Department

99% HARD WORK +1% GENIUS = SUCCESS

Yearly Plan
Form 3
Chemistry
Area of Study
Topic:
Introduction to
chemistry

Goals/Objectives
Goal:
Students will be able to develop an
appreciation for the knowledge and
the application of chemistry;
especially as it relates to their
everyday life.

Teaching Strategies/Learning Activities

Collect and interpret the meaning of the word
chemistry

Content

Discuss some examples of common chemicals used in

daily life such as sodium chloride(common salt),
calcium carbonate(lime) and acetic acid (vinegar).

list some common chemicals used in daily

life,

Specific Objectives:
Students will be able to
1. understand chemistry and its
importance;

Discuss the uses of these chemicals in daily life.

View a video or computer courseware on the following:
a. careers that need the knowledge of chemistry
b. chemical-based industries in Belize and its
contribution to their development of the country.

explain the meaning of chemistry,

state the uses of common chemicals in daily

life,
list examples of occupations that require the
knowledge of chemistry
list chemical-based industries in Belize
describe the contribution of chemical-based
industries towards the development of the
country.

Topic:
Scientific

Specific Objectives:
Students will be able to

Observe a situation and identify all variables. Suggest a

question suitable for a scientific investigation.

Duration

identify variables in a given situation,

1 week

method

1. synthesize scientific method

2. Incorporate scientific attitudes
and values in conducting
scientific investigations

Carry out an activity to:

a. observe a situation
b. identify all variables
c. suggest a question
d. form a hypothesis
e. select suitable apparatus
f. list down work procedures

identify the relationship between two

variables to form a hypothesis,
design and carry out a simple experiment to
test the hypothesis,
2 Weeks
record and present data in a suitable form,
interpret data to draw a conclusion,

carry out an experiment and:

a. collect and tabulate data
b. present data in a suitable form
c. interpret the data and draw conclusions.
d. write a complete report
View videos or read passages about scientific
investigations. Students discuss and identify scientific
attitudes and values practiced by researchers and
scientist in the videos or passages.

write a report of the investigation.

identify scientific attitudes and values
practised by scientists in carrying out
investigations,
practise scientific attitudes and values in
conducting scientific investigations

Students discuss and justify the scientific attitudes and

values that should be practiced during scientific
investigations.
Topic:
Matter

Goal:
Students will brainstorm definitions of terms such as
Students will be able to demonstrate
matter, diffusion, osmosis, and Brownian motion.
an awareness that matter is made up of
Subtopics:
particles.
Students will perform experiment of diffusion of
Diffusion,
ammonia and hydrogen chloride gases in cylindrical
Osmosis,
Specific Objectives:
tube. Osmosis of potato strips in a container of distilled
Brownian
Students should be able to
water and salt water.
Motion,
1. State evidence(diffusion,
States of Matter,
osmosis, Brownian motion) in Students will prepare water, ice and steam. Heat
Physical and
support of the particulate
naphthalene; iodine.
Chemical
nature of matter.
Changes
2. Differentiate between the three Students will participate in a nature walk to classify
states of matter in term of
matter in the environment as solid liquid or gas, identify
energy and arrangement of
the physical and chemical changes occurring and also

Evidence obtained from practical work

involving processes, such as diffusion,
osmosis and Brownian motion.
Consideration of freezing, melting, boiling,
sublimation, evaporation, physical change
and chemical change.

3 weeks

particles.
3. Distinguish between the
chemical and physical changes
that matter undergoes.

Topic:
Goal:
Pure and Impure Students should demonstrate an
matter
understanding of the existence of pure
and impure matter and that different
Subtopics:
types of matter can separated based on
Elements,
the properties of the components.
Compounds,
Mixtures:
Specific Objectives:
suspension,
solutions and
Students will be able to
colloids,
1. state the differences between a
Separating
pure substance(elements,
mixtures,
compounds) and a mixture;
Solubility
2. identify different types of
solutions;
3. distinguish among solutions,
suspensions and colloids;
4. identify suitable separation
techniques based on
differences in properties of the
components of mixtures.
5. describe the extraction of
sucrose from sugar cane.
6. investigate experimentally the
effect of structure and
temperature on solubility of
solids in water.

site evidence to support the particulate nature of matter.

Students will view an educational video on states of
matter, changing states and diffusion.

Students will be able to use their text book to locate

definitions of elements, compounds, mixtures,
suspension, solution, colloid, and solute, solvent,
solubility.

