If this scheme pleases you, click here to download.
WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
---|---|---|---|---|---|---|---|---|
1 | 1 |
ACIDS, BASES AND SALTS
|
Definition of Acids
|
By the end of the
lesson, the learner
should be able to:
- Define an acid in terms of hydrogen ions -Investigate reactions of magnesium and zinc carbonate with different acids -Write equations for reactions taking place -Explain why magnesium strip should be cleaned |
Class experiment: React cleaned magnesium strips with 2M HCl, 2M ethanoic acid, 2M H₂SO₄, 2M ethanedioic acid. Record observations in table. Repeat using zinc carbonate. Write chemical equations. Discuss hydrogen ion displacement and gas evolution.
|
Magnesium strips, zinc carbonate, 2M HCl, 2M ethanoic acid, 2M H₂SO₄, 2M ethanedioic acid, test tubes, test tube rack
|
KLB Secondary Chemistry Form 4, Pages 1-3
|
|
1 | 2 |
ACIDS, BASES AND SALTS
|
Strength of Acids
Definition of Bases |
By the end of the
lesson, the learner
should be able to:
- Compare strengths of acids using pH values -Determine strengths of acids by comparing their electrical conductivity -Classify acids as either strong or weak -Explain complete and partial dissociation of acids |
Class experiment: Test pH of 2M HCl and 2M ethanoic acid using universal indicator. Set up electrical conductivity apparatus with both acids. Record milliammeter readings. Compare results and explain in terms of hydrogen ion concentration. Discuss strong vs weak acid definitions.
|
2M HCl, 2M ethanoic acid, universal indicator, pH chart, electrical conductivity apparatus, milliammeter, carbon electrodes, beakers, wires
Calcium hydroxide, red litmus paper, phenolphthalein indicator, distilled water, test tubes, spatula, evaporating dish |
KLB Secondary Chemistry Form 4, Pages 3-5
|
|
1 | 3-4 |
ACIDS, BASES AND SALTS
|
Strength of Bases
Acid-Base Reactions Effect of Solvent on Acids Effect of Solvent on Bases |
By the end of the
lesson, the learner
should be able to:
- Compare strengths of bases using pH values -Determine strengths of bases by comparing their electrical conductivity -Classify bases as either strong or weak -Explain complete and partial ionization of bases - Explain effect of polar and non-polar solvents on hydrogen chloride -Investigate HCl behavior in water vs methylbenzene -Define polar and non-polar solvents -Explain why acids show properties only in polar solvents |
Class experiment: Test pH of 2M NaOH and 2M ammonia solution using universal indicator. Test electrical conductivity of both solutions using same apparatus as acids. Compare deflections and pH values. Explain in terms of OH⁻ ion concentration and complete vs partial ionization.
Teacher demonstration: Dissolve HCl gas in water and methylbenzene separately. Test both solutions with litmus paper, magnesium, and calcium carbonate. Compare observations. Explain polarity of water vs methylbenzene. Discuss dissociation vs molecular solution. |
2M NaOH, 2M ammonia solution, universal indicator, pH chart, electrical conductivity apparatus, milliammeter, carbon electrodes
Various acids and bases from previous lessons, indicators, beakers, measuring cylinders, stirring rods HCl gas, distilled water, methylbenzene, magnesium ribbon, calcium carbonate, litmus paper, test tubes, gas absorption apparatus Dry ammonia gas, distilled water, methylbenzene, red litmus paper, test tubes, gas collection apparatus |
KLB Secondary Chemistry Form 4, Pages 5-7
KLB Secondary Chemistry Form 4, Pages 7-9 |
|
1 | 5 |
ACIDS, BASES AND SALTS
|
Amphoteric Oxides and Hydroxides
Definition of Salts and Precipitation |
By the end of the
lesson, the learner
should be able to:
- Define amphoteric oxides -Identify some amphoteric oxides -Investigate reactions with both acids and alkalis -Write equations for amphoteric behavior |
Class experiment: React Al₂O₃, ZnO, PbO, Zn(OH)₂, Al(OH)₃, Pb(OH)₂ with 2M HNO₃ and 2M NaOH. Warm mixtures. Record observations in table. Write equations showing basic and acidic behavior. Discuss dual nature of amphoteric substances.
