate and purify the product of the reaction
Lesson 6: Review and Summative Assessment

Review the methods for preparing soluble salts
Provide practice problems and experiments for students to apply their knowledge
Administer a summative assessment to evaluate student understanding of the topic.









2 Describe the preparation, separation and purification of soluble salts by reactions of acids with alkali (titration), excess metal, excess insoluble base, excess insoluble carbonate

11

Basics of organic chemistry (catenation, isomerism, nomenclature, functional groups, homologous series)
(Organic Chemistry)

Lesson 1 (40 min): Introduction to Organic Chemistry and Structural Formula

Introduction to organic chemistry: definition, significance, and examples of organic compounds
Definition and importance of structural formula
Drawing structural formula for simple organic compounds: CH2=CH2, CH3CH2OH, CH3COOCH3
Interactive exercise to practice drawing and interpreting structural formulas
Formative Assessment: Drawing structural formula for a given organic compound
Lesson 2 (40 min): Displayed Formula and General Formulae

Definition and importance of displayed formula
Drawing and interpreting displayed formula for simple organic compounds
Introduction to homologous series
Writing general formula for homologous series: alkanes, alkenes, alcohols, and carboxylic acids
Interactive exercise to practice writing general formulae for homologous series
Formative Assessment: Identifying a given compound from its general formula
Lesson 3 (40 min): Structural Isomers and Functional Groups

Definition and significance of structural isomers
Examples of structural isomers: C4H10 and C4H8
Definition and identification of functional groups
Characteristics of functional groups in homologous series
Interactive exercise to practice identifying functional groups in given organic compounds
Formative Assessment: Identifying structural isomers for a given molecular formula
Lesson 4 (40 min): Homologous Series and Saturated/Unsaturated Compounds

Characteristics and significance of homologous series
Characteristics of homologous series members: functional group, general formula, and physical and chemical properties
Definition and identification of saturated and unsaturated compounds
Examples of saturated and unsaturated compounds and their properties
Interactive exercise to practice identifying saturated and unsaturated compounds
Formative Assessment: Identifying the homologous series for a given compound
Lesson 5 (40 min): Naming Organic Compounds (Part 1)

Introduction to IUPAC nomenclature
Naming unbranched alkanes, alkenes, alcohols, and carboxylic acids
Naming products of reactions containing up to four carbon atoms per molecule
Interactive exercise to practice naming organic compounds
Formative Assessment: Naming a given organic compound using IUPAC nomenclature
Lesson 6 (40 min): Naming Organic Compounds (Part 2) and Esters

Naming esters using IUPAC nomenclature
Drawing displayed formula for unbranched esters containing up to four carbon atoms per molecule
Interactive exercise to practice naming and drawing esters
Revision of organic chemistry concepts and nomenclature
Formative Assessment: Naming and drawing displayed formula for a given ester.


Formulae, functional groups and terminology
1 State that a structural formula is an unambiguous description of the way the atoms in a molecule are arranged, including CH2=CH2, CH3CH2OH, CH3COOCH3

2 Draw and interpret the displayed formula of a molecule to show all the atoms and all the bonds

3 Write and interpret general formulae of compounds in the same homologous series, limited to:
(a) alkanes
(b) alkenes
(c) alcohols
(d) carboxylic acids

4 Define structural isomers as compounds with the same molecular formula, but different structural formulae, including C4H10 as CH3CH2CH2CH3 and CH3CH(CH3)CH3 and C4H8 as CH3CH2CH=CH2 and CH3CH=CHCH3

5 Identify a functional group as an atom or group of atoms that determine the chemical properties of a homologous series including that for alcohols, aldehydes, ketones, phenols, carbxylic acids, amine, esters, and amide.

6 Describe the general characteristics of a homologous series as:
(a) having the same functional group
(b) having the same general formula
(c) differing from one member to the next by a –CH2– unit
(d) displaying a trend in physical properties
(e) sharing similar chemical properties

7 State that a saturated compound has molecules in which all carbon–carbon bonds are single bonds

8 State that an unsaturated compound has molecules in which one or more carbon–carbon bonds are not single bonds

Naming organic compounds
1 Name and draw the structural and displayed formulae of unbranched:
(a) alkanes
(b) alkenes, including but-1-ene and but-2-ene
(c) alcohols, including propan-1-ol, propan-2-ol, butan-1-ol and butan-2-ol
(d) carboxylic acids
(e) the products of the reactions stated in next sections containing up to four carbon atoms per molecule

2 State the type of compound present given the chemical name ending in -ane, -ene, -ol, or -oic acid or from a molecular, structural or displayed formula

3 Name and draw the displayed formulae of the unbranched esters which can be made from unbranched alcohols and carboxylic acids, each containing up to four carbon atoms

12

Basics of organic chemistry (catenation, isomerism, nomenclature, functional groups, homologous series)
(Organic Chemistry)

Lesson 1 (40 min): Introduction to Organic Chemistry and Structural Formula

Introduction to organic chemistry: definition, significance, and examples of organic compounds
Definition and importance of structural formula
Drawing structural formula for simple organic compounds: CH2=CH2, CH3CH2OH, CH3COOCH3
Interactive exercise to practice drawing and interpreting structural formulas
Formative Assessment: Drawing structural formula for a given organic compound
Lesson 2 (40 min): Displayed Formula and General Formulae

Definition and importance of displayed formula
Drawing and interpreting displayed formula for simple organic compounds
Introduction to homologous series
Writing general formula for homologous series: alkanes, alkenes, alcohols, and carboxylic acids
Interactive exercise to practice writing general formulae for homologous series
Formative Assessment: Identifying a given compound from its general formula
Lesson 3 (40 min): Structural Isomers and Functional Groups

Definition and significance of structural isomers
Examples of structural isomers: C4H10 and C4H8
Definition and identification of functional groups
Characteristics of functional groups in homologous series
Interactive exercise to practice identifying functional groups in given organic compounds
Formative Assessment: Identifying structural isomers for a given molecular formula
Lesson 4 (40 min): Homologous Series and Saturated/Unsaturated Compounds

Characteristics and significance of homologous series
Characteristics of homologous series members: functional group, general formula, and physical and chemical properties
Definition and identification of saturated and unsaturated compounds
Examples of saturated and unsaturated compounds and their properties
Interactive exercise to practice identifying saturated and unsaturated compounds
Formative Assessment: Identifying the homologous series for a given compound
Lesson 5 (40 min): Naming Organic Compounds (Part 1)

Introduction to IUPAC nomenclature
Naming unbranched alkanes, alkenes, alcohols, and carboxylic acids
Naming products of reactions containing up to four carbon atoms per molecule
Interactive exercise to practice naming organic compounds
Formative Assessment: Naming a given organic compound using IUPAC nomenclature
Lesson 6 (40 min): Naming Organic Compounds (Part 2) and Esters

Naming esters using IUPAC nomenclature
Drawing displayed formula for unbranched esters containing up to four carbon atoms per molecule
Interactive exercise to practice naming and drawing esters
Revision of organic chemistry concepts and nomenclature
Formative Assessment: Naming and drawing displayed formula for a given ester.


Formulae, functional groups and terminology
1 State that a structural formula is an unambiguous description of the way the atoms in a molecule are arranged, including CH2=CH2, CH3CH2OH, CH3COOCH3

2 Draw and interpret the displayed formula of a molecule to show all the atoms and all the bonds

3 Write and interpret general formulae of compounds in the same homologous series, limited to:
(a) alkanes
(b) alkenes
(c) alcohols
(d) carboxylic acids

4 Define structural isomers as compounds with the same molecular formula, but different structural formulae, including C4H10 as CH3CH2CH2CH3 and CH3CH(CH3)CH3 and C4H8 as CH3CH2CH=CH2 and CH3CH=CHCH3

5 Identify a functional group as an atom or group of atoms that determine the chemical properties of a homologous series including that for alcohols, aldehydes, ketones, phenols, carbxylic acids, amine, esters, and amide.

6 Describe the general characteristics of a homologous series as:
(a) having the same functional group
(b) having the same general formula
(c) differing from one member to the next by a –CH2– unit
(d) displaying a trend in physical properties
(e) sharing similar chemical properties

7 State that a saturated compound has molecules in which all carbon–carbon bonds are single bonds

8 State that an unsaturated compound has molecules in which one or more carbon–carbon bonds are not single bonds

Naming organic compounds
1 Name and draw the structural and displayed formulae of unbranched:
(a) alkanes
(b) alkenes, including but-1-ene and but-2-ene
(c) alcohols, including propan-1-ol, propan-2-ol, butan-1-ol and butan-2-ol
(d) carboxylic acids
(e) the products of the reactions stated in next sections containing up to four carbon atoms per molecule

2 State the type of compound present given the chemical name ending in -ane, -ene, -ol, or -oic acid or from a molecular, structural or displayed formula

3 Name and draw the displayed formulae of the unbranched esters which can be made from unbranched alcohols and carboxylic acids, each containing up to four carbon atoms

13

Hydrocarbons
(Organic Chemistry)

Lesson 1: Introduction to Alkanes (40 minutes)

Objectives:

Understand the concept of covalent bonding in alkanes
Define saturated hydrocarbons
Identify the different types of alkanes
Activities:

Introduction and discussion on the concept of hydrocarbons and their types (saturated and unsaturated)
Explanation of covalent bonding in alkanes
Identify the different types of alkanes (methane, ethane, propane, butane, etc.)
Class discussion and examples of saturated hydrocarbons
Assessment:

Quiz on the properties of alkanes and their bonding
Lesson 2: Properties of Alkanes (40 minutes)

Objectives:

Describe the properties of alkanes
Explain the reactivity of alkanes
Identify the combustion and substitution reactions of alkanes
Activities:

Review the properties of alkanes (low boiling and melting points, insoluble in water, etc.)
Explanation of the reactivity of alkanes
Identify and describe the combustion reaction of alkanes
Describe the substitution reaction of alkanes with chlorine
Assessment:

Worksheet on the properties and reactivity of alkanes
Lesson 3: Substitution Reactions of Alkanes (40 minutes)

Objectives:

Define substitution reactions
Describe the photochemical reaction of alkanes with chlorine
Draw the structural or displayed formulae of the products
Activities:

Explanation of substitution reactions
Description of the photochemical reaction of alkanes with chlorine
Identification and drawing of the structural or displayed formulae of the products
Class discussion and examples of monosubstitution
Assessment:

Quiz on substitution reactions of alkanes
Lesson 4: Preparation of Alkanes (40 minutes)

Objectives:

Describe the different methods of preparing alkanes
Identify and explain the cracking of larger hydrocarbons, hydrogenation of alkenes and alkynes, and reduction of alkyl halides
Activities:

Explanation of the different methods of preparing alkanes
Description of the cracking of larger hydrocarbons
Explanation of hydrogenation of alkenes and alkynes
Identification and explanation of the reduction of alkyl halides
Class discussion and examples of each method
Assessment:

Worksheet on the preparation of alkanes
Lesson 5: Alkanes and the Environment (40 minutes)

Objectives:

Understand the impact of alkanes on the environment
Explain the role of alkanes in air pollution and greenhouse effect
Activities:

Introduction and discussion on the impact of alkanes on the environment
Explanation of the role of alkanes in air pollution and greenhouse effect
Identification and description of different sources of alkanes and their impact on the environment
Class discussion and examples of how to reduce the impact of alkanes on the environment
Assessment:

Quiz on the impact of alkanes on the environment
Lesson 6: Review and Summative Assessment (40 minutes)

Objectives:

Review the concepts and topics covered in the previous lessons
Conduct a summative assessment to evaluate the students' understanding of the topic
Activities:

Review of the concepts and topics covered in the previous lessons
Q&A session to clarify any doubts and questions
Conduct a summative assessment (test or project) to evaluate the students' understanding of the topic
Assessment:

Summative assessment (test or project) to evaluate the students' understanding of the topic

Alkanes
1 State that the bonding in alkanes is single covalent and that alkanes are saturated hydrocarbons

2 Describe the properties of alkanes as being generally unreactive, except in terms of combustion and substitution by chlorine

3 State that in a substitution reaction one atom or group of atoms is replaced by another atom or group of atoms

4 Describe the substitution reaction of alkanes with chlorine as a photochemical reaction, with ultraviolet light providing the activation energy, Ea, and draw the structural or
displayed formulae of the products, limited to monosubstitution

5 Describe, using symbol equations, preparation of alkanes from cracking of larger hydrocarbons, hydrogenation of alkenes and alkynes, and reduction of alkyl halides

14

Hydrocarbons
(Organic Chemistry)

Lesson 1: Introduction to Alkenes (40 minutes)

Introduction to alkenes as unsaturated hydrocarbons with double carbon-carbon covalent bond
Explanation of the difference between saturated and unsaturated hydrocarbons
Discussion of the general formula of alkenes
Formative Assessment: Quiz on the properties of alkenes
Lesson 2: Manufacturing Alkenes (40 minutes)

Explanation of the process of cracking larger alkane molecules to obtain alkenes and hydrogen gas
Discussion of the role of high temperature and catalyst in the process
Explanation of the different types of catalysts used in the process
Formative Assessment: Homework assignment on the process of cracking
Lesson 3: Reasons for Cracking Alkanes (40 minutes)

Explanation of why larger alkane molecules are cracked to obtain alkenes
Discussion of the properties of alkanes and alkenes
Explanation of the factors that influence cracking
Formative Assessment: Class discussion on the benefits and drawbacks of cracking alkanes
Lesson 4: Testing for Unsaturated Hydrocarbons (40 minutes)

Explanation of how to distinguish between saturated and unsaturated hydrocarbons using aqueous bromine
Discussion of the properties of bromine and its reaction with alkanes and alkenes
Practice problems on identifying saturated and unsaturated hydrocarbons
Formative Assessment: Lab activity on testing different hydrocarbons with aqueous bromine
Lesson 5: Addition Reactions of Alkenes (40 minutes)

Explanation of addition reactions with bromine or aqueous bromine
Discussion of the mechanism of addition reactions
Explanation of hydrogenation of alkenes in the presence of a nickel catalyst
Explanation of the formation of alcohols through addition of steam in the presence of an acid catalyst
Formative Assessment: Homework assignment on the different addition reactions of alkenes
Lesson 6: Preparation of Alkenes and Alkynes (40 minutes)

Explanation of the preparation of alkenes by elimination reaction in halogenalkanes and alcohols
Discussion of the mechanism of elimination reactions
Identification of the factors that influence the reaction rate
Explanation of the uses of ethyne as a fuel for welding and in artificially ripening fruits
Formative Assessment: Quiz on the preparation and uses of alkenes and alkynes
Note: The summative assessments can be varied based on the teacher's discretion and can be in the form of quizzes, homework assignments, class discussions, lab activities, or other forms of assessments.



Alkenes
1 State that the bonding in alkenes includes a double carbon–carbon covalent bond and that alkenes are unsaturated hydrocarbons

2 Describe the manufacture of alkenes and hydrogen by the cracking of larger alkane molecules using a high temperature and a catalyst

3 Describe the reasons for the cracking of larger alkane molecules

4 Describe the test to distinguish between saturated and unsaturated hydrocarbons by their reaction with aqueous bromine

5 State that in an addition reaction only one product is formed

6 Describe the properties of alkenes in terms of addition reactions with:
(a) bromine or aqueous bromine
(b) hydrogen in the presence of a nickel catalyst
(c) steam in the presence of an acid catalyst and draw the structural or displayed formulae of the products

5 Describe, using symbol equations, preparation of alkenes by elimination reaction in halogenalkanes and alcohols

Alkynes
1 Identify alkynes as hydrocarbons containing triple carbon-carbon covalent bond and that alkynes are unsaturated hydrocarbons

2 Describe the use of ethyne as fuel for welding and in artificially ripening fruits

15

Hydroxy compounds
(Organic Chemistry)

Lesson 1: Alcohols

Objective: To understand the different methods of producing ethanol and its properties.

Key Concepts: Fermentation, addition of steam to ethene, combustion, uses and harmful effects of ethanol.

Learning Outcomes:

Students will be able to describe the process of producing ethanol by fermentation and addition of steam to ethene.
Students will understand the properties of alcohols, specifically ethanol, in terms of combustion and its uses as a solvent and fuel.
Students will be aware of the harmful effects of alcohol intoxication.
Lesson Plan:

Introduction:

Discuss the definition of alcohols and their properties.
Show students different types of alcohols and their uses in everyday life.
Ask students if they know how ethanol is produced and what it is used for.
Section 1: Producing Ethanol

Discuss the process of producing ethanol by fermentation of glucose in the presence of yeast.
Explain the advantages and disadvantages of this method.
Discuss the catalytic addition of steam to ethene at high temperature and pressure in the presence of an acid catalyst.
Compare the advantages and disadvantages of the two methods of producing ethanol.
Section 2: Properties of Alcohols

Discuss the combustion of alcohols and how this property is used.
Explain the uses of ethanol as a solvent and fuel.
Section 3: Harmful Effects of Alcohol

Explain the harmful effects of alcohol intoxication, including the impact on health and social problems.
Activities/Assessment:

Students will complete a worksheet where they summarize the process of producing ethanol by fermentation and catalytic addition of steam to ethene.
Students will participate in a group discussion comparing the advantages and disadvantages of the two methods of producing ethanol.
Students will complete a lab experiment where they observe the combustion of different alcohols and record their observations.
Students will complete a written reflection on the harmful effects of alcohol and the importance of responsible alcohol consumption.
Additional Resources:

Online videos explaining the process of producing ethanol
Articles on the harmful effects of alcohol
Textbook chapters on alcohols and their properties.

Alcohols
1 Describe the manufacture of ethanol by:
(a) fermentation of aqueous glucose at 25–35°C in the presence of yeast and in the absence of oxygen
(b) catalytic addition of steam to ethene at 300°C and 6000kPa /60 atm in the presence of an acid catalyst including a comparison of the advantages and disadvantages of the two methods

2 Describe the combustion of alcohols

3 State the uses of ethanol as:
(a) a solvent
(b) a fuel and additive to fuels

4 Describe harmful effects of intoxication of alcohol

16

Carboxylic acids and esters
(Organic Chemistry)

Lesson 1: Reactions of Carboxylic Acids with Metals and Bases

Objective: Students will understand the reactions of carboxylic acids with metals and bases and identify the names and formulae of the salts produced.

Activities:

Introduction to the reactions of carboxylic acids with metals, bases, and carbonates.
Demonstration of the reactions of carboxylic acids with metals and bases using appropriate examples.
Students will practice writing balanced chemical equations for the reactions and identifying the names and formulae of the salts produced.
Formative Assessment: Multiple choice questions based on the reactions of carboxylic acids with metals and bases.
Lesson 2: Reactions of Carboxylic Acids with Carbonates

Objective: Students will understand the reactions of carboxylic acids with carbonates and identify the names and formulae of the salts produced.

Activities:

Introduction to the reactions of carboxylic acids with carbonates and the production of salts.
Demonstration of the reactions of carboxylic acids with carbonates using appropriate examples.
Students will practice writing balanced chemical equations for the reactions and identifying the names and formulae of the salts produced.
Formative Assessment: Short answer questions based on the reactions of carboxylic acids with carbonates.
Lesson 3: Formation of Ethanoic Acid by Oxidation of Ethanol

Objective: Students will understand the formation of ethanoic acid by the oxidation of ethanol using acidified aqueous potassium manganate(VII) and bacterial oxidation during vinegar production.

Activities:

Introduction to the formation of ethanoic acid by oxidation of ethanol.
Demonstration of the oxidation of ethanol with acidified aqueous potassium manganate(VII) and bacterial oxidation during vinegar production.
Students will practice writing balanced chemical equations for the reactions.
Formative Assessment: Essay question based on the formation of ethanoic acid by oxidation of ethanol.
Lesson 4: Oxidation of Ethanol with Acidified Aqueous Potassium Manganate(VII)

Objective: Students will understand the oxidation of ethanol with acidified aqueous potassium manganate(VII) and identify the products formed.

Activities:

Introduction to the oxidation of ethanol with acidified aqueous potassium manganate(VII).
Demonstration of the oxidation of ethanol with acidified aqueous potassium manganate(VII).
Students will practice writing balanced chemical equations for the reactions and identifying the products formed.
Formative Assessment: Short answer questions based on the oxidation of ethanol with acidified aqueous potassium manganate(VII).
Lesson 5: Bacterial Oxidation during Vinegar Production

Objective: Students will understand the bacterial oxidation during vinegar production and identify the products formed.

Activities:

Introduction to bacterial oxidation during vinegar production.
Demonstration of the bacterial oxidation during vinegar production.
Students will practice writing balanced chemical equations for the reactions and identifying the products formed.
Formative Assessment: Short answer questions based on the bacterial oxidation during vinegar production.
Lesson 6: Review and Summative Assessment

Objective: Students will review the material covered in the previous lessons and complete a summative assessment.

Activities:

Review of the material covered in the previous lessons.
Formative Assessment: Comprehensive exam covering all material.

Carboxylic acids
1 Describe the reactions of carboxylic acids with:
(a) metals
(b) bases
(c) carbonates
including names and formulae of the salts produced

2 Describe the formation of ethanoic acid by the oxidation of ethanol:
(a) with acidified aqueous potassium manganate(VII)
(b) by bacterial oxidation during vinegar production

17

Carboxylic acids and esters
(Organic Chemistry)

Lesson 1: Reactions of Carboxylic Acids with Metals and Bases

Objective: Students will understand the reactions of carboxylic acids with metals and bases and identify the names and formulae of the salts produced.

Activities:

Introduction to the reactions of carboxylic acids with metals, bases, and carbonates.
Demonstration of the reactions of carboxylic acids with metals and bases using appropriate examples.
Students will practice writing balanced chemical equations for the reactions and identifying the names and formulae of the salts produced.
Formative Assessment: Multiple choice questions based on the reactions of carboxylic acids with metals and bases.
Lesson 2: Reactions of Carboxylic Acids with Carbonates

Objective: Students will understand the reactions of carboxylic acids with carbonates and identify the names and formulae of the salts produced.

Activities:

Introduction to the reactions of carboxylic acids with carbonates and the production of salts.
Demonstration of the reactions of carboxylic acids with carbonates using appropriate examples.
Students will practice writing balanced chemical equations for the reactions and identifying the names and formulae of the salts produced.
Formative Assessment: Short answer questions based on the reactions of carboxylic acids with carbonates.
Lesson 3: Formation of Ethanoic Acid by Oxidation of Ethanol

Objective: Students will understand the formation of ethanoic acid by the oxidation of ethanol using acidified aqueous potassium manganate(VII) and bacterial oxidation during vinegar production.

Activities:

Introduction to the formation of ethanoic acid by oxidation of ethanol.
Demonstration of the oxidation of ethanol with acidified aqueous potassium manganate(VII) and bacterial oxidation during vinegar production.
Students will practice writing balanced chemical equations for the reactions.
Formative Assessment: Essay question based on the formation of ethanoic acid by oxidation of ethanol.
Lesson 4: Oxidation of Ethanol with Acidified Aqueous Potassium Manganate(VII)

Objective: Students will understand the oxidation of ethanol with acidified aqueous potassium manganate(VII) and identify the products formed.

Activities:

Introduction to the oxidation of ethanol with acidified aqueous potassium manganate(VII).
Demonstration of the oxidation of ethanol with acidified aqueous potassium manganate(VII).
Students will practice writing balanced chemical equations for the reactions and identifying the products formed.
Formative Assessment: Short answer questions based on the oxidation of ethanol with acidified aqueous potassium manganate(VII).
Lesson 5: Bacterial Oxidation during Vinegar Production

Objective: Students will understand the bacterial oxidation during vinegar production and identify the products formed.

Activities:

Introduction to bacterial oxidation during vinegar production.
Demonstration of the bacterial oxidation during vinegar production.
Students will practice writing balanced chemical equations for the reactions and identifying the products formed.
Formative Assessment: Short answer questions based on the bacterial oxidation during vinegar production.
Lesson 6: Review and Summative Assessment

Objective: Students will review the material covered in the previous lessons and complete a summative assessment.

Activities:

Review of the material covered in the previous lessons.
Formative Assessment: Comprehensive exam covering all material.

Carboxylic acids
1 Describe the reactions of carboxylic acids with:
(a) metals
(b) bases
(c) carbonates
including names and formulae of the salts produced

2 Describe the formation of ethanoic acid by the oxidation of ethanol:
(a) with acidified aqueous potassium manganate(VII)
(b) by bacterial oxidation during vinegar production

3 Describe the reaction of a carboxylic acid with an alcohol using an acid catalyst to form an ester

18

Polymers
(Organic Chemistry)

Lesson 1: Introduction to Polymers

Define polymers and monomers
Provide examples of polymers and their use
Discuss the importance of polymers in daily life
Lesson 2: Addition and Condensation Polymerization

Differentiate between addition and condensation polymerization
Identify repeat units and/or linkages in addition and condensation polymers
Deduce the structure of an addition or condensation polymer from given monomers and vice versa
Lesson 3: Polyamides and Polyesters

Describe the formation of polyamides and polyesters from specific monomers
Explain the properties and uses of polyamides and polyesters
Discuss how the structures of polyamides and polyesters contribute to their properties
Lesson 4: Plastics and their Disposal

Discuss how plastics are made from polymers
Describe the properties of plastics and their implications for disposal
Explain the environmental challenges caused by plastics, including disposal in landfills, accumulation in oceans, and formation of toxic gases from burning
Lesson 5: Structure and Properties of Nylon and PET

Describe the structure of nylon and PET
Explain the properties and uses of nylon and PET
Discuss how the structures of nylon and PET contribute to their properties
Lesson 6: Recycling of PET

Explain how PET can be converted back into monomers and re-polymerized
Discuss the benefits of recycling PET
Formative Assessment: Have students identify the repeat units and/or linkages in a given polymer and explain its properties and uses.

