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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 7 | 4-5 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
Effect of concentration on rate of a reaction
|
By the end of the
lesson, the learner
should be able to:
Explain the effects of change of concentration of reactants on a reaction. |
Group experiments to investigate effect of concentration on rate of reaction using dil. HCl and magnesium ribbons.
Determine the time taken for reactions to be complete. Calculation of concentration of HCl in moles per litre. Discuss the observations and sketch illustrative graphs. |
Portions of 2M HCl diluted with different volumes of water,
Stopwatches. |
K.L.B. BK IV
Pages 73-74 |
|
| 7 | 6 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
Effect of concentration on rate of a reaction
|
By the end of the
lesson, the learner
should be able to:
Explain the effects of change of concentration of reactants on a reaction. |
Group experiments to investigate effect of concentration on rate of reaction using dil. HCl and magnesium ribbons.
Determine the time taken for reactions to be complete. Calculation of concentration of HCl in moles per litre. Discuss the observations and sketch illustrative graphs. |
Portions of 2M HCl diluted with different volumes of water,
Stopwatches. |
K.L.B. BK IV
Pages 73-74 |
|
| 8 | 1 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
Effect of time of reaction on the rate of reaction.
|
By the end of the
lesson, the learner
should be able to:
Explain how the rate or reaction changes as the reaction proceed |
Group experiments: investigate volume of gas evolved when magnesium reacts with dilute HCl.
Collect evolved gas and sketch and illustrative graphs. Discuss the results. |
Magnesium ribbons, stopwatches, conical flask.
100cm3 0.5M HCl, syringes, stoppers, tubes and connectors. |
K.L.B. BK IV
Pages 75-79 |
|
| 8 | 1-2 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
Effect of time of reaction on the rate of reaction.
|
By the end of the
lesson, the learner
should be able to:
Explain how the rate or reaction changes as the reaction proceed |
Group experiments: investigate volume of gas evolved when magnesium reacts with dilute HCl.
Collect evolved gas and sketch and illustrative graphs. Discuss the results. |
Magnesium ribbons, stopwatches, conical flask.
100cm3 0.5M HCl, syringes, stoppers, tubes and connectors. |
K.L.B. BK IV
Pages 75-79 |
|
| 8 |
MIDTERM BREAK |
|||||||
| 9 | 1 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
Effect of temperature of reactants on rate of reaction.
|
By the end of the
lesson, the learner
should be able to:
Explain the effect of temperature on rate of reaction. |
Group experiments: investigate the effects of temperature on the rate of reaction of sodium thiosulphate with dilute HCl.
Sketch and interpret relevant graphs. Discuss the collision theory and effects of activation energy. |
Sodium thiosulphate heated at different temperatures, dilute HCl, stopwatches.
Graph papers. |
K.L.B. BK IV
Pages 80-83 |
|
| 9 | 2 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
Effect of temperature of reactants on rate of reaction.
|
By the end of the
lesson, the learner
should be able to:
Explain the effect of temperature on rate of reaction. |
Group experiments: investigate the effects of temperature on the rate of reaction of sodium thiosulphate with dilute HCl.
Sketch and interpret relevant graphs. Discuss the collision theory and effects of activation energy. |
Sodium thiosulphate heated at different temperatures, dilute HCl, stopwatches.
Graph papers. |
K.L.B. BK IV
Pages 80-83 |
|
| 9 | 3 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
Effect of change in surface area of reactants on the rate of a reaction.
|
By the end of the
lesson, the learner
should be able to:
Explain the effect of change in surface area on the rate of a reaction. |
Group experiment/ teacher demonstration.
Compare reactions of marble chips with dilute HCl and that of marble chips powder with equally diluted HCl. Collect evolved gas in each case. Teacher asks probing questions related to the observations made. |
Marble chips, marble chips powder, syringes, conical flasks with stoppers, 1M HCl.
|
K.L.B. BK IV
Pages 83-85 |
|
| 9 | 4-5 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
Effect of a suitable catalyst on the rate of a reaction
|
By the end of the
lesson, the learner
should be able to:
Explain effects of a suitable catalyst on the rate of a reaction. |
Teacher demonstration: preparation and collection of oxygen gas without using a catalyst, then using manganese (IV) oxide as a catalyst.