|
Al₂O₃, ZnO, PbO, Zn(OH)₂, Al(OH)₃, Pb(OH)₂, 2M HNO₃, 2M NaOH, boiling tubes, heating source
Na₂CO₃ solution, salt solutions containing various metal ions, test tubes, droppers |
KLB Secondary Chemistry Form 4, Pages 10-11
|
|
2 | 1 |
ACIDS, BASES AND SALTS
|
Solubility of Chlorides, Sulphates and Sulphites
|
By the end of the
lesson, the learner
should be able to:
- Find out cations that form insoluble chlorides, sulphates and sulphites -Write ionic equations for formation of insoluble salts -Distinguish between sulphate and sulphite precipitates -Investigate effect of warming on precipitates |
Class experiment: Add NaCl, Na₂SO₄, Na₂SO₃ to solutions of Pb²⁺, Ba²⁺, Mg²⁺, Ca²⁺, Zn²⁺, Cu²⁺, Fe²⁺, Fe³⁺, Al³⁺. Warm mixtures. Record observations in table. Test sulphite precipitates with dilute HCl. List soluble and insoluble salts.
|
2M NaCl, 2M Na₂SO₄, 2M Na₂SO₃, 0.1M salt solutions, dilute HCl, test tubes, heating source
|
KLB Secondary Chemistry Form 4, Pages 14-16
|
|
2 | 2 |
ACIDS, BASES AND SALTS
|
Complex Ions Formation
|
By the end of the
lesson, the learner
should be able to:
- Explain formation of complex ions -Investigate reactions with excess sodium hydroxide and ammonia -Identify metal ions that form complex ions -Write equations for complex ion formation |
Class experiment: Add NaOH dropwise then in excess to Mg²⁺, Ca²⁺, Zn²⁺, Al³⁺, Cu²⁺, Fe²⁺, Fe³⁺, Pb²⁺ solutions. Repeat with NH₃ solution. Record observations showing precipitate formation and dissolution. Write equations for complex ion formation: [Zn(OH)₄]²⁻, [Al(OH)₄]⁻, [Pb(OH)₄]²⁻, [Zn(NH₃)₄]²⁺, [Cu(NH₃)₄]²⁺.
|
2M NaOH, 2M NH₃ solution, 0.5M salt solutions, test tubes, droppers
|
KLB Secondary Chemistry Form 4, Pages 15-16
|
|
2 | 3-4 |
ACIDS, BASES AND SALTS
|
Solubility and Saturated Solutions
Effect of Temperature on Solubility |
By the end of the
lesson, the learner
should be able to:
- Define the term solubility -Determine solubility of a given salt at room temperature -Calculate mass of solute and solvent -Express solubility in different units - Investigate the effect of temperature on solubility of potassium chlorate -Record temperature at which crystals appear -Calculate solubility at different temperatures -Plot solubility curve |
Class experiment: Weigh evaporating dish and watch glass. Measure 20cm³ saturated KNO₃ solution. Record temperature. Evaporate to dryness carefully. Calculate masses of solute, solvent, and solution. Determine solubility per 100g water and in moles per litre. Discuss definition and significance.
Class experiment: Dissolve 4g KClO₃ in 15cm³ water by warming. Cool while stirring and note crystallization temperature. Add 5cm³ water portions and repeat until total volume is 40cm³. Calculate solubility in g/100g water for each temperature. Plot solubility vs temperature graph. |
Saturated KNO₃ solution, evaporating dish, watch glass, measuring cylinder, thermometer, balance, heating source
KClO₃, measuring cylinders, thermometer, burette, boiling tubes, heating source, graph paper |
KLB Secondary Chemistry Form 4, Pages 16-18
KLB Secondary Chemistry Form 4, Pages 18-20 |
|
2 | 5 |
ACIDS, BASES AND SALTS
|
Solubility Curves and Applications
|
By the end of the
lesson, the learner
should be able to:
- Plot solubility curves for various salts -Use solubility curves to determine mass of crystals formed -Apply solubility curves to practical problems -Compare solubility patterns of different salts |
Using data from textbook, plot solubility curves for KNO₃, KClO₃, NaCl, CaSO₄. Calculate mass of crystals deposited when saturated solutions are cooled. Work through examples: KClO₃ cooled from 70°C to 30°C. Discuss applications in salt extraction and purification.