Reference will be made to the following

types of solutions: solid in liquid, solid in
solid, gas in liquid, liquid in liquid.
Reference will be made to particle sizes.

Given various substances students will be able to

identify them as:
1. elements, compounds or mixtures.
2. solutions, suspension or colloids.
Students will be able to use simple and fractional
distillation, paper chromatography, and the separating
funnel. Draw simple line diagrams of apparatus.
Students will be able to participate in a field visit to the
Belize Sugar Factory.

Examples will be given showing that a

decrease in solubility with increasing
temperature will not be required.
Properties to be included to determine
separation method are particle size, boiling
point, crystalline structure, solubility and
solute mobility in solvent.

6 weeks

Topic:
Atomic
Structure
Subtopics:
Atoms,
Subatomic
particles,
Atomic number
and mass
number,
Relative atomic
masses
Electronic
Configuration
Isotopes/Radioa
ctivity

Goal:
Students should be able to be familiar
with the concept of the atom as the
basic building block of matter.
Specific Objectives:
Students should be able to
1. describe with illustrations, the
structure of atoms of atomic
number 1 to 20;
2. state properties of electrons,
protons and neutrons;
3. define atomic number, mass
number and relative atomic
mass;
4. interpret notations of the form
a

X
b
d
5. understanding and write the
electronic structure of an atom
6. understanding isotopes and
assessing their importance

Using story about atoms students will be able to identify

atom as the building block of matter which consists of
protons, neutrons, electrons, nucleus, and shells.
Using diagram students will be able to identify the
different features of an atom.
Students will be able to make diagrammatic
representations of different atoms and present on their
structure.

The atom consists of three basic particles:protons, neutrons and electrons arranged in
shells.
Properties related to relative mass and
relative charge will be stated.
Relative atomic mass based on carbon 12
isotope should be known.

Using their text books students will be able to find

definitions of terms such as atomic number, mass
number and relative atomic mass;

Study electron arrangements of various atoms and

identify their valence electrons.
Discuss the meaning of valence electrons using
illustrations.
Conduct activities to :
a. illustrate electron
arrangements of elements
with proton numbers 1 to
20.
b. write electron
arrangements of elements
with proton numbers 1 to

4 weeks

Mass
Number

charged
oxidation
Number

Symbol
Atomic
Number

number
of items
in the entity

20.
Collect and interpret information on :
a. the meaning of isotope,
b. isotopes of hydrogen,
oxygen, carbon, chlorine
and bromine.
Conduct activities to determine the number of
subatomic particles of isotopes from their proton
numbers and their nucleon numbers.

describe electron arrangements of elements

with proton numbers 1 to 20,
draw electron arrangement of an atom in an
element,
state the meaning of valence electrons,
determine the number of valence electrons
from the electron arrangement of an atom.
state the meaning of isotope,

Gather information from the internet or from printed

materials and discuss the uses of isotope.

list examples of elements with isotopes,

determine the number of subatomic particles
of isotopes,
justify the uses of isotope in daily life.
Calculate the relative atomic masses of
isotopes.

Topic:
Chemical
Bonding
Subtopics:
Ionic bonding
Covalent
bonding
Metallic
bonding

Goal:
Students should be able to be aware of
the different forces of attraction that
exist between particles.
Specific Objectives:
Students should be able to
1. understand the formation of
compounds
2. Synthesize ideas on formation
of ionic bond
3. Synthesize ideas on formation
of covalent bond
4. Explain the formation of
metallic bonding

Collect and interpret data on the existence of various

naturally occurring compounds for example, water,
H2O, carbon dioxide, CO2, and minerals to introduce
the concept of chemical bonds.
Discuss:
a. the stability of inert gases with respect to the
electron arrangement,
b. conditions for the formation of chemical bonds,
c. types of chemical bonds
Use computer simulation to explain formation of ions
and electron arrangement of ions.
Conduct an activity to prepare ionic compounds for
example, magnesium oxide, MgO, sodium chloride,
NaCl and iron(III) chloride, FeCl3.
Carry out an activity to illustrate formation of ionic

explain the stability of inert gases,`

explain conditions for the formation of
chemical bonds,
state types of chemical bonds.
explain formation of ions,
write electron arrangements for the ions
formed,
explain formation of ionic bond,
illustrate electron arrangement of an ionic
bond,

3 weeks

bond through models, diagrams or computer simulation.

illustrate formation of ionic bond.

Use computer simulation to illustrate the existence of

electrostatic force between ions of opposite charges in
ionic bond.
Collect and inteprete data on the meaning of covalent
bond.