Explain the results in terms of activation energy. |
Hydrogen peroxide, manganese (IV) oxide.
|
K.L.B. BK IV
Pages 85-88 |
|
| 9 | 6 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
Effect of light on rate of specific reactions.
|
By the end of the
lesson, the learner
should be able to:
Identify reactions that are affected by light. |
Teacher demonstration: decomposition of silver bromide in the presence of light.
Mention other examples of reactions affected by light. |
Silver bromide.
|
K.L.B. BK IV
Pages 89-91 |
|
| 10 | 1 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
Reversible reactions.
|
By the end of the
lesson, the learner
should be able to:
Write down equations for reversible reactions. |
Q/A: review temporary and permanent changes.
Teacher demonstration: heating crystals of hydrated copper (II) sulphate, then ?hydrating? them. Write the corresponding chemical equations. Give further examples of reversible reactions. |
Crystals of hydrated copper (II) sulphate.
|
K.L.B. BK IV
Pages 91-93 |
|
| 10 | 2 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
Reversible reactions.
|
By the end of the
lesson, the learner
should be able to:
Write down equations for reversible reactions. |
Q/A: review temporary and permanent changes.
Teacher demonstration: heating crystals of hydrated copper (II) sulphate, then ?hydrating? them. Write the corresponding chemical equations. Give further examples of reversible reactions. |
Crystals of hydrated copper (II) sulphate.
|
K.L.B. BK IV
Pages 91-93 |
|
| 10 | 3 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
State of equilibrium in chemical reactions.
|
By the end of the
lesson, the learner
should be able to:
Define the term equilibrium as used in reversible reactions. Write down equations of reversible reactions in a state of equilibrium. |
Brief discussion, giving examples of chemical equations for reversible reactions.
|
student book
|
K.L.B. BK IV
Pages 94-95 |
|
| 10 | 4-5 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
State of equilibrium in chemical reactions.
Le Chatelier?s Principle. |
By the end of the
lesson, the learner
should be able to:
Define the term equilibrium as used in reversible reactions. Write down equations of reversible reactions in a state of equilibrium. State Le Chatelier?s Principle. |
Brief discussion, giving examples of chemical equations for reversible reactions.
Investigate the effect of change of concentration of reactants on equilibrium. Add 2M sodium hydroxide in steps to bromine water. Make and record observations. Discuss the results leading to Le Chatelier?s Principle. |
student book
Add 2M sodium hydroxide, |
K.L.B. BK IV
Pages 94-95 K.L.B. BK IV Pages 95-97 |
|
| 10 | 6 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
Effect of change of pressure and temperature on equilibrium shift.
|
By the end of the
lesson, the learner
should be able to:
Explain the effect of change of pressure & te,perature on equilibrium shift. |
Q/A: review kinetic theory of matter.
Q/A & discussion on effect of change of pressure / temperature on shifting of equilibrium; giving specific examples of chemical equations. Written assignment. |
student book
|
K.L.B. BK IV
Pages 97-101 |
|
| 11-12 |
END TERM EXAM |
|||||||
| 12 | 2 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
The Haber Process.
|
By the end of the
lesson, the learner
should be able to:
Explain the concept optimum conditions of a chemical equilibrium. Explain factors that change the position of equilibrium of the Harber process. |
Q/A and detailed discussion on change of pressure, temperature, concentration of ammonia and effect of presence of a suitable catalyst on the Haber process.
|
student book
|
K.L.B. BK IV
Pages 102-103 |
|
| 12 | 3 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
The Haber Process.
|
By the end of the
lesson, the learner
should be able to:
Explain the concept optimum conditions of a chemical equilibrium. Explain factors that change the position of equilibrium of the Harber process. |
Q/A and detailed discussion on change of pressure, temperature, concentration of ammonia and effect of presence of a suitable catalyst on the Haber process.
|
student book
|
K.L.B. BK IV
Pages 102-103 |
|
| 12 | 4-5 |
RATES OF REACTION & REVERSIBLE REACTIONS.
|
The Haber Process.
