SPECIFIC OBJECTIVE

CONTENT

Learners should be able to:

·        Describe the role of the outermost electrons in chemical bonding.

·        Explain qualitatively the formation of the covalent and ionic bonds.

·        Illustrate, using diagrams, the covalent and ionic bonds in simple compounds.

·        Differentiate between bond types on the basis of chemical and physical properties of substances.

·        Explain the changes in bond type across the third period of the periodic table.

·        Describe the changes in bond type across the third period of the periodic table.

·        Describe the trends in the physical and chemical properties of the elements of the third period of the periodic table.

·        Definition of chemical bond.

·        The role of outer most electrons in chemical bonding.

·        Qualitative treatment of the energetic of chemical bonding.  Consider the molecules in terms of a position of balance between p-p, e-e repulsion and p-e attraction (ionic bond as an extreme example).

·        Significance of the noble gas configuration, covalent bond as electrons sharing, ionic bond as electron – transfer.  Consideration of

      C-C and C=C.

·        Influence of bond type on physical and chemical properties (melting point, solubility and electrical conductivity.

·        Molecular, giant atomic and giant ionic structures (iodine, carbon {diamond} and sodium chloride respectively.

·        Metallic bond related to electrical conductivity only.

·        Periodicity of bond type elements Na, Mg, Al, Si, S, Cl, Ar: their electronic structures, their ions (valence), mode of combination in oxide and chloride, inertness of noble gases, chemical and physical properties of metal and non-metals (across a period).

·        Elements:  fluorine, chlorine, bromine and iodine (down the group).  Electronic configuration, graduation in size of atom and ion, reaction.

·        Elements, Li, Na, K (as above including ease of oxidation, reaction with water, chlorine).

SPECIFIC OBJECTIVE

CONTENT

Learners should be able to:

·        Explain the physical properties of the carbon allotropes in terms of their bonding and how these properties are related to the uses of the allotropes.

·        Describe the preparation and properties of carbon dioxide.

·        Describe the chemical reactions of carbonates and hydrogen carbonates.

·        Explain the importance of carbon compounds in the natural environment and in industry.

·        Explain the physical and chemical properties of carbon monoxide.

·        Explain the use of carbon dioxide in fire extinguishers.

·        Extinguish fire break outs in environments.

·        Definition of allotropy and allotropes.

·        Forms of carbon.

-          Diamond, graphite and charcoal: structure, physical properties and uses (relate uses to structure and physical properties).

·        Chemical properties of carbon.

-          Consider combustion, reaction with acids and reducing action.

·        Preparation and properties of carbon dioxide.  (Relate methods of collection to the properties of the gas).

·        Reaction of CO₂ with water, lime water and alkalis.

·        Uses of CO₂ e.g.

-          Soft drinks manufacture

-          Refrigeration

-          Baking

-          Fire extinguishers

·        Principles and methods of extinguishing fire of different types (practical)

CONTENT

TEACHING AND LEARNING STRATEGIES

·        Carbon monoxide

-         Combustion, reducing action poisonous fumes (car exhausts, coke fire).  Laboratory preparation NOT required.  Reducing action illustrated with copper (II) oxide and blast furnace (see extraction of iron)

(Note: only theoretical treatment required because  it is poisonous).

·        Carbonate and hydrogen carbonates

-         Action of heat and dilute acids on some carbonates and hydrogen carbonate.

-         Production of soda ash (Lake Magadi, Soda Company and Solvay process (Applied chemistry). 

Note:  Use simple schematic diagram to illustrate solvay process.

·        Importance of carbon and its oxide

-         Carbon cycle.

-         Equilibrium of the atmosphere via the oxygen and carbon dioxide cycles.

-         The effect of carbon dioxide and carbon monoxide on the environment.

·        Conduct experiments to demonstrate the principles and methods of extinguishing fire of different types.

·        Discuss the properties and uses of carbon monoxide.

·        Conduct experiments to demonstrate the physical and chemical properties of metal carbonates and hydrogen carbonates.

·        Assign the learners project work of making presentation on the solvay process.

·        Discuss the carbon cycle and its impact on the environment.

SPECIFIC OBJECTIVE

CONTENT

Learners should be able to:

·        Define organic chemistry.

·        Define a hydrocarbon.

·        Name and draw the structure of the first four alkanes.

·        Name the sources of alkanes

·        Name and give the uses of the five fractions of crude oil.

·        Explain the physical and chemical properties of the homologous series of alkanes, alkenes, and alcohols.

·        Describe the methods of preparing alkenes and alcohols.

·        State the different types of plastics and their properties

·        State the uses of alkanes, alkenes, and alcohols.