|
Graph paper, ruler, pencil, calculator, data tables from textbook
|
KLB Secondary Chemistry Form 4, Pages 20-21
|
|
3 | 1 |
ACIDS, BASES AND SALTS
|
Fractional Crystallization
|
By the end of the
lesson, the learner
should be able to:
- Define fractional crystallization -Apply knowledge of solubility curves in separation of salts -Calculate masses of salts that crystallize -Explain separation of salt mixtures |
Work through separation problems using solubility data for KNO₃ and KClO₃ mixtures. Calculate which salt crystallizes first when cooled from 50°C to 20°C. Plot combined solubility curves. Discuss applications in Lake Magadi and Ngomeni salt works. Solve practice problems.
|
Calculator, graph paper, data tables, worked examples from textbook
|
KLB Secondary Chemistry Form 4, Pages 21-22
|
|
3 | 2 |
ACIDS, BASES AND SALTS
|
Hardness of Water - Investigation
|
By the end of the
lesson, the learner
should be able to:
- Determine the effects of various salt solutions on soap -Identify cations that cause hardness -Distinguish between hard and soft water -Investigate effect of boiling on water hardness |
Class experiment: Test soap lathering with distilled water, tap water, rainwater, and solutions of MgCl₂, NaCl, Ca(NO₃)₂, CaHCO₃, NaHCO₃, ZnSO₄. Record volumes of soap needed. Boil some solutions and retest. Compare results and identify hardness-causing ions.
|
Soap solution, burette, various salt solutions, conical flasks, distilled water, tap water, rainwater, heating source
|
KLB Secondary Chemistry Form 4, Pages 22-24
|
|
3 | 3-4 |
ACIDS, BASES AND SALTS
|
Types and Causes of Water Hardness
Effects of Hard Water |
By the end of the
lesson, the learner
should be able to:
- Define temporary and permanent hardness -Explain causes of temporary hardness -Explain causes of permanent hardness -Write equations for decomposition of hydrogen carbonates - State disadvantages of hard water -State advantages of hard water -Explain formation of scum and fur -Discuss economic and health implications |
Q/A: Review previous experiment results. Explain temporary hardness caused by Ca(HCO₃)₂ and Mg(HCO₃)₂. Write decomposition equations when boiled. Explain permanent hardness caused by CaSO₄, MgSO₄, Ca(NO₃)₂, Mg(NO₃)₂. Discuss why permanent hardness cannot be removed by boiling.
Discussion based on practical experience: Soap wastage, scum formation on clothes, fur in kettles and pipes, pipe bursting in boilers. Advantages: calcium for bones, protection of lead pipes, use in brewing. Show examples of fur deposits. Calculate economic costs of hard water in households. |
Student books, examples from previous experiment, chalkboard for equations
Samples of fur deposits, pictures of scaled pipes, calculator for cost analysis |
KLB Secondary Chemistry Form 4, Pages 24-25
|
|
3 | 5 |
ACIDS, BASES AND SALTS
|
Methods of Removing Hardness I
|
By the end of the
lesson, the learner
should be able to:
- Explain removal of hardness by boiling -Explain removal by distillation -Write equations for these processes -Compare effectiveness of different methods |
Demonstrate boiling method: Boil hard water samples from previous experiments and test with soap. Write equations for Ca(HCO₃)₂ and Mg(HCO₃)₂ decomposition. Discuss distillation method using apparatus setup. Compare costs and effectiveness. Explain why boiling only removes temporary hardness.
|
Hard water samples, heating source, soap solution, distillation apparatus diagram
|
KLB Secondary Chemistry Form 4, Pages 25-26
|
|
4 | 1 |
ACIDS, BASES AND SALTS
ELECTROCHEMISTRY |
Methods of Removing Hardness II
Redox Reactions and Oxidation Numbers |
By the end of the
lesson, the learner
should be able to:
- Explain removal using sodium carbonate -Describe ion exchange method -Explain removal using calcium hydroxide and ammonia -Write equations for all processes |
Demonstrate addition of Na₂CO₃ to hard water - observe precipitation. Explain ion exchange using resin (NaX) showing Ca²⁺ + 2NaX → CaX₂ + 2Na⁺. Discuss regeneration with brine. Write equations for Ca(OH)₂ and NH₃ methods. Compare all methods for effectiveness and cost.