1 Define polymers as large molecules built up from many smaller molecules called monomers

2 Identify the repeat units and/or linkages in addition polymers and in condensation polymers

3 Deduce the structure or repeat unit of an addition polymer from a given alkene and vice versa

4 Deduce the structure or repeat unit of a condensation polymer from given monomers and vice versa,
limited to:
(a) polyamides from a dicarboxylic acid and a diamine
(b) polyesters from a dicarboxylic acid and a diol

5 Describe the differences between addition and condensation polymerisation

6 State that plastics are made from polymers

7 Describe how the properties of plastics have implications for their disposal

8 Describe the environmental challenges caused by plastics, limited to:
(a) disposal in land fill sites
(b) accumulation in oceans
(c) formation of toxic gases from burning

9 Describe and draw the structure of:
(a) nylon, a polyamide
(b) PET, a polyester
The full name for PET, polyethylene terephthalate, is not required

10 State that PET can be converted back into monomers and re-polymerised

19

Polymers
(Organic Chemistry)

Lesson 1: Polymers and Monomers

Definition of polymers and monomers
Examples of polymers and monomers
Basic concept of how polymers are formed from monomers
Formative Assessment: Quiz on the definition of polymers and monomers
Lesson 2: Addition and Condensation Polymers

Differences between addition and condensation polymerisation
Identifying repeat units and/or linkages in addition and condensation polymers
Deducing the structure or repeat unit of an addition polymer from a given alkene
Formative Assessment: Exercise on identifying repeat units and linkages in addition and condensation polymers
Lesson 3: Polyamides and Polyesters

Deducing the structure or repeat unit of a condensation polymer from given monomers
Identifying polyamides from a dicarboxylic acid and a diamine
Identifying polyesters from a dicarboxylic acid and a diol
Formative Assessment: Quiz on identifying polyamides and polyesters from given monomers
Lesson 4: Plastics and Disposal

The relationship between plastics and polymers
Describing the properties of plastics and their implications for disposal
The environmental challenges caused by plastics, including their disposal in landfills and accumulation in oceans
Formative Assessment: Discussion on the environmental impact of plastics and their disposal
Lesson 5: Structure of Nylon and PET

Describing and drawing the structure of nylon, a polyamide
Describing and drawing the structure of PET, a polyester
Formative Assessment: Exercise on identifying the structure of nylon and PET
Lesson 6: PET Recycling

The process of converting PET back into monomers and re-polymerising
The importance of recycling PET for the environment
Formative Assessment: Presentation on the importance of PET recycling

1 Define polymers as large molecules built up from many smaller molecules called monomers

2 Identify the repeat units and/or linkages in addition polymers and in condensation polymers

3 Deduce the structure or repeat unit of an addition polymer from a given alkene and vice versa

4 Deduce the structure or repeat unit of a condensation polymer from given monomers and vice versa,
limited to:
(a) polyamides from a dicarboxylic acid and a diamine
(b) polyesters from a dicarboxylic acid and a diol

5 Describe the differences between addition and condensation polymerisation

6 State that plastics are made from polymers

7 Describe how the properties of plastics have implications for their disposal

8 Describe the environmental challenges caused by plastics, limited to:
(a) disposal in land fill sites
(b) accumulation in oceans
(c) formation of toxic gases from burning

9 Describe and draw the structure of:
(a) nylon, a polyamide
(b) PET, a polyester
The full name for PET, polyethylene terephthalate, is not required

10 State that PET can be converted back into monomers and re-polymerised

20

Biochemistry (carbohydrates, proteins, fats, DNA, vitamins)
(Organic Chemistry)

Lesson 1: Introduction to Proteins
Duration: 40 minutes

Objective:

Students will be able to describe proteins as natural polyamides and understand that they are formed from amino acid monomers.
Activities:

Introduce the topic by discussing the importance of proteins in our body.
Define proteins as natural polyamides and discuss how they are formed from amino acid monomers.
Have students draw and label the general structure of an amino acid monomer.
Discuss the different types of amino acids and their properties.
Assign homework that involves researching the role of different amino acids in protein synthesis.
Assessment:

Quiz on the definition of proteins and the general structure of an amino acid monomer.
Lesson 2: Protein Structure
Duration: 40 minutes

Objective:

Students will be able to describe and draw the structure of proteins.
Activities:

Review the general structure of an amino acid monomer.
Introduce the four levels of protein structure: primary, secondary, tertiary, and quaternary.
Have students draw and label the different levels of protein structure.
Discuss the importance of protein folding and how it affects protein function.
Assign homework that involves researching the different types of protein folding.
Assessment:

Quiz on the four levels of protein structure and the importance of protein folding.
Lesson 3: Sources and Use of Biomolecules
Duration: 40 minutes

Objective:

Students will be able to explain the sources, use and structure of proteins, lipids and carbohydrates.
Activities:

Introduce the three main biomolecules: proteins, lipids, and carbohydrates.
Discuss the sources and uses of each biomolecule.
Have students draw and label the general structure of each biomolecule.
Discuss the importance of each biomolecule in our body.
Assign homework that involves researching the different types of lipids and carbohydrates.
Assessment:

Quiz on the sources, uses, and structures of proteins, lipids, and carbohydrates.
Lesson 4: Nucleic Acids
Duration: 40 minutes

Objective:

Students will be able to describe the importance of nucleic acids.
Activities:

Introduce the two types of nucleic acids: DNA and RNA.
Discuss the structure and function of each type of nucleic acid.
Have students draw and label the general structure of a nucleotide.
Discuss the importance of nucleic acids in our body and their role in protein synthesis.
Assign homework that involves researching the different types of DNA and RNA.
Assessment:

Quiz on the structure and function of DNA and RNA, and the importance of nucleic acids in our body.
Lesson 5: Vitamins
Duration: 40 minutes

Objective:

Students will be able to describe and explain vitamins, their sources and their importance to health.
Activities:

Introduce the different types of vitamins and their sources.
Discuss the importance of vitamins in our body and their role in maintaining good health.
Have students draw and label the chemical structures of some important vitamins.
Discuss the consequences of vitamin deficiency and excess.
Assign homework that involves researching the recommended daily intake of different vitamins.
Assessment:

Quiz on the different types of vitamins, their sources, and their importance to health.
Lesson 6: Applications of Biochemistry
Duration: 40 minutes

Objective:

Students will be able to identify applications of biochemistry in testing, genetic engineering, gene therapy and cloning.
Activities:

Introduce the different applications of biochemistry.
Discuss the role of biochemistry in blood tests, pregnancy tests, cancer screening, and


1 Describe proteins as natural polyamides and that they are formed from amino acid monomers with the general structure

2 Describe and draw the structure of proteins

3 Explain the sources, use and structure of proteins, lipids and carbohydrates

4 Describe the importance of nucleic acids

5 Describe and explain vitamins, their sources and their importance to health

6 Identify applications of biochemistry in testing (blood test, pregnancy test, cancer screening, parental genetic testing), genetic engineering, gene therapy and cloning

21

Analytical Techniques
(Lab and Analysis Skills)

Lesson 1: Introduction to Radiocarbon Dating (40 minutes)

Objectives:

Understand the basic principles of radiocarbon dating
Identify the materials that can be dated using radiocarbon dating
Analyze a sample to determine its age using radiocarbon dating
Assess the limitations and benefits of radiocarbon dating
Activities:

Lecture on the principles of radiocarbon dating
Discussion on the materials that can be dated using radiocarbon dating
Sample analysis exercise to determine the age of a sample
Assessment quiz to test understanding of the topic
Lesson 2: Radiocarbon Dating: Sample Preparation (40 minutes)

Objectives:

Understand the importance of proper sample preparation in radiocarbon dating
Learn the steps involved in sample preparation
Identify potential sources of contamination in radiocarbon dating
Analyze a sample for contamination using radiocarbon dating techniques
Activities:

Lecture on the importance of proper sample preparation in radiocarbon dating
Step-by-step guide on the sample preparation process
Identification of potential sources of contamination
Contamination analysis exercise using radiocarbon dating techniques
Assessment quiz to test understanding of the topic
Lesson 3: Radiocarbon Dating: Calibration and Limitations (40 minutes)

Objectives:

Understand the limitations of radiocarbon dating
Learn about the calibration process in radiocarbon dating
Analyze a sample with a calibrated radiocarbon date to determine its age
Activities:

Lecture on the limitations of radiocarbon dating
Discussion on the calibration process in radiocarbon dating
Sample analysis exercise using a calibrated radiocarbon date
Assessment quiz to test understanding of the topic
Lesson 4: Introduction to Transmission Electron Microscopy (40 minutes)

Objectives:

Understand the basic principles of transmission electron microscopy
Learn about the applications of transmission electron microscopy in various fields
Identify the components of a transmission electron microscope
Analyze an image captured using transmission electron microscopy
Activities:

Lecture on the principles of transmission electron microscopy
Discussion on the applications of transmission electron microscopy in various fields
Identification of the components of a transmission electron microscope
Image analysis exercise using a captured image
Assessment quiz to test understanding of the topic
Lesson 5: Transmission Electron Microscopy: Sample Preparation and Imaging (40 minutes)

Objectives:

Understand the importance of proper sample preparation in transmission electron microscopy
Learn about the sample preparation process
Identify the steps involved in imaging a sample using transmission electron microscopy
Analyze an image captured using transmission electron microscopy
Activities:

Lecture on the importance of proper sample preparation in transmission electron microscopy
Step-by-step guide on the sample preparation process
Identification of the steps involved in imaging a sample using transmission electron microscopy
Image analysis exercise using a captured image
Assessment quiz to test understanding of the topic
Lesson 6: Transmission Electron Microscopy: Applications and Limitations (40 minutes)

Objectives:

Understand the limitations of transmission electron microscopy
Learn about the applications of transmission electron microscopy in various fields
Analyze an image captured using transmission electron microscopy
Assess the benefits and limitations of transmission electron microscopy
Activities:

Lecture on the limitations of transmission electron microscopy
Discussion on the applications of transmission electron microscopy in various fields
Image analysis exercise using a captured image
Group discussion on the benefits and limitations of transmission electron microscopy
Assessment quiz to test understanding of the topic



4 describe radiocarbon dating as an important analytical technique with application in calculating age of an object containing organic substance (detailed working is not required but students should be able to determine age of a sample given relevant data)

5 describe transmission electron microscopy as a major analytical tool with applications in cancer research, nanotechnology, understanding pollution and semiconductors (detailed understanding of working principles or terminologies is not required but students should know and appreicate the significance of this technology)

22

Qualitative analysis
(Lab and Analysis Skills)

Lesson 1: Acid-Base Titration
Duration: 40 minutes

Objectives:

Explain what an acid-base titration is and why it is used
Identify the equipment used in an acid-base titration
Explain the steps involved in an acid-base titration
Demonstrate how to calculate the concentration of an unknown solution from an acid-base titration
Assessment:

Summative assessment will be given in the form of a quiz covering the material taught in the lesson.
Lesson 2: Indicators in Acid-Base Titration
Duration: 40 minutes

Objectives:

Define indicators and their role in acid-base titrations
List common indicators and their pH ranges
Explain how to choose an appropriate indicator for an acid-base titration
Demonstrate how to use an indicator to determine the end-point of an acid-base titration
Assessment:

Summative assessment will be given in the form of a quiz covering the material taught in the lesson.
Lesson 3: Carbonate and Chloride, Bromide, and Iodide Tests
Duration: 40 minutes

Objectives:

Define anions and their role in chemical reactions
Explain how to identify carbonate ions by reaction with dilute acid and testing for carbon dioxide gas
Explain how to identify chloride, bromide, and iodide ions by acidifying with dilute nitric acid then adding aqueous silver nitrate
Demonstrate how to perform the tests for these anions
Assessment:

Summative assessment will be given in the form of a quiz covering the material taught in the lesson.
Lesson 4: Nitrate and Sulfate Tests
Duration: 40 minutes

Objectives:

Explain how to identify nitrate ions by reduction with aluminum foil and aqueous sodium hydroxide, and testing for ammonia gas
Explain how to identify sulfate ions by acidifying with dilute nitric acid then adding aqueous barium nitrate
Demonstrate how to perform the tests for these anions
Assessment:

Summative assessment will be given in the form of a quiz covering the material taught in the lesson.
Lesson 5: Tests to Identify Cations
Duration: 40 minutes

Objectives:

Define cations and their role in chemical reactions
Explain how to identify cations using aqueous sodium hydroxide and aqueous ammonia
Identify the cations aluminum, ammonium, calcium, chromium(III), copper(II), iron(II), iron(III), and zinc
Demonstrate how to perform the tests for these cations
Assessment:

Summative assessment will be given in the form of a quiz covering the material taught in the lesson.
Lesson 6: Sulfite Test
Duration: 40 minutes

Objectives:

Explain how to identify sulfite ions by reaction with acidified aqueous potassium manganate(VII)
Demonstrate how to perform the test for sulfite ions
Assessment:

Summative assessment will be given in the form of a quiz covering the material taught in the lesson.

Acid–base tritrations
1 Describe an acid–base titration to include the use of a:
(a) burette
(b) volumetric pipette
(c) suitable indicator
2 Describe how to identify the end-point of a titration using an indicator

Identification of ions and gases
1 Describe tests to identify the anions:
(a) carbonate by reaction with dilute acid and then testing for carbon dioxide gas
(b) chloride, bromide and iodide , by acidifying with dilute nitric acid then adding aqueous silver nitrate
(c) nitrate by reduction with aluminium foil and aqueous sodium hydroxide and then testing for ammonia gas
(d) sulfate by acidifying with dilute nitric acid then adding aqueous barium nitrate
(e) sulfite by reaction with acidified aqueous potassium manganate(VII)

23

Qualitative analysis
(Lab and Analysis Skills)

Lesson 1: Introduction to Cations

Briefly introduce the concept of cations and their importance in chemistry
Discuss the difference between cations and anions
Introduce the concept of tests that can be used to identify cations in aqueous solutions
End the lesson with a quick quiz to assess understanding of the introductory concepts
Lesson 2: Aluminium and Ammonium

Introduce aluminium and ammonium cations and their properties
Describe the tests using aqueous sodium hydroxide and aqueous ammonia to identify Al3+ and NH4+ respectively
Conduct a demonstration of the tests using a sample solution and observe the results
End the lesson with a homework assignment to practice identifying Al3+ and NH4+ cations using the tests
Lesson 3: Calcium and Chromium(III)

Introduce calcium and chromium(III) cations and their properties
Describe the tests using aqueous sodium hydroxide to identify Ca2+ and Cr3+ respectively
Conduct a demonstration of the tests using a sample solution and observe the results
End the lesson with a quiz to assess understanding of the tests and the properties of Ca2+ and Cr3+
Lesson 4: Copper(II) and Iron(II)

Introduce copper(II) and iron(II) cations and their properties
Describe the tests using aqueous sodium hydroxide to identify Cu2+ and Fe2+ respectively
Conduct a demonstration of the tests using a sample solution and observe the results
End the lesson with a homework assignment to practice identifying Cu2+ and Fe2+ cations using the tests
Lesson 5: Iron(III) and Zinc

Introduce iron(III) and zinc cations and their properties
Describe the tests using aqueous sodium hydroxide to identify Fe3+ and Zn2+ respectively
Conduct a demonstration of the tests using a sample solution and observe the results
End the lesson with a quiz to assess understanding of the tests and the properties of Fe3+ and Zn2+
Lesson 6: Review and Summative Assessment

Review the tests and properties of all the cations covered in the previous lessons
Provide additional practice problems to reinforce the concepts learned in the previous lessons
Conduct a summative assessment to evaluate student understanding of the topic and the ability to identify cations using the tests covered in the previous lessons


2 Describe tests using aqueous sodium hydroxide and aqueous ammonia to identify the aqueous cations:
(a) aluminium, Al3+
(b) ammonium, NH4+
(c) calcium, Ca2+
(d) chromium(III), Cr3+
(e) copper(II), Cu2+
(f) iron(II), Fe2+
(g) iron(III), Fe3+
(h) zinc, Zn2+

24

Qualitative analysis
(Lab and Analysis Skills)

Lesson 1: Introduction to aqueous anions and nitrate test

Objective: Students will be able to identify nitrate ions in aqueous solutions using the sodium hydroxide and aluminum foil test
Introduction to aqueous anions and their properties
Explanation of the nitrate test procedure
Demonstration of the nitrate test and discussion of the results
Practice exercises for students to perform the nitrate test
Formative Assessment: Students will be given an unknown aqueous solution and will need to identify if it contains nitrate ions using the nitrate test.
Lesson 2: Sulfate and sulfite tests

Objective: Students will be able to identify sulfate and sulfite ions in aqueous solutions using specific tests
Recap of the nitrate test and its results
Introduction to sulfate and sulfite ions and their properties
Explanation of the sulfate and sulfite test procedures
Demonstration of the tests and discussion of the results
Practice exercises for students to perform the sulfate and sulfite tests
Formative Assessment: Students will be given an unknown aqueous solution and will need to identify if it contains sulfate or sulfite ions using the appropriate tests.
Lesson 3: Carbonate test

Objective: Students will be able to identify carbonate ions in aqueous solutions using the dilute acid test
Introduction to carbonate ions and their properties
Explanation of the carbonate test procedure
Demonstration of the carbonate test and discussion of the results
Practice exercises for students to perform the carbonate test
Formative Assessment: Students will be given an unknown aqueous solution and will need to identify if it contains carbonate ions using the carbonate test.
Lesson 4: Chloride and iodide tests

Objective: Students will be able to identify chloride and iodide ions in aqueous solutions using specific tests
Recap of the previous tests and their results
Introduction to chloride and iodide ions and their properties
Explanation of the chloride and iodide test procedures
Demonstration of the tests and discussion of the results
Practice exercises for students to perform the chloride and iodide tests
Formative Assessment: Students will be given an unknown aqueous solution and will need to identify if it contains chloride or iodide ions using the appropriate tests.
Lesson 5: Review and comparison of the tests

Objective: Students will be able to compare and contrast the different tests used to identify aqueous anions
Recap of all the tests and their procedures
Discussion of the similarities and differences between the tests
Comparison of the tests' sensitivity, specificity, and ease of use
Practice exercises for students to compare and contrast the tests
Formative Assessment: Students will be given a set of unknown aqueous solutions and will need to choose the appropriate test to identify the anion present.
Lesson 6: Applications of anion identification

Objective: Students will be able to understand the importance of identifying aqueous anions and their applications
Introduction to the applications of anion identification in various fields such as medicine, environmental science, and forensics
Discussion of the importance of identifying specific anions in different contexts
Group project where students research and present on an application of anion identification
Formative Assessment: Students will be given a scenario where an unknown aqueous solution is found at a crime scene or environmental disaster, and students will need to identify the anion present and explain its significance in the context.






3 Describe tests using identify the aqueous anions:
(a) nitrate, NO3- using sodium hydroxide and alumnium foil
(b) sulfate, SO4 2- using barium nitrate or barium chloride solutions
(c) sulfite, SO3 2- using aq KMnO4 solution
(d) carbonate, CO3 2- using dilute acid
(e) chloride, Cl- using silver nitrate solution
(f) iodide, I- using silver nitrate solution

25


Chemistry in Context

Lesson 1: Introduction to Fossil Fuels and Petroleum
Objective: Students will be able to identify the three types of fossil fuels and describe the properties of petroleum.

Introduction to fossil fuels and their importance in energy production
Definition and properties of petroleum as a mixture of hydrocarbons containing hydrogen and carbon only
Video demonstration of fractional distillation and the separation of petroleum into fractions
Group activity: Discussion and comparison of the properties of each fraction
Formative Assessment: Multiple choice quiz on the properties and uses of petroleum fractions
Lesson 2: Properties and Uses of Petroleum Fractions
Objective: Students will be able to describe the uses of each fraction of petroleum and how they change from the bottom to the top of the fractionating column.

Recap of the properties and uses of petroleum fractions
Group activity: Matching exercise of the fractions with their uses
Discussion of the changing properties of the fractions from the bottom to the top of the fractionating column, including decreasing chain length, higher volatility, lower boiling points, lower viscosity
Formative Assessment: Short answer questions on the properties and uses of petroleum fractions
Lesson 3: Hydrogen-Oxygen Fuel Cells
Objective: Students will be able to describe the process of a hydrogen-oxygen fuel cell and compare its advantages and disadvantages to gasoline/petrol engines in vehicles.

Introduction to hydrogen-oxygen fuel cells and their use in producing electricity
Explanation of the chemical reaction that occurs in a hydrogen-oxygen fuel cell, with water as the only product
Comparison of the advantages and disadvantages of hydrogen-oxygen fuel cells with gasoline/petrol engines in vehicles
Formative Assessment: Debate on the benefits and drawbacks of hydrogen-oxygen fuel cells in comparison to gasoline/petrol engines in vehicles
Lesson 4: Anaerobic and Aerobic Respiration
Objective: Students will be able to explain the difference between aerobic and anaerobic respiration, and understand how lipids provide energy for biological systems.

Introduction to aerobic and anaerobic respiration as processes that provide energy for biological systems
Explanation of the differences between aerobic and anaerobic respiration, including the presence or absence of oxygen
Discussion of how lipids are used as reserve stores of energy in the body
Formative Assessment: Fill-in-the-blank quiz on the processes of aerobic and anaerobic respiration, and the role of lipids in providing energy
Lesson 5: Methane and Natural Gas
Objective: Students will be able to describe the properties of methane as the main constituent of natural gas, and identify the uses of natural gas.

Introduction to methane as the main constituent of natural gas
Discussion of the properties of methane, including its composition and physical characteristics
Identification of the uses of natural gas, such as heating and cooking
Formative Assessment: Identification of the properties and uses of methane and natural gas in a matching exercise
Lesson 6: Bitumen and Road Construction
Objective: Students will be able to describe the properties of bitumen and its uses in road construction.

Introduction to bitumen as a fraction of petroleum
Discussion of the properties of bitumen, including its high viscosity and adhesiveness
Explanation of the uses of bitumen in road construction, including its ability to waterproof and provide durability
Formative Assessment: Short answer questions on the properties and uses of bitumen in road construction.

Energy
1 Name fossil fuels; coal, natural gas and petroleum
2 Name methane as main constituent of natural gas
3 State that petroleum is a mixture of hydrocarbons, compounds containing hydrogen and carbon only
4 Describe separation of petroleum into useful fraction by fractional distillation
5 Describe how the properties of fractions obtained from petroleum change from the bottom to the top of the fractionating column, limited to:
(a) decreasing chain length
(b) higher volatility
(c) lower boiling points
(d) lower viscosity
6 Name the uses of the fractions as:
(a) refinery gas fraction for gas used in heating and cooking
(b) gasoline /petrol fraction for fuel used in cars
(c) naphtha fraction as a chemical feedstock
(d) kerosene /paraffin fraction for jet fuel
(e) diesel oil/ gas oil fraction for fuel used in diesel engines
(f) fuel oil fraction for fuel used in ships and home heating systems
(g) lubricating oil fraction for lubricants, waxes and polishes
(h) bitumen fraction for making roads
7 State that hydrogen-oxygen fule cell uses hydrogen and oxygen to produce electricity with water as the only chenical product
8 Describe the advantages and disadvantages of using hydrogen–oxygen fuel cells in comparison with gasoline /petrol engines in vehicles
9 Understand how respiration (aerobic and inaerobic), an exothermic process, provides energy for biological systems and lipds as reserve stores of energy.

26


Chemistry in Context

Lesson 1: (Day 1)

Topic: Introduction to Electrovoltaic Cells

Lesson Objectives:

Define electrovoltaic cells
Understand the redox reactions involved in electrovoltaic cells
Identify the components of a typical electrovoltaic cell
Describe the conversion of chemical energy to electrical energy in a Cu-Zn galvanic cell
Formative Assessment: Short quiz on the basics of electrovoltaic cells
Lesson 2: (Day 2)

Topic: Advantages and Limitations of Electrovoltaic Cells

Lesson Objectives:

Identify the advantages of electrovoltaic cells
Describe the limitations of electrovoltaic cells
Understand how the limitations of electrovoltaic cells can be addressed
Formative Assessment: Discussion on the advantages and limitations of electrovoltaic cells
Lesson 3: (Day 3)

Topic: Introduction to Photovoltaic Cells

Lesson Objectives:

Define photovoltaic cells
Understand the photovoltaic principle
Identify the components of a typical photovoltaic cell
Describe the conversion of solar energy to electrical energy in a photovoltaic cell
Formative Assessment: Short quiz on the basics of photovoltaic cells
Lesson 4: (Day 4)

Topic: Advantages and Limitations of Photovoltaic Cells

Lesson Objectives:

Identify the advantages of photovoltaic cells
Describe the limitations of photovoltaic cells
Understand how the limitations of photovoltaic cells can be addressed
Formative Assessment: Discussion on the advantages and limitations of photovoltaic cells
Lesson 5: (Day 5)

Topic: Carbon Footprint

Lesson Objectives:

Define carbon footprint
Understand the significance of carbon footprint
Identify the sources of carbon footprint
Describe the impact of carbon footprint on the environment
Formative Assessment: Short quiz on the basics of carbon footprint
Lesson 6: (Day 6)

Topic: Reducing Carbon Footprint

Lesson Objectives:

Identify ways to reduce carbon footprint for individuals
Describe ways to reduce carbon footprint for organizations
Understand the role of renewable energy in reducing carbon footprint
Formative Assessment: Discussion on ways to reduce carbon footprint for individuals and organizations.


10 Describe and explain how electrovoltaic cells convert chemical energy from redox reactions to elecrtrical energy using Cu-Zn galvanic cell as an example
11 Identify photovooltaic cells as a sustainable way to meet energy demands using photovoltaic principle
12 Understand the concept of carbon footprint and describe ways in which it can be reduced for people and organizations

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Scheme of Work: Grade 11 Chemistry

Note: Some weeks are left as empty to mitigate for extraneous circumstances, revision, exams and to include practical activities.

 

SCHEME OF WORK GRADE 11

 

ASSUMPTIONS
Time duration of one session: 40 minutes
Number of sessions per week: 6 sessions
Total teaching hours for complete academic year: 120 hrs

 

Week

Broad Topic or chapter

Breakdown for the week

Learning Objectives

1

Introduction to Chemistry
(Chemical Foundation)

Lesson 1: Introduction to the Particulate Nature of Matter and Chemical Change

Duration: 2 weeks (6 x 40-minute lessons)

Day 1: Lesson 1 - Introduction to Atoms and Elements

Introduction to the topic and its importance in Chemistry
Explanation of atoms and elements and their basic structure
Discussion of the properties of elements and how they combine to form compounds
Day 2: Lesson 2 - Compounds and Mixtures

Introduction to compounds and mixtures
Explanation of the difference between compounds and mixtures
Discussion of homogeneous and heterogeneous mixtures
Day 3: Lesson 3 - Balancing Chemical Equations

Introduction to balancing chemical equations
Explanation of chemical reactions and how they can be represented using equations
Practice balancing simple chemical equations
Day 4: Lesson 4 - State Symbols

Introduction to state symbols (s), (l), (g), and (aq)
Explanation of how state symbols are used in chemical equations
Practice applying state symbols in chemical equations
Day 5: Lesson 5 - Changes of State

Introduction to changes of state (melting, freezing, vaporization, condensation, sublimation, and deposition)
Explanation of the physical and temperature changes that occur during each change of state
Practice explaining observable changes in physical properties and temperature during changes of state
Day 6: Lesson 6 - Assessment

Summative assessment to test understanding of the concepts covered in the past 5 lessons
Assessment may include multiple choice questions, short answer questions, and balancing of chemical equations.
Materials Needed:

Whiteboard and markers
Student handouts
Practice balancing chemical equation worksheet
Assessment questions
Note: The duration of each lesson may vary based on the class's pace, and the teacher may choose to allocate more time to certain topics if necessary.

1.1 Introduction to the particulate nature of matter and chemical change
Understandings:
• Atoms of different elements combine in fixed ratios to form compounds, which
have different properties from their component elements.
• Mixtures contain more than one element and/or compound that are not
chemically bonded together and so retain their individual properties.
• Mixtures are either homogeneous or heterogeneous.
Applications and skills:
• Deduction of chemical equations when reactants and products are specified.
• Application of the state symbols (s), (l), (g) and (aq) in equations.
• Explanation of observable changes in physical properties and temperature
during changes of state.
Guidance:
• Balancing of equations should include a variety of types of reactions.
• Names of the changes of state—melting, freezing, vaporization (evaporation
and boiling), condensation, sublimation and deposition—should be covered.