State the meaning of covalent bond,

Use models and computer simulation to illustrate

formation of:
a. single bond in hydrogen, H2, chlorine, Cl2,
hydrogen chloride, HCl, water, H2O, methane,
CH4, ammonia, NH3, tetrachloromethane, CCl4,
b. double bond in oxygen, O2, carbon dioxide, CO2,
c. triple bond in nitrogen, N2.

explain formation of covalent bond,

illustrate formation of a covalent bond by
drawing electron arrangement,
illustrate formation of covalent bond,
compare and contrast formation of ionic
and covalent bonds
list properties of ionic compounds,
list properties of covalent compounds,

Draw diagrams showing electron arrangements for the

formation of covalent bond including Lewis structure.
Discuss and construct a mind map to compare the
formation of covalent bond with ionic bond.
Collect and interpret data on properties of ionic and
covalent compounds.

explain differences in the electrical

conductivity of ionic and covalent
compounds,
describe differences in melting and boiling
points of ionic and covalent compounds,
compare and contrast the solubility of ionic
and covalent compounds

Work in groups to carry out an activity to compare the

following properties of ionic and covalent compounds:
a. melting and boiling points,
b. electrical conductivities,
c. solubilities in water and organic solvents
Discuss:
differences in electrical conductivities of ionic and
covalent compounds due to the presence of ions,
differences in the melting and boiling points of ionic
and covalent compounds,
compare and contrast the solubility of ionic and
covalent compounds,

a. the formation of metallic bonds

Topic:
Periodic Table
Subtopics:
Trends in Group
7, 1 and 11
Trends in Period
3
Transition
metals

Goal:
Students should be able to appreciate
the matter can be classified based on
physical and chemical properties.
Specific Objectives:
Students should be able to
1. Analyze the Periodic Table of
Elements.
2. Analyze Group 1 elements
3. Analyze Group II elements
4. Analyze Group VII elements
5. Analyze elements in a period
6. Understand transition elements

Collect information on the contributions of various

scientist toward the development of the Periodic Table.
Study the arrangement of elements in the Periodic table
from the following aspects:
a. group and periods,
b. proton number,
c. electron arrangement.
Carry out an activity to relate the electron arrangement
of the element to its group and period.
Discuss the advantages of grouping the elements in the
Periodic Table.
Conduct activities to predict the group and period of
and element based on its electron arrangement.
Gather information and discuss:
a. Group 1 elements,
b. general physical properties of lithium, sodium and
potassium,
c. changes in the physical properties from lithium to
potassium with respect to hardness, density and melting
points,
d. chemical properties of lithium, sodium and
potassium,
f. the relationship between the chemical properties of
Group 1 elements and their electron arrangements.
Carry out experiments to investigate the reactions of
lithium, sodium and potassium with water and oxygen.

describe the contributions of scientists in the

historical development of the Periodic Table,
identify groups and periods in the Periodic
Table,
state the basic principle of arranging the
elements in the Periodic Table from their
proton numbers,
relate the electron arrangement of an
element to its group and period,
explain the advantages of grouping elements
in the Periodic Table,
predict the group and the period of an
element based on its electron
arrangement
list all Group 1 elements.
state the general physical properties of
lithium, sodium and potassium,
describe changes in the physical properties
from lithium to potassium,
list the chemical properties of lithium,
sodium and potassium,
describe the similarities in chemical
properties of lithium, sodium and potassium,
relate the chemical properties of Group 1
elements to their electron arrangements,

5 Weeks

Study the reactions of lithium, sodium and potassium

describe changes in reactivity of Group 1
with chlorine and bromine through computer simulation. elements down the group,
Discuss changes in the reactivity of group 1 elements
down the group.
Predict physical and chemical properties of group 1
elements other than lithium, sodium and potassium.

predict physical and chemical properties of

other elements in Group 1,
state the safety precautions when handling
Group 1 elements.
list all Group II elements

Watch multimedia materials on the safety precautions

when handling Group 1 elements.
Use a table to use all the elements in Group II.

state in general the physical properties of

Group II elements,

Describe the physical properties such as the physical

state, density and boiling points of Group II elements.

describe the changes in the physical

properties of Group II elements,

Discuss:
a. changes in the physical properties of Group II
elements.
b. the inert nature of Group II elements.