|
Na₂CO₃ solution, hard water samples, ion exchange resin diagram, Ca(OH)₂, NH₃ solution
Iron filings, 1M CuSO₄, 1M FeSO₄, 2M NaOH, 20V H₂O₂, test tubes |
KLB Secondary Chemistry Form 4, Pages 25-26
|
|
4 | 2 |
ELECTROCHEMISTRY
|
Oxidation Numbers in Naming and Redox Identification
Displacement Reactions - Metals and Halogens |
By the end of the
lesson, the learner
should be able to:
Apply oxidation numbers to systematic naming - Use oxidation numbers to identify redox reactions - Distinguish oxidizing and reducing agents - Track electron movement in reactions |
Worked examples: Calculate oxidation numbers in complex compounds
- Practice IUPAC naming - Exercise 4.1: Identify redox reactions using oxidation numbers - Name compounds with variable oxidation states |
Compound charts, calculators, student books, practice exercises
Various metals (Ca, Mg, Zn, Fe, Pb, Cu), metal salt solutions, halogens (Cl₂, Br₂, I₂), halide solutions |
KLB Secondary Chemistry Form 4, Pages 109-116
|
|
4 | 3-4 |
ELECTROCHEMISTRY
|
Electrochemical Cells and Cell Diagrams
Standard Electrode Potentials Calculating Cell EMF and Predicting Reactions Types of Electrochemical Cells |
By the end of the
lesson, the learner
should be able to:
Define electrode potential and EMF - Describe electrochemical cell components - Draw cell diagrams using correct notation - Explain electron flow and salt bridge function Calculate EMF using standard electrode potentials - Predict reaction spontaneity using EMF - Solve numerical problems on cell EMF - Apply EMF calculations practically |
Experiment 4.5: Set up Zn/Cu cell and other metal combinations
- Measure EMF values - Practice writing cell notation - Learn conventional representation methods Worked examples: Calculate EMF for various cells - Practice EMF calculations - Exercise 4.2 & 4.3: Cell EMF and reaction feasibility problems - Distinguish spontaneous from non-spontaneous reactions |
Metal electrodes, 1M metal salt solutions, voltmeters, salt bridges, connecting wires
Standard electrode potential table, diagrams, charts showing standard conditions Calculators, electrode potential data, worked examples, practice problems Cell diagrams, sample batteries, charts showing cell applications |
KLB Secondary Chemistry Form 4, Pages 123-128
KLB Secondary Chemistry Form 4, Pages 133-137 |
|
4 | 5 |
ELECTROCHEMISTRY
|
Electrolysis of Aqueous Solutions I
Electrolysis of Aqueous Solutions II |
By the end of the
lesson, the learner
should be able to:
Define electrolysis and preferential discharge - Investigate electrolysis of dilute sodium chloride - Compare dilute vs concentrated solution effects - Test products formed |
Experiment 4.6(a): Electrolysis of dilute NaCl
- Experiment 4.6(b): Electrolysis of brine - Test gases evolved - Compare results and explain differences |
Dilute and concentrated NaCl solutions, carbon electrodes, gas collection tubes, test equipment
U-tube apparatus, 2M H₂SO₄, 0.5M MgSO₄, platinum/carbon electrodes, gas syringes |
KLB Secondary Chemistry Form 4, Pages 141-146
|
|
5 | 1 |
ELECTROCHEMISTRY
|
Effect of Electrode Material on Electrolysis
|
By the end of the
lesson, the learner
should be able to:
Compare inert vs reactive electrodes - Investigate electrode dissolution - Explain electrode selection importance - Analyze copper purification process |
Experiment 4.9: Electrolysis of CuSO₄ with carbon vs copper electrodes
- Weigh electrodes before/after - Observe color changes - Discussion on electrode effects |
Copper and carbon electrodes, 3M CuSO₄ solution, accurate balance, beakers, connecting wires
|
KLB Secondary Chemistry Form 4, Pages 141-148
|
|
5 | 2 |
ELECTROCHEMISTRY
|
Factors Affecting Electrolysis
|
By the end of the
lesson, the learner
should be able to:
Identify factors affecting preferential discharge - Explain electrochemical series influence - Discuss concentration and electrode effects - Predict electrolysis products |
Review electrochemical series and discharge order