2

Measurement (Chemical Foundation)

Lesson for Uncertainties and Errors in Measurement and Results:

Duration: 1 Week (2 x 40-minute lessons)

Lesson 1:

Introduction to qualitative and quantitative data (10 minutes)
Explanation of random errors and uncertainties in measurements (15 minutes)
Demonstration of how to determine random errors (10 minutes)
Class activity: Calculate random errors for a set of measurements (5 minutes)
Lesson 2:

Introduction to systematic errors and their effects (10 minutes)
Explanation of how to reduce random errors (10 minutes)
Class activity: Analyze systematic errors in a sample experiment (10 minutes)
Discussion on how to minimize systematic errors (10 minutes)
Assessment:

A written test on the concepts of random and systematic errors and their effects on measurements
Lesson for Graphical Techniques:

Duration: 1 Week (2 x 40-minute lessons)

Lesson 1:

Introduction to graphical techniques (10 minutes)
Explanation of sketched graphs (10 minutes)
Class activity: Sketch a graph to show a qualitative trend (15 minutes)
Discussion on how to interpret sketched graphs (5 minutes)
Lesson 2:

Explanation of drawn graphs (10 minutes)
Demonstration of how to plot a graph with labelled and scaled axes (10 minutes)
Class activity: Plot a graph from a set of quantitative data (15 minutes)
Discussion on how to interpret drawn graphs and determine physical quantities (5 minutes)
Assessment:

A written test on the concepts of sketched and drawn graphs and their interpretation
Lesson for Spectroscopic Identification of Organic Compounds:

Duration: 1 Week (2 x 40-minute lessons)

Lesson 1:

Introduction to the degree of unsaturation and IHD (10 minutes)
Explanation of how to determine the number of rings and multiple bonds in a molecule (15 minutes)
Class activity: Calculate the degree of unsaturation and IHD for a set of compounds (10 minutes)
Discussion on how the degree of unsaturation and IHD can help in identifying compounds (5 minutes)
Lesson 2:

Introduction to mass spectrometry, 1H NMR, and IR spectroscopy (10 minutes)
Explanation of how each technique can help identify compounds and determine their structure (15 minutes)
Class activity: Analyze a sample spectrum and identify the compound (10 minutes)
Discussion on the advantages and limitations of each technique (5 minutes)
Assessment:

A written test on the concepts of the degree of unsaturation, IHD, and spectroscopic techniques for the identification of organic compounds.

Uncertainties and errors in measurement and results:
Qualitative data includes all non-numerical information obtained from observations not from measurement.
- Quantitative data are obtained from measurements, and are always associated with random errors/uncertainties, determined by the apparatus, and by human limitations such as reaction times.
- Propagation of random errors in data processing shows the impact of the uncertainties on the final result.
- Experimental design and procedure usually lead to systematic errors in measurement, which cause a deviation in a particular direction.
- Repeat trials and measurements will reduce random errors but not systematic errors

Graphical techniques:
Graphical techniques are an effective means of communicating the effect of an independent variable on a dependent variable, and can lead to determination of physical quantities.
- Sketched graphs have labelled but unscaled axes, and are used to show qualitative trends, such as variables that are proportional or inversely proportional.
- Drawn graphs have labelled and scaled axes, and are used in quantitative measurements

Spectroscopic identification of organic compounds:
The degree of unsaturation or index of hydrogen deficiency (IHD) can be used to determine from a molecular formula the number of rings or multiple bonds in a molecule.
- Mass spectrometry (MS), proton nuclear magnetic resonance spectroscopy (1H NMR) and infrared spectroscopy (IR) are techniques that can be used to help identify compounds and to determine their structure

3

Nature of Science in Chemistry

Lesson 1: History of Chemistry - Ancient Contributions (1) and Medieval Islamic Advancements (2)

Introduce the contributions of ancient civilizations to chemistry
Discuss the advancements made in alchemy in the medieval Islamic world
Lesson 2: History of Chemistry - Robert Boyle and Antoine Lavoisier (3) (4)

Discuss the work of Robert Boyle in the 17th century on the properties of gases
Discuss the work of Antoine Lavoisier in the 18th century on the nature of matter and the law of conservation of mass
Lesson 3: History of Chemistry - Dmitri Mendeleev and Marie Curie (5) (6)

Discuss the creation of the first periodic table of elements by Dmitri Mendeleev
Discuss the contributions of Marie Curie to the field of chemistry, including her work on radioactivity
Lesson 4: History of Chemistry - DNA Structure and Chemistry in Various Fields (7) (8)

Discuss the discovery of the structure of DNA and its impact on biology, medicine, and genetics
Explore the various fields in which chemistry plays a crucial role, such as medicine, agriculture, energy, and materials science
Lesson 5: TOK and Nature of Chemistry - Introduction and Alchemy (1) (4)

Introduce the TOK and nature of chemistry
Discuss the roots of chemistry in alchemy and its impact on the field
Lesson 6: TOK and Nature of Chemistry - Scientific Method and Skill Development (2) (8)

Discuss the scientific method and its steps
Emphasize the importance of traditional practical skills, mathematics skills, interpersonal skills, and digital technology skills in the development of chemists.

History of Chemistry
1. The ancient Egyptians, Greeks, and Chinese all made significant contributions to the field of chemistry.
2. The medieval Islamic world made significant advancements in alchemy, which laid the foundation for modern chemistry.
3. Robert Boyle is considered the ""father of modern chemistry"" for his work in the 17th century on the properties of gases.
4. Antoine Lavoisier is considered the ""father of modern chemistry"" for his work in the 18th century on the nature of matter and the law of conservation of mass.
5. Dmitri Mendeleev created the first periodic table of elements in 1869, which helped to organize the known elements and predict the properties of new ones.
6. Marie Curie was the first woman to win a Nobel Prize, and the first person to win multiple Nobel Prizes (in physics and chemistry) for her work on radioactivity.
7. The discovery of the structure of DNA in the 1950s by James Watson and Francis Crick revolutionized the field of biology and has had farreaching implications in medicine and genetics.
8. Chemistry plays a crucial role in many fields including medicine, agriculture, energy, and materials science.

TOK and Nature of Chemistry
1. Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills
2. Chemistry is often called the central science as chemical principles underpin both the physical environment and all biological systems
3. Chemistry is a prerequisite for many other courses in higher education and serves as useful preparation for employment
4. Chemistry has its roots in the study of alchemy, the early days of alchemists who aimed to transmute common metals into gold
5. Observations remain essential at the core of chemistry and scientific processes carried out by the most eminent scientists in the past are the same ones followed by working chemists today and accessible to students in schools
6. The body of scientific knowledge has grown in size and complexity, and the tools and skills of theoretical and experimental chemistry have become specialized
7. Both theory and experiments should be undertaken by all students and should complement each other naturally
8. Allow students to develop traditional practical skills, mathematics skills, interpersonal skills, and digital technology skills.

Scientific Method

1. The scientific method is a process used to conduct scientific research and make discoveries.
2. The steps of the scientific method include:
3. Making observations and asking a question
4. Forming a hypothesis, or an educated guess, about the answer to the question
5. Designing and conducting experiments to test the hypothesis
6. Analyzing the data collected from the experiments
7. Drawing conclusions and determining whether the data supports or disproves the hypothesis
8. The scientific method is based on the principles of observation, experimentation, and replication.

4

Stoichiometry
(Physical Chemistry)

Lesson 1: Introduction to Chemical Equations and Mole Concept

Understanding balanced chemical equations in terms of moles and representative particles
Converting between moles, representative particles, masses, and volumes of gases at STP
Lesson 2: Stoichiometry and Mole Ratios

Understanding mole ratios and their use in stoichiometric problems
Performing stoichiometric calculations using moles, representative particles, masses, and volumes of gases (at STP)
Lesson 3: Limiting Reagents and Percentage Yield

Understanding limiting reagents and how to calculate the maximum amount of product and any unreacted excess reagent
Calculating theoretical yield, actual yield, and percentage yield when given appropriate information
Lesson 4: Volume-Mole Calculations

Understanding the volume of one mole of gas at STP and using it in mole-volume problems
Calculating gram molecular mass of a gas from density measurements at STP
Lesson 5: Formula Calculations

Writing ionic compound formulas from ionic charges and oxidation numbers
Understanding empirical and molecular formulas, anhydrous, hydrated, and water of crystallization, and calculating empirical and molecular formulae using given data
Lesson 6: Mole Concept and Mass Relations

Understanding the mole concept and its applications, including relative atomic mass, relative isotopic mass, relative molecular mass, relative formula mass, and molar mass
Interconverting the percentage composition by mass and the empirical formula, and solving problems involving the relationships between the number of particles, the amount of substance in moles, and the mass in grams

1. Understanding of balanced chemical equations in terms of moles, representative particles, masses, and volumes of gases (at STP).
2. Ability to calculate mole ratios from balanced equations for use in stoichiometric problems.
3. Ability to perform stoichiometric calculations using moles, representative particles, masses, and volumes of gases (at STP).
4. Understanding of limiting reagents and how to calculate the maximum amount of product and amount of any unreacted excess reagent.
5. Ability to calculate theoretical yield, actual yield, and percentage yield when given appropriate information.
6. Understanding of the volume of one mole of a gas at STP and how to use it in mole-volume problems.
7. Understanding of how to calculate the gram molecular mass of a gas from density measurements at STP.
8. Understanding of how to convert measurements of mass, volume, and number of particles using moles.
9. Understanding of the mole and Avogadro's constant and how to use it to define moles in terms of the Avogadro constant.
10. Understanding of how to write ionic compounds formula from ionic charges and oxidation numbers
11. Understanding of how to write balanced equations, including ionic equations, and use appropriate state symbols in equations.
12. Understanding of the terms empirical and molecular formula, anhydrous, hydrated, and water of crystallization.
13. Ability to calculate empirical and molecular formulae using given data.
14. Understanding of reacting masses and volumes of solutions and gases and ability to perform calculations involving reacting masses, volumes of gases, volumes and concentrations of solutions, limiting reagent and excess reagent, percentage yield calculations.
15. Understanding the mole concept, understanding the mole is a fixed number of particles, the relative atomic mass, relative isotopic mass, relative molecular mass, relative formula mass, molar mass, empirical and molecular formula, ability to calculate molar masses of atoms, ions, molecules, and formula units, ability to solve problems involving the relationships between the number of particles, the amount of substance in moles, and the mass in grams, ability to interconvert the percentage composition by mass and the empirical formula.

5

Atomic Structure
(Physical Chemistry)

Lesson 1: Atomic Structure

Describing the structure of an atom, including the nucleus and electron cloud, and the probabilistic paths of electrons
Identifying protons, neutrons, and electrons in terms of their relative charges and masses
Understanding atomic and proton numbers, mass and nucleon numbers, and the distribution of mass and charge within an atom
Lesson 2: Electronic Configurations

Understanding shells, sub-shells, and orbitals, and their relation to electronic configurations
Describing the number of orbitals in s, p, and d sub-shells and their corresponding electron capacity
Understanding the order of sub-shell energies and determining electronic configurations of atoms and ions
Lesson 3: Periodic Trends

Explaining the concept of ionization energy and its trend across the Periodic Table
Describing the factors that influence ionization energies, including nuclear charge, atomic/ionic radius, and shielding by inner shells
Deducing the electronic configurations of elements using successive ionization energy data
Using successive ionization energy data to determine the position of an element in the Periodic Table
Lesson 4: Isotopes and Mass Spectrometry

Understanding the concept of isotopes, their notation, and their effect on chemical properties
Describing the principles and operation of a mass spectrometer and its application in determining relative atomic mass
Performing calculations involving non-integer relative atomic masses and isotope abundance from given data, including mass spectra
Lesson 5: Atomic Orbitals

Describing the shapes of s and p orbitals
Understanding the concept of free radicals as species with unpaired electrons
Using the electrons in boxes notation to determine electronic configurations of atoms and ions
Lesson 6: Emission Spectra

Understanding the concept of emission spectra and its application in deducing electronic configurations of elements

1. Describe the structure of atom as a central positively charged nucleus surrounded by negatively charged cloud of electrons due to electrostatic attraction
- understand that, unlike orbits, shells and subshells are energy levels of electrons and a bigger shell implies greater energy and average distance from nucleus
- electrons are quantum particles with probabilistic paths whose exact paths and locations cannot be mapped (with reference to the uncertainty principle)
- nucleus is made of protons and neutrons held together by strong force
- understand that atomic model is a model to aid understanding and if an atom were to be 'photographed' it will be a fuzzy cloud
2. Identify and describe protons, neutrons and electrons in terms of their relative charges and relative masses
3. Understand the terms atomic and proton number; mass and nucleon number
4. Describe the distribution of mass and charge within an atom
5. Describe the behavior of beams of protons, neutrons and electrons moving at the same velocity in an electric field
6. Determine the numbers of protons, neutrons and electrons present in both atoms and ions given atomic or proton number, mass or nucleon number and charge
7. Explain qualitatively the variations in atomic radius and ionic radius across a period and down a group
8. Define the term isotope in terms of numbers of protons and neutrons
9. Understand the notation for isotopes
10. State that and explain why isotopes of the same element have the same chemical properties and different physical properties, limited to mass and density
11. Understand the terms: shells, sub-shells and orbitals, principal quantum number (n), ground state, limited to electronic configuration
12. Describe the number of orbitals making up s, p and d sub-shells, and the number of electrons that can fill s, p and d sub-shells
13. Describe the order of increasing energy of the sub-shells within the first three shells and the 4s and 4p sub-shells
14. Describe the electronic configurations to include the number of electrons in each shell, sub-shell and orbital
15. Explain the electronic configurations in terms of energy of the electrons and inter-electron repulsion
16. Determine the electronic configuration of atoms and ions given the atomic or proton number and charge, using either of the following conventions
17. Understand and use the electrons in boxes notation
18. Describe and sketch the shapes of s and p orbitals
19. Describe a free radical as a species with one or more unpaired electrons
20. Understand the concept of ionization energy and its trends across a period and down a group of the Periodic Table and the variation in successive ionization energies of an element
21. Understand that ionization energies are due to the attraction between the nucleus and the outer electron
22. Explain the factors influencing the ionization energies of elements in terms of nuclear charge, atomic/ionic radius, shielding by inner shells and sub-shells and spin-pair repulsion
23. Deduce the electronic configurations of elements using successive ionization energy data
24. Deduce the position of an element in the Periodic Table using successive ionization energy data
25. Use mass spectrometer to determine the relative atomic mass of an element from its isotopic composition.
26. Perform calculations involving non-integer relative atomic masses and abundance of isotopes from given data, including mass spectra.
27. Understand the concept of emission spectra and use it to deduce the electronic configuration of elements.

6

Chemical Bonding
(Physical Chemistry)

Lesson 1: Introduction to Electronegativity: Define electronegativity as the power of an atom to attract electrons to itself and discuss its importance in determining the nature of chemical bonding.

Lesson 2: Factors Influencing Electronegativity: Explain the factors influencing the electronegativities of the elements in terms of nuclear charge, atomic radius, and shielding by inner shells and sub-shells.

Lesson 3: Trends in Electronegativity: State and explain the trends in electronegativity across a period and down a group of the Periodic Table, including the electronegativity difference scale.

Lesson 4: Ionic and Covalent Bonding: Use the differences in Pauling electronegativity values to predict the formation of ionic and covalent bonds, and provide examples.

Lesson 5: Ionic Bonding: Define ionic bonding as the electrostatic attraction between oppositely charged ions (positively charged cations and negatively charged anions) and describe ionic bonding, including the examples of sodium chloride, magnesium oxide, and calcium fluoride.

Lesson 6: Metallic Bonding: Define metallic bonding as the electrostatic attraction between positive metal ions and delocalized electrons, and provide examples.

1. Define electronegativity as the power of an atom to attract electrons to itself
2. Explain the factors influencing the electronegativities of the elements in terms of nuclear charge, atomic radius and shielding by inner shells and sub-shells
3. State and explain the trends in electronegativity across a period and down a group of the Periodic Table
4. Use the differences in Pauling electronegativity values to predict the formation of ionic and covalent bonds
5. Define ionic bonding as the electrostatic attraction between oppositely charged ions (positively charged cations and negatively charged anions) and describe ionic bonding including the examples of sodium chloride, magnesium oxide and calcium fluoride
6. Define metallic bonding as the electrostatic attraction between positive metal ions and delocalized electrons
7. Define covalent bonding as electrostatic attraction between the nuclei of two atoms and a shared pair of electrons, describe covalent bonding in molecules, use the concept of hybridization to describe sp, sp2 and sp3 orbitals and use bond energy values and the concept of bond length to compare the reactivity of covalent molecules
8. State and explain the shapes of, and bond angles in, molecules by using VSEPR theory, predict the shapes of, and bond angles in, molecules and ions analogous to those specified
9. Describe the types of van der Waals’ force:
- instantaneous dipole – induced dipole (id-id) force, also called London dispersion forces
- permanent dipole – permanent dipole (pd-pd) force, including hydrogen bonding
- Hydrogen bonding as a special case of permanent dipole – permanent dipole force between molecules where hydrogen is bonded to a highly electronegative atom
10. Describe hydrogen bonding, limited to molecules containing N–H and O–H groups, including ammonia and water as simple examples
11. Use the concept of hydrogen bonding to explain the anomalous properties of H2O (ice and water)
12. Use the concept of electronegativity to explain bond polarity and dipole moments of molecules
13. Describe van der Waals’ forces as the intermolecular forces between molecular entities and explain the types of van der Waals’ force
14. State that, in general, ionic, covalent and metallic bonding are stronger than intermolecular forces
15. Use dot-and-cross and lewis dot diagrams to show the arrangement of electrons in covalent molecules and ions.

7

Chemical Bonding
(Physical Chemistry)

Lesson 1: Covalent Bonding: Define covalent bonding as the electrostatic attraction between the nuclei of two atoms and a shared pair of electrons, describe covalent bonding in molecules, use the concept of hybridization to describe sp, sp2, and sp3 orbitals, and use bond energy values and the concept of bond length to compare the reactivity of covalent molecules.

Lesson 2: Molecular Shapes and Bond Angles: State and explain the shapes of, and bond angles in, molecules by using VSEPR theory, predict the shapes of, and bond angles in, molecules and ions analogous to those specified.

Lesson 3: Van der Waals Forces: Describe the types of van der Waals’ force, including instantaneous dipole – induced dipole (id-id) force, permanent dipole – permanent dipole (pd-pd) force, and hydrogen bonding, which is a special case of permanent dipole – permanent dipole force between molecules where hydrogen is bonded to a highly electronegative atom.

Lesson 4: Hydrogen Bonding: Describe hydrogen bonding, limited to molecules containing N–H and O–H groups, including ammonia and water as simple examples.

Lesson 5: Anomalous Properties of Water: Use the concept of hydrogen bonding to explain the anomalous properties of H2O (ice and water).
Bond Polarity and Dipole Moments: Use the concept of electronegativity to explain bond polarity and dipole moments of molecules, and how they relate to intermolecular forces.
Lesson 6: Review and sumamtive

1. Define electronegativity as the power of an atom to attract electrons to itself
2. Explain the factors influencing the electronegativities of the elements in terms of nuclear charge, atomic radius and shielding by inner shells and sub-shells
3. State and explain the trends in electronegativity across a period and down a group of the Periodic Table
4. Use the differences in Pauling electronegativity values to predict the formation of ionic and covalent bonds
5. Define ionic bonding as the electrostatic attraction between oppositely charged ions (positively charged cations and negatively charged anions) and describe ionic bonding including the examples of sodium chloride, magnesium oxide and calcium fluoride
6. Define metallic bonding as the electrostatic attraction between positive metal ions and delocalized electrons
7. Define covalent bonding as electrostatic attraction between the nuclei of two atoms and a shared pair of electrons, describe covalent bonding in molecules, use the concept of hybridization to describe sp, sp2 and sp3 orbitals and use bond energy values and the concept of bond length to compare the reactivity of covalent molecules
8. State and explain the shapes of, and bond angles in, molecules by using VSEPR theory, predict the shapes of, and bond angles in, molecules and ions analogous to those specified
9. Describe the types of van der Waals’ force:
- instantaneous dipole – induced dipole (id-id) force, also called London dispersion forces
- permanent dipole – permanent dipole (pd-pd) force, including hydrogen bonding
- Hydrogen bonding as a special case of permanent dipole – permanent dipole force between molecules where hydrogen is bonded to a highly electronegative atom
10. Describe hydrogen bonding, limited to molecules containing N–H and O–H groups, including ammonia and water as simple examples
11. Use the concept of hydrogen bonding to explain the anomalous properties of H2O (ice and water)
12. Use the concept of electronegativity to explain bond polarity and dipole moments of molecules
13. Describe van der Waals’ forces as the intermolecular forces between molecular entities and explain the types of van der Waals’ force
14. State that, in general, ionic, covalent and metallic bonding are stronger than intermolecular forces
15. Use dot-and-cross and lewis dot diagrams to show the arrangement of electrons in covalent molecules and ions.

8

States and Phases of Matter
(Physical Chemistry)


Lesson 1: Introducing Liquid Properties based on Kinetic Molecular Theory

Describe the properties of liquids, such as diffusion, compression, expansion, motion of molecules, spaces between them, intermolecular forces, and kinetic energy, based on the Kinetic Molecular Theory.
Lesson 2: Understanding Intermolecular Forces

Explain the applications of intermolecular forces, including dipole-dipole forces, hydrogen bonding, and London forces.
Lesson 3: Physical Properties of Liquids

Describe the physical properties of liquids, such as evaporation, vapor pressure, boiling point, viscosity, and surface tension.
Lesson 4: The Unique Properties of Water due to Hydrogen Bonding

Use the concept of hydrogen bonding to explain the unique properties of water, such as high surface tension, high specific heat, low vapor pressure, high heat of vaporization, and high boiling point.
Lesson 5: Heat of Fusion and Vaporization

Define molar heat of fusion and molar heat of vaporization, and explain how heat of fusion and heat of vaporization affect the particles that make up matter.
Lesson 6: Energy Changes and Equilibrium

Relate energy changes to changes in intermolecular forces, and define dynamic equilibrium between two physical states.

1. Describe simple properties of liquids e.g., diffusion, compression, expansion, motion of molecules, spaces between them, intermolecular forces and kinetic energy based on Kinetic Molecular Theory.
2. Explain applications of dipole-dipole forces, hydrogen bonding and London forces.
3. Describe physical properties of liquids such as evaporation, vapor pressure, boiling point, viscosity and surface tension.
4. Use the concept of Hydrogen bonding to explain the following properties of water: high surface tension, high specific heat, low vapor pressure, high heat of vaporization, and high boiling point.
5. Define molar heat of fusion and molar heat of vaporization.
6. Describe how heat of fusion and heat of vaporization affect the particles that make up matter.
7. Relate energy changes with changes in intermolecular forces.
8. Define dynamic equilibrium between two physical states.
9. Describe liquid crystals and give their uses in daily life.
10. Differentiate liquid crystals from pure liquids and crystalline solids.
11. Describe simple properties of solids e.g., diffusion, compression, expansion, motion of molecules, spaces between them, intermolecular forces and kinetic energy based on kinetic molecular theory.
12. Differentiate between amorphous and crystalline solids.
13. Describe properties of crystalline solids like geometrical shape, melting point, cleavage planes, habit of a crystal, crystal growth.

9

Energetics & Thermochemistry
(Physical Chemistry)


Lesson 1: Enthalpy changes in Chemical Reactions

Understand that chemical reactions are accompanied by enthalpy changes and these changes can be exothermic (ΔH is negative) or endothermic (ΔH is positive)
Define and use terms such as standard conditions, enthalpy change, reaction, formation, combustion, neutralisation
Understand the concept of endothermic and exothermic reactions
Understand the concept of standard conditions and standard states in measuring energy changes
Lesson 2: Energy and Bonding

Understand that energy transfers occur during chemical reactions because of the breaking and making of bonds
Use bond energies to calculate enthalpy change of reaction, ΔH
Understand that some bond energies are exact and some bond energies are averages
Understand the relationship between bond formation and energy, and bond breaking and energy
Understand the concept of average bond enthalpy.
Lesson 3: Enthalpy Changes and Experimental Results

Calculate enthalpy changes from appropriate experimental results, including the use of the relationships q = mcΔT and ΔH = –mcΔT/n
Define and use terms such as enthalpy change of atomisation, ΔH, lattice energy, ΔH, first electron affinity, EA
Lesson 4: Born-Haber Cycles

Construct and use Born–Haber cycles for ionic solids
Carry out calculations involving Born–Haber cycles
Explain the effect of ionic charge and ionic radius on the numerical magnitude of a lattice energy
Lesson 5: Enthalpy Changes of Solution and Hydration

Define and use the term enthalpy change with reference to hydration and solution
Construct and use an energy cycle involving enthalpy change of solution, lattice energy, and enthalpy change of hydration
Carry out calculations involving the energy cycles
Explain the effect of ionic charge and ionic radius on the numerical magnitude of an enthalpy change of hydration
Lesson 6: Entropy Changes

Define the term entropy, S, as the number of possible arrangements of the particles and their energy in a given system
Predict and explain the sign of the entropy changes that occur during a change in state, temperature change, and a reaction in which there is a change in the number of gaseous molecules
Calculate the entropy change for a reaction, ΔS, given the standard entropies, S, of the reactants and products.

1. Understand that chemical reactions are accompanied by enthalpy changes and these changes can be exothermic (ΔH is negative) or endothermic (ΔH is positive)
2. Construct and interpret a reaction pathway diagram, in terms of the enthalpy change of the reaction and of the activation energy
3. Define and use terms such as standard conditions, enthalpy change, reaction, formation, combustion, neutralisation
4. Understand that energy transfers occur during chemical reactions because of the breaking and making of bonds
5. Use bond energies to calculate enthalpy change of reaction, ΔH
6. Understand that some bond energies are exact and some bond energies are averages
7. Calculate enthalpy changes from appropriate experimental results, including the use of the relationships q = mcΔT and ΔH = –mcΔT/n
8. Define and use terms such as enthalpy change of atomisation, ΔH, lattice energy, ΔH, first electron affinity, EA
9. Explain the factors affecting the electron affinities of elements
10. Describe and explain the trends in the electron affinities of the Group 16 and Group 17 elements
11. Construct and use Born–Haber cycles for ionic solids
12. Carry out calculations involving Born–Haber cycles
13. Explain the effect of ionic charge and ionic radius on the numerical magnitude of a lattice energy
14. Define and use the term enthalpy change with reference to hydration, and solution
15. Construct and use an energy cycle involving enthalpy change of solution, lattice energy and enthalpy change of hydration
16. Carry out calculations involving the energy cycles
17. Explain the effect of ionic charge and ionic radius on the numerical magnitude of an enthalpy change of hydration
18. Define the term entropy, S, as the number of possible arrangements of the particles and their energy in a given system
19. Predict and explain the sign of the entropy changes that occur during a change in state, temperature change and a reaction in which there is a change in the number of gaseous molecules
20. Calculate the entropy change for a reaction, ΔS, given the standard entropies, S, of the reactants and products
21. Understand the concept of heat as a form of energy
22. Understand the relationship between temperature and kinetic energy of particles
23. Understand that total energy is conserved in chemical reactions
24. Understand the concept of endothermic and exothermic reactions
25. Understand the concept of standard conditions and standard states in measuring energy changes
26. Understand the concept of Hess's Law and how to apply it to calculate enthalpy changes in a reaction carried out in multiple steps.
27. Understand the relationship between bond formation and energy, and bond breaking and energy
28. Understand the concept of average bond enthalpy.