describe the inert nature of elements of

Group II,

Discuss the relationship between the electron

arrangement and the inert nature of the Group II
elements.
Use diagrams or computer simulations to illustrate the
duplet and octet electron arrangement of Group II
elements to explain their stability.
Gather information on the reasons for the uses of Group
II elements.
Gather information and discuss:
a. Group 7 elements,
b. physical properties of chlorine, bromine and iodine
with respect to their colour, density and boiling points,
c. changes in the physical properties from chlorine to
iodine,
d. describe the chemical properties of chlorine, iodine
and bromine,

relate the inert nature of Group II elements

to their electron arrangements,
relate the duplet and octet electron
arrangements of Group II elements to their
stability
describe uses of Group II elements in daily
life.
list all Group 7 elements,
state the general physical properties of
chlorine, bromine and iodine,
describe changes in the physical properties
from chlorine to iodine,
list the chemical properties of chlorine,
bromine and iodine,
describe the similarities in chemical
properties of chlorine, bromine and iodine,

e. the similarities in chemical properties of chlorine,

iodine and bromine,
f. the relationship between the chemical properties of
Group 7 arrangements.
Carry out experiments to investigate the reactions of
chlorine, bromine and iodine with:
a. water,
b. metals such as iron,
c. sodium hydroxide.

relate the chemical properties of Group 7

elements with their electron arrangements,
describe changes in
reactivity of Group 7 elements down the
group,
predict physical and chemical properties of
other elements in Group 7

Discuss changes in the reactivity of Group 7 elements

down the group.

state the safety precautions when handling

Group 7 elements.

Predict physical and chemical properties of Group 7

elements other than chlorine, bromine and iodine.

list all elements in Period 3,

Watch multimedia materials on the safety precautions

when handling Group 7 elements.
Collect and interpret data on the properties of elements
in Periods 3 such as:
a. proton number,
b. electron arrangement,
c. size of atom,
d. electronegativity,
e. physical state.
Discuss changes in the properties of elements across
Period 3.
Carry out experiments to study the oxides of elements in
Periods 3 and relate them to their metallic properties.
Discuss in small groups and make a presentation on the
changes of elements across Period 3.
Discuss and predict changes in the properties of
elements in Period 2.

write electron arrangements of all elements

in Period 3,
describe changes in the properties of
elements across Period 3,
state changes in the properties of the oxides
of elements across Period 3
predict changes in the properties of elements
across Period 2
describe uses of semi-metals.
(a) identify the positions of transition
elements in the Periodic Table,
(b) give examples of transition elements,
(c) describe properties of transition elements
(d) state uses of transition elements in
industries

Collect and interpret data on uses of semi-metals, i.e.

silicon and germanium, in the microelectronic industry.
Carry out an activity to identify the positions of
transition elements in the Periodic Table.
Collect an interpret data on properties of transition
elements with respect to melting points, density,
variable oxidations numbers and ability to form
coloured compounds.
Observe the colour of:
a. a few compounds of transitions elements,
b. product of the reactions between aqueous solutions of
transition of elements with sodium hydroxide solution,
NaOH and ammonia solution
NH3 (aq).
Observe the colour of precious stones and identify the
presence of transition elements.

Topic:
Mole Concept
Subtopics:
Calculating:
Molar mass
Molar volume
Concentration
Empirical
formula
Molecular
formula

Students should be able to

1. Understand and apply the
concepts of relative atomic
mass and relative molecular
mass.
2. Analyze the relationship
between the number of moles
with the number of particles
3. Analyze the relationship
between the number of moles
of a substance with its mass
4. Analyze the relationship
between the number of moles
of a gas with its volume.
5. Synthesize chemical formulae

Give examples on the use of transition elements of

catalysts in industries
Collect and interpret data concerning relative atomic
mass and relative molecular mass based on carbon-12
scale
Discuss the use of carbon-12 scale as a standard for
determining relative atomic mass and relative molecular
mass.

state the meaning of relative atomic mass

based on carbon-12 scale,
state the meaning of relative molecular mass
based on carbon-12 scale,
state why carbon-12 is used as a standard for
determining relative atomic mass and
relative molecular mass,

Investigate the concepts of relative atomic mass and

relative molecular mass using analogy or computer
animation.

calculate the relative molecular mass of

substances.

Carry out a quiz to calculate the relative molecular mass

of substances based on the given chemical formulae, for
example HCl, CO2, Na2CO3, Al(NO3)3, CuSO4.5H2O
Study the mole concept using analogy or computer
simulation.

