SCHEME OF WORK
Chemistry
Form 2 2021
TERM II
School










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WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1

CAT 1

2 3
STRUCTURE & BONDING
Chemical bonds. Ionic bond.
Ionic bond representation.
By the end of the lesson, the learner should be able to:
Describe role of valence electrons in determining chemical bonding.
Explain formation of ionic bonding.
Use dot and cross diagrams to represent ionic bonding.
Q/A: Review valence electrons of atoms of elements in groups I, II, III, VII and VIII.
Q/A: Review group I and group VII elements.
Discuss formation of ionic bond.
Drawing diagrams of ionic bonds.
Chart- dot and cross diagrams.
Models for bonding.
P54




PP 57-58
2 4
STRUCTURE & BONDING
Grant ionic structures.
By the end of the lesson, the learner should be able to:
Describe the crystalline ionic compound.
Give examples of ionic substances.
Discuss the group ionic structures of NaCl.
Teacher gives examples of other ionic substances: KNO3, potassium bromide, Ca (NO3)2, sodium iodide.
Giant sodium chloride model.
PP 56-58
2 5
STRUCTURE & BONDING
Physical properties of ionic compounds.
By the end of the lesson, the learner should be able to:
Describe physical properties of ionic compounds.
Explain the differences in the physical properties of ionic compounds.
Analyse tabulated comparative physical properties of ionic compounds.

Teacher asks probing questions.
PP 58-59
2 6
STRUCTURE & BONDING
Covalent bond.
By the end of the lesson, the learner should be able to:
Explain the formation of covalent bond
Use dot and cross diagrams to represent covalent bond.
Exposition: Shared pair of electrons in a hydrogen molecule, H2O, NH3, Cl2, and CO2.
Drawing of dot-and-cross diagrams of covalent bonds.
PP 60-63
3 1
STRUCTURE & BONDING
Co-ordinate bond.
By the end of the lesson, the learner should be able to:
To describe the co-ordinate bond
To represent co-ordinate bond diagrammatically.
Exposition- teacher explains the nature of co-ordinate bond.
Students represent co-ordinate bond diagrammatically.
P 65
3 2
STRUCTURE & BONDING
Molecular structure.
By the end of the lesson, the learner should be able to:
To describe the molecular structure.
To give examples of substance exhibiting molecular structure
Discussion ? To explain formation of the giant structure and give examples of substance exhibiting molecular structure.
P 65
3 3
STRUCTURE & BONDING
Trend in physical properties of molecular structures.
By the end of the lesson, the learner should be able to:
To describe van- der -waals forces.
To explain the trend in physical properties of molecular structures.
Discuss comparative physical properties of substances. exhibiting molecular structure.
Explain variation in the physical properties.
Sugar, naphthalene, iodine rhombic sulphur.
P 65
3 4
STRUCTURE & BONDING
Giant atomic structure in diamond.
By the end of the lesson, the learner should be able to:
To describe giant atomic structure in diamond.
To state uses of diamond.
Diagrammatic representation of diamond.
Discuss uses of diamond.
Diagrams in textbooks.
P 69
3 5
STRUCTURE & BONDING
Giant atomic structure in graphite.
By the end of the lesson, the learner should be able to:
To describe giant atomic structure in graphite.
To state uses of graphite.
Diagrammatic representation of graphite.

Discuss uses of graphite.
Diagrams in textbooks.
3 6
STRUCTURE & BONDING
Metallic bond. Uses of some metals.
By the end of the lesson, the learner should be able to:
To describe mutual electronic forces between electrons and nuclei.
To describe metallic bond.
To compare physical properties of metals.
To state uses of some metals.
Discussion:
Detailed analysis of comparative physical properties of metals and their uses.



Probing questions & brief explanations.
P 70
4 1
PROPERTIES AND TRENDS ACROSS PERIOD THREE
Physical properties of elements in periods.
By the end of the lesson, the learner should be able to:




To compare electrical conductivity of elements in period 3
Group experiments- Construct electrical circuits incorporating a magnesium ribbon, then aluminum foil, then sulphur in turns.
The brightness of the bulb is noted in each case.
Discuss the observations in terms of delocalised electrons.
The periodic table.
P. 76
4 2
PROPERTIES AND TRENDS ACROSS PERIOD THREE
Physical properties of elements in periods.
By the end of the lesson, the learner should be able to:




To compare electrical conductivity of elements in period 3
Group experiments- Construct electrical circuits incorporating a magnesium ribbon, then aluminum foil, then sulphur in turns.
The brightness of the bulb is noted in each case.
Discuss the observations in terms of delocalised electrons.
The periodic table.
P. 76
4 3
PROPERTIES AND TRENDS ACROSS PERIOD THREE
Physical properties of elements in period 3.
By the end of the lesson, the learner should be able to:
To compare other physical properties of elements across period 3.
Analyse comparative physical properties presented in form of a table.
Explain the trend in the physical properties given.
The periodic table.
P. 77
4 4
PROPERTIES AND TRENDS ACROSS PERIOD THREE
Chemical properties of elements in period 3.
By the end of the lesson, the learner should be able to:
To compare reactions of elements in period 3 with oxygen.
Q/A: Products of reactions of Na, Mg, Al, P, & S with oxygen.
Discuss the trend in their reactivity; identify basic and acidic oxides.
Exercise ? balanced chemical equations for the above reactions.
The periodic table.
PP. 79-80
4 5
PROPERTIES AND TRENDS ACROSS PERIOD THREE
Chemical properties of elements in the third period.
By the end of the lesson, the learner should be able to:
To compare reactions of elements in period 3 with water
Q/A: Review reaction of sodium, Mg, chlorine, with water.
Infer that sodium is most reactive metal; non-metals do not react with water.
The periodic table.
PP. 80-81
4 6
PROPERTIES AND TRENDS ACROSS PERIOD THREE
Oxides of period 3 elements.
By the end of the lesson, the learner should be able to:
To identify bonds across elements in period 3.
To explain chemical behavior of their oxide.
Comparative analysis, discussion and explanation.
The periodic table.
P. 84
5 1
PROPERTIES AND TRENDS ACROSS PERIOD THREE
Chlorides of period 3 elements.
By the end of the lesson, the learner should be able to:
To explain chemical behavior of their chlorides.
To describe hydrolysis reaction.
Comparative analysis, discussion and explanation.
The periodic table.
PP. 77-78
5 2
SALTS
Types of salts.
By the end of the lesson, the learner should be able to:
Define a salt.
Describe various types of salts and give several examples in each case.
Descriptive approach. Teacher exposes new concepts.
P. 91
5 3
SALTS
Solubility of salts in water.
By the end of the lesson, the learner should be able to:
To test solubility of various salts in cold water/warm water.
Class experiments- Dissolve salts in 5 cc of water.
Record the solubility in a table,
Analyse the results.
Sulphates, chlorides, nitrates, carbonates of various metals.



PP. 92-93
5 4
SALTS
Solubility of bases in water.
By the end of the lesson, the learner should be able to:
To test solubility of various bases in water.
To carry out litmus test on the resulting solutions.
Class experiments- Dissolve salts in 5cc of water.
Record the solubility in a table,
Carry out litmus tests.
Discuss the results.

Oxides, hydroxides, of various metals, litmus papers.
PP. 94-95
5 5
SALTS
Methods of preparing various salts.
By the end of the lesson, the learner should be able to:
To describe various methods of preparing some salts.
Experimental and descriptive treatments of preparation of salts e.g. ZnSO4, CuSO4, NaCl and Pb(NO3)2.

CuO, H2SO4, HCl, NaOH, PbCO3, dil HNO3.
5 5-6
SALTS
Methods of preparing various salts.
By the end of the lesson, the learner should be able to:
To describe various methods of preparing some salts.
Experimental and descriptive treatments of preparation of salts e.g. ZnSO4, CuSO4, NaCl and Pb(NO3)2.

CuO, H2SO4, HCl, NaOH, PbCO3, dil HNO3.
6

MID TERM BREAK

7 1
SALTS
Direct synthesis of a salts.
By the end of the lesson, the learner should be able to:
To describe direct synthesis of a salt.
To write balanced equations for the reactions.
Group experiments- preparation of iron (II) sulphide by direct synthesis.
Give other examples of salts prepared by direct synthesis.
Students write down corresponding balanced equations.

Iron,
Sulphur
P. 104
7 2
SALTS
Direct synthesis of a salts.
By the end of the lesson, the learner should be able to:
To describe direct synthesis of a salt.
To write balanced equations for the reactions.
Group experiments- preparation of iron (II) sulphide by direct synthesis.
Give other examples of salts prepared by direct synthesis.
Students write down corresponding balanced equations.

Iron,
Sulphur
P. 104
7 3
SALTS
Ionic equations.
By the end of the lesson, the learner should be able to:
To identify spectator ions in double decomposition reactions.
To write ionic equations correctly.
Q/A: Ions present in given reactants.
Deduce the products of double decomposition reactions.
Give examples of equations.
Supervised practice.
PbNO3, MgSO4 solutions.
7 4
SALTS
Effects of heat on carbonates.
By the end of the lesson, the learner should be able to:
To state effects of heat on carbonates.
To predict products resulting from heating metal carbonates.
Group experiments- To investigate effects of heat on Na2CO3, K2CO3, CaCO3, ZnCO3, PbCO3, e.t.c.
Observe various colour changes before, during and after heating.
Write equations for the reactions.
Various carbonates.
PP. 108-109
7 5
SALTS
Effects of heat on nitrates.
By the end of the lesson, the learner should be able to:
To state effects of heat on nitrates.
To predict products resulting from heating metal nitrates.
Group experiments- To investigate effects of heat on various metal nitrates.
Observe various colour changes before, during and after heating.
Write equations for the reactions.
Common metal nitrates.
PP. 110-111
7 6
SALTS
Effects of heat on sulphates.
By the end of the lesson, the learner should be able to:
To state effects of heat on sulphates.
To predict products results from heating metal sulphates.
Group experiments- To investigate effects of heat on various sulphates.
Observe various colour changes before, during and after heating.
Write equations for the reactions.
Common sulphates.
P. 113
8 1
SALTS
Hygroscopy, Deliquescence and Efflorescence.
By the end of the lesson, the learner should be able to:
To define hygroscopic deliquescent and efflorescent salts.
To give examples of hygroscopic deliquescent and efflorescent salts.
Prepare a sample of various salts.
Expose them to the atmosphere overnight.
Students classify the salts as hygroscopic, deliquescent and / or efflorescent.
P. 114
8 2
SALTS
Uses of salts.
By the end of the lesson, the learner should be able to:
To state uses of salts
Teacher elucidates uses of salts.
P. 114
8 3
EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES.
Electrical conductivity.
By the end of the lesson, the learner should be able to:
To test for electrical conductivities of substances.
Group experiments- to identify conductors and non-conductors.
Explain the difference in (non) conductivities.
Various solids, bulb, battery, & wires.
PP. 118-119
9

EXAMS

11

CLOSING


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