·        List some natural and synthetic fibres and state their uses.

·        State the advantages and disadvantages of synthetic materials compared to those of natural origin in terms of both structure and properties.

·        Derive the structure of a polymer from a monomer (polyethene).

·        Definition of organic chemistry and hydrocarbon.

·        Alkanes (methane to butane).

-         Formulae only.

·        Sources

-         Natural gas.

-         Fractional distillation of crude oil (five fractions and their uses)

·        Combustion – internal combustion engine as a major source of atmospheric pollution (refer to unburnt C, CO, CO₂, Pb compounds, unburnt hydrocarbons).

·        Alkenes (ethene only)

-         Ethene: Formulae

-         Preparation of ethene by dehydration of ethanol.

-         Combustion

-         Reaction with bromine

-         Polymerisation

·        Cracking

-         Thermal and catalytic (of Perspex)

·        Plastics (Thermoplastics and thermosetting plastics) e.g. rubber, Perspex)

·        Advantages and disadvantages of plastics.

·        Natural polymers (cellulose e.g. cotton, wood, paper).

·        Natural protein fibres, wool, silk, natural dyes and colouring of fibres.

·        Natural rubber and its vulcanization

·        Advantages and disadvantages of man made polymers over those of natural origin

·        Alcohols (Ethanol only)

-         Preparation by fermentation (of starch and sugar).

-         Properties – physical, combustion and dehydration only.

-         Uses

·        Fats and oils (local sources)

-         conversion into soap

-         Soap

      Laboratory preparation

·        Define soap

·        Give the difference between soap and soapless detergent

·        Recall the methods of preparation of soap (saponification)

·        List the advantages and disadvantages of soap over soapless detergents.

-         How soap works

·        Soapless detergents

-         Definition

-         Laboratory preparation

-         Advantages and disadvantages of soap and soapless detergents (Teacher demonstration of laboratory preparation of detergents from caster oil and concentrated H₂SO₄) (Applied Chemistry)

Note: a detailed study of the organic chemistry of alkanes, alkenes, and alcohol etc is not required.

SPECIFIC OBJECTIVE

CONTENT

Learners should be able to:

·        Define acids as proton donors and bases as proton acceptors.

·        Recognize the difference between weak and strong acids and bases.

·        Explain the role of solvent in the acidity of hydrogen chloride.

·        Write ionic and formula equations for specified acids-base reactions.

·        Definition of acids as proton donors and bases as proton acceptors

Weak and strong acids.

·        Definition of strong/weak acids and bases.

·        Determination of the strength of acids /bases by use of:-
- pH
- electrical conductivity
- rate of reaction with marble chips and magnesium with acids.

 (Use hydrochloric acid/ethanoic acid and sodium hydroxide/aqueous ammonia as illustration).

Note:  Other examples are tartaric and citric acids instead of HCl.

·        Role of the solvent
- Hydrogen chloride or tartaric acid in methyl benzene compare with aqueous solutions.  React with dry litmus, magnesium, marble chips.
- Reaction of dry and aqueous ammonia.  Importance of H⁺_(aq) and OH^- _(aq).

·        Use of ionic equations to illustrate the above

·        Amphoteric oxides

 (Al₂O₃, PbO, ZnO): react with acid and alkali (no equation for reaction with alkali).

SPECIFIC OBJECTIVE

CONTENT

Learners should be able to:

·        State some experimental evidence for the existence of atoms, molecules, ions and electrons.

·        Use the kinetic theory to explain the nature of solids, liquids and gases.

·        Define the mole, molar solution and molar gas volume.

·        Use the mole, molar solution and molar gas volume in defining chemical formulae and equation from both experimental results and given data.

·        Represent a chemical reaction by either a full formula or ionic equation.

·        Evidence for particles i.e. diffusion, Brownian motion.

·        Evidence for the existence of electrons (i.e. plastic comb).

-         Cars and electric shock, lightning.

·        Evidence for existence of ions.

·        The gas laws (Boyle’s law, Charles’s law general gas law).

·        The mole as a basic unit.

·        Determination of formulae; ionic compounds, empirical and molecular formulae.
- Quantitative determination of magnesium oxide (Mg/air) and copper (II) oxide (reduction of copper (II) oxide with butane should be carried out.)

·        Molar gas volume (22.4 dm³ at S.T.P), atomicity of gases, mass volume relationship for gases.

·         Molar solutions.

CONTENT

TEACHING AND LEARNING STRATEGIES

·        Stoichiometry of chemical reactions, quantitative work must be emphasized. Reactions to be considered.