A student is able to:

define a mole as the amount of matter that
contains as many particles as the number of
atoms in 12 g of 12C,
state the meaning of Avogadro constant,
12

6 weeks

Collect and interpret data on Avogadro constant.

Discuss the relationship between the number of particles
in one mole of a substance with the Avogadro constant.
Carry out problem solving activities to convert the
number of moles to the number of particles for given
substance and vice versa
Discuss the meaning of molar mass.
Using the analogy or computer simulation, discuss to
relate:
a. molar mass with the
Avogadro constant,
b. molar mass of a substance
with its relative atomic mass
or relative molecular mass
Carry out problem solving activities to convert the
number of moles of a given substance to its mass and
vice versa
Collect and interpret data on molar volume of a gas.
Using computer simulation or graphic representation,
discuss:
a. the relationship between molar volume and
Avogadro constant,
b. to make generalization on the molar volume of a
gas at STP or room conditions.
Carry out activity to calculate the volume of gases at
STP or room conditions from the number of moles and
vice versa.
Construct a mind map to show the relationship between
number of particles, number of moles, mass of
substances and volume of gases at STP and room
conditions.
Carry out problem solving activities involving number
of particles, number of moles, mass of a substance and

relate the number of particles in one mole of

a substance with the Avogadro constant,
solve numerical problems to convert the
number of moles to the number of particles
of a given substance and vice versa
state the meaning of
molar mass,
relate molar mass to the Avogadro constant,
relate molar mass of a substance to its
relative atomic mass or relative molecular
mass,
solve numerical problems to convert the
number of moles of a given substance to its
mass and vice versa.
state the meaning of molar volume of a gas,
relate molar volume of a gas to the
Avogadro constant,
make generalization on the molar volume of
a gas at a given temperature and pressure,
calculate the volume of gases at STP or
room conditions from the number of moles
and vice versa,
solve numerical problems involving number
of particles, number of moles, mass of
substances and volume of gases at STP or
room
state the meaning of chemical formula,
state the meaning of empirical formula,
state the meaning of molecular formula,
determine empirical and molecular formulae
of substances,

volume of gases at STP or room conditions.

compare and contrast empirical formula

with molecular formula,
solve numerical problems involving
empirical and molecular formulae,
write ionic formulae of ions,

Topic:
Chemical
equations and
reactions
Subtopics:
Writing
chemical
equations
Ionic equations
Types of
reactions
Calculations
bases on
equations

construct chemical formulae of ionic

compounds,
state names of chemical compounds using
IUPAC nomenclature.
state the meaning of chemical equation,

Students should be able to

1. Interpret chemical equations
2. Formulate and write ionic
equations for reactions

Discuss :
a. the meaning of chemical equation,
b. the reactants and products in a chemical
equation.

identify the reactants and products of a

chemical equation,
write and balance chemical equations

Construct balances chemical equations for the following

reactions:
a. heating of copper(II) carbonate,CuCO3,
b. formation of ammonium choride,NH4Cl,
precipitation of lead(II) iodide,
Carry out the following activities:
a. write and balance chemical equations,
b. identify the type of reaction
c. writing ionic equations
d. interpret chemical equations quantitatively and
qualitatively,
solve numerical problems using chemical
equations(stoichiometry).

nterpret chemical equations quantitatively

and qualitatively,
solve numerical problems using chemical
equations

4 weeks

Department
99% HARD WORK +1% GENIUS = SUCCESS
Yearly Plan
Form 4
Chemistry
Area of Study
Topic:
Acids/bases and
Salts
Subtopics:
Acids
Bases
Salts
Titration

Goals/Objectives
Goal:
Students will be able to demonstrate
an awareness that can be classified
based on physical and chemical
properties.
Specific Objectives:
Students should be able to
1. define the term acid, acid
anhydrides, bases, alkalis, salt,
acidic oxides, basic oxides,
amphoteric oxides and neutral
oxides.
2. know the formula and names of
major acids and bases.
3. relate acidity and alkalinity to the
pH scale
4. discuss the strength of acids and
alkalis on the basis of their
completeness of ionization.
5. investigate the reactions of acids
with:
(i)
metals,

Teaching Strategies/Learning Activities

Students will brainstorm definitions of terms such as
acids, bases alkalis, salt, acidic oxides, basic oxides,
amphoteric oxides and neutral oxides.

Content
Consideration of proton donor or acceptor
and replaceable hydrogen.

Duration

Classification of acids as mineral acids or

organic acids.
Students will perform exercises with litmus paper and
universal indicator.
Students will also make reference to the strengths of
various acids and bases found at home using the
universal indicator and the pH scale (meter).