- Analysis of concentration effects on product formation - Summary of all factors affecting electrolysis - Practice prediction problems |
Electrochemical series chart, summary tables, practice exercises, student books
|
KLB Secondary Chemistry Form 4, Pages 153-155
|
|
5 | 3-4 |
ELECTROCHEMISTRY
|
Applications of Electrolysis I
Applications of Electrolysis II |
By the end of the
lesson, the learner
should be able to:
Describe electrolytic extraction of reactive metals - Explain electroplating process - Apply electrolysis principles to metal coating - Design electroplating setup Describe manufacture of NaOH and Cl₂ from brine - Explain mercury cell operation - Analyze industrial electrolysis processes - Discuss environmental considerations |
Discussion: Extraction of Na, Mg, Al by electrolysis
- Practical: Electroplate iron nail with copper - Calculate plating requirements - Industrial applications Study mercury cell for NaOH production - Flow chart analysis of industrial processes - Discussion on applications and environmental impact - Purification of metals |
Iron nails, copper electrodes, CuSO₄ solution, power supply, industrial process diagrams
Flow charts, mercury cell diagrams, environmental impact data, industrial case studies |
KLB Secondary Chemistry Form 4, Pages 155-157
|
|
5 | 5 |
ELECTROCHEMISTRY
|
Faraday's Laws and Quantitative Electrolysis
|
By the end of the
lesson, the learner
should be able to:
State Faraday's laws of electrolysis - Define Faraday constant - Calculate mass deposited in electrolysis - Relate electricity to amount of substance |
Experiment 4.10: Quantitative electrolysis of CuSO₄
- Measure mass vs electricity passed - Calculate Faraday constant - Verify Faraday's laws |
Accurate balance, copper electrodes, CuSO₄ solution, ammeter, timer, calculators
|
KLB Secondary Chemistry Form 4, Pages 161-164
|
|
6 | 1 |
ELECTROCHEMISTRY
|
Electrolysis Calculations I
|
By the end of the
lesson, the learner
should be able to:
Calculate mass of products from electrolysis - Determine volumes of gases evolved - Apply Faraday's laws to numerical problems - Solve basic electrolysis calculations |
Worked examples: Mass and volume calculations
- Problems involving different ions - Practice with Faraday constant - Basic numerical problems |
Calculators, worked examples, practice problems, gas volume data, Faraday constant
|
KLB Secondary Chemistry Form 4, Pages 161-164
|
|
6 | 2 |
ELECTROCHEMISTRY
|
Electrolysis Calculations II
|
By the end of the
lesson, the learner
should be able to:
Determine charge on ions from electrolysis data - Calculate current-time relationships - Solve complex multi-step problems - Apply concepts to industrial situations |
Complex problems: Determine ionic charges
- Current-time-mass relationships - Multi-step calculations - Industrial calculation examples |
Calculators, complex problem sets, industrial data, student books
|
KLB Secondary Chemistry Form 4, Pages 161-164
|
|
6 | 3-4 |
ELECTROCHEMISTRY
ORGANIC CHEMISTRY II |
Advanced Applications and Problem Solving
Introduction to Alkanols and Nomenclature Isomerism in Alkanols Laboratory Preparation of Ethanol |
By the end of the
lesson, the learner
should be able to:
Solve examination-type electrochemistry problems - Apply all concepts in integrated problems - Analyze real-world electrochemical processes - Practice complex calculations Explain positional and chain isomerism - Draw isomers of given alkanols - Name different isomeric forms - Classify isomers as primary, secondary, or tertiary |
Comprehensive problems combining redox, cells, and electrolysis
- Past examination questions - Industrial case study analysis - Advanced problem-solving techniques Study positional isomerism examples (propan-1-ol vs propan-2-ol) - Practice drawing chain isomers - Exercises on isomer identification and naming - Discussion on structural differences |
Past papers, comprehensive problem sets, industrial case studies, calculators