- Ba ²⁺ _(aq) + CO₃^2-            BaCO₃ (s)

- Pb²⁺ _(aq) + 2I^- _(aq)           Pb I_2(s)

- Cu²⁺+_(aq) + Fe _(S)        Fe ²⁺_(aq) + Cu(s)

·        CO₂ evolution from Na₂CO₃ & HCl.

·        Titration of NaOH with HCl and H₂SO₄ recommended.

(Note: Reactions in this section show quantitatively that mass is conserved.

Ba²⁺ _(aq) + CO₃ ^2- _(aq)       BaCO₃(s).)

·        Carry out titration experiments to determine concentration of a given solution.

SPECIFIC OBJECTIVE

CONTENT

Learners should be able to:

·        Define an ion (cation and anion).

·        Recognize the precipitates and complex ions produced by specified cation – anion reaction.

·        Differentiate between ions using a series of ionic reactions.

·        Define redox

·        Explain redox reaction in term of electron transfer.

·        Compare the oxidizing and reducing power of ions from displacement and reactions.

·        Recognize the role of water in the products of electrolysis.

·        Definition of an ion.

·        Precipitation reactions involving the following ions Mg²⁺⁽aq), Ca²⁺(aq), Fe³⁺ (aq), Zn²⁺ (aq), Cu²⁺ (aq), Fe²⁺ (aq), Al³⁺ (aq) with Cl^-(aq), OH^- (aq), CO₃^2-(aq).

·         Complex ions; limited to dissolving of specific metal hydroxides in excess ammonia solution or sodium hydroxide formula of the following are required Cu(NH₃)₄²⁺, Pb(OH)₄^2-, Al(OH)₄^-

Note: No instruction on equations is required.

·        Redox reactions:

- Definition (note changes in the charge of the ion)

- Electron transfer

   Useful illustrations, Fe²⁺(aq), Fe ³⁺ (aq)     with H₂ O₂/H⁺ (aq)

·        Displacement reactions as redox reactions (Balancing simple redox reactions)

·        Reducing power: reaction of metal/cation.

·         Oxidizing power of halogens: Cl₂, Br₂, I₂ only

·        The role of water in electrolysis products

Preferential discharge of hydrogen and oxygen where appropriate from the following solutions: sodium chloride, dilute sulphuric acid (acidified water), magnesium sulphate.

SPECIFIC OBJECTIVE

CONTENT

Learners should be able to:

·        Define energy.

·        Define exothermic and endothermic reactions using the enthalpy notation

      (∆H) qualitatively.

·        Explain that energy changes in chemical reactions are due to bond formation and bond breaking.

·        Define and explain various types of heat or enthalpy changes.

·        Carry out experiments to determine enthalpy changes for some reactions.

·        Use data provided or obtained experimentally to calculate or graphically determine enthalpy changes.

·        Explain the construction of Zn – Cu cell.

·        State and explain the advantages and disadvantages of different fuels

·         

·        Definition of energy.

·        Energy changes during physical changes.

Molar heat of vaporization and boiling point (latent heats) as evidence for interparticles forces.

·        Enthalpy notation (∆H) for exothermic and endothermic reactions.

·        Enthalpy of chemical reactions 

Students should carryout simple quantitative work e.g. enthalpy of combustion (methanol, ethanol), enthalpy of displacement  (Cu²⁺ (aq) + Fe (s) ), enthalpy of solution (NaOH and conc H₂SO₄).

(See the combustion of fuel and the internal combustion engine).

·        Combustion of hydrocarbon fuel (practical work, charcoal, methylated spirit, butane and ethane)

      Heat energy values of charcoal, fuel, oil,   methylated spirit and natural gas.

·        Electro chemical cells

(Conversion of chemical energy to electrical energy)

Qualitatively look at the electrochemical series that students can use copper reference, sodium chloride electrolyte and metal strip electrodes.

Zn – Cu Cell: teacher demonstration and measurement of potential difference.

The potential E is NOT required.

·        Simple treatment of solar energy as energy from atoms.

·        Fuels ( Applied Chemistry)

-     Choosing fuel.

-     Pollution effects of fuels.

SUB-TOPIC

SPECIFIC OBJECTIVE

Electrochemical cells

(5 periods)

Learners should be able to:

·        Explain an electrochemical cell in terms of electron transfer processes.

·        Explain the construction and working of a zinc- copper cell.

·        Describe simple primary cells

·        Explain what happens when charging and discharging the battery

Electrolysis and its uses

(5 periods)

Learners should be able to:

·        Define electrolysis.

·        Explain the migration of ions during electrolysis.

·        Explain the factors that affect the preferential discharge of ions at an electrode.

·        Explain electrolysis of given compounds in aqueous and molten form and give their products. 

·        State the applications of electrolysis.