Students will demonstrate reactions of acids in their

daily lives such as reaction with antacids and baking
powder.
Students will view an educational video on states of
matter, changing states and diffusion.

Degree of ionization (strength) linked to the

pH of the solution.

6 weeks
General knowledge of the solubility of
sulphates, nitrates, chlorides, carbonates and
bases.
Use of colour change of indicators to
determine neutralization point in titration
experiments.
Use of tables to record and display data.

(ii)
carbonates,
(iii)
hydrogen carbonates,
(iv)
bases
investigate the reaction of bases
with ammonium salts.
identify an appropriate method of
salt preparation based on the
solubility of the salt.
distinguish between acid salts and
normal salts.
investigate neutralization reaction
using titration

Students will prepare insoluble salts by precipitation;

prepare soluble salts by direct combination and by
replacing hydrogen ions of an acid directly or indirectly
by a metal or ammonium radical.

Goal:
Students should demonstrate an
understanding of the existence of pure
and impure matter and that different
types of matter can separated based on
their oxidizing and reducing power.

Students will be able to use their text book to locate the

various definitions for oxidation and reduction and
identify everyday examples of each.

6.
7.
8.
9.

Topic:
Redox
Reactions

Subtopics:
Oxidation
Reduction
Redox reactions Specific Objectives:
Oxidizing
agents
Students will be able to
Reducing agents
1. define oxidation and reduction
2. deduce oxidation number from
formulae
3. identify oxidation and
reduction reactions including
reactions at electrodes
4. describe tests for oxidizing and
reducing agents
5. distinguish between oxidizing
and reducing agents

Carry out acid-base titration reactions with methyl

orange and phenolphthalein.

Students will make use of their knowledge of algebra to

calculate the oxidation number of atoms in several
different compounds using guidelines given.
Given various reactions students will be able to class
them as them as oxidation or reduction reactions.
Given several reactions students will identify the
oxidizing and reducing agents.

Loss and gain of electrons, and a change in

oxidation state.
Guideline for the calculation of oxidation
number and the writing of oxidation and
reduction half reactions
Equations involving formulae for potassium
dichromate, potassium manganate and
household bleach.
List examples of substances which can
behave both as an oxidizing and reducing
agents.

Given redox reactions students will write have equations

for oxidation and reduction.
Students will perform reduction and oxidation reactions
with potassium manganate(VII) and iron (II) sulphate,
potassium dichromate, hydrogen peroxide and
potassium iodide.

General Objectives:
Students should be able to demonstrate
an appreciation of the electrical
changes occurring during the course of Conduct activities to classify chemicals into electrolytes
a chemical reaction:
and non-electrolytes.
Discuss:

The use of plastics and metals to

demonstrate the difference between

4 weeks

Topic:
Electrochemistry
Subtopics:
Electrolytic and
Metallic
conduction
Electrolytes
Conductors
Nonconductors
Electrolysis
Electrochemical
Series
Electrode half
equations
Faraday
constant/Calcul
ations
Industrial uses
of electrolysis

Specific Objectives:
Students should be able to:
1. describe investigations leading to
the classification of substances as
conductors or non-conductors;
2. distinguish between metallic and
electrolytic conduction;
3. classify electrolytes as strong and
a weak based on their
conductivity;
4. define electrolysis, cathode,
anode, cation, anion,
5. identify ions present in
electrolytes;
6. predict the electrode to which an
ion will drift;
7. discuss the electrolysis of certain
substances
8. define the Faraday constant
9. Calculate the masses and volumes
of substances liberated during
electrolysis
10. describe industrial applications of
elctrolysis

a. The meaning of electrolytes

conductors and nonconductors.

The relationship between the presence of freely moving

ions and electrical conductivity.
Discuss:
a. Electrolysis process,
b. Structure of electrolytic cell.

Consideration of ease of loss of electrons

and formation of cation.

Use computer simulation to:

a. Identify cations and anions in a molten
compound,
b. Illustrate to show the existence of ions held in a
lattice in solid state but move freely in molten
state.

Use of acids, salts and alkalis as examples of

electrolytes.