10

Reaction Kinetics
(Physical Chemistry)

Lesson 1: Introduction to Chemical Kinetics

Understand the concept of chemical reactions and the rate of reaction
Understand the concept of collision theory and how it relates to the rate of chemical reactions
Lesson 2: Factors Affecting Rate of Reaction

Explain how changes in concentration and pressure affect the rate of a reaction in terms of frequency of effective collisions
Use experimental data to calculate the rate of a reaction
Lesson 3: Activation Energy and Reaction Pathways

Understand the concept of activation energy and its role in chemical reactions
Interpret and construct reaction pathway diagrams, including in the presence and absence of catalysts
Lesson 4: Temperature and Rate of Reaction

Use the Boltzmann distribution to explain the effect of temperature on the rate of a reaction
Describe the effect of temperature change on the rate constant and rate of a reaction
Lesson 5: Rate Equations and Reaction Mechanisms

Understand and use rate equations, including orders of reaction and rate constants
Calculate the numerical value of a rate constant using the initial rates and half-life method
Suggest a reaction mechanism that is consistent with a given rate equation and rate-determining step
Lesson 6: Gibbs Free Energy and Feasibility of Reactions

Understand the relationship between Gibbs free energy change, ΔG, and the feasibility of a reaction

1 Understand the concept of collision theory and how it relates to the rate of chemical reactions
2 Explain how changes in concentration and pressure affect the rate of a reaction in terms of frequency of effective collisions
3 Use experimental data to calculate the rate of a reaction
4 Understand the concept of activation energy and its role in chemical reactions
5 Use the Boltzmann distribution to explain the effect of temperature on the rate of a reaction
6 Understand the concept of catalysts and how they increase the rate of a reaction by lowering the activation energy
7 Interpret and construct reaction pathway diagrams, including in the presence and absence of catalysts
8 Understand the relationship between Gibbs free energy change, ΔG, and the feasibility of a reaction
9 Understand and use rate equations, including orders of reaction and rate constants
10 Calculate the numerical value of a rate constant using the initial rates and half-life method
11 Suggest a reaction mechanism that is consistent with a given rate equation and rate-determining step
12 Describe the effect of temperature change on the rate constant and rate of a reaction.


11

Equilibria
(Basic, Acid-Base, Ionic)
(Physical Chemistry)

Lesson 1: Reversible reactions and dynamic equilibrium

Understand the concept of reversible reactions
Define dynamic equilibrium and the conditions required to establish it
Understand the relationship between the rates of forward and reverse reactions and the concentration of reactants and products
Lesson 2: Equilibrium conditions and recognition

State the necessary conditions for equilibrium
Understand the ways to recognize equilibrium in a chemical system
Differentiate between static and dynamic equilibrium
Lesson 3: Microscopic events in equilibrium

Describe the microscopic events that occur in a chemical system at equilibrium
Understand how changes in concentration or temperature affect the equilibrium position
Lesson 4: Equilibrium expressions

Write the equilibrium expression for a given chemical reaction in terms of concentration, partial pressure, number of moles, and mole fraction
Understand how to calculate the equilibrium constant (Kc or Kp)
Lesson 5: Macroscopic changes during shifts in equilibrium

Propose microscopic events that account for observed macroscopic changes during a shift in equilibrium
Understand how to predict the direction of the shift and the effect on the equilibrium constant
Lesson 6: Le Chatelier's Principle and applications

State Le Chatelier's Principle and understand how it applies to systems in equilibrium with changes in concentration, pressure, temperature, or the addition of catalyst
Explain the industrial applications of Le Chatelier's Principle, using Haber's process as an example
Determine if the equilibrium constant will increase or decrease when temperature is changed, given the equation for the reaction

1. Understand what is meant by a reversible reaction and dynamic equilibrium in terms of the rate of forward and reverse reactions being equal and the concentration of reactants and products remaining constant
2. State the necessary conditions for equilibrium and the ways that equilibrium can be recognized.
3. Describe the microscopic events that occur when a chemical system is in equilibrium.
4. Write the equilibrium expression for a given chemical reaction in terms of concentration, partial pressure, number of moles and mole fraction.
5. Propose microscopic events that account for observed macroscopic changes that take place during a shift in equilibrium.
6. Determine if the equilibrium constant will increase or decrease when temperature is changed, given the equation for the reaction.
7. State Le Chatelier's Principle and be able to apply it to systems in equilibrium with changes in concentration, pressure, temperature, or the addition of catalyst.
8. Explain industrial applications of Le Chatelier's Principle using Haber's process as an example.
9. Define and explain solubility product.

12

Periodicity
(Inorganic Chemistry)

Lesson 1:

Introduction to the periodic table and its organization into groups and periods
Overview of the four blocks and their associated sublevels
Explanation of how to determine the outer energy level (period number) occupied by electrons
Examples of how to use the periodic table to deduce the principal energy level and valence electrons of an atom
Lesson 2:

Overview of metallic, non-metallic, and metalloid elements and their general properties
Introduction to group naming conventions recommended by IUPAC
Explanation of how to deduce the electron configuration of an atom from its position on the periodic table and vice versa
Lesson 3:

Discussion of trends in atomic and ionic radius, ionization energy, electron affinity, and electronegativity across periods and groups of the periodic table
Explanation of how these trends are related to the properties and behavior of elements
Examples of how to predict the properties of an element based on its position in the periodic table
Lesson 4:

Detailed exploration of the chemical behavior of selected elements (e.g. Na, Mg) with oxygen, chlorine, and water
Explanation of how to write balanced chemical equations for these reactions and predict the likely pH of resulting solutions
Analysis of the oxidation numbers of oxides and chlorides based on outer shell electrons
Lesson 5:

Explanation of acid/base behavior of oxides and hydroxides, including amphoteric behavior where relevant
Discussion of reactions of chlorides with water and their resulting pH
Analysis of bonding types present in oxides and chlorides based on chemical and physical properties
Lesson 6:

Overview of how to deduce the nature and identity of unknown elements based on given physical and chemical properties
Discussion of how to predict the position of an unknown element in the periodic table based on its properties and behavior

1. The periodic table consists of groups (vertical columns) and periods (horizontal rows)
2. The periodic table is arranged into four blocks associated with the four sublevels—s, p, d, and f.
3. The period number (n) is the outer energy level that is occupied by electrons.
4. The number of the principal energy level and the number of the valence electrons in an atom can be deduced from its position on the periodic table.
5. The periodic table shows the positions of metals, non-metals and metalloids.
6. Vertical and horizontal trends in the periodic table exist for atomic radius, ionic radius, ionization energy, electron affinity and electronegativity.
7. Trends in metallic and non-metallic behavior are due to the trends in valence electrons.
8. The terms alkali metals, halogens, noble gases, transition metals, lanthanoids and actinoids should be known.
9. The group numbering scheme from group 1 to group 18, as recommended by IUPAC, should be used.
10. Deduction of the electron configuration of an atom from the element’s position on the periodic table, and vice versa.
11. describe, and write equations for, the reactions of the elements with oxygen, chlorine and water (Na and Mg only)
12. state and explain the variation in the oxidation number of the oxides and chlorides (NaCl, MgCl in terms of their outer shell (valence shell)electrons
13. describe, and write equations for, the reactions, if any, of the oxides with water including the likely pHs of the solutions obtained
14. describe, explain, and write equations for, the acid / base behaviour of the oxides and the hydroxides NaOH, Mg(OH)2 including, where relevant, amphoteric behaviour in reactions with acids and bases (sodium hydroxide only)
15. describe, explain, and write equations for, the reactions of the chlorides with water including the likely pHs of the solutions obtained
16. explain the variations and trends in terms of bonding and electronegativity
17. suggest the types of chemical bonding present in the chlorides and oxides from observations of their chemical and physical properties
18. predict the characteristic properties of an element in a given group by using knowledge of chemical periodicity
19. deduce the nature, possible position in the Periodic Table and identity of unknown elements from given information about physical and chemical properties

13

Group 2
(Inorganic Chemistry)

Lesson 1: Introduction to Group 2 Elements

Overview of Group 2 elements, their electron configurations, and trends in their properties
Introduce common Group 2 compounds such as oxides, hydroxides, and carbonates
Discuss the reactivity series and its application in predicting chemical reactions
Lesson 2: Chemical Reactivity of Group 2 Elements

Describe the reactions of Group 2 elements with oxygen, water, and acids
Explain the reactivity of Group 2 elements in terms of their electron configuration and valence electrons
Perform demonstrations of reactions to illustrate the concepts
Lesson 3: Industrial and Everyday Uses of Group 2 Compounds

Discuss the industrial and everyday uses of Group 2 compounds, including their role in medicine and agriculture
Perform case studies on the use of Group 2 compounds in industry and agriculture
Lesson 4: Extraction and Purification of Group 2 Elements and Compounds

Explain the extraction and purification process of Group 2 elements and their compounds
Perform a laboratory activity to extract and purify a Group 2 compound
Lesson 5: Thermal Decomposition of Group 2 Compounds

Understand and use the term thermal decomposition and its application in the analysis of Group 2 compounds, especially carbonates and nitrates
Perform a laboratory activity to observe the thermal decomposition of a Group 2 carbonate
Lesson 6: Solubility and Enthalpy of Hydration/Solution of Group 2 Compounds

Explain the trend in solubility of Group 2 sulfates and hydroxides using terms enthalpy of hydration and enthalpy of solution
Perform a laboratory activity to measure the solubility of Group 2 compounds and calculate their enthalpies of hydration and solution
Lesson 7: Comparison with Other Groups in the Periodic Table

Compare and contrast the properties and reactivity of Group 2 elements with other groups in the periodic table
Perform a research project to investigate the reactivity and properties of a selected group of elements
Lesson 8: Complex Ions and Basic Oxides in Group 2 Compounds

Understand and use the term complex ion and its application in the formation of Group 2 compounds
Understand and use the term basic oxide and its application in the formation of Group 2 compounds
Perform a laboratory activity to synthesize a Group 2 compound using a complex ion and/or basic oxide.
Assessment:

Summative assessments will be given after each lesson topic to evaluate understanding of the concepts.
A final project will be assigned to demonstrate the students' understanding of the properties, reactivity, and uses of Group 2 elements and compounds.

1. Understand the properties and trends of Group 2 elements, including their electron configurations, reactivity, and common compounds such as oxides, hydroxides and carbonates
2. Describe the chemical reactivity of Group 2 elements, including their reactions with oxygen, water, and acids.
3. Explain the reactivity of Group 2 elements in terms of their electron configuration and valence electrons.
4. Describe the industrial and everyday uses of Group 2 compounds, including their role in medicine and agriculture.
5. Understand and use the term reactivity series and its application in predicting the outcome of chemical reactions.
6. Explain the extraction and purification process of Group 2 elements and their compounds.
7. Understand and use the term thermal decomposition and its application in the analysis of Group 2 compounds especially carbonates and nitrates.
8. Explain the trend in solubility of group 2 sulfates and hydroxides using terms enthalpy of hydration and enthalpy of solution
9. Compare and contrast the properties and reactivity of Group 2 elements with other groups in the periodic table.
10. Understand and use the term complex ion and its application in the formation of Group 2 compounds.
11. Understand and use the term basic oxide and its application in the formation of Group 2 compounds.

14

Group 17
(Inorganic Chemistry)

Lesson 1: Properties and Trends of Halogens

Introduce halogens and their properties (physical state, color, etc.)
Describe the trend in volatility and color of chlorine, bromine, and iodine
Explain the trend in volatility in terms of instantaneous dipole-induced dipole forces
Demonstrate the use of litmus paper to test for the presence of halogens in aqueous solutions
Lesson 2: Chemical Reactivity of Halogens

Describe the relative reactivity of halogens as oxidizing agents
Describe the reactions of halogens with hydrogen and explain their relative reactivity in these reactions
Use molecular models or diagrams to explain the trend in bond strength of halogen molecules
Lesson 3: Halide Ions and Redox Reactions

Describe the relative reactivity of halide ions as reducing agents
Describe and explain the reactions of halide ions with aqueous silver ions and concentrated sulfuric acid
Use redox equations to balance these reactions and identify the oxidizing and reducing agents
Lesson 4: Thermal Stability of Hydrogen Halides

Describe the relative thermal stabilities of the hydrogen halides and explain these in terms of bond strengths
Use molecular models or diagrams to illustrate the different bond strengths in HX molecules
Lesson 5: Disproportionation Reactions

Describe and interpret the reaction of chlorine with cold and hot aqueous sodium hydroxide as disproportionation reactions
Write balanced chemical equations for these reactions and identify the oxidation states of the reactants and products
Lesson 6: Halogens in Water Purification

Explain the use of chlorine in water purification, including the production of the active species HOCl and ClO- which kill bacteria.
Discuss the advantages and disadvantages of using chlorine in water treatment
Have students research and present on alternative water treatment methods, such as UV disinfection or ozone treatment
Assessment:

At the end of each lesson, administer a formative assessment to gauge students' understanding of the material covered.
At the end of the week, administer a summative assessment that covers all the topics taught, such as a written test or a project in which students research and present on the uses and reactions of halogens.

1. Describe the colors and trend in volatility of chlorine, bromine and iodine
2. Describe and explain the trend in bond strength of halogen molecules
3. Interpret the volatility of the elements in terms of instantaneous dipole-induced dipole forces
4. Describe the relative reactivity of the halogen elements as oxidizing agents
5. Describe the reactions of the elements with hydrogen and explain their relative reactivity in these reactions
6. Describe the relative thermal stabilities of the hydrogen halides and explain these in terms of bond strengths
7. Describe the relative reactivity of halide ions as reducing agents
8. Describe and explain the reactions of halide ions with aqueous silver ions and concentrated sulfuric acid
9. Describe and interpret the reaction of chlorine with cold and hot aqueous sodium hydroxide as disproportionation reactions
10. Explain the use of chlorine in water purification, including the production of the active species HOCl and ClO- which kill bacteria.

15

N & S (Inorganic Chemistry)

Lesson 1: Introduction to Nitrogen
Objectives:

Understand the properties and characteristics of nitrogen
Explain the lack of reactivity of nitrogen due to its triple bond strength and lack of polarity
Activities:

Introduce the properties of nitrogen
Discuss the electronic configuration of nitrogen and its bond strength
Explain the lack of reactivity of nitrogen and its importance in the environment
Provide examples of nitrogen compounds
Assessment:

Students will be given a quiz on the properties of nitrogen
Lesson 2: Ammonia and Ammonium Ions
Objectives:

Describe and explain the basicity of ammonia using the Brønsted–Lowry theory
Understand the structure of the ammonium ion and how it is formed by an acid-base reaction
Activities:

Introduce the concept of Brønsted–Lowry theory and its application to ammonia
Discuss the structure of the ammonium ion and its formation
Provide examples of acid-base reactions involving ammonia and ammonium ions
Conduct experiments to demonstrate acid-base reactions
Assessment:

Students will be given a quiz on the basicity of ammonia and the formation of ammonium ions
Lesson 3: Acid-Base Reactions of Ammonia
Objectives:

Describe how ammonia can be displaced from ammonium salts through acid-base reactions
Activities:

Introduce the concept of displacement reactions
Discuss how ammonia can be displaced from ammonium salts
Provide examples of displacement reactions involving ammonia
Conduct experiments to demonstrate displacement reactions
Assessment:

Students will be given a quiz on displacement reactions involving ammonia
Lesson 4: Nitrogen Oxides
Objectives:

Understand the natural and man-made occurrences of oxides of nitrogen and their catalytic removal from exhaust gases of internal combustion engines
Explain the role of NO and NO2 in the formation of photochemical smog, specifically in the reaction with unburned hydrocarbons to form peroxyacetyl nitrate (PAN)
Describe the role of NO and NO2 in the formation of acid rain, both directly and through their catalytic role in the oxidation of atmospheric sulfur dioxide.
Activities:

Introduce the sources of nitrogen oxides and their effects on the environment
Discuss the chemistry of nitrogen oxides and their role in the formation of photochemical smog and acid rain
Conduct experiments to demonstrate the effects of nitrogen oxides on the environment
Assessment:

Students will be given a quiz on the effects of nitrogen oxides on the environment
Lesson 5: Introduction to Sulfur
Objectives:

Understand the properties and characteristics of sulfur
Explain the lack of reactivity of sulfur, with reference to its bonding and stability of its compounds
Activities:

Introduce the properties of sulfur
Discuss the electronic configuration of sulfur and its bond strength
Explain the lack of reactivity of sulfur and its importance in the environment
Provide examples of sulfur compounds
Assessment:

Students will be given a quiz on the properties of sulfur
Lesson 6: Oxidation States of Sulfur
Objectives:

Describe and explain the different oxidation states of sulfur and their relative stability
Understand the properties and uses of sulfuric acid, including its production and industrial applications
Activities:

Introduce the concept of oxidation states
Discuss the different oxidation states of sulfur and their relative stability
Discuss the properties and uses of sulfuric acid
Conduct experiments to demonstrate the properties of sulfuric acid
Assessment:

Students will be given a quiz on the oxidation states of sulfur and the properties of sulfuric acid.

Nitrogen
1. Explain the lack of reactivity of nitrogen due to its triple bond strength and lack of polarity
2. Describe and explain the basicity of ammonia using the Brønsted–Lowry theory
3. Understand the structure of the ammonium ion and how it is formed by an acid-base reaction
4. Describe how ammonia can be displaced from ammonium salts through acid-base reactions
5. Understand the natural and man-made occurrences of oxides of nitrogen and their catalytic removal from exhaust gases of internal combustion engines
6. Explain the role of NO and NO2 in the formation of photochemical smog, specifically in the reaction with unburned hydrocarbons to form peroxyacetyl nitrate (PAN)
7. Describe the role of NO and NO2 in the formation of acid rain, both directly and through their catalytic role in the oxidation of atmospheric sulfur dioxide.

Sulfur
8. Explain the lack of reactivity of sulfur, with reference to its bonding and stability of its compounds.
9. Describe and explain the different oxidation states of sulfur and their relative stability.
10. Understand the properties and uses of sulfuric acid, including its production and industrial applications.
11. Describe the role of sulfur in the formation of acid rain and its impact on the environment.
12. Identify and describe the chemical reactions and processes involving sulfur, such as combustion and oxidation.
13. Understand the uses of sulfur compounds in industry and everyday life, such as in fertilizers, gunpowder and rubber, and in the Synthetic organic chemistry, including the synthesis of dyes, drugs and fragrances.

16

Air
(Envioronmental Chemistry)

Lesson 1: Understanding the Properties and Composition of Air and Factors that Affect Air Quality (40 minutes)

Introduction to the topic of air and its properties and composition
Explanation of the factors that affect air quality, such as temperature, humidity, wind speed and direction, and pollution sources
Class discussion on the factors that can impact air quality in their local area
Review of key terms and concepts related to air quality
Assessment: A short quiz to assess students' understanding of the properties and composition of air and the factors that affect air quality
Lesson 2: Sources and Effects of Air Pollution (40 minutes)

Discussion of the different types of air pollutants, including natural and human-caused pollutants such as Carbon monoxide (CO), Sulfur dioxide (SO2), Nitrogen oxides (NOx), Particulate matter (PM), Ozone (O3), Lead (Pb), Mercury (Hg), Polycyclic aromatic hydrocarbons (PAHs), Persistent organic pollutants (POPs), Greenhouse gases (such as carbon dioxide, methane, and nitrous oxide), Chlorofluorocarbons (CFCs) and other ozone-depleting substances, Volatile organic compounds (VOCs), Heavy metals (such as lead, mercury, and cadmium)
Explanation of the effects of air pollution on the environment and human health
Class discussion on the sources of air pollution in their local area
Review of key terms and concepts related to air pollution
Assessment: A short quiz to assess students' understanding of the sources and effects of air pollution
Lesson 3: Methods and Techniques for Measuring and Monitoring Air Quality (40 minutes)

Explanation of the methods and techniques used to measure and monitor air quality, such as air quality monitoring stations, satellite remote sensing, and citizen science
Class demonstration of a simple air quality monitoring experiment
Discussion of the challenges and limitations of air quality monitoring
Review of key terms and concepts related to air quality monitoring
Assessment: A short quiz to assess students' understanding of the methods and techniques for measuring and monitoring air quality
Lesson 4: The Impact of Human Activities on the Atmosphere (40 minutes)

Discussion of the impact of human activities on the atmosphere, such as burning fossil fuels and deforestation
Explanation of the chemical reactions and processes that occur in the atmosphere, such as the formation of smog and acid rain
Class discussion on the steps that can be taken to reduce the impact of human activities on the atmosphere
Review of key terms and concepts related to the impact of human activities on the atmosphere
Assessment: A short quiz to assess students' understanding of the impact of human activities on the atmosphere
Lesson 5: Laws and Regulations Related to Air Quality (40 minutes)

Explanation of the laws and regulations related to air quality and the measures used to control air pollution
Class discussion on the enforcement and effectiveness of air quality laws and regulations in their local area
Explanation of the role of government and industry in air quality management
Review of key terms and concepts related to air quality laws and regulations
Assessment: A short quiz to assess students' understanding of the laws and regulations related to air quality
Lesson 6: The Link between Air Quality and Human Health (40 minutes)

Explanation of the link between air quality and human health and the ability to evaluate the potential health risks associated with air pollution
Discussion of the technologies and strategies used to reduce air pollution and improve air quality, such as emissions control

1. Understanding of the properties and composition of air and the factors that affect air quality

2. Knowledge of the sources and effects of air pollution, including both natural and human-caused pollutants including Carbon monoxide (CO), Sulfur dioxide (SO2),Nitrogen oxides (NOx), Particulate matter (PM), Ozone (O3), Lead (Pb), Mercury (Hg), Polycyclic aromatic hydrocarbons (PAHs), Persistent organic pollutants (POPs), Greenhouse gases (such as carbon dioxide, methane, and nitrous oxide), Chlorofluorocarbons (CFCs) and other ozone-depleting substances, Volatile organic compounds (VOCs), Heavy metals (such as lead, mercury, and cadmium))

3. Familiarity with the methods and techniques used to measure and monitor air quality

4. Understanding of the impact of human activities on the atmosphere, including the effects of burning fossil fuels and deforestation

5. Knowledge of the chemical reactions and processes that occur in the atmosphere, such as the formation of smog and acid rain

6. Familiarity with the laws and regulations related to air quality and the measures used to control air pollution

7. Ability to analyze data and interpret air quality measurements and trends

8. Understanding of the link between air quality and human health and the ability to evaluate the potential health risks associated with air pollution

9. Knowledge of the technologies and strategies used to reduce air pollution and improve air quality, such as emissions control and renewable energy sources.

10. Ability to design experiments and collect data to test hypotheses about air quality

11. Familiarity with the global scale problems of air pollution, such as global warming and the greenhouse effect.

12. Ability to think critically about the economic, social and political issues related to air pollution and air quality management.

13. Familiarity with light pollution, microplastics, noise pollution, toxic waste and plastic pollution.

17

Water
(Envioronmental Chemistry)

Lesson 1: Introduction to Water Pollution

Understanding the different types of water pollution, such as point source and nonpoint source pollution
Overview of common water pollutants, such as oil, pesticides, and heavy metals
Explanation of the sources and effects of water pollution on human health and the environment
Lesson 2: Water Pollutants and their Effects

In-depth analysis of common water pollutants, such as oil, pesticides, and heavy metals
Discussion of the harmful effects of these pollutants on human health and the environment
Understanding of how water pollutants can spread and affect large areas of water
Lesson 3: Water Treatment Methods

Explanation of the various water treatment methods and technologies, such as filtration and purification
Demonstration of the different processes involved in water treatment and purification
Understanding of the importance of water treatment in maintaining safe and clean water supplies
Lesson 4: Laws and Regulations related to Water Pollution and Conservation

Overview of laws and regulations related to water pollution and conservation
Explanation of how these laws and regulations help to protect and preserve water resources
Understanding of the penalties for violating water pollution laws and regulations
Lesson 5: Impact of Human Activities on Water Resources

Understanding of the impact of human activities on water resources, such as agriculture and industrial processes
Discussion of how these activities can lead to water pollution and depletion of water resources
Explanation of the importance of preserving and protecting water resources for future generations
Lesson 6: Conservation and Management Strategies for Water Resources

Overview of conservation and management strategies for protecting and preserving water resources
Explanation of how individuals, communities, and organizations can contribute to water conservation efforts
Understanding of the importance of water conservation and management in ensuring safe and clean water supplies for the future.

1. Understanding of different types of water pollution, such as point source and nonpoint source pollution

2. Familiarity with common water pollutants, such as oil, pesticides, and heavy metals

3. Knowledge of the sources and effects of water pollution on human health and the environment

4. Understanding of water treatment methods and technologies, such as filtration and purification

5. Familiarity with laws and regulations related to water pollution and conservation

6. Understanding of the impact of human activities on water resources, such as agriculture and industrial processes

7. Knowledge of conservation and management strategies for protecting and preserving water resources

8. Understanding of the chemical properties of water and how they relate to water quality and pollution.

18

Green chemistry and Sustainability
(Envioronmental Chemistry)

Lesson 1: Introduction to Green Chemistry and Sustainability

Definition and principles of green chemistry
Importance of sustainability in chemical processes and products
Historical perspective and current trends
Lesson 2: Environmental and Health Impacts of Traditional Chemical Processes and Products

Overview of environmental and human health impacts of traditional chemical processes and products
Case studies and examples
Regulations and policies related to hazardous chemicals
Lesson 3: Benefits of Green Chemistry in Chemical Manufacturing

Reduced waste and pollution
Increased efficiency and cost savings
Improved product performance and safety
Lesson 4: Life Cycle Assessment and Evaluation of Environmental Impact

Introduction to life cycle assessment (LCA)
Evaluation of environmental impact of chemical products and processes
Application of LCA in industry and research
Lesson 5: Implementation of Green Chemistry and Sustainability Practices

Role of government, industry, and individuals in promoting and implementing green chemistry and sustainability practices
Collaborative and interdisciplinary approaches
Advancements in green chemistry research and education
Lesson 6: Impact of Green Chemistry and Sustainability on Economic, Environmental, and Social Aspects

Positive and negative impacts on economic, environmental, and social aspects
Importance of consumer awareness and education
Future directions and challenges in the field of green chemistry and sustainability.