Molecular models, Table 6.1 and 6.2, alkanol structure charts, student books Isomer structure charts, molecular models, practice worksheets, student books Sugar, yeast, warm water, conical flask, delivery tube, lime water, thermometer |
KLB Secondary Chemistry Form 4, Pages 108-164
KLB Secondary Chemistry Form 4, Pages 170-171 |
|
6 | 5 |
ORGANIC CHEMISTRY II
|
Industrial Preparation and Physical Properties
Chemical Properties of Alkanols I |
By the end of the
lesson, the learner
should be able to:
Explain hydration of ethene method - Compare laboratory and industrial methods - Analyze physical properties of alkanols - Relate properties to molecular structure |
Study ethene hydration using phosphoric acid catalyst
- Compare fermentation vs industrial methods - Analyze Table 6.3 - physical properties - Discussion on hydrogen bonding effects |
Table 6.3, industrial process diagrams, ethene structure models, property comparison charts
Ethanol, sodium metal, universal indicator, concentrated H₂SO₄, ethanoic acid, test tubes |
KLB Secondary Chemistry Form 4, Pages 171-173
|
|
7 | 1 |
ORGANIC CHEMISTRY II
|
Chemical Properties of Alkanols II
Uses of Alkanols and Health Effects |
By the end of the
lesson, the learner
should be able to:
Investigate oxidation and esterification reactions - Test oxidizing agents on ethanol - Prepare esters from alkanols - Explain dehydration reactions |
Complete Experiment 6.2: Test with acidified K₂Cr₂O₇ and KMnO₄
- Observe color changes - Esterification with ethanoic acid - Study dehydration conditions |
Acidified potassium chromate/manganate, ethanoic acid, concentrated H₂SO₄, heating apparatus
Charts showing alkanol uses, health impact data, methylated spirit samples, discussion materials |
KLB Secondary Chemistry Form 4, Pages 173-176
|
|
7 | 2 |
ORGANIC CHEMISTRY II
|
Introduction to Alkanoic Acids
Laboratory Preparation of Ethanoic Acid |
By the end of the
lesson, the learner
should be able to:
Define alkanoic acids and functional group - Apply nomenclature rules - Draw structural formulae - Compare with alkanols |
Study carboxyl group (-COOH) structure
- Practice naming using IUPAC rules - Complete Table 6.5 and 6.6 - Compare functional groups of alkanols and acids |
Alkanoic acid structure charts, Table 6.5 and 6.6, molecular models, student books
Ethanol, KMnO₄, concentrated H₂SO₄, distillation apparatus, thermometer, round-bottom flask |
KLB Secondary Chemistry Form 4, Pages 177-179
|
|
7 | 3-4 |
ORGANIC CHEMISTRY II
|
Physical and Chemical Properties of Alkanoic Acids
Esterification and Uses of Alkanoic Acids |
By the end of the
lesson, the learner
should be able to:
Investigate chemical reactions of ethanoic acid - Test with various reagents - Write chemical equations - Analyze acid strength Explain ester formation process - Write esterification equations - State uses of alkanoic acids - Prepare simple esters |
Experiment following Table 6.8: Test ethanoic acid with indicators, metals, carbonates, bases
- Record observations - Write equations - Discuss weak acid behavior Complete esterification experiments - Study concentrated H₂SO₄ as catalyst - Write general esterification equation - Discuss applications in food, drugs, synthetic fibres |
2M ethanoic acid, universal indicator, Mg strip, Na₂CO₃, NaOH, phenolphthalein, test tubes
Ethanoic acid, ethanol, concentrated H₂SO₄, test tubes, heating apparatus, cold water |
KLB Secondary Chemistry Form 4, Pages 180-182
KLB Secondary Chemistry Form 4, Pages 182-183 |
|
7 | 5 |
ORGANIC CHEMISTRY II
|
Introduction to Detergents and Soap Preparation
|
By the end of the
lesson, the learner
should be able to:
Define detergents and classify types - Explain saponification process - Prepare soap in laboratory - Compare soapy and soapless detergents |
Study soap vs soapless detergent differences
- Experiment 6.5: Saponify castor oil with NaOH - Add salt for salting out - Test soap formation |
Castor oil, 4M NaOH, NaCl, evaporating dish, water bath, stirring rod, filter paper
|
KLB Secondary Chemistry Form 4, Pages 183-186
|
|
8 | 1 |
ORGANIC CHEMISTRY II
|
Mode of Action of Soap and Hard Water Effects