Conduct an activity to investigate the electrolysis of

molten lead(II) bromide, PbBr2 to:
a. Identify cations and anions,
b. Describe the ekectrolysis process,
c. Write half-equations for the discharge of ions at
anode and cathode.
Collect and interpret data on electrolysis of molten ionic
compounds with very high melting points, for example
sodium choride, NaCl and lesd(II) oxide, PbO.
Predict products from the electrolysis of other molten
compounds.
Conduct an activity to investigate the electrolysis of
copper(II) sulphate solutions and dilute sulphuric acid
using carbon electrodes to:
a. Identify cations and anions in the aqueous solutions,
b. Describe the electrolysis of the aqueous solutions,
c. Write half equations for the discharge of ions at the
anode and the cathode.
Conduct experiments to investigate factors determining
selective discharge of ions at electrodes based on:
a. Positions of ions in electrochemical series,
b. Concentrations of ions in a solution,

Reference to mobile electrons in metals and

mobile ions in solution.

For electrolysis of certain substances include

the following:
(i)
Concentration of electrolyte;
(ii)
Type of electrode(active and
4 weeks
inert)
(iii)
Position of ions in the
electrochemical series.
The Faraday constant value can be
approximate as 96500C mol-1 (coulombs per
mole) of electrons.
Quantity of electricity dependent on the
current and time(Q= I amps x t secs)
When describing the industrial application
of electrolysis reference must be made to
metallic extraction and purification,
electroplating and anodizing.

c. Type of electrodes.
Use computer simulation to explain factors affecting
electrolysis of an aqueous solution.
Predict the products of electrolysis of aqueous solutions
and write their half equations.
Conduct experiments to study the purifications and
electroplating of metals.
Using computer simulation, study and discuss:
a. Extraction of aluminium from aluminium oxide,
b. Purification of copper,
c. Electroplating of metals.
Carry out activities to write chemical equations for
electrolysis in industries.
Collect data and discuss the benefits and harmful effects
of electolysis in industries.
Topic:
Energy and
Energetics
Subtopics:
Energy sources
Endothermic
reactions
Exothermic
reactions
Energy Profile
diagrams
Calculating
energy changes

General Objective:
Carry out group work where each group:
Students should be able to demonstrate (a) brainstorm and identify the various energy sources,
an appreciation of the energy changes
occurring during the course of a
(b) choose an energy source,
chemical reaction.
(c) identify technology used to harness this energy,
Specific Objectives:
1. Appreciate the existence of
(d) discuss the pros and cons in using this energy
various energy sources
source,
2. Distinguish between
exothermic and endothermic
Discuss the use of various energy sources and its effect
reactions in terms of energy
on humans and the environment.
content of products and
reactants;
Discuss the meaning of exothermic and endothermic
3. Draw an energy profile
and endothermic reactions.
diagram to illustrate
endothermic change;
Carry out activities to study exothermic and
4. Calculate energy changes from endothermic reactions in the:

List the various energy forms such as

sound, light, chemical, kinetic, potential,
mechanical etc
Energy sources such as geothermal, wind,
solar, biogas, nuclear etc.
Use of H notation.
Simple energy profile diagrams including
energy barrier. Include the action of catalyst
using energy profile diagrams.
Reference to heat of solution and heat of
neutralization of strong acid and strong base.

2 weeks

experiments or from
experimental data;

(a)reaction between sodium hydrogen carbonate,

NaHCO3 and an acid.
(b)reaction between sodium hydroxide, NaOH and
hydrochloric acid HCl.
(c)Dissolving of sodium hydroxide in water,
(d)Dissolving of ammonium salts, such as ammonium
chloride, NH4Cl, ammonium nitrate, NH4NO3 and
ammonium sulphate, (NH4)2SO4, in water.
Carry out an activity to construct energy level diagrams
for exothermic and endothermic reactions.
Discuss to interpret an energy level diagram.
Discuss the release or the absorption of energy during
formation and breaking of bonds using simulation,
computer animation, games or other methods.
Show and discuss the application of exothermic and
endothermic reactions such as in cold or hot packs.
Discuss the meaning of heat of neutralisation
Carry out activities to determine the heat of
neutralisation,and construct energy level diagrams, for
the following types of reactions between:
(a) strong acid and strong alkali,
Discuss the difference between the heat of neutralization
for a strong acid and/or strong alkali with heat of
neutralisation for a reaction involving a weak acid and
weak alkali.
Carry out an activity to solve numerical problems
related to heat of neutralisation using information based
on thermochemical equations.
Carry out an activity to solve numerical problems
related to heat of solution using information based on
thermochemical equations.

Topic:
Rates of
Reaction
Subtopics:
Collision theory
Factors that
affect rate of
reactions
Interpreting rate
curves

General Objectives:
Students should develop an
understanding that the rate at which a
chemical reaction proceeds is
dependent on a number of physical
factors.