The goal of this section is to introduce the concepts of green chemistry and sustainability, and to develop a sense of relation and responsibility in individuals towards the world and envioronment.
Candidates are expected to
1. Understand the principles and practices of green chemistry, including reducing or eliminating the use and generation of hazardous substances in the design, manufacture, and use of chemical products.
2. Understand the concept of sustainability and its relationship to green chemistry.
3. Understand the environmental and human health impacts of traditional chemical processes and products.
4. Understand the potential benefits of using green chemistry in chemical manufacturing, including reduced waste and pollution, increased efficiency, and cost savings.
5. Understand the role of government, industry, and individuals in promoting and implementing green chemistry and sustainability practices.
6. Understand the use of renewable resources and the reduction of waste and carbon footprint.
7. Understand the concept of life-cycle assessment and its application in evaluating the environmental impact of chemical products and processes.
8. Understand the importance of collaboration and interdisciplinary approaches in promoting and implementing green chemistry and sustainability practices.
9. Understand the role of chemists in the development and implementation of green chemistry and sustainability practices.
10. Understand the importance of consumer awareness and education in promoting green chemistry and sustainability.
11. Understand the impact of green chemistry and sustainability on economic, environmental and social aspects.

19

Introduction to Organic Chemistry
(Nomenclature, Functional Group, Isomerism, Formulae)
(Organic Chemistry)

Lesson 1: Introduction to Hydrocarbons
Understand the definition of hydrocarbons
Recognize the elements present in hydrocarbons
Distinguish between hydrocarbons and other types of compounds
Lesson 2: Alkanes
Understand the definition of alkanes
Recognize the characteristics of alkanes
Differentiate alkanes from other types of hydrocarbons
Lesson 3: Functional Groups
Understand the concept of functional groups
Recognize the common functional groups in organic compounds
Understand how functional groups determine the properties of organic compounds
Lesson 4: Structural Formulas
Understand the different types of structural formulas used for organic compounds
Know how to interpret and use general, structural, displayed, and skeletal formulas
Lesson 5: Nomenclature
Understand the principles of systematic nomenclature for organic compounds
Be able to name simple aliphatic organic molecules with functional groups
Know the rules for naming organic compounds
Lesson 6: Molecular Formulas
Understand the concept of molecular formulas
Be able to deduce the molecular formula of a compound given its structural formula
L

"1. Understand that hydrocarbons are compounds made up of C and H atoms only

2. Understand that alkanes are simple hydrocarbons with no functional group

3. Understand that compounds in a table contain a functional group which dictates their physical and chemical properties

4. Interpret and use the general, structural, displayed and skeletal formulae of the classes of compounds

5. Understand and use systematic nomenclature of simple aliphatic organic molecules with functional groups

6. Deduce the molecular and/or empirical formula of a compound, given its structural, displayed or skeletal formula

7. Understand and use terminology associated with types of organic compounds and reactions: homologous series, saturated and unsaturated, homolytic and heterolytic fission, free radical, initiation, propagation, termination, nucleophile, electrophile, nucleophilic, electrophilic, addition, substitution, elimination, hydrolysis, condensation, oxidation and reduction

8. Understand and use terminology associated with types of organic mechanisms: free-radical substitution, electrophilic addition, nucleophilic substitution, nucleophilic addition

9. Describe organic molecules as either straight-chained, branched or cyclic

10. Describe and explain the shape of, and bond angles in, molecules containing sp, sp2, and sp3 hybridized atoms

11. Describe the arrangement of σ and π bonds in molecules containing sp, sp2, and sp3 hybridized atoms

12. Understand and use the term planar when describing the arrangement of atoms in organic molecules

13. Describe structural isomerism and its division into chain, positional and functional group isomerism

14. Describe stereoisomerism and its division into geometrical (cis/trans) and optical isomerism

15. Describe geometrical (cis/trans) isomerism in alkenes, and explain its origin in terms of restricted rotation due to the presence of π bonds

16. Describe and explain the shape of benzene and other aromatic molecules, including sp hybridisation, in terms of σ bonds and a delocalised π system

17. Explain what is meant by a chiral center and that such a center gives rise to two optical isomers (enantiomers)

18. Identify chiral centers and geometrical and deduce possible isomers

19. Understand that enantiomers have identical physical and chemical properties except for their ability to rotate plane-polarized light and potential biological activity.

20. Understand and use the terms optically active and racemic mixture.

21. Describe the effect on plane-polarized light of the two optical isomers of a single substance.

22. Explain the significance of chirality in the synthetic preparation of drug molecules, including the potential different biological activity of enantiomers, the need to separate racemic mixtures, and the use of chiral catalysts to produce a single pure optical isomer.

23. Note that compounds can have more than one chiral center, but knowledge of meso compounds and nomenclature such as diastereoisomers is not required.

"

20

Introduction to Organic Chemistry
(Nomenclature, Functional Group, Isomerism, Formulae)
(Organic Chemistry)

Lesson 1: Organic Terminology
Understand and use the terminology associated with organic compounds and reactions
Learn the meaning of terms such as homologous series, saturated and unsaturated, free radical, initiation, propagation, termination, nucleophile, electrophile, addition, substitution, elimination, hydrolysis, condensation, oxidation, and reduction
Lesson 2: Organic Mechanisms
Understand the types of organic mechanisms
Be able to describe free-radical substitution, electrophilic addition, nucleophilic substitution, and nucleophilic addition
Lesson 3: Organic Molecules
Describe organic molecules as straight-chained, branched, or cyclic
Understand the properties of each type of organic molecule
Lesson 4: Hybridization and Bond Angles
Understand the concepts of hybridization and bond angles
Describe the shape of molecules containing sp, sp2, and sp3 hybridized atoms
Understand the arrangement of σ and π bonds in these molecules
Lesson 5: Structural Isomerism
Understand the concept of structural isomerism
Be able to identify and differentiate between chain, positional, and functional group isomers
Lesson 6: Stereoisomerism
Understand the concept of stereoisomerism
Be able to describe and differentiate between geometrical (cis/trans) and optical isomerism
Understand the effect of chirality on the properties of organic compounds.

"1. Understand that hydrocarbons are compounds made up of C and H atoms only

2. Understand that alkanes are simple hydrocarbons with no functional group

3. Understand that compounds in a table contain a functional group which dictates their physical and chemical properties

4. Interpret and use the general, structural, displayed and skeletal formulae of the classes of compounds

5. Understand and use systematic nomenclature of simple aliphatic organic molecules with functional groups

6. Deduce the molecular and/or empirical formula of a compound, given its structural, displayed or skeletal formula

7. Understand and use terminology associated with types of organic compounds and reactions: homologous series, saturated and unsaturated, homolytic and heterolytic fission, free radical, initiation, propagation, termination, nucleophile, electrophile, nucleophilic, electrophilic, addition, substitution, elimination, hydrolysis, condensation, oxidation and reduction

8. Understand and use terminology associated with types of organic mechanisms: free-radical substitution, electrophilic addition, nucleophilic substitution, nucleophilic addition

9. Describe organic molecules as either straight-chained, branched or cyclic

10. Describe and explain the shape of, and bond angles in, molecules containing sp, sp2, and sp3 hybridized atoms

11. Describe the arrangement of σ and π bonds in molecules containing sp, sp2, and sp3 hybridized atoms

12. Understand and use the term planar when describing the arrangement of atoms in organic molecules

13. Describe structural isomerism and its division into chain, positional and functional group isomerism

14. Describe stereoisomerism and its division into geometrical (cis/trans) and optical isomerism

15. Describe geometrical (cis/trans) isomerism in alkenes, and explain its origin in terms of restricted rotation due to the presence of π bonds

16. Describe and explain the shape of benzene and other aromatic molecules, including sp hybridisation, in terms of σ bonds and a delocalised π system

17. Explain what is meant by a chiral center and that such a center gives rise to two optical isomers (enantiomers)

18. Identify chiral centers and geometrical and deduce possible isomers

19. Understand that enantiomers have identical physical and chemical properties except for their ability to rotate plane-polarized light and potential biological activity.

20. Understand and use the terms optically active and racemic mixture.

21. Describe the effect on plane-polarized light of the two optical isomers of a single substance.

22. Explain the significance of chirality in the synthetic preparation of drug molecules, including the potential different biological activity of enantiomers, the need to separate racemic mixtures, and the use of chiral catalysts to produce a single pure optical isomer.

23. Note that compounds can have more than one chiral center, but knowledge of meso compounds and nomenclature such as diastereoisomers is not required.

"

21

Hydrocarbons
(Alkanes, Alkenes, Alkynes)
(Organic Chemistry)

Lesson 1: Introduction to Hydrocarbons

Classify hydrocarbons as aliphatic and aromatic
Explain the nomenclature of alkanes and cycloalkanes
Lesson 2: Shapes and Reactivity of Alkanes and Cycloalkanes

Explain the shapes of alkanes and cycloalkanes exemplified by ethane and cyclopropane
Explain the unreactive nature of alkanes towards polar reagents
Define homolytic and heterolytic fission, free radical initiation, propagation and termination
Describe the mechanism of free radical substitution in alkanes exemplified by methane and ethane
Lesson 3: Organic Redox Reactions and Chiral Centers

Identify organic redox reactions
Explain what is meant by a chiral center and show that such a center gives rise to optical isomerism
Identify chiral centers in given structural formula of a molecule
Lesson 4: Alkenes and Isomerism

Explain the nomenclature of alkenes
Explain shape of ethene molecule in terms of sigma and pi C-C bonds
Describe the structure and reactivity of alkenes as exemplified by ethene
Define and explain with suitable examples the terms isomerism, stereoisomerism and structural isomerism
Explain dehydration of alcohols and dehydrohalogenation of RX for the preparation of ethene
Describe the chemistry of alkenes by the following reactions of ethene: hydrogenation, hydrohalogenation, hydration, halogenation, halohydration, epoxidation, ozonolysis, polymerization
Explain the concept of conjugation in alkenes having alternate double bonds
Use the IUPAC naming system for alkenes
Lesson 5: Benzene and Resonance

Explain the shape of benzene molecule (molecular orbital aspect)
Define resonance, resonance energy and relative stability
Lesson 6: Reactivity of Hydrocarbons

Compare the reactivity of benzene with alkanes and alkenes

1. Understand that hydrocarbons are compounds made up of C and H atoms only

2. Understand that alkanes are simple hydrocarbons with no functional group

3. Understand that compounds in a table contain a functional group which dictates their physical and chemical properties

4. Interpret and use the general, structural, displayed and skeletal formulae of the classes of compounds

5. Understand and use systematic nomenclature of simple aliphatic organic molecules with functional groups

6. Deduce the molecular and/or empirical formula of a compound, given its structural, displayed or skeletal formula

7. Understand and use terminology associated with types of organic compounds and reactions: homologous series, saturated and unsaturated, homolytic and heterolytic fission, free radical, initiation, propagation, termination, nucleophile, electrophile, nucleophilic, electrophilic, addition, substitution, elimination, hydrolysis, condensation, oxidation and reduction

8. Understand and use terminology associated with types of organic mechanisms: free-radical substitution, electrophilic addition, nucleophilic substitution, nucleophilic addition

9. Describe organic molecules as either straight-chained, branched or cyclic

10. Describe and explain the shape of, and bond angles in, molecules containing sp, sp2, and sp3 hybridized atoms

11. Describe the arrangement of σ and π bonds in molecules containing sp, sp2, and sp3 hybridized atoms

12. Understand and use the term planar when describing the arrangement of atoms in organic molecules

13. Describe structural isomerism and its division into chain, positional and functional group isomerism

14. Describe stereoisomerism and its division into geometrical (cis/trans) and optical isomerism

15. Describe geometrical (cis/trans) isomerism in alkenes, and explain its origin in terms of restricted rotation due to the presence of π bonds

16. Describe and explain the shape of benzene and other aromatic molecules, including sp hybridisation, in terms of σ bonds and a delocalised π system

17. Explain what is meant by a chiral center and that such a center gives rise to two optical isomers (enantiomers)

18. Identify chiral centers and geometrical and deduce possible isomers

19. Understand that enantiomers have identical physical and chemical properties except for their ability to rotate plane-polarized light and potential biological activity.

20. Understand and use the terms optically active and racemic mixture.

21. Describe the effect on plane-polarized light of the two optical isomers of a single substance.

22. Explain the significance of chirality in the synthetic preparation of drug molecules, including the potential different biological activity of enantiomers, the need to separate racemic mixtures, and the use of chiral catalysts to produce a single pure optical isomer.

23. Note that compounds can have more than one chiral center, but knowledge of meso compounds and nomenclature such as diastereoisomers is not required.

22

Halogenalkanes
(Organic Chemistry)

Lesson 1: Introduction to Hydrocarbons

Classify hydrocarbons as aliphatic and aromatic
Explain the nomenclature of alkanes and cycloalkanes
Lesson 2: Shapes and Reactivity of Alkanes and Cycloalkanes

Explain the shapes of alkanes and cycloalkanes exemplified by ethane and cyclopropane
Explain the unreactive nature of alkanes towards polar reagents
Define homolytic and heterolytic fission, free radical initiation, propagation and termination
Describe the mechanism of free radical substitution in alkanes exemplified by methane and ethane
Lesson 3: Organic Redox Reactions and Chiral Centers

Identify organic redox reactions
Explain what is meant by a chiral center and show that such a center gives rise to optical isomerism
Identify chiral centers in given structural formula of a molecule
Lesson 4: Alkenes and Isomerism

Explain the nomenclature of alkenes
Explain shape of ethene molecule in terms of sigma and pi C-C bonds
Describe the structure and reactivity of alkenes as exemplified by ethene
Define and explain with suitable examples the terms isomerism, stereoisomerism and structural isomerism
Explain dehydration of alcohols and dehydrohalogenation of RX for the preparation of ethene
Describe the chemistry of alkenes by the following reactions of ethene: hydrogenation, hydrohalogenation, hydration, halogenation, halohydration, epoxidation, ozonolysis, polymerization
Explain the concept of conjugation in alkenes having alternate double bonds
Use the IUPAC naming system for alkenes
Lesson 5: Benzene and Resonance

Explain the shape of benzene molecule (molecular orbital aspect)
Define resonance, resonance energy and relative stability
Lesson 6: Reactivity of Hydrocarbons

Compare the reactivity of benzene with alkanes and alkenes

Classify hydrocarbons as aliphatic and aromatic.
Describe nomenclature of alkanes and cycloalkanes.
Explain the shapes of alkanes and cycloalkanes exemplified by ethane and cyclopropane.
Explain unreactive nature of alkanes towards polar reagents.
Define homolytic and heterolytic fission, free radical initiation, propagation and termination.
Describe the mechanism of free radical substitution in alkanes exemplified by methane and ethane.
Identify organic redox reactions.
Explain what is meant by a chiral center and show that such a center gives rise to optical isomerism.
Identify chiral centers in given structural formula of a molecule.
Explain the nomenclature of alkenes.
Explain shape of ethene molecule in terms of sigma and pi C-C bonds.
Describe the structure and reactivity of alkenes as exemplified by ethene.
Define and explain with suitable examples the terms isomerism, stereoisomerism and structural isomerism.
Explain dehydration of alcohols and dehydrohalogenation of RX for the preparation of ethene.
Describe the chemistry of alkenes by the following reactions of ethene: hydrogenation, hydrohalogenation, hydration, halogenation, halohydration, epoxidation, ozonolysis, polymerization.
Explain the concept of conjugation in alkenes having alternate double bonds.
Use the IUPAC naming system for alkenes.

23

Hydroxy Compounds
(alcohols)
(Organic Chemistry)

Lesson 1 (40 minutes): Introduction to halogenoalkanes and their production

Briefly introduce the topic of halogenoalkanes and their importance in organic chemistry
Recap the three ways by which halogenoalkanes can be produced
Highlight the importance of each method in different contexts
Assign homework on the production methods of halogenoalkanes
Lesson 2 (40 minutes): Classification of halogenoalkanes

Review the different types of halogenoalkanes
Define and explain primary, secondary and tertiary halogenoalkanes
Give examples of each type of halogenoalkane
Assign homework on classifying halogenoalkanes based on their structure
Lesson 3 (40 minutes): Nucleophilic substitution reactions of halogenoalkanes

Introduce nucleophilic substitution reactions of halogenoalkanes
Describe the four different reactions involving NaOH, KCN, NH3, and aqueous silver nitrate
Give examples of each type of reaction
Assign homework on predicting the product of each nucleophilic substitution reaction
Lesson 4 (40 minutes): Elimination reaction of halogenoalkanes

Introduce the elimination reaction of halogenoalkanes
Describe the NaOH in ethanol and heat reaction that produces an alkene
Give examples of the reaction in different contexts
Assign homework on predicting the products of the elimination reaction of different halogenoalkanes
Lesson 5 (40 minutes): SN1 and SN2 mechanisms

Introduce the SN1 and SN2 mechanisms of nucleophilic substitution
Describe the differences between the two mechanisms
Explain the inductive effects of alkyl groups on the reaction rate
Assign homework on identifying whether a reaction is SN1 or SN2 based on the structure of the halogenoalkane
Lesson 6 (40 minutes): Reactivity of halogenoalkanes

Introduce the different reactivities of halogenoalkanes
Explain the relative strengths of C–X bonds as exemplified by reactions with aqueous silver nitrate
Give examples of the different reactivities of different halogenoalkanes
Summarize the key points covered in the course and provide students with a review guide for the summative assessment
Summative Assessment:

Create a summative assessment for each topic covered, including questions on the different methods of production, classification of halogenoalkanes, nucleophilic substitution and elimination reactions, SN1 and SN2 mechanisms, and the reactivity of halogenoalkanes.

Recall the reactions (reagents and conditions) by which halogenoalkanes can be produced:
(a) the free-radical substitution of alkanes by Cl 2 or Br2 in the presence of ultraviolet light, as exemplified by
the reactions of ethane
(b) electrophilic addition of an alkene with a halogen, X2, or hydrogen halide, HX(g), at room temperature
(c) substitution of an alcohol, e.g. by reaction with HX or KBr with H2SO4 or H3PO4; or with PCl 3 and heat;
or with PCl 5; or with SOCl 2
2 classify halogenoalkanes into primary, secondary and tertiary
3 describe the following nucleophilic substitution reactions:
(a) the reaction with NaOH(aq) and heat to produce an alcohol
(b) the reaction with KCN in ethanol and heat to produce a nitrile
(c) the reaction with NH3 in ethanol heated under pressure to produce an amine
(d) the reaction with aqueous silver nitrate in ethanol as a method of identifying the halogen present as
exemplified by bromoethane
4 describe the elimination reaction with NaOH in ethanol and heat to produce an alkene as exemplified by
bromoethane
5 describe the SN1 and SN2 mechanisms of nucleophilic substitution in halogenoalkanes including the inductive
effects of alkyl groups
6 recall that primary halogenoalkanes tend to react via the SN2 mechanism; tertiary halogenoalkanes via the
SN1 mechanism; and secondary halogenoalkanes by a mixture of the two, depending on structure
7 describe and explain the different reactivities of halogenoalkanes (with particular reference to the relative
strengths of the C–X bonds as exemplified by the reactions of halogenoalkanes with aqueous silver nitrates)

24

Carbonyl Compounds
(Carboxylic Acids, Aldehydes, Ketones, Esters)
(Organic Chemistry)

Topic: Alcohols

Lesson 1
Objective: Recall the reactions by which alcohols can be produced
Activities:

Introduction to alcohols and their importance
Explanation of different methods for the production of alcohols (a-f)
Discussion on the conditions and reagents required for each method
Practice questions
Summative assessment
Lesson 2
Objective: Describe the reactions of alcohols with oxygen, halogens, Na(s), and acids
Activities:

Explanation of the reactions of alcohols with oxygen, halogens, Na(s), and acids (a-f)
Discussion on the conditions and reagents required for each reaction
Practice questions
Summative assessment
Lesson 3
Objective: Classify alcohols as primary, secondary, and tertiary alcohols
Activities:

Explanation of the classification of alcohols based on the number of alkyl groups attached to the carbon atom bonded to the hydroxyl group
Discussion on the physical and chemical properties of primary, secondary, and tertiary alcohols
Practice questions
Summative assessment
Lesson 4
Objective: State the characteristic distinguishing reactions of alcohols
Activities:

Explanation of the characteristic distinguishing reactions of alcohols, e.g. mild oxidation with acidified K2Cr2O7, colour change from orange to green
Discussion on the importance of these reactions in the identification of alcohols
Practice questions
Summative assessment
Lesson 5
Objective: Deduce the presence of a CH3CH(OH)– group in an alcohol from its reaction with alkaline I2(aq) to form a yellow precipitate of tri-iodomethane and an ion, RCO2–
Activities:

Explanation of the reaction of alcohols with alkaline I2(aq) and how it can be used to identify the presence of a CH3CH(OH)– group in an alcohol
Discussion on the conditions and reagents required for the reaction
Practice questions
Summative assessment
Lesson 6
Objective: Explain the acidity of alcohols compared with water
Activities:

Explanation of the acidity of alcohols and how it compares to water
Discussion on the factors that influence the acidity of alcohols
Practice questions
Summative assessment
Note: Each lesson will be 40 minutes long and will include a mix of lectures, discussions, and practice questions. The summative assessments will be conducted after each topic to evaluate the students' understanding of the subject matter

1 recall the reactions (reagents and conditions) by which alcohols can be produced:
(a) electrophilic addition of steam to an alkene, H2O(g) and H3PO4 catalyst
(b) reaction of alkenes with cold dilute acidified potassium manganate(VII) to form a diol
(c) substitution of a halogenoalkane using NaOH(aq) and heat
(d) reduction of an aldehyde or ketone using NaBH4 or LiAl H4
(e) reduction of a carboxylic acid using LiAl H4
(f) hydrolysis of an ester using dilute acid or dilute alkali and heat
2 describe:
(a) the reaction with oxygen (combustion)
(b) substitution to halogenoalkanes, e.g. by reaction with HX or KBr with H2SO4 or H3PO4; or with PCl 3 and
heat; or with PCl 5; or with SOCl 2
(c) the reaction with Na(s)
(d) oxidation with acidified K2Cr2O7 or acidified KMnO4 to:
(i) carbonyl compounds by distillation
(ii) carboxylic acids by refluxing
(primary alcohols give aldehydes which can be further oxidised to carboxylic acids, secondary alcohols
give ketones, tertiary alcohols cannot be oxidised)
(e) dehydration to an alkene, by using a heated catalyst, e.g. Al 2O3 or a concentrated acid
(f) formation of esters by reaction with carboxylic acids and concentrated H2SO4 or H3PO4 as catalyst as
exemplified by ethanol
3 (a) classify alcohols as primary, secondary and tertiary alcohols, to include examples with more than one
alcohol group
(b) state characteristic distinguishing reactions, e.g. mild oxidation with acidified K2Cr2O7, colour change
from orange to green
4 deduce the presence of a CH3CH(OH)– group in an alcohol, CH3CH(OH)–R, from its reaction with alkaline
I2(aq) to form a yellow precipitate of tri-iodomethane and an ion, RCO2

5 explain the acidity of alcohols compared with water

25

Organic Synthesis
(Organic Chemistry)

Lesson 1: Organic Synthesis and Functional Group Interconversions

Definition and understanding of the concept of organic synthesis
Explanation of functional group interconversions and its importance in organic synthesis
Lesson 2: Identification of Organic Functional Groups

Overview of the reactions in the syllabus for identifying functional groups
Practical application of the reactions in identifying functional groups in organic molecules
Lesson 3: Prediction of Properties and Reactions of Organic Molecules

Explanation of how functional group presence affects the properties and reactions of organic molecules
Understanding the relationship between functional groups and reactivity
Lesson 4: Multi-step Synthetic Routes

Overview of the reactions in the syllabus that can be used in organic synthesis
Demonstration of how to devise multi-step synthetic routes for preparing organic molecules
Lesson 5: Analysis of Synthetic Routes

Explanation of how to analyze a given synthetic route in terms of type of reaction and reagents used for each step
Discussion of possible by-products that may result from a given synthetic route
Lesson 6: Retro-synthesis

Definition and understanding of the concept of retro-synthesis
Explanation of its application in organic synthesis and how it can aid in the planning of synthetic routes.

1. Understand the concept of organic synthesis and functional group interconversions.

2. Identify organic functional groups using the reactions in the syllabus.

3. Predict properties and reactions of organic molecules based on functional group presence.

4. Devise multi-step synthetic routes for preparing organic molecules using the reactions in the syllabus.

5. Analyze a given synthetic route in terms of type of reaction and reagents used for each step of it, and possible by-products.

6. Understand the concept of retro-synthesis and its application in organic synthesis.

26

Combustion Analysis
(Lab and Analysis Skills)

Lesson Plan: Combustion Analysis

Duration: 40 minutes

Objective: Students will be able to solve simple problems involving combustion analysis.

Introduction (5 minutes)

Ask students if they know what combustion analysis is and how it can be used.
Explain that combustion analysis is a method used to determine the empirical formula of a compound containing carbon, hydrogen, and possibly oxygen, by burning a sample of the compound and measuring the amounts of carbon dioxide and water produced.
Discuss why this method is useful, such as in determining the purity of a compound or in identifying unknown substances.
Theory (10 minutes)

Explain the process of combustion analysis step by step, including the necessary calculations.
Provide examples of compounds that can be analyzed using combustion analysis, such as hydrocarbons and organic compounds.
Emphasize the importance of accuracy in measuring the initial and final weights of the sample and products, as even small errors can significantly affect the results.
Practice Problems (20 minutes)

Provide students with practice problems involving combustion analysis and have them solve them independently or in groups.
Examples of problems can include finding the empirical formula of a compound given the masses of carbon dioxide and water produced in the combustion reaction, or finding the mass of a sample of a compound given its empirical formula and the masses of carbon dioxide and water produced.
Assessment (5 minutes)

Ask students to present their solutions to the practice problems and explain their reasoning.
Provide feedback and guidance as needed.
Conclusion (5 minutes)

Recap the key concepts and steps involved in combustion analysis.
Emphasize the importance of precision and accuracy in carrying out the experiment and making calculations.
Encourage students to apply this method to real-world situations.

Solve simple problems involving combustion analysis

27

Mass spectrometry
(Lab and Analysis Skills)

Lesson 1: Analysis of Mass Spectra

Understanding the concept of m/e values and isotopic abundances in mass spectra
Determining the relative atomic mass of an element given its relative isotopic abundances or its mass spectrum
Deducing the molecular mass of an organic molecule from the molecular ion peak in a mass spectrum
Suggesting the identity of molecules formed by simple fragmentation in a given mass spectrum

Lesson 2: Deduction of Molecular Properties from Mass Spectra

Deducing the number of carbon atoms, 'n', in a compound using the M +1 peak and the formula:
n = 100 × (abundance of M +1 ion) / (1.1 × abundance of M + ion)
Deducing the presence of bromine and chlorine atoms in a compound using the M +2 peak.

Note: Knowledge of the working of the mass spectrometer is not required.