|
By the end of the
lesson, the learner
should be able to:
Explain soap molecule structure - Describe cleaning mechanism - Investigate hard water effects - Compare soap performance in different waters |
Study hydrophobic and hydrophilic ends
- Demonstrate micelle formation - Test soap in distilled vs hard water - Observe scum formation - Write precipitation equations |
Soap samples, distilled water, hard water (CaCl₂/MgSO₄ solutions), test tubes, demonstration materials
|
KLB Secondary Chemistry Form 4, Pages 186-188
|
|
8 | 2 |
ORGANIC CHEMISTRY II
|
Soapless Detergents and Environmental Effects
|
By the end of the
lesson, the learner
should be able to:
Explain soapless detergent preparation - Compare advantages/disadvantages - Discuss environmental impact - Analyze pollution effects |
Study alkylbenzene sulphonate preparation
- Compare Table 6.9 - soap vs soapless - Discussion on eutrophication and biodegradability - Environmental awareness |
Flow charts of detergent manufacture, Table 6.9, environmental impact data, sample detergents
|
KLB Secondary Chemistry Form 4, Pages 188-191
|
|
8 | 3-4 |
ORGANIC CHEMISTRY II
|
Introduction to Polymers and Addition Polymerization
Addition Polymers - Types and Properties |
By the end of the
lesson, the learner
should be able to:
Define polymers, monomers, and polymerization - Explain addition polymerization - Draw polymer structures - Calculate polymer properties Identify different addition polymers - Draw structures from monomers - Name common polymers - Relate structure to properties |
Study polymer concept and terminology
- Practice drawing addition polymers from monomers - Examples: polyethene, polypropene, PVC - Calculate molecular masses Study polystyrene, PTFE, perspex formation - Practice identifying monomers from polymer structures - Work through polymer calculation examples - Properties analysis |
Polymer samples, monomer structure charts, molecular models, calculators, polymer formation diagrams
Various polymer samples, structure identification exercises, calculation worksheets, Table 6.10 |
KLB Secondary Chemistry Form 4, Pages 191-195
KLB Secondary Chemistry Form 4, Pages 195-197 |
|
8 | 5 |
ORGANIC CHEMISTRY II
|
Condensation Polymerization and Natural Polymers
|
By the end of the
lesson, the learner
should be able to:
Explain condensation polymerization - Compare with addition polymerization - Study natural polymers - Analyze nylon formation |
Study nylon 6,6 formation from diamine and dioic acid
- Natural polymers: starch, protein, rubber - Vulcanization process - Compare synthetic vs natural |
Nylon samples, rubber samples, condensation reaction diagrams, natural polymer examples
|
KLB Secondary Chemistry Form 4, Pages 197-200
|
|
9 | 1 |
ORGANIC CHEMISTRY II
|
Polymer Properties and Applications
|
By the end of the
lesson, the learner
should be able to:
Compare advantages and disadvantages of synthetic polymers - State uses of different polymers - Discuss environmental concerns - Analyze polymer selection |
Study Table 6.10 - polymer uses
- Advantages: strength, lightness, moldability - Disadvantages: non-biodegradability, toxic gases - Application analysis |
Table 6.10, polymer application samples, environmental impact studies, product examples
|
KLB Secondary Chemistry Form 4, Pages 200-201
|
|
9 | 2 |
ORGANIC CHEMISTRY II
|
Comprehensive Problem Solving and Integration
|
By the end of the
lesson, the learner
should be able to:
Solve complex problems involving alkanols and acids - Apply knowledge to practical situations - Integrate polymer concepts - Practice examination questions |
Worked examples on organic synthesis
- Problem-solving on isomers, reactions, polymers - Integration of all unit concepts - Practice examination-style questions |
Comprehensive problem sets, past examination papers, calculators, organic chemistry summary charts
|
KLB Secondary Chemistry Form 4, Pages 167-201
|
|
9-10 |
MIDTERM BREAK |
|||||||
11-14 |
END TERM EXAMINATIONS |
Your Name Comes Here