Carry out simulations on:

(a) movement and collision of particles in chemical
reactions.
(b) movement and collision of particles in reaction
affected by temperature, size of reactant, pressure,
concentration and catalyst.

Specific Objectives:
Students should be able to:
1. Define rate of reaction;
2. Identify the factors which
affect the rate of reactions;
3. Predict the effect of factors on
rates of reaction on given data;
4. Interpret graphical
diagrammatic presentations of
data obtained in studying rates
of reaction.

Collect, interpret data and discuss the following:

(a)
collision,
(b)
effective collision,
(c)
activation energy,
(d)
collision frequency,
(e)
effective collision frequency,
(f)
energy profile diagram.
Discuss to conceptualize collision theory
Discuss:
(a) the meaning of rate of reaction.
(b) some examples of fast reactions
(c) some examples of slow reactions.
Discuss to identify observable changes to reactants or
products and its method of measurement in order to
determine the rate of reaction.
reaction.
Design and carry out activities to investigate factors
affecting the rate of reaction, i.e, size of reactant,
concentration, temperature and catalyst.
Some suggested reactions:
(a) a reaction between calcium carbonate, CaCO3, and
hydrochloric acid, HCl,
(b) a reaction between sodium thiosulphate, Na2S2O3,
and sulphuric acid, H2SO4,
(c) decomposition of hydrogen peroxide, H2O2, in the
presence of a catalyst.
View computer simulations to investigate how the

Apply knowledge on factors affecting the

rate of reaction in everyday activities:
Concentration
Temperature
Surface area
Presence of a catalyst

2 weeks

The danger of explosives combustion of

finely divided substances, for example, flour
in flour mills.
Consideration of the change in rate of
reaction as the reaction proceeds using
graphical diagrammatic presentations of rate
curves.

movement and collision of particles in a reaction are

affected by temperature, size of reactant, pressure,
concentration and catalyst.
Collect and interpret data to explain factors affecting the
rate of reaction in the following:
(a) combustion of charcoal,
(b) storing food in a refrigerator,
(c) cooking food in a pressure cooker,

Physical examinations and reactions of various metals,

including zinc, iron, sodium,calcium, magnesium,
aluminum, copper.
General Objectives:
Students should appreciate that matter
can be classified physical or chemical
properties as metal or nonmetal.
Topic:
Inorganic
Chemistry:
Metals and
Nonmetals
Subtopics:
Characteristics
of metals and
non-metals
Extraction of
Metals
Preparation and
collection of
non metals
Reactivity of
Metals

Specific Objectives:
1. Describe the physical and
chemical properties of metals;
2. Describe the reactions of
metallic oxides, hydroxides,
nitrates, and carbonates;
3. Describe the physical and
chemical properties of nonmetals;
4. Relate the principles
underlying the extraction of a
metal to its position in the
electrochemical series;
5. Describe the extraction of
aluminum and iron
6. Describe the industrial

Physical properties melting point, boiling

Reactions of acids with sodium and calcium should not point, conductivity, luster, ha
be attempted.
Chemical properties to include action of
The action of dilute suphuric acid and hydrochloric acid oxygen, water, dilute hydrochloric acid,
on metallic oxides and hydroxides. The action of heat dilute sulphuric acid.
on nitrates, carbonates, and hydroxides.
Equations are required. Reactions with
Perform experiments/view videos which illustrate dilute acid. Action of heat.
principles underlying the extraction of a metal.
Experiments with iron and aluminium under various
conditions to show that air and water are necessary for
corrosion.
Using appropriate experimental activities to identify
cations and anions.
Perform standard laboratory tests for the gases.

8 weeks

Uses of Metals
and non metals
Conservations
of materials in
the environment
Identification of
Cations,
Anonions and
Metals

preparation of chlorine,
sulphuric acid and ammonia;
7. Discuss the reactivity of
metals;
8. Deduce the order of reactivity
of metals based on
experimental results or data
supplied;
9. Explain why metal alloys are
often used in place of the
metals
10. Identify gases: H2, O2, CO2,
NH3, SO2, Cl2, NO2,H2O;
11. Identify anions CO32-, SO42-,
SO32-, NO3-, Br-, I-, Cl12. Explain the importance of
metals and their compounds to
living systems and
environment;
13. State the importance of the
carbon, nitrogen and water
cycles to living systems;
14. Discuss the harmful effects of
non-metal and metals
compounds to living systems
and the environment.