1 analyse mass spectra in terms of m/e values and isotopic abundances (knowledge of the working of the mass
spectrometer is not required)
2 calculate the relative atomic mass of an element given the relative abundances of its isotopes, or its mass
spectrum
3 deduce the molecular mass of an organic molecule from the molecular ion peak in a mass spectrum
4 suggest the identity of molecules formed by simple fragmentation in a given mass spectrum
5 deduce the number of carbon atoms, n, in a compound using the M +1 peak and the formula
n =100 × (abundance of M +1 ion) / (1.1 × abundance of M + ion)
6 deduce the presence of bromine and chlorine atoms in a compound using the M +2 peak

28

Spectrocopy
(Lab and Analysis Skills)

Lesson 1: Infrared Spectroscopy and Functional Group Analysis

Description of how infrared spectroscopy can be used to identify functional groups in simple molecules
Practical demonstration of using infrared spectroscopy to determine the structures of phenol, toluene, acetone and ethanol

Lesson 2: UV/Visible Spectroscopy

Description of how UV/Visible spectroscopy is used to predict whether a given molecule will absorb in the UV/visible region
Demonstration of how to predict the color of a transition metal complex from its UV/visible spectrum

Lesson 3: Atomic Emission and Atomic Absorption Spectra

Definition and explanation of atomic emission and atomic absorption spectra
Examples and demonstration of how to analyze atomic emission and atomic absorption spectra in the laboratory.

1 analyse an infrared spectrum of a simple molecule to identify functional groups (see the Data section for the functional groups required)
- Determine structures of phenol, toluene, acetone and ethanol from its IR spectrum.
- Predict whether a given molecule will absorb in the UV/visible region.
- Predict the color of a transition metal complex from its UV/visible spectrum.
- Define and explain atomic emission and atomic absorption spectrum.

29

 

 

 

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Scheme of Work: Grade 12 Chemistry

Note: Some weeks are left as empty to mitigate for extraneous circumstances, revision, exams and to include practical activities.

 

SCHEME OF WORK GRADE 12

 

ASSUMPTIONS
Time duration of one session: 40 minutes
Number of sessions per week: 6 sessions
Total teaching hours for complete academic year: 120 hrs

 

Week

Broad Topic or chapter

Breakdown for the week

Learning Objectives

1

Electrochemistry and Redox
(Physical Chemistry)

Lesson 1: Oxidation-Reduction Reactions and Oxidation Numbers

Objective: Students will be able to identify oxidation and reduction reactions using oxidation numbers.
Introduction to oxidation and reduction reactions and redox reactions
Definition and examples of oxidation and reduction
Determining oxidation numbers of elements in compounds and polyatomic ions
Identifying oxidation and reduction based on changes in oxidation numbers
Balancing redox reactions using the half-reaction method
Formative Assessment: Quiz on oxidation numbers and balancing redox reactions
Lesson 2: Oxidizing and Reducing Agents

Objective: Students will be able to define and describe the concepts of oxidizing and reducing agents.
Definition and examples of oxidizing and reducing agents
Identifying oxidizing and reducing agents in redox reactions
The role of oxidizing and reducing agents in industrial processes
Formative Assessment: Lab activity on identifying oxidizing and reducing agents in redox reactions
Lesson 3: Electrolysis and Electrochemical Cells

Objective: Students will be able to understand the basic principles of electrolysis and electrochemical cells.
Definition and examples of electrolysis and electrochemical cells
Difference between voltaic and electrolytic cells
Determining the quantity of charge passed during electrolysis
Prediction of products liberated during electrolysis
Formative Assessment: Quiz on electrolysis and electrochemical cells
Lesson 4: Standard Electrode Potentials

Objective: Students will be able to define and describe the terms "standard electrode potential" and "standard cell potential".
Definition and examples of standard electrode potentials
Calculation of standard cell potentials
The use of standard electrode potentials to predict the feasibility of a reaction
Formative Assessment: Quiz on standard electrode potentials
Lesson 5: The Nernst Equation and Concentrations of Aqueous Ions

Objective: Students will be able to understand how electrode potentials vary with the concentrations of aqueous ions and use the Nernst equation to predict this quantitatively.
Derivation and use of the Nernst equation
Predicting the potential of an electrochemical cell under non-standard conditions
Formative Assessment: Worksheet on the Nernst equation and electrode potentials
Lesson 6: Gibbs Free Energy and Spontaneity of Reactions

Objective: Students will be able to understand and use the equation for Gibbs free energy.
Definition and examples of Gibbs free energy
Calculation of the Gibbs free energy change for a reaction
The relationship between Gibbs free energy and the spontaneity of a reaction
Formative Assessment: Quiz on Gibbs free energy and spontaneity of reactions
Note: The assessments can be in the form of quizzes, tests, lab reports, worksheets, or projects. The lessons can be adjusted based on the needs and pace of the class.


1. Understand and use the concept of oxidation numbers in identifying oxidation and reduction reactions
2. Use changes in oxidation numbers to balance chemical equations
3. Understand the terms redox, oxidation, reduction, and disproportionation in terms of electron transfer and changes in oxidation number
4. Understand the concepts of oxidizing and reducing agents, and their role in redox reactions
5. Use Roman numerals to indicate the magnitude of the oxidation number of an element
6. Understand the concept of the activity series of metals and how it relates to the ease of oxidation
7. Understand the use of the Winkler Method to measure biochemical oxygen demand (BOD) and its use as a measure of water pollution
8. Understand how voltaic (galvanic) cells convert energy from spontaneous, exothermic chemical processes to electrical energy, with oxidation at the anode and reduction at the cathode
9. Understand how electrolytic cells convert electrical energy to chemical energy, with oxidation at the anode and reduction at the cathode.
10. Students should be able to predict the identities of substances liberated during electrolysis based on the state of the electrolyte, position in the redox series, and concentration.
11. Students should understand and be able to apply the relationship between the Faraday constant, Avogadro constant, and the charge on the electron.
12. Students should be able to calculate the quantity of charge passed during electrolysis and the mass or volume of substance liberated during electrolysis.
13. Students should understand the determination of the Avogadro constant by an electrolytic method.
14. Students should be able to define and describe the terms "standard electrode potential" and "standard cell potential"
15. Students should be able to describe the standard hydrogen electrode and methods used to measure standard electrode potentials.
16. Students should be able to calculate standard cell potentials by combining two standard electrode potentials and use them to predict the feasibility of a reaction and the direction of electron flow in a simple cell.
17. Students should be able to deduce the relative reactivity of elements, compounds, and ions as oxidizing agents or reducing agents from their electrode potential values.
18. Students should be able to construct redox equations using relevant half-equations.
19. Students should understand how electrode potentials vary with the concentrations of aqueous ions and use the Nernst equation to predict this quantitatively.
20. Students should understand and use the equation for Gibbs free energy.

2

Periodicity
(Inorganic Chemistry)

Week 1:
Lesson 1: Introduction to the periodic table and its arrangement

Objective: Students will be able to identify the groups and periods in the periodic table and understand the arrangement of four sublevels
Activities: Interactive periodic table activity, group and period identification exercises
Assessment: Formative assessment through interactive activity
Lesson 2: Trends in atomic and ionic radii

Objective: Students will be able to explain the trends in atomic and ionic radii in the periodic table
Activities: Group activity on atomic and ionic radii trends, interactive simulations
Assessment: Formative assessment through group activity
Lesson 3: Trends in ionization energy and electron affinity

Objective: Students will be able to explain the trends in ionization energy and electron affinity in the periodic table
Activities: Interactive simulations, worksheet on ionization energy and electron affinity trends
Assessment: Formative assessment through worksheet
Lesson 4: Metallic and non-metallic behavior

Objective: Students will be able to explain the trends in metallic and non-metallic behavior in the periodic table
Activities: Interactive group activity, discussion on the trends in metallic and non-metallic behavior
Assessment: Formative assessment through group activity
Lesson 5: Alkali metals, halogens, and noble gases

Objective: Students will be able to identify and describe the properties of alkali metals, halogens, and noble gases
Activities: Interactive activity on group properties, group presentation on properties of alkali metals, halogens, and noble gases
Assessment: Formative assessment through group presentation
Lesson 6: Reactions of elements with oxygen, chlorine, and water

Objective: Students will be able to describe the reactions of elements with oxygen, chlorine, and water
Activities: Interactive demonstrations, group discussion on reaction equations
Assessment: Summative assessment through quiz
Week 2:
Lesson 7: Oxidation numbers and electron configuration

Objective: Students will be able to use the periodic table to determine the number of valence electrons and deduce electron configurations of atoms
Activities: Interactive periodic table activity, worksheet on electron configurations
Assessment: Formative assessment through worksheet
Lesson 8: Acidity and basicity of oxides and hydroxides

Objective: Students will be able to explain and write equations for the acid/base behavior of oxides and hydroxides
Activities: Interactive simulations, group discussion on acid/base behavior
Assessment: Formative assessment through group discussion
Lesson 9: Chlorides and oxides reactions with water

Objective: Students will be able to describe the reactions of chlorides and oxides with water and predict the pH of resulting solutions
Activities: Interactive demonstrations, group activity on pH prediction
Assessment: Formative assessment through group activity
Lesson 10: Chemical bonding and electronegativity

Objective: Students will be able to explain bonding types in oxides and chlorides based on observations of their properties
Activities: Interactive simulations, group activity on bonding types
Assessment: Formative assessment through group activity
Lesson 11: Periodic trends and characteristic properties

Objective: Students will be able to predict the characteristic properties of an element in a given group using knowledge of periodicity
Activities: Interactive group activity, discussion on periodic trends and properties
Assessment: Formative assessment through group activity
Lesson 12: Unknown element deduction

Objective: Students will be able to deduce the nature, position in the periodic table, and identity of unknown elements using physical and chemical properties
Activities: Interactive simulations, group

1. The periodic table consists of groups (vertical columns) and periods (horizontal rows)
2. The periodic table is arranged into four blocks associated with the four sublevels—s, p, d, and f.
3. The period number (n) is the outer energy level that is occupied by electrons.
4. The number of the principal energy level and the number of the valence electrons in an atom can be deduced from its position on the periodic table.
5. The periodic table shows the positions of metals, non-metals and metalloids.
6. Vertical and horizontal trends in the periodic table exist for atomic radius, ionic radius, ionization energy, electron affinity and electronegativity.
7. Trends in metallic and non-metallic behavior are due to the trends in valence electrons.
8. The terms alkali metals, halogens, noble gases, transition metals, lanthanoids and actinoids should be known.
9. The group numbering scheme from group 1 to group 18, as recommended by IUPAC, should be used.
10. Deduction of the electron configuration of an atom from the element’s position on the periodic table, and vice versa.
11. describe, and write equations for, the reactions of the elements with oxygen, chlorine and water (Na and Mg only)
12. state and explain the variation in the oxidation number of the oxides and chlorides (NaCl, MgCl in terms of their outer shell (valence shell)electrons
13. describe, and write equations for, the reactions, if any, of the oxides with water including the likely pHs of the solutions obtained
14. describe, explain, and write equations for, the acid / base behaviour of the oxides and the hydroxides NaOH, Mg(OH)2 including, where relevant, amphoteric behaviour in reactions with acids and bases (sodium hydroxide only)
15. describe, explain, and write equations for, the reactions of the chlorides with water including the likely pHs of the solutions obtained
16. explain the variations and trends in terms of bonding and electronegativity
17. suggest the types of chemical bonding present in the chlorides and oxides from observations of their chemical and physical properties
18. predict the characteristic properties of an element in a given group by using knowledge of chemical periodicity
19. deduce the nature, possible position in the Periodic Table and identity of unknown elements from given information about physical and chemical properties

3

Group 2
(Inorganic Chemistry)

Lesson 1: Properties and Trends of Group 2 Elements

Objectives: Students will understand the electron configurations and general properties of Group 2 elements, including their reactivity and common compounds such as oxides, hydroxides, and carbonates.
Activities: Lecture presentation, class discussion, hands-on activity exploring reactivity of Group 2 elements.
Lesson 2: Chemical Reactivity of Group 2 Elements

Objectives: Students will describe the reactions of Group 2 elements with oxygen, water, and acids, and be able to write balanced chemical equations to represent these reactions.
Activities: Lecture presentation, class discussion, lab activity demonstrating chemical reactions with oxygen, water, and acids.
Lesson 3: Electron Configuration and Reactivity

Objectives: Students will understand the connection between the electron configuration and valence electrons of Group 2 elements and their reactivity.
Activities: Lecture presentation, class discussion, group activity to analyze trends in reactivity and electron configuration.
Lesson 4: Industrial and Everyday Uses of Group 2 Compounds

Objectives: Students will describe the various industrial and everyday uses of Group 2 compounds, including their role in medicine and agriculture.
Activities: Lecture presentation, class discussion, research project on the uses of a particular Group 2 compound.
Lesson 5: Reactivity Series and Predicting Chemical Reactions

Objectives: Students will understand the concept of a reactivity series and its application in predicting the outcome of chemical reactions.
Activities: Lecture presentation, class discussion, hands-on activity to predict and observe chemical reactions using the reactivity series.
Lesson 6: Extraction and Purification of Group 2 Elements

Objectives: Students will understand the process of extracting and purifying Group 2 elements and their compounds.
Activities: Lecture presentation, class discussion, lab activity demonstrating extraction and purification techniques.
Each lesson will include a summative assessment, such as a quiz, to check for understanding and retention of the material covered.

1. Understand the properties and trends of Group 2 elements, including their electron configurations, reactivity, and common compounds such as oxides, hydroxides and carbonates
2. Describe the chemical reactivity of Group 2 elements, including their reactions with oxygen, water, and acids.
3. Explain the reactivity of Group 2 elements in terms of their electron configuration and valence electrons.
4. Describe the industrial and everyday uses of Group 2 compounds, including their role in medicine and agriculture.
5. Understand and use the term reactivity series and its application in predicting the outcome of chemical reactions.
6. Explain the extraction and purification process of Group 2 elements and their compounds.
7. Understand and use the term thermal decomposition and its application in the analysis of Group 2 compounds especially carbonates and nitrates.
8. Explain the trend in solubility of group 2 sulfates and hydroxides using terms enthalpy of hydration and enthalpy of solution
9. Compare and contrast the properties and reactivity of Group 2 elements with other groups in the periodic table.
10. Understand and use the term complex ion and its application in the formation of Group 2 compounds.
11. Understand and use the term basic oxide and its application in the formation of Group 2 compounds.

4

Equilibria
(Basic, Acid-Base, Ionic)
(Physical Chemistry)

Lesson 1: Solubility Product and Common Ion Effect (40 minutes)

Define solubility product and explain how it relates to the equilibrium of a slightly soluble salt.
Explain the concept of common ion effect and give examples.
Work through problems involving solubility product and common ion effect.
Lesson 2: Strong and Weak Acids (40 minutes)

Define strong and weak acids and explain the extent of ionization and the acid dissociation constant, Ka.
Use Ka to distinguish between strong and weak acids.
Work through problems involving Ka and acid strength.
Lesson 3: Strong and Weak Bases (40 minutes)

Define strong and weak bases and explain the extent of ionization and the base dissociation constant, Kb.
Use Kb to distinguish between strong and weak bases.
Work through problems involving Kb and base strength.
Lesson 4: Buffers (40 minutes)

Define a buffer and explain how a buffer system works.
Demonstrate how to make a buffered solution and explain how it maintains a constant pH.
Work through problems involving buffer calculations.
Lesson 5: Hydrolysis (40 minutes)

Use the concept of hydrolysis to explain why aqueous solutions of some salts are acidic or basic.
Use the concept of hydrolysis to explain why the solution of a salt is not necessarily neutral.
Define leveling effect and explain its significance.
Work through problems involving hydrolysis and leveling effect.
Lesson 6: Acid-Base Titrations (40 minutes)

Define titration and explain its importance in analytical chemistry.
Perform acid-base titrations to calculate molality and strength of given sample solutions.
Work through problems involving titration calculations.

9. Define and explain solubility product.
10. Define and explain common ion effect giving suitable examples.
11. Use the extent of ionization and the acid dissociation constant, Ka, to distinguish between strong and weak acids.
12. Use the extent of ionization and the base dissociation constant, Kb, to distinguish between strong and weak bases.
13. Define a buffer, and show how a buffer system works.
14. Make a buffered solution and explain how such a solution maintains a constant pH, even with the addition of small amounts of strong acid or strong base.
15. Use the concept of hydrolysis to explain why aqueous solutions of some salts are acidic or basic.
16. Use concept of hydrolysis to explain why the solution of a salt is not necessarily neutral.
17. Define and explain leveling effect.
18. Calculate the fourth parameter when given three of four parameters in a titration experiment, assuming a strong acid and strong base reaction.
19. Calculate the [H30+] given the Ka and molar concentration of weak acid.
20. Calculate concentrations of ions of slightly soluble salts.
21. Perform acid-base titrations to calculate molality and strength of given sample solutions.

5

Transition Metals
(Inorganic Chemistry)

Lesson 1 & 2: Introduction to Transition Elements

Define transition elements as d-block elements with incomplete d-orbitals
Describe the shape of 3dxy and 3dz2 orbitals
Explain why transition elements have variable oxidation states in terms of energy levels of 3d and 4s sub-shells
Formative Assessment: Quiz on definitions and orbital shapes
Lesson 3: Catalytic Properties of Transition Elements

Discuss how transition elements behave as catalysts due to the presence of multiple stable oxidation states and vacant d-orbitals that can form dative bonds with ligands
Explain the mechanism of catalysis with examples of transition element catalysts
Formative Assessment: Problem set on catalytic properties of transition elements
Lesson 4 & 5: Complex Formation of Transition Elements

Define complex as a molecule or ion formed by a central metal atom/ion surrounded by one or more ligands
Describe how transition elements form complex ions due to the presence of vacant d-orbitals
Understand the terms monodentate, bidentate, and polydentate ligands
Formative Assessment: Drawing and naming of coordination compounds

28.1 General physical and chemical properties of the first row of transition elements, titanium to copper
1 define a transition element as a d-block element which forms one or more stable ions with incomplete d
orbitals
2 sketch the shape of a 3dxy orbital and 3dz2 orbital
3 understand that transition elements have the following properties:
(a) they have variable oxidation states
(b) they behave as catalysts
(c) they form complex ions
(d) they form coloured compounds
4 explain why transition elements have variable oxidation states in terms of the similarity in energy of the 3d
and the 4s sub-shells
5 explain why transition elements behave as catalysts in terms of having more than one stable oxidation state,
and vacant d orbitals that are energetically accessible and can form dative bonds with ligands
6 explain why transition elements form complex ions in terms of vacant d orbitals that are energetically
accessible

28.2 General characteristic chemical properties of the first set of transition elements, titanium to copper
1 describe and explain the reactions of transition elements with ligands to form complexes, including the
complexes of copper(II) and cobalt(II) ions with water and ammonia molecules and hydroxide and chloride
ions
2 define the term ligand as a species that contains a lone pair of electrons that forms a dative covalent bond to
a central metal atom / ion
3 understand and use the terms
(a) monodentate ligand including as examples H2O, NH3, Cl – and CN–
(b) bidentate ligand including as examples 1,2-diaminoethane, en, H2NCH2CH2NH2 and the ethanedioate
ion, C2O42–
(c) polydentate ligand including as an example EDTA4–
4 define the term complex as a molecule or ion formed by a central metal atom / ion surrounded by one or
more ligands
5 describe the geometry (shape and bond angles) of transition element complexes which are linear, square
planar, tetrahedral or octahedral
6 (a) state what is meant by coordination number
(b) predict the formula and charge of a complex ion, given the metal ion, its charge or oxidation state, the
ligand and its coordination number or geometry
7 explain qualitatively that ligand exchange can occur, including the complexes of copper(II) ions and
cobalt(II) ions with water and ammonia molecules and hydroxide and chloride ions
8 predict, using E
values, the feasibility of redox reactions involving transition elements and their ions
9 describe the reactions of, and perform calculations involving:
(a) MnO4
– / C2O4
2– in acid solution given suitable data
(b) MnO4
– / Fe2+ in acid solution given suitable data
(c) Cu2+ / I– given suitable data
10 perform calculations involving other redox systems given suitable data

28.3 Colour of complexes
1 define and use the terms degenerate and non-degenerate d orbitals
2 describe the splitting of degenerate d orbitals into two non-degenerate sets of d orbitals of higher energy,
and use of Δ E in:
(a) octahedral complexes, two higher and three lower d orbitals
(b) tetrahedral complexes, three higher and two lower d orbitals
3 explain why transition elements form coloured compounds in terms of the frequency of light absorbed as an
electron is promoted between two non-degenerate d orbitals
4 describe, in qualitative terms, the effects of different ligands on Δ E, frequency of light absorbed, and hence
the complementary colour that is observed
5 use the complexes of copper(II) ions and cobalt(II) ions with water and ammonia molecules and hydroxide
and chloride ions as examples of ligand exchange affecting the colour observed

28.4 Stereoisomerism in transition element complexes
1 describe the types of stereoisomerism shown by complexes, including those associated with bidentate
ligands:
(a) geometrical (cis-trans) isomerism, e.g. square planar such as [Pt(NH3)2Cl 2] and octahedral such as
[Co(NH3)4(H2O)2]2+ and [Ni(H2NCH2CH2NH2)2(H2O)2]2+
(b) optical isomerism, e.g. [Ni(H2NCH2CH2NH2)3]2+ and [Ni(H2NCH2CH2NH2)2(H2O)2]2+
2 deduce the overall polarity of complexes such as those described in 28.4.1(a) and 28.4.1(b)

28.5 Stability constants, Kstab
1 define the stability constant, Kstab, of a complex as the equilibrium constant for the formation of the
complex ion in a solvent (from its constituent ions or molecules)
2 write an expression for a Kstab of a complex ([H2O] should not be included)
3 use Kstab expressions to perform calculations
4 describe and explain ligand exchanges in terms of Kstab values and understand that a large Kstab is due to the
formation of a stable complex ion

6

Transition Metals
(Inorganic Chemistry)

Lesson 1: Geometry of Transition Metal Complexes

Explain the shapes of linear, square planar, tetrahedral, and octahedral transition metal complexes
Define the term coordination number
Predict the formula and charge of a complex ion given the metal ion, its charge, the ligand, and its coordination number or geometry
Formative Assessment: Predicting the geometry of transition metal complexes
Lesson 2: Color of Transition Metal Complexes

Explain why transition elements form colored compounds in terms of the frequency of light absorbed as an electron is promoted between two non-degenerate d orbitals
Discuss how different ligands affect the frequency of light absorbed and the complementary color observed
Formative Assessment: Identifying the colors of transition metal complexes
Lesson 3 & 4: Stability of Transition Metal Complexes

Define stability constant, Kstab, of a complex as the equilibrium constant for the formation of the complex ion in a solvent (from its constituent ions or molecules)
Explain how Kstab values determine the stability of complex ions and ligand exchange reactions
Use Kstab expressions to perform calculations
Formative Assessment: Problem set on calculating stability constants of complex ions

Lesson 5 & 6: Review and Summative Assessment

28.1 General physical and chemical properties of the first row of transition elements, titanium to copper
1 define a transition element as a d-block element which forms one or more stable ions with incomplete d
orbitals
2 sketch the shape of a 3dxy orbital and 3dz2 orbital
3 understand that transition elements have the following properties:
(a) they have variable oxidation states
(b) they behave as catalysts
(c) they form complex ions
(d) they form coloured compounds
4 explain why transition elements have variable oxidation states in terms of the similarity in energy of the 3d
and the 4s sub-shells
5 explain why transition elements behave as catalysts in terms of having more than one stable oxidation state,
and vacant d orbitals that are energetically accessible and can form dative bonds with ligands
6 explain why transition elements form complex ions in terms of vacant d orbitals that are energetically
accessible

28.2 General characteristic chemical properties of the first set of transition elements, titanium to copper
1 describe and explain the reactions of transition elements with ligands to form complexes, including the
complexes of copper(II) and cobalt(II) ions with water and ammonia molecules and hydroxide and chloride
ions
2 define the term ligand as a species that contains a lone pair of electrons that forms a dative covalent bond to
a central metal atom / ion
3 understand and use the terms
(a) monodentate ligand including as examples H2O, NH3, Cl – and CN–
(b) bidentate ligand including as examples 1,2-diaminoethane, en, H2NCH2CH2NH2 and the ethanedioate
ion, C2O42–
(c) polydentate ligand including as an example EDTA4–
4 define the term complex as a molecule or ion formed by a central metal atom / ion surrounded by one or
more ligands
5 describe the geometry (shape and bond angles) of transition element complexes which are linear, square
planar, tetrahedral or octahedral
6 (a) state what is meant by coordination number
(b) predict the formula and charge of a complex ion, given the metal ion, its charge or oxidation state, the
ligand and its coordination number or geometry
7 explain qualitatively that ligand exchange can occur, including the complexes of copper(II) ions and
cobalt(II) ions with water and ammonia molecules and hydroxide and chloride ions
8 predict, using E
values, the feasibility of redox reactions involving transition elements and their ions
9 describe the reactions of, and perform calculations involving:
(a) MnO4
– / C2O4
2– in acid solution given suitable data
(b) MnO4
– / Fe2+ in acid solution given suitable data
(c) Cu2+ / I– given suitable data
10 perform calculations involving other redox systems given suitable data

28.3 Colour of complexes
1 define and use the terms degenerate and non-degenerate d orbitals
2 describe the splitting of degenerate d orbitals into two non-degenerate sets of d orbitals of higher energy,
and use of Δ E in:
(a) octahedral complexes, two higher and three lower d orbitals
(b) tetrahedral complexes, three higher and two lower d orbitals
3 explain why transition elements form coloured compounds in terms of the frequency of light absorbed as an
electron is promoted between two non-degenerate d orbitals
4 describe, in qualitative terms, the effects of different ligands on Δ E, frequency of light absorbed, and hence
the complementary colour that is observed
5 use the complexes of copper(II) ions and cobalt(II) ions with water and ammonia molecules and hydroxide
and chloride ions as examples of ligand exchange affecting the colour observed

28.4 Stereoisomerism in transition element complexes
1 describe the types of stereoisomerism shown by complexes, including those associated with bidentate
ligands:
(a) geometrical (cis-trans) isomerism, e.g. square planar such as [Pt(NH3)2Cl 2] and octahedral such as
[Co(NH3)4(H2O)2]2+ and [Ni(H2NCH2CH2NH2)2(H2O)2]2+
(b) optical isomerism, e.g. [Ni(H2NCH2CH2NH2)3]2+ and [Ni(H2NCH2CH2NH2)2(H2O)2]2+
2 deduce the overall polarity of complexes such as those described in 28.4.1(a) and 28.4.1(b)

28.5 Stability constants, Kstab
1 define the stability constant, Kstab, of a complex as the equilibrium constant for the formation of the
complex ion in a solvent (from its constituent ions or molecules)
2 write an expression for a Kstab of a complex ([H2O] should not be included)
3 use Kstab expressions to perform calculations
4 describe and explain ligand exchanges in terms of Kstab values and understand that a large Kstab is due to the
formation of a stable complex ion

7

Introduction to Organic Chemistry
(Nomenclature, Functional Group, Isomerism, Formulae)
(Organic Chemistry)

Lesson 1: Introduction to Organic Chemistry and Hydrocarbons (40 minutes)

Objective: Students will understand the basic concepts of organic chemistry and the properties of hydrocarbons.