The Contact Process. |
By the end of the
lesson, the learner
should be able to:
Explain the concept optimum conditions of a chemical equilibrium. Explain factors that change the position of equilibrium of the Harber process. Explain how change of temperature and pressure affect rate of manufacture of sulphur (VI) acid. |
Q/A and detailed discussion on change of pressure, temperature, concentration of ammonia and effect of presence of a suitable catalyst on the Haber process.
Probing questions and brief discussion. Assignment. |
student book
|
K.L.B. BK IV
Pages 102-103 K.L.B. BK IV Pages 103-104 |
|
| 12 | 6 |
ELECTRO-CHEMISTRY.
|
Redox reactions.
|
By the end of the
lesson, the learner
should be able to:
Describe redox reactions in terms of gain / loss of electrons. Identify oxidizing / reducing agents involved in redox reactions. |
Q/A: review cations, anions and charges. Write down ionic half equations and identify reducing / oxidizing agents. |
student book
|
K.L.B. BK IV
Pages 108-9 |
|
| 13 | 1 |
ELECTRO-CHEMISTRY.
|
Oxidizing Numbers.
|
By the end of the
lesson, the learner
should be able to:
Outline rules of assigning oxidation numbers. Determine the oxidation numbers of an element in a given compound. Explain the use of oxidation numbers in naming compounds. |
Exposition and giving specific examples.
Work out oxidizing number of elements in given compounds. Copy and complete a table of compounds containing elements that more than one oxidation number. |
student book
|
K.L.B. BK IV
Pages 109-116 |
|
| 13 | 2 |
ELECTRO-CHEMISTRY.
|
Oxidizing Numbers.
|
By the end of the
lesson, the learner
should be able to:
Outline rules of assigning oxidation numbers. Determine the oxidation numbers of an element in a given compound. Explain the use of oxidation numbers in naming compounds. |
Exposition and giving specific examples.
Work out oxidizing number of elements in given compounds. Copy and complete a table of compounds containing elements that more than one oxidation number. |
student book
|
K.L.B. BK IV
Pages 109-116 |
|
| 13 | 3 |
ELECTRO-CHEMISTRY.
|
Oxidizing Numbers.
|
By the end of the
lesson, the learner
should be able to:
Outline rules of assigning oxidation numbers. Determine the oxidation numbers of an element in a given compound. Explain the use of oxidation numbers in naming compounds. |
Exposition and giving specific examples.
Work out oxidizing number of elements in given compounds. Copy and complete a table of compounds containing elements that more than one oxidation number. |
student book
|
K.L.B. BK IV
Pages 109-116 |
|
| 13 | 4-5 |
ELECTRO-CHEMISTRY.
|
Displacement reactions.
|
By the end of the
lesson, the learner
should be able to:
Explain change of oxidation numbers during redox / displacement reactions. Arrange elements in order of their reducing power. |
Class standard experiments: reacting metals with solutions containing metal ions.
Taking note of reactions and those that do not take place; and tabulating the results. |
Metals: Ca, Na, Zn, Fe, Pb, and Cu.
Solutions containing Ca2+, Mg2+, Zn2+, Fe2+. |
K.L.B. BK IV
Pages 116-120 |
|
| 13 | 6 |
ELECTRO-CHEMISTRY.
|
Displacement reactions.
|
By the end of the
lesson, the learner
should be able to:
Explain change of oxidation numbers during redox / displacement reactions. Arrange elements in order of their reducing power. |
Class standard experiments: reacting metals with solutions containing metal ions.
Taking note of reactions and those that do not take place; and tabulating the results. |
Metals: Ca, Na, Zn, Fe, Pb, and Cu.
Solutions containing Ca2+, Mg2+, Zn2+, Fe2+. |
K.L.B. BK IV
Pages 116-120 |
|
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