Introduction to organic chemistry
Definition of hydrocarbons
Properties of hydrocarbons
Alkanes, alkenes, and alkynes
Structural, displayed, and skeletal formulae of hydrocarbons
Nomenclature of hydrocarbons
Assessment: Students will take a short quiz at the end of the class to assess their understanding of the concepts covered in the class.

Lesson 2: Functional Groups and Isomerism (40 minutes)

Objective: Students will understand the concept of functional groups and the different types of isomerism.

Introduction to functional groups
Alcohols, amines, carboxylic acids, esters, aldehydes, and ketones
Structural and positional isomerism
Stereoisomerism
Geometrical (cis/trans) isomerism
Optical isomerism
Assessment: Students will be given a short problem set at the end of the class to assess their understanding of the different types of isomerism and their ability to identify different types of isomers.

Lesson 3: Bonding and Hybridization in Organic Molecules (40 minutes)

Objective: Students will understand the concept of bonding and hybridization in organic molecules.

Introduction to hybridization and bonding in organic molecules
sp, sp2, and sp3 hybridization
Molecular geometry and bond angles
σ and π bonds in organic molecules
Introduction to planarity and delocalization
Benzene and aromatic molecules
Assessment: Students will take a quiz at the end of the class to assess their understanding of the concepts covered in the class.

Lesson 4: Organic Reactions and Mechanisms (40 minutes)

Objective: Students will understand the different types of organic reactions and mechanisms.

Introduction to organic reactions and mechanisms
Homolytic and heterolytic fission
Free-radical substitution
Electrophilic addition
Nucleophilic substitution
Nucleophilic addition
Hydrolysis, condensation, oxidation, and reduction reactions
Assessment: Students will be given a short problem set at the end of the class to assess their ability to identify the different types of organic reactions and mechanisms.

Lesson 5: Chirality and Stereochemistry (40 minutes)

Objective: Students will understand the concept of chirality and stereochemistry.

Introduction to chirality and stereoisomerism
Chiral centers and enantiomers
Racemic mixtures and optical activity
Geometrical and optical isomerism
Meso compounds and diastereoisomers
Assessment: Students will take a quiz at the end of the class to assess their understanding of the concepts covered in the class.

Lesson 6: Applications of Organic Chemistry (40 minutes)

Objective: Students will understand the applications of organic chemistry in drug synthesis and other areas.

Introduction to drug synthesis and chirality
Enantiomers and biological activity
Separation of racemic mixtures
Chiral catalysts and their use in producing pure optical isomers
Applications of organic chemistry in other areas, e.g. food, plastics, and textiles
Assessment: Students will be given a short problem set at the end of the class to assess their understanding of the applications of organic chemistry.


1. Understand that hydrocarbons are compounds made up of C and H atoms only

2. Understand that alkanes are simple hydrocarbons with no functional group

3. Understand that compounds in a table contain a functional group which dictates their physical and chemical properties

4. Interpret and use the general, structural, displayed and skeletal formulae of the classes of compounds

5. Understand and use systematic nomenclature of simple aliphatic organic molecules with functional groups

6. Deduce the molecular and/or empirical formula of a compound, given its structural, displayed or skeletal formula

7. Understand and use terminology associated with types of organic compounds and reactions: homologous series, saturated and unsaturated, homolytic and heterolytic fission, free radical, initiation, propagation, termination, nucleophile, electrophile, nucleophilic, electrophilic, addition, substitution, elimination, hydrolysis, condensation, oxidation and reduction

8. Understand and use terminology associated with types of organic mechanisms: free-radical substitution, electrophilic addition, nucleophilic substitution, nucleophilic addition

9. Describe organic molecules as either straight-chained, branched or cyclic

10. Describe and explain the shape of, and bond angles in, molecules containing sp, sp2, and sp3 hybridized atoms

11. Describe the arrangement of σ and π bonds in molecules containing sp, sp2, and sp3 hybridized atoms

12. Understand and use the term planar when describing the arrangement of atoms in organic molecules

13. Describe structural isomerism and its division into chain, positional and functional group isomerism

14. Describe stereoisomerism and its division into geometrical (cis/trans) and optical isomerism

15. Describe geometrical (cis/trans) isomerism in alkenes, and explain its origin in terms of restricted rotation due to the presence of π bonds

16. Describe and explain the shape of benzene and other aromatic molecules, including sp hybridisation, in terms of σ bonds and a delocalised π system

17. Explain what is meant by a chiral center and that such a center gives rise to two optical isomers (enantiomers)

18. Identify chiral centers and geometrical and deduce possible isomers

19. Understand that enantiomers have identical physical and chemical properties except for their ability to rotate plane-polarized light and potential biological activity.

20. Understand and use the terms optically active and racemic mixture.

21. Describe the effect on plane-polarized light of the two optical isomers of a single substance.

22. Explain the significance of chirality in the synthetic preparation of drug molecules, including the potential different biological activity of enantiomers, the need to separate racemic mixtures, and the use of chiral catalysts to produce a single pure optical isomer.

23. Note that compounds can have more than one chiral center, but knowledge of meso compounds and nomenclature such as diastereoisomers is not required

8

Hydrocarbons
(Benzene)
(Organic Chemistry)

Lesson 1 (40 minutes): Introduction to Arene Chemistry and Substitution Reactions

Definition of arenes
Structure of benzene
Explanation of substitution reactions
Mechanism of halogenation using Cl2 and Br2 with a catalyst AlCl3 or AlBr3
Mechanism of nitration using concentrated HNO3 and H2SO4
Lesson 2 (40 minutes): Friedel–Crafts Reactions and Side Chain Oxidation

Mechanism of Friedel-Crafts alkylation using CH3Cl and AlCl3
Mechanism of Friedel-Crafts acylation using CH3COCl and AlCl3
Complete oxidation of side chain using hot alkaline KMnO4 and dilute acid to produce benzoic acid
Hydrogenation of benzene ring to form a cyclohexane ring using H2 and Pt/Ni catalysts
Lesson 3 (40 minutes): Electrophilic Substitution in Arenes

Review of substitution reactions and their mechanisms
Mechanism of electrophilic substitution in arenes
Formation of nitrobenzene and bromobenzene
Effect of delocalization (aromatic stabilization) of electrons in arenes and how it favors substitution over addition
Lesson 4 (40 minutes): Substituent Effects and Predicting Halogenation Positions

Different substituents and their directing effects on arenes
Substituent effects of –NH2, –OH, –R, –NO2, –COOH and –COR
Predicting whether halogenation will occur in the side-chain or in the aromatic ring in arenes depending on reaction conditions
Lesson 5 (40 minutes): Solving Problems in Arene Chemistry

How to solve problems related to arene chemistry
Practice problems related to the previous lessons
Lesson 6 (40 minutes): Application of Arene Chemistry

Application of arene chemistry in real-life situations
Introduction to recent research and advancements in arene chemistry
Overview of the importance of arene chemistry in various fields, such as pharmaceuticals and materials science.

describe the chemistry of arenes as exemplified by the following reactions of benzene and methylbenzene:
(a) substitution reactions with Cl 2 and with Br2 in the presence of a catalyst, AlCl 3 or Al Br3, to form
halogenoarenes (aryl halides)
(b) nitration with a mixture of concentrated HNO3 and concentrated H2SO4 at a temperature between
25 °C and 60 °C
(c) Friedel–Crafts alkylation by CH3Cl and AlCl 3 and heat
(d) Friedel–Crafts acylation by CH3COCl and AlCl 3 and heat
(e) complete oxidation of the side-chain using hot alkaline KMnO4 and then dilute acid to give a benzoic
acid
(f) hydrogenation of the benzene ring using H2 and Pt/Ni catalyst and heat to form a cyclohexane ring
2 describe the mechanism of electrophilic substitution in arenes:
(a) as exemplified by the formation of nitrobenzene and bromobenzene
(b) with regards to the effect of delocalisation (aromatic stabilisation) of electrons in arenes to explain the
predomination of substitution over addition
3 predict whether halogenation will occur in the side-chain or in the aromatic ring in arenes depending on
reaction conditions
4 describe that in the electrophilic substitution of arenes, different substituents direct to different ring
positions (limited to the directing effects of –NH2, –OH, –R, –NO2, –COOH and –COR)

9

Halogenalkanes
(Organic Chemistry)

Lesson 1: Introduction to Halogenoarenes and Halogenoalkanes

Definition of halogenoarenes and halogenoalkanes
Comparison of their structures
Formative Assessment: Ask students to identify the halogen present in a given compound (halogenoarene or halogenoalkane).
Lesson 2: Synthesis of Halogenoarenes

Explanation of the reaction mechanism for halogenation of arenes
Examples of halogenation of benzene and methylbenzene
Formative Assessment: Give students a set of reactants and ask them to predict the product of the halogenation reaction.
Lesson 3: Synthesis of Halogenoalkanes

Explanation of the reaction mechanism for halogenation of alkanes
Examples of halogenation of ethane and propane
Formative Assessment: Give students a set of reactants and ask them to predict the product of the halogenation reaction.
Lesson 4: Reactivity of Halogenoarenes

Comparison of the reactivity of halogenoarenes with halogenoalkanes
Explanation of the influence of the arene ring on the reactivity
Formative Assessment: Provide students with a list of compounds and ask them to identify which ones are halogenoarenes.
Lesson 5: Reactions of Halogenoarenes

Explanation of electrophilic substitution reactions
Examples of nitration, halogenation, and Friedel-Crafts reactions
Formative Assessment: Give students a set of reactants and ask them to predict the product of the electrophilic substitution reaction.
Lesson 6: Reactions of Halogenoalkanes

Explanation of nucleophilic substitution reactions
Examples of hydrolysis and elimination reactions
Formative Assessment: Provide students with a list of compounds and ask them to identify which ones are halogenoalkanes.


1 recall the reactions by which halogenoarenes can be produced: substitution of an arene with Cl2 or Br2
in the presence of a catalyst, Al Cl3 or Al Br3 to form a halogenoarene, exemplified by benzene to form
chlorobenzene and methylbenzene to form 2-chloromethylbenzene and 4-chloromethylbenzene
2 explain the difference in reactivity between a halogenoalkane and a halogenoarene as exemplified by
chloroethane and chlorobenzene

10

Hydroxy Compounds
(phenols)
(Organic Chemistry)

Lesson 1: Formation of Esters with Acyl Chlorides
Objective: Students will be able to describe the reaction between ethyl ethanoate and acyl chlorides to form esters.

Introduction to esters and their properties
Recap of carboxylic acids and acyl chlorides
Discussion of the reaction between ethyl ethanoate and acyl chlorides
Demonstration of the reaction in the laboratory
Practice problems for students
Formative Assessment: Multiple-choice quiz on the reaction of ethyl ethanoate with acyl chlorides
Lesson 2: Production of Phenol from Phenylamine
Objective: Students will be able to recall the reactions and conditions used to produce phenol from phenylamine.

Introduction to phenylamine and its properties
Recap of nitration and diazotization reactions
Discussion of the reaction between phenylamine and HNO2/NaNO2
Demonstration of the reaction in the laboratory
Practice problems for students
Formative Assessment: Written test on the reaction of phenylamine with HNO2/NaNO2 to produce phenol
Lesson 3: Chemistry of Phenol
Objective: Students will be able to recall the chemistry of phenol, including reactions with bases, Na, and diazonium salts.

Introduction to the chemistry of phenol
Recap of bases and their properties
Discussion of the reaction between phenol and NaOH/Na
Demonstration of the reaction in the laboratory
Recap of diazotization reactions
Discussion of the reaction between phenol and diazonium salts
Practice problems for students
Formative Assessment: Short-answer quiz on the chemistry of phenol
Lesson 4: Nitration and Bromination of Phenol
Objective: Students will be able to explain the reagents and conditions used for the nitration and bromination of phenol.

Recap of nitration and bromination reactions
Discussion of the reagents and conditions used for the nitration and bromination of benzene
Explanation of why the reagents and conditions are different for phenol
Demonstration of the nitration and bromination reactions in the laboratory
Practice problems for students
Formative Assessment: Written test on the nitration and bromination of phenol
Lesson 5: Acidity of Phenol
Objective: Students will be able to explain the acidity of phenol and compare it to the acidity of water and ethanol.

Introduction to acidity and the pH scale
Discussion of the factors that influence acidity
Explanation of why phenol is more acidic than water and ethanol
Demonstration of the acidic properties of phenol in the laboratory
Practice problems for students
Formative Assessment: Short-answer quiz on the acidity of phenol
Lesson 6: Phenolic Compounds
Objective: Students will be able to apply their knowledge of the reactions of phenol to other phenolic compounds.

Introduction to other phenolic compounds, e.g. naphthol
Discussion of the similarities and differences between phenol and other phenolic compounds
Demonstration of the reactions of other phenolic compounds in the laboratory
Practice problems for students
Formative Assessment: Multiple-choice quiz on the reactions of other phenolic compounds

1 describe the reaction with acyl chlorides to form esters using ethyl ethanoate

1 recall the reactions (reagents and conditions) by which phenol can be produced:
(a) reaction of phenylamine with HNO2 or NaNO2 and dilute acid below 10 °C to produce the diazonium
salt; further warming of the diazonium salt with H2O to give phenol
2 recall the chemistry of phenol, as exemplified by the following reactions:
(a) with bases, for example NaOH(aq) to produce sodium phenoxide
(b) with Na(s) to produce sodium phenoxide and H2(g)
(c) in NaOH(aq) with diazonium salts, to give azo compounds
(d) nitration of the aromatic ring with dilute HNO3(aq) at room temperature to give a mixture of
2-nitrophenol and 4-nitrophenol
(e) bromination of the aromatic ring with Br2(aq) to form 2,4,6-tribromophenol
3 explain the acidity of phenol
4 describe and explain the relative acidities of water, phenol and ethanol
5 explain why the reagents and conditions for the nitration and bromination of phenol are different from those
for benzene
6 recall that the hydroxyl group of a phenol directs to the 2-, 4- and 6-positions
7 apply knowledge of the reactions of phenol to those of other phenolic compounds, e.g. naphthol

11

Carbonyl Compounds
(Carboxylic Acids, Aldehydes, Ketones, Esters)
(Organic Chemistry)

Lesson 1 (40 minutes): Production of benzoic acid from alkylbenzene

Definition and characteristics of benzoic acid
Reaction of an alkylbenzene with hot alkaline KMnO4 and then dilute acid to produce benzoic acid
Balanced chemical equation of the reaction
Examples of alkylbenzenes and their reaction to produce benzoic acid
Lesson 2 (40 minutes): Formation of acyl chlorides from carboxylic acids

Definition and characteristics of acyl chlorides
Reactions of carboxylic acids with PCl3 and heat, PCl5, or SOCl2 to form acyl chlorides
Balanced chemical equations of the reactions
Examples of carboxylic acids and their reaction to form acyl chlorides
Lesson 3 (40 minutes): Oxidation of carboxylic acids

Definition and characteristics of carboxylic acids
Oxidation of methanoic acid with Fehling’s reagent or Tollens’ reagent or acidified KMnO4 or acidified K2Cr2O7 to carbon dioxide and water
Oxidation of ethanedioic acid with warm acidified KMnO4 to carbon dioxide
Balanced chemical equations of the reactions
Examples of carboxylic acids and their reaction to oxidation
Lesson 4 (40 minutes): Relative acidities of carboxylic acids, phenols, and alcohols

Definition and characteristics of carboxylic acids, phenols, and alcohols
Comparison of acidities among these functional groups
Factors affecting the relative acidities
Examples of compounds and their relative acidities
Lesson 5 (40 minutes): Acidities of chlorine-substituted carboxylic acids

Definition and characteristics of chlorine-substituted carboxylic acids
Explanation of their relative acidities compared to non-substituted carboxylic acids
Factors affecting the relative acidities
Examples of compounds and their relative acidities
Lesson 6 (40 minutes): Production of esters from alcohols and acyl chlorides

Definition and characteristics of esters
Reaction of alcohols with acyl chlorides to produce esters
Balanced chemical equations of the reaction
Examples of alcohols and acyl chlorides and their reaction to produce esters

recall the reaction by which benzoic acid can be produced:
(a) reaction of an alkylbenzene with hot alkaline KMnO4 and then dilute acid, exemplified by
methylbenzene
2 describe the reaction of carboxylic acids with PCl 3 and heat, PCl 5, or SOCl 2 to form acyl chlorides
3 recognise that some carboxylic acids can be further oxidised:
(a) the oxidation of methanoic acid, HCOOH, with Fehling’s reagent or Tollens’ reagent or acidified KMnO4
or acidified K2Cr2O7 to carbon dioxide and water
(b) the oxidation of ethanedioic acid, HOOCCOOH, with warm acidified KMnO4 to carbon dioxide
4 describe and explain the relative acidities of carboxylic acids, phenols and alcohols
5 describe and explain the relative acidities of chlorine-substituted carboxylic acids
recall the reaction by which esters can be produced:
(a) reaction of alcohols with acyl chlorides using the formation of ethyl ethanoate and phenyl benzoate as
examples

12

Acyl Chlorides

Lesson 1 (40 minutes): Amines and Nitriles

Recall the reactions by which amines can be produced
Recall the reactions by which nitriles can be produced
Practice solving problems related to the synthesis of amines and nitriles
Lesson 2 (40 minutes): Hydroxynitriles and Nitrile Hydrolysis

Recall the reactions by which hydroxynitriles can be produced
Describe the hydrolysis of nitriles with dilute acid or dilute alkali followed by acidification to produce a carboxylic acid
Practice solving problems related to the synthesis of hydroxynitriles and hydrolysis of nitriles
Lesson 3 (40 minutes): Acyl Chlorides Production

Recall the reactions by which acyl chlorides can be produced
Describe the mechanism and factors affecting the reaction of carboxylic acids with PCl3, PCl5, or SOCl2
Practice solving problems related to the production of acyl chlorides
Lesson 4 (40 minutes): Reactions of Acyl Chlorides

Describe the following reactions of acyl chlorides: hydrolysis, reaction with alcohols, reaction with phenol, reaction with ammonia, and reaction with amines
Explain the addition-elimination mechanism of acyl chlorides in the above reactions
Practice solving problems related to the reactions of acyl chlorides
Lesson 5 (40 minutes): Ease of Hydrolysis

Compare and explain the relative ease of hydrolysis of acyl chlorides, alkyl chlorides, and halogenoarenes (aryl chlorides)
Discuss the factors affecting the rate of hydrolysis of these compounds
Practice solving problems related to the hydrolysis of different types of compounds
Lesson 6 (40 minutes): Applications and Real-world Examples

Discuss the applications and uses of amines, nitriles, and acyl chlorides in different industries and real-world situations
Analyze case studies and real-world examples of the production and use of these compounds
Evaluate the impact of the production and disposal of these compounds on the environment and human health

recall the reactions (reagents and conditions) by which acyl chlorides can be produced:
(a) reaction of carboxylic acids with PCl 3 and heat, PCl 5, or SOCl 2
2 describe the following reactions of acyl chlorides:
(a) hydrolysis on addition of water at room temperature to give the carboxylic acid and HCl
(b) reaction with an alcohol at room temperature to produce an ester and HCl
(c) reaction with phenol at room temperature to produce an ester and HCl
(d) reaction with ammonia at room temperature to produce an amide and HCl
(e) reaction with a primary or secondary amine at room temperature to produce an amide and HCl
3 describe the addition-elimination mechanism of acyl chlorides in reactions in 33.3.2(a) – (e)
4 explain the relative ease of hydrolysis of acyl chlorides, alkyl chlorides and halogenoarenes (aryl chlorides)

13

Nitrogen Compounds
(Organic Chemistry)

Lesson 1: (40 minutes)

Introduction to amines and their properties
Explanation of the reaction of halogenoalkanes with NH3 in ethanol under pressure to produce amines
Mechanism of the reaction and role of ethanol and pressure
Practice problems for the reaction of halogenoalkanes with NH3 to form amines
Lesson 2: (40 minutes)

Introduction to nitriles and their properties
Explanation of the reaction of halogenoalkanes with KCN in ethanol and heat to produce nitriles
Mechanism of the reaction and role of KCN, ethanol, and heat
Practice problems for the reaction of halogenoalkanes with KCN to form nitriles
Lesson 3: (40 minutes)

Introduction to hydroxynitriles and their properties
Explanation of the reaction of aldehydes and ketones with HCN and KCN as a catalyst and heat to produce hydroxynitriles
Mechanism of the reaction and role of HCN, KCN, and heat
Practice problems for the reaction of aldehydes and ketones with HCN and KCN to form hydroxynitriles
Lesson 4: (40 minutes)

Introduction to the hydrolysis of nitriles and its importance in the synthesis of carboxylic acids
Explanation of the hydrolysis of nitriles with dilute acid or dilute alkali followed by acidification to produce a carboxylic acid
Mechanism of the hydrolysis reaction and role of dilute acid or alkali and acidification
Practice problems for the hydrolysis of nitriles to form carboxylic acids
Lesson 5: (40 minutes)

Review of the reactions of amines, nitriles, and hydroxynitriles
Practice problems for identifying the products of each reaction and their corresponding mechanisms
Lesson 6: (40 minutes)

Discussion on the significance of amines, nitriles, hydroxynitriles, and carboxylic acids in various industries
Explanation of the challenges associated with the disposal of these organic compounds and the importance of their proper disposal
Discussion on the environmental impact of the improper disposal of these organic compounds

1 recall the reactions by which amines can be produced:
(a) reaction of a halogenoalkane with NH3 in ethanol heated under pressure

1 recall the reactions by which nitriles can be produced:
(a) reaction of a halogenoalkane with KCN in ethanol and heat
2 recall the reactions by which hydroxynitriles can be produced:
(a) the reaction of aldehydes and ketones with HCN, KCN as catalyst, and heat
3 describe the hydrolysis of nitriles with dilute acid or dilute alkali followed by acidification to produce a
carboxylic acid

14

Polymerization
(Organic Chemistry)

Lesson 1: PVC and Nylon

Explain the properties of PVC and Nylon
Discuss the applications of these polymers in the industry
Lesson 2: Chemical Industries in Pakistan

Discuss the importance of chemical industries in the economy of Pakistan
Describe the raw materials that are available in the country for various chemical industries
Lesson 3: Addition and Condensation Polymerization

Describe the chemical processes of addition and condensation polymerization
Provide examples including addition polymers such as poly(ethene) and poly(chloroethene), PVC, polyesters, and polyamides
Lesson 4: Identifying Polymers

Teach students how to identify the polymer formed and the monomer present in a section of the polymer
Help students classify them as one of the two polymers
Lesson 5: Predicting Polymerization Reactions

Teach students to predict the type of polymerization reaction for a given monomer or pair of monomers
Explain the challenges associated with the disposal of non-biodegradable polymers
Lesson 6: Biodegradation of Polymers

Recognize that some polymers can be degraded by the action of light
Teach students to recognize that polyesters and polyamides are biodegradable by acidic and alkaline hydrolysis
Discuss the importance of reducing non-biodegradable polymers and the challenges associated with this.

Explain the chemical processes and properties of PVC and Nylon, and the applications of these polymers in the industry.

Discuss the importance of chemical industries in the economy of Pakistan, and describe the raw materials that are available in the country for various chemical industries.

Describe the chemical processes of addition and condensation polymerization and the differences between them.
Examples include
- additon polymers such as poly(ethene) and poly(chloroethene), PVC,
- polyesters (from reactions of diol and dicarboxylic or dioyl acid, and from hydroxycarboxylic acid),
- polyamides (from reactions of a diamine and a dicarboxylic acid or dioyl chloride, of an aminocarboxylic acid, or between amino acids)
student should be able to identify the polymer formed, the monomer prsent in a section of polumer, and classify them as one of the two polymers.

Deduce the repeat unit of a polymer obtained from a given monomer or pair of monomers and identify the monomers present in a given section of a polymer molecule.

Predict the type of polymerization reaction for a given monomer or pair of monomers, and explain the challenges associated with the disposal of non-biodegradable polymers.
- recognise that poly(alkenes) are chemically inert and can therefore be difficult to biodegrade
- recognise that some polymers can be degraded by the action of light
- recognise that polyesters and polyamides are biodegradable by acidic and alkaline hydrolysis

15

Organic Synthesis
(Organic Chemistry)

Lesson 1 (40 minutes): Introduction to Organic Synthesis and Functional Group Interconversions

Definition of organic synthesis and its importance
Explanation of functional group interconversions
Examples of common functional groups and their interconversions
Lesson 2 (40 minutes): Identifying Organic Functional Groups

Review of the common functional groups
Explanation of the reactions involved in identifying each functional group
Practice exercises on identifying organic functional groups
Lesson 3 (40 minutes): Predicting Properties and Reactions of Organic Molecules

Explanation of how the presence of functional groups affects the properties and reactivity of organic molecules
Practice exercises on predicting properties and reactions of organic molecules based on functional group presence
Lesson 4 (40 minutes): Devising Multi-step Synthetic Routes for Organic Molecules

Review of the common reactions used in organic synthesis
Explanation of how to plan multi-step synthesis of organic molecules
Practice exercises on designing synthetic routes for organic molecules
Lesson 5 (40 minutes): Analyzing Synthetic Routes for Organic Molecules

Explanation of how to analyze a given synthetic route
Types of reactions and reagents used in each step
Potential by-products and how to avoid them
Practice exercises on analyzing synthetic routes for organic molecules
Lesson 6 (40 minutes): Retro-synthesis and Its Application in Organic Synthesis

Explanation of retro-synthesis and its importance in organic synthesis
Examples of how to apply retro-synthesis in multi-step synthesis of organic molecules
Practice exercises on retro-synthesis in organic synthesis.

1. Understand the concept of organic synthesis and functional group interconversions.

2. Identify organic functional groups using the reactions in the syllabus.

3. Predict properties and reactions of organic molecules based on functional group presence.

4. Devise multi-step synthetic routes for preparing organic molecules using the reactions in the syllabus.

5. Analyze a given synthetic route in terms of type of reaction and reagents used for each step of it, and possible by-products.

6. Understand the concept of retro-synthesis and its application in organic synthesis.

16

Biochemistry
(Organic Chemistry)

Lesson 1: Carbohydrates

Explain the basis of classification and structure-Function relationship of Carbohydrates
Identify the nutritional importance and their role as energy storage
Formative Assessment: Students will be given a diagram of a carbohydrate molecule and asked to label its components and explain its structure-function relationship.
Lesson 2: Proteins and Enzymes

Explain the basis of classification and structure-function relationship of proteins
Describe the role of various proteins in maintaining body functions and their nutritional importance
Describe the role of enzyme as biocatalyst and relate this role to various functions such as digestion of food
Identify factors that affect enzyme activity such as effect of temperature and pH.
Explain the role of inhibitors of enzyme catalyzed reactions
Formative Assessment: Students will be given a list of enzymes and their functions and asked to match them correctly.
Lesson 3: Lipids

Describe the basis of classification and structure-Function relationship of Lipids
Identify the nutritional and Biological importance of lipids
Formative Assessment: Students will be given a diagram of a lipid molecule and asked to label its components and explain its structure-function relationship.
Lesson 4: Nucleic Acids

Identify the structural components of DNA and RNA
Recognize the structural differences between DNA polymer (double strand) and RNA (single strand).
Relate DNA sequences to its function as storage of genetic information
Relate RNA sequence (transcript) to its role in transfer of information to protein (Translation)
Formative Assessment: Students will be given a strand of DNA and asked to transcribe it into RNA, then translate it into a protein.
Lesson 5: Minerals

Identify the sources of minerals such as Iron, Calcium, Phosphorous and Zinc
Describe the role of Iron, Calcium, Phosphorous and Zinc in nutrition
Identify how milk proteins can be precipitated by lowering the pH using lemon juice
Formative Assessment: Students will be given a list of minerals and their functions in the body and asked to match them correctly.
Lesson 6: Miscellaneous

Explain why animals and humans have large glycogen deposits for sustainable muscular activities. Hibernating animals (polar bear, reptiles and amphibians) accumulate fat to meet energy resources during hibernation
Identify complex Carbohydrates which provide lubrication to elbow and Knee.
Describe fibrous proteins from hair and silk
Explain how Cholesterol and amino acid serve as hormones
Identify insulin as a protein hormone whose deficiency leads to diabetes mellitus
Explain the role of minerals in structure and function
Identify Calcium as a requirement for coagulation
Formative Assessment: Students will be given a list of hormones and their functions in the body and asked to match them correctly.


- Explain the basis of classification and structure-Function relationship of Carbohydrates
- Explain the role of various Carbohydrates in health and diseases
- Identify the nutritional importance and their role as energy storage
- Explain the basis of classification and structure-function relationship of proteins
- Describe the role of various proteins in maintaining body functions and their nutritional
importance
- Describe the role of enzyme as biocatalyst and relate this role to various functions such as digestion of food
- Identify factors that affect enzyme activity such as effect of temperature and pH.
- Explain the role of inhibitors of enzyme catalyzed reactions
- Describe the basis of classification and structure-Function relationship of Lipids
- Identify the nutritional and Biological importance of lipids
- Identify the structural components of DNA and RNA
- Recognize the structural differences between DNA polymer (double strand) and RNA (single strand).
- Relate DNA sequences to its function as storage of genetic information
- Relate RNA sequence (transcript) to its role in transfer of information to protein (Translation)
- Identify the sources of minerals such as Iron, Calcium, Phosphorous and Zinc
- Describe the role of Iron, Calcium, Phos horous and Zinc in nutrition
- Explain why animals and humans have large glycogen deposits for sustainable muscular activities. Hibernating animals (polar bear, reptiles and amphibians) accumulate fat to meet energy resources during hibernation
- Identify complex Carbohydrates which provide lubrication to elbow and Knee.
- Describe fibrous proteins from hair and silk
- Explain how Cholesterol and amino acid serve as hormones
- Identify insulin as a protein hormone whose deficiency leads to diabetes mellitus
- Explain the role of minerals in structure and function
- Identify Calcium as a requirement for coagulation
- Identify how milk proteins can be precipitated by lowering the pH using lemon juice

17

NMR
(Lab and Analysis Skills)

Lesson 1: Introduction to NMR Spectroscopy and Carbon-13 NMR

Introduction to NMR Spectroscopy and its applications
Basics of carbon-13 NMR spectroscopy
Understanding chemical shifts and coupling patterns
Analyzing carbon-13 NMR spectra of simple molecules
Practice problems
Lesson 2: Interpreting Carbon-13 NMR Spectra

Analyzing complex carbon-13 NMR spectra
Determining the number of signals and their relative intensities
Correlating the carbon-13 NMR spectrum with molecular structure
Using carbon-13 NMR to distinguish between isomers and stereoisomers
Practice problems
Lesson 3: Predicting Carbon-13 NMR Spectra

Predicting carbon-13 NMR spectra based on molecular structure
Using chemical shift and coupling patterns to predict NMR spectra
Using NMR data to determine molecular structure
Practice problems
Lesson 4: Introduction to Proton NMR

Introduction to proton NMR spectroscopy
Understanding chemical shifts and coupling patterns in proton NMR
Analyzing simple proton NMR spectra
Practice problems
Lesson 5: Interpreting Proton NMR Spectra

Analyzing complex proton NMR spectra
Determining the number of signals and their relative intensities
Using proton NMR to distinguish between isomers and stereoisomers
Using proton NMR to determine molecular structure
Practice problems
Lesson 6: Advanced Topics in NMR Spectroscopy

Understanding advanced concepts such as NOE and chemical exchange
Analyzing two-dimensional NMR spectra
Introduction to NMR data interpretation software
Applications of NMR in different fields such as chemistry, biochemistry, and medical diagnosis
Case studies and real-world applications of NMR spectroscopy.

1. Understand and analyze the different environments of carbon atoms present in a simple molecule using a carbon-13 NMR spectrum.

2. Use a carbon-13 NMR spectrum to deduce possible structures of a simple molecule.

3. Predict the number of peaks in a carbon-13 NMR spectrum for a given molecule.

4. Understand and analyze the different environments of protons present in a simple molecule using a proton (1H) NMR spectrum.

5. Use a proton (1H) NMR spectrum to deduce relative numbers of each type of proton present, the number of equivalent protons on the carbon atom adjacent to the one to which the given proton is attached, and possible structures of a simple molecule.

18

Chromatography
(Lab and Analysis Skills)

Lesson 1: Introduction to Chromatography (40 minutes)

Definition and principles of chromatography
Types of chromatography: thin-layer chromatography, gas chromatography, liquid chromatography
Applications of chromatography in forensic chemistry and analysis of unknown materials
Lesson 2: Thin-Layer Chromatography (40 minutes)

Basic components and setup of a thin-layer chromatography system
Stationary and mobile phases in thin-layer chromatography
Rf values and how to calculate them
Interpretation of thin-layer chromatograms
Lesson 3: Gas and Liquid Chromatography (40 minutes)

Basic components and setup of a gas chromatography system and liquid chromatography system
Stationary and mobile phases in gas and liquid chromatography
Retention times and how to calculate them
Interpretation of gas and liquid chromatograms
Lesson 4: Selection of Stationary and Mobile Phases (40 minutes)

Importance of selecting the appropriate stationary and mobile phases in chromatography
Factors affecting the separation of compounds in chromatography
Techniques for choosing the optimal stationary and mobile phases
Lesson 5: Mass Spectrometry in Chromatography (40 minutes)

Introduction to mass spectrometry and its use in combination with chromatography
Interpretation of mass spectra
Applications of mass spectrometry in forensic chemistry and analysis of unknown materials
Lesson 6: Advanced Topics in Chromatography (40 minutes)

Troubleshooting chromatography experiments
Advances in chromatography technology
Emerging applications of chromatography in forensic chemistry and beyond

1. Explain the principles and applications of thin-layer chromatography and gas/liquid chromatography in forensic chemistry and analysis of unknown materials.

2. Identify and interpret Rf values and retention times in chromatograms to determine the composition of a mixture.

3. Understand the importance of selecting the appropriate stationary and mobile phases in chromatography and their impact on the separation of compounds.

4. Describe the use of mass spectrometry in combination with chromatography for identifying and quantifying small amounts of unknown materials in forensic analysis.

19

Materials
(Chemistry in Context)

Lesson 1: Introduction to Materials Science (40 min)

Define materials science and explain its importance in various industries
Identify and classify different types of materials based on their properties
Discuss the application of materials science in designing structures for specific purposes
Lesson 2: Extraction and Alloying of Metals (40 min)

Explain the process of extracting metals from ores
Identify and describe different methods of alloying metals
Discuss the importance of alloying metals in achieving desired characteristics
Lesson 3: Catalysis and Reaction Rates (40 min)

Define catalysts and explain their mechanism of action
Identify and discuss different types of catalysts
Describe how catalysts increase the rate of a reaction while remaining unchanged at the end
Lesson 4: Recycling and Toxicity of Materials (40 min)

Discuss the challenges associated with recycling materials and the impact of non-recyclable materials on the environment
Identify and explain the toxicity of some materials produced through materials science
Discuss the importance of responsible materials production and disposal
Lesson 5: X-ray Crystallography (40 min)

Explain the principles of X-ray crystallography and its use in analyzing structures
Identify and describe different types of X-ray crystallography techniques
Discuss the application of X-ray crystallography in various fields of science
Lesson 6: Summative Assessment (40 min)

Administer a summative assessment to evaluate students' understanding of the topics covered in the previous lessons.

1. Understand the properties of different materials and how they can be applied to desired structures.

2. Explain the process of extracting metals from ores and alloying them to achieve desired characteristics.

3. Understand the mechanism of catalysts and how they increase the rate of a reaction while remaining unchanged at the end.

4. Explain the challenges associated with recycling and toxicity of some materials produced through materials science.

5. Explain the use of X-ray crystallography in analyzing structures.


20

Energy
(Chemistry in Context)

Lesson 1: Introduction to Petrochemicals

Understand the difference between petrochemicals and chemicals derived from them
Identify the various raw materials for the petrochemical industry
List some major petrochemicals, and understand their importance in the modern world
Assessment: Quiz on the differences between petrochemicals and chemicals derived from them
Lesson 2: Petroleum Refining

Explain the process of fractional distillation and refining of petroleum
Identify the important fractions produced by the refining process
Assessment: Short answer questions on the fractional distillation and refining process of petroleum
Lesson 3: Petrochemical Processes

Describe the basic building block processes in petrochemical technology
Explain the petrochemical process technology
Assessment: Quiz on the basic building block processes in petrochemical technology
Lesson 4: Energy Sources

Understand the energy density and specific energy of different energy sources
Explain the efficiency of energy transfer
Understand the formation, properties, and uses of fossil fuels
Assessment: Group activity to compare and contrast different energy sources
Lesson 5: Nuclear and Solar Energy

Understand the mechanism and importance of nuclear fusion and fission
Explain the importance of nuclear energy in the modern world
Understand the importance and mechanism of solar energy
Explain the importance of renewable energy in the modern world
Assessment: Short essay on the advantages and disadvantages of nuclear and solar energy
Lesson 6: Environmental Impact of Energy Consumption

Understand the environmental impact of energy consumption, particularly in relation to global warming
Explain the importance of reducing carbon footprint and moving towards sustainable energy sources
Apply their knowledge of energy sources and their properties to critically evaluate the advantages and disadvantages of different energy sources and make informed decisions about energy consumption
Assessment: Final exam covering all topics

1. Understand the difference between petrochemical and chemicals derived from them, and identify the various raw materials for the petrochemical industry.

2. Explain the process of fractional distillation and refining of petroleum, and identify the important fractions.

3. Describe the basic building block processes in petrochemical technology, and explain the petrochemical process technology.

4. List some major petrochemicals, and understand the importance of petrochemicals in the modern world.

5. Understand the energy density and specific energy of different energy sources, and explain the efficiency of energy transfer.

6. Understand the formation, properties, and uses of fossil fuels, and explain the importance of fossil fuels in the modern world.

7. Understand the mechanism and importance of nuclear fusion and fission, and explain the importance of nuclear energy in the modern world.

8. Understand the importance and mechanism of solar energy, and explain the importance of renewable energy in the modern world.

9. Understand the environmental impact of energy consumption, particularly in relation to global warming, and be able to explain the importance of reducing carbon footprint and moving towards sustainable energy sources.

10. Apply their knowledge of energy sources and their properties to critically evaluate the advantages and disadvantages of different energy sources and make informed decisions about energy consumption.

21

Medicine
(Chemistry in Context)

Lesson 1: Therapeutic index and window

Introduction to drug administration and pharmacology
Understanding therapeutic index and therapeutic window
Calculation of therapeutic index and window
In-class exercises to practice calculations
Summative assessment on therapeutic index and window
Lesson 2: Aspirin and Penicillin

Introduction to aspirin and penicillin
Mechanism of action and uses of aspirin and penicillin
Chemical structure of aspirin and penicillin
In-class discussion on the application of aspirin and penicillin in treating diseases
Summative assessment on aspirin and penicillin
Lesson 3: Opiates and opioid receptors

Introduction to opiates and opioid receptors
Mechanism of action of opiates
Understanding the concept of opioid receptors in the brain
In-class discussion on the application of opiates in treating diseases
Summative assessment on opiates and opioid receptors
Lesson 4: pH regulation of stomach and non-specific reactions

Understanding the pH regulation of the stomach
Concept of non-specific reactions in drug administration
Understanding the concept of active metabolites
In-class discussion on the impact of pH regulation on drug administration
Summative assessment on pH regulation and non-specific reactions
Lesson 5: Antiviral medications

Introduction to viral infections and challenges in treating them with drugs
Understanding the concept of antiviral medications
In-class discussion on the different types of antiviral medications
Understanding the mechanisms of action of antiviral medications
Summative assessment on antiviral medications
Lesson 6: Review and Wrap-up

Review of all the topics covered in the previous lessons
In-class discussion on the applications of pharmacology in the medical industry
Summative assessment on all the topics covered throughout the 6-lesson plan.

1. Understand the concept of therapeutic index and therapeutic window in relation to drug administration and be able to calculate the same

2. Understand the mechanism of action and uses of Aspirin and Penicillin and explain the chemical structure of the same

3. Understand the mechanism of action of Opiates and the concept of opioid receptors in the brain

4. Understand the pH regulation of stomach and the concept of non-specific reactions and active metabolites

5. Understand the challenges in treating viral infections with drugs and the concept of Antiviral medications.

22

Agriculture
(Chemistry in Context)

Lesson 1: Fertilizers

Objectives:

Understand the chemical composition of fertilizers
Understand the function of fertilizers in providing essential nutrients to crops
Understand the impact of fertilizer application on soil health
Activities:

Introduction to fertilizers and their role in agriculture
Types of fertilizers and their composition
How fertilizers provide essential nutrients to crops
Impact of over-fertilization on soil health
Formative Assessment: Quiz on the chemical composition of different fertilizers
Lesson 2: Pesticides

Objectives:

Identify different types of pesticides used in agriculture
Describe the mode of action of pesticides
Evaluate the potential benefits and risks associated with pesticide use
Activities:

Introduction to pesticides and their use in agriculture
Different types of pesticides and their mode of action
Benefits and risks associated with pesticide use
Ethical considerations related to pesticide use
Formative Assessment: Debate on the use of pesticides in agriculture
Lesson 3: Acid Rain

Objectives:

Understand the chemical reactions that occur when acid rain falls on crops and soil
Evaluate the effects of acid rain on crop growth
Understand the relationship between acid rain, nutrient uptake, and crop yield
Activities:

Introduction to acid rain and its impact on the environment
Chemical reactions involved in acid rain and their impact on crops and soil
Effects of acid rain on crop growth, including nutrient uptake and crop yield
Strategies to mitigate the impact of acid rain on agriculture
Formative Assessment: Written report on the effects of acid rain on a specific crop
Lesson 4: Genetic Engineering

Objectives:

Understand the basics of genetic engineering
Describe how genetic engineering is used in agriculture
Evaluate the potential benefits and risks associated with genetically modified crops
Activities:

Introduction to genetic engineering and its applications in agriculture
Advantages and disadvantages of genetically modified crops
Ethical considerations related to genetic engineering in agriculture
Regulations surrounding the use of genetically modified crops
Formative Assessment: Group presentation on a specific genetically modified crop and its impact on agriculture
Lesson 5: Climate Change and Agriculture

Objectives:

Understand how changes in temperature and precipitation affect crop growth and yield
Evaluate the potential for crop failures and food shortages due to climate change
Understand the potential for developing more resilient crop varieties
Activities:

Introduction to climate change and its impact on agriculture
Effects of changes in temperature and precipitation on crop growth and yield
Strategies to mitigate the impact of climate change on agriculture
Development of more resilient crop varieties through breeding and genetic engineering
Formative Assessment: Debate on the role of agriculture in mitigating climate change
Lesson 6: Review and Assessment

Objectives:

Review the key concepts covered in the previous five lessons
Assess students' understanding of the topics covered in the unit
Activities:

Review of key concepts and ideas covered in the previous lessons
Assessment of students' understanding of the topics covered in the unit
Open discussion on any remaining questions or uncertainties
Formative Assessment: Written exam covering all topics in the unit.

1. understand the chemical composition and function of different types of fertilizers, including their role in providing essential nutrients to crops and the impact of their application on soil health.

2. identify the different types of pesticides used in agriculture and describe their mode of action, including the potential benefits and risks associated with their use.

3. understand the chemical reactions that occur when acid rain falls on crops and soil and the effects it has on crop growth, including nutrient uptake and crop yield.

4. understand the basics of genetic engineering and how it is used in agriculture, including the development of genetically modified crops and the potential benefits and risks associated with their use.

5. understand how changes in temperature, precipitation, and extreme weather events can affect crop growth and yield, including the potential for crop failures and food shortages, as well as the potential to develop new crop varieties that are more resilient to changing climate conditions.

23

Industry
(Chemistry in Context)

Lesson 1:
Topic: Introduction to Industrial Chemistry
Objectives:

Understand the importance and significance of industrial chemistry in various industries
Identify the different industries that use industrial chemistry
Describe the scope and impact of industrial chemistry in society
Assessment:

Class discussion and participation
Lesson 2:
Topic: Chemical Processes in Industrial Production
Objectives:

Describe the different chemical processes involved in industrial production
Explain the concepts of addition and condensation polymerization
Understand the properties and uses of resulting materials
Assessment:

Quiz on chemical processes in industrial production
Lesson 3:
Topic: Raw Materials and Resources Used in Industrial Chemistry
Objectives:

Identify the different raw materials and resources used in industrial chemistry
Describe the sources and availability of these materials in Pakistan
Understand the impact of industrial chemistry on natural resources
Assessment:

Homework assignment on raw materials and resources used in industrial chemistry
Lesson 4:
Topic: Applications of Industrial Chemistry in Various Industries
Objectives:

Explain the different applications of industrial chemistry in industries such as petrochemical, cosmetics, cement, and food production
Understand the role of industrial chemistry in healthcare and environmental protection
Identify the benefits and drawbacks of industrial chemistry in different industries
Assessment:

Group presentation on the applications of industrial chemistry in a specific industry
Lesson 5:
Topic: Properties and Uses of Industrial Materials
Objectives:

Understand the properties and uses of materials produced by industrial chemistry
Identify the different types of industrial materials and their applications
Explain the impact of industrial materials on society and the environment
Assessment:

Lab activity on testing the properties of different industrial materials
Lesson 6:
Topic: Safety Measures and Precautions in Industrial Chemistry
Objectives:

Identify the potential risks and hazards associated with industrial chemistry
Explain the safety measures and precautions necessary to minimize these risks
Understand the importance of proper waste management in industrial chemistry
Assessment:

Written reflection on the importance of safety measures and precautions in industrial chemistry
Final Assessment:

Written exam on the Industrial Chemistry unit, covering all topics and objectives.

1. Understand the importance and significance of industrial chemistry in various industries such as manufacturing, energy, healthcare, and environmental protection.

2. Describe the chemical processes involved in industrial production, including addition and condensation polymerization, and the properties and uses of resulting materials.

3. Identify the raw materials and resources used in industrial chemistry, including those readily available in the context of Pakistan.

4. Explain the applications of industrial chemistry in industries such as petrochemical, cosmetics, cement, food production and more.

5. Elaborate on the safety measures and precautions necessary in industrial chemical processes and facilities.

24

Medicine
(Chemistry in Context)

Lesson 1: Therapeutic index and window

Introduction to drug administration and pharmacology
Understanding therapeutic index and therapeutic window
Calculation of therapeutic index and window
In-class exercises to practice calculations
Summative assessment on therapeutic index and window
Lesson 2: Aspirin and Penicillin

Introduction to aspirin and penicillin
Mechanism of action and uses of aspirin and penicillin
Chemical structure of aspirin and penicillin
In-class discussion on the application of aspirin and penicillin in treating diseases
Summative assessment on aspirin and penicillin
Lesson 3: Opiates and opioid receptors

Introduction to opiates and opioid receptors
Mechanism of action of opiates
Understanding the concept of opioid receptors in the brain
In-class discussion on the application of opiates in treating diseases
Summative assessment on opiates and opioid receptors
Lesson 4: pH regulation of stomach and non-specific reactions

Understanding the pH regulation of the stomach
Concept of non-specific reactions in drug administration
Understanding the concept of active metabolites
In-class discussion on the impact of pH regulation on drug administration
Summative assessment on pH regulation and non-specific reactions
Lesson 5: Antiviral medications

Introduction to viral infections and challenges in treating them with drugs
Understanding the concept of antiviral medications
In-class discussion on the different types of antiviral medications
Understanding the mechanisms of action of antiviral medications
Summative assessment on antiviral medications
Lesson 6: Review and Wrap-up

Review of all the topics covered in the previous lessons
In-class discussion on the applications of pharmacology in the medical industry
Summative assessment on all the topics covered throughout the 6-lesson plan.

1. Understand the concept of therapeutic index and therapeutic window in relation to drug administration and be able to calculate the same

2. Understand the mechanism of action and uses of Aspirin and Penicillin and explain the chemical structure of the same

3. Understand the mechanism of action of Opiates and the concept of opioid receptors in the brain

4. Understand the pH regulation of stomach and the concept of non-specific reactions and active metabolites

5. Understand the challenges in treating viral infections with drugs and the concept of Antiviral medications.

25

Agriculture
(Chemistry in Context)

Lesson 1: Fertilizers

Objectives:

Understand the chemical composition of fertilizers
Understand the function of fertilizers in providing essential nutrients to crops
Understand the impact of fertilizer application on soil health
Activities:

Introduction to fertilizers and their role in agriculture
Types of fertilizers and their composition
How fertilizers provide essential nutrients to crops
Impact of over-fertilization on soil health
Formative Assessment: Quiz on the chemical composition of different fertilizers
Lesson 2: Pesticides

Objectives:

Identify different types of pesticides used in agriculture
Describe the mode of action of pesticides
Evaluate the potential benefits and risks associated with pesticide use
Activities:

Introduction to pesticides and their use in agriculture
Different types of pesticides and their mode of action
Benefits and risks associated with pesticide use
Ethical considerations related to pesticide use
Formative Assessment: Debate on the use of pesticides in agriculture
Lesson 3: Acid Rain

Objectives:

Understand the chemical reactions that occur when acid rain falls on crops and soil
Evaluate the effects of acid rain on crop growth
Understand the relationship between acid rain, nutrient uptake, and crop yield
Activities:

Introduction to acid rain and its impact on the environment
Chemical reactions involved in acid rain and their impact on crops and soil
Effects of acid rain on crop growth, including nutrient uptake and crop yield
Strategies to mitigate the impact of acid rain on agriculture
Formative Assessment: Written report on the effects of acid rain on a specific crop
Lesson 4: Genetic Engineering

Objectives:

Understand the basics of genetic engineering
Describe how genetic engineering is used in agriculture
Evaluate the potential benefits and risks associated with genetically modified crops
Activities:

Introduction to genetic engineering and its applications in agriculture
Advantages and disadvantages of genetically modified crops
Ethical considerations related to genetic engineering in agriculture
Regulations surrounding the use of genetically modified crops
Formative Assessment: Group presentation on a specific genetically modified crop and its impact on agriculture
Lesson 5: Climate Change and Agriculture

Objectives:

Understand how changes in temperature and precipitation affect crop growth and yield
Evaluate the potential for crop failures and food shortages due to climate change
Understand the potential for developing more resilient crop varieties
Activities:

Introduction to climate change and its impact on agriculture
Effects of changes in temperature and precipitation on crop growth and yield
Strategies to mitigate the impact of climate change on agriculture
Development of more resilient crop varieties through breeding and genetic engineering
Formative Assessment: Debate on the role of agriculture in mitigating climate change
Lesson 6: Review and Assessment

Objectives:

Review the key concepts covered in the previous five lessons
Assess students' understanding of the topics covered in the unit
Activities:

Review of key concepts and ideas covered in the previous lessons
Assessment of students' understanding of the topics covered in the unit
Open discussion on any remaining questions or uncertainties
Formative Assessment: Written exam covering all topics in the unit.

1. understand the chemical composition and function of different types of fertilizers, including their role in providing essential nutrients to crops and the impact of their application on soil health.

2. identify the different types of pesticides used in agriculture and describe their mode of action, including the potential benefits and risks associated with their use.

3. understand the chemical reactions that occur when acid rain falls on crops and soil and the effects it has on crop growth, including nutrient uptake and crop yield.

4. understand the basics of genetic engineering and how it is used in agriculture, including the development of genetically modified crops and the potential benefits and risks associated with their use.

5. understand how changes in temperature, precipitation, and extreme weather events can affect crop growth and yield, including the potential for crop failures and food shortages, as well as the potential to develop new crop varieties that are more resilient to changing climate conditions.

26

Industry
(Chemistry in Context)

Lesson 1:
Topic: Introduction to Industrial Chemistry
Objectives:

Understand the importance and significance of industrial chemistry in various industries
Identify the different industries that use industrial chemistry
Describe the scope and impact of industrial chemistry in society
Assessment:

Class discussion and participation
Lesson 2:
Topic: Chemical Processes in Industrial Production
Objectives:

Describe the different chemical processes involved in industrial production
Explain the concepts of addition and condensation polymerization
Understand the properties and uses of resulting materials
Assessment:

Quiz on chemical processes in industrial production
Lesson 3:
Topic: Raw Materials and Resources Used in Industrial Chemistry
Objectives:

Identify the different raw materials and resources used in industrial chemistry
Describe the sources and availability of these materials in Pakistan
Understand the impact of industrial chemistry on natural resources
Assessment:

Homework assignment on raw materials and resources used in industrial chemistry
Lesson 4:
Topic: Applications of Industrial Chemistry in Various Industries
Objectives:

Explain the different applications of industrial chemistry in industries such as petrochemical, cosmetics, cement, and food production
Understand the role of industrial chemistry in healthcare and environmental protection
Identify the benefits and drawbacks of industrial chemistry in different industries
Assessment:

Group presentation on the applications of industrial chemistry in a specific industry
Lesson 5:
Topic: Properties and Uses of Industrial Materials
Objectives:

Understand the properties and uses of materials produced by industrial chemistry
Identify the different types of industrial materials and their applications
Explain the impact of industrial materials on society and the environment
Assessment:

Lab activity on testing the properties of different industrial materials
Lesson 6:
Topic: Safety Measures and Precautions in Industrial Chemistry
Objectives:

Identify the potential risks and hazards associated with industrial chemistry
Explain the safety measures and precautions necessary to minimize these risks
Understand the importance of proper waste management in industrial chemistry
Assessment:

Written reflection on the importance of safety measures and precautions in industrial chemistry
Final Assessment:

Written exam on the Industrial Chemistry unit, covering all topics and objectives.

1. Understand the importance and significance of industrial chemistry in various industries such as manufacturing, energy, healthcare, and environmental protection.

2. Describe the chemical processes involved in industrial production, including addition and condensation polymerization, and the properties and uses of resulting materials.

3. Identify the raw materials and resources used in industrial chemistry, including those readily available in the context of Pakistan.

4. Explain the applications of industrial chemistry in industries such as petrochemical, cosmetics, cement, food production and more.

5. Elaborate on the safety measures and precautions necessary in industrial chemical processes and facilities.

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