Matter and Chemical Reactions

The Periodic Table - Atomic structure review
The Periodic Table - Electron arrangement

By the end of the lesson, the learner should be able to:
- Describe the structure of an atom in terms of subatomic particles
- Draw atomic structures showing electron arrangement
- Relate atomic structure to everyday applications like electronic devices and lighting

- Review concepts of atomic structure, atomic number and mass number
- Discuss with peers the components of an atom
- Draw atomic structures of selected elements

How does understanding atomic structure help explain properties of materials around us?

- Mentor General Science pg. 99
- Charts showing atomic structure
- Digital resources
- Periodic table charts

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

The Periodic Table - Groups and periods
The Periodic Table - Stability of atoms

By the end of the lesson, the learner should be able to:
- Classify elements into groups and periods
- Explain the periodic law
- Recognize how element classification helps in selecting materials for construction and manufacturing

- Arrange the first 20 elements using similarities in electron arrangements
- Discuss with peers the order adopted in developing the periodic table
- Create a chart showing groups and periods

How are elements arranged in the periodic table?

- Mentor General Science pg. 99
- Periodic table
- Chart materials
- Internet access
- Digital resources
- Reference books

- Observation - Written assignments - Oral questions

Matter and Chemical Reactions

The Periodic Table - Cation formation
The Periodic Table - Anion formation
The Periodic Table - Valency of elements
The Periodic Table - Oxidation numbers and radicals

By the end of the lesson, the learner should be able to:
- Describe how cations are formed
- Draw dot and cross diagrams for cation formation
- Connect ion formation to how table salt and other ionic compounds are made
- Define valency of an element
- Determine valencies of elements from their electron configurations
- Apply valency knowledge to understand fertilizer composition in agriculture

- Discuss with peers how atoms lose electrons to form cations
- Draw dot (.) and cross (x) diagrams showing cation formation
- Watch animations on ion formation using digital devices
- Discuss with peers how to determine valency from electron configuration
- Practice determining valencies of the first 20 elements
- Create a table of elements and their valencies

How do atoms become positively charged?
How does valency determine the combining capacity of elements?

- Mentor General Science pg. 99
- Digital devices
- Charts
- Digital resources
- Periodic table
- Mentor General Science pg. 99
- Periodic table
- Reference books
- Charts showing radicals
- Digital resources

- Observation - Written assignments - Oral questions
- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

The Periodic Table - Writing chemical formulae

By the end of the lesson, the learner should be able to:
- Write chemical formulae using valencies
- Apply the criss-cross method for formula writing
- Relate chemical formulae to labels on medicines, fertilizers, and household chemicals

- Write chemical formulae of common compounds using valencies
- Practice the criss-cross method
- Verify formulae using total charges

How do we represent compounds using chemical symbols?

- Mentor General Science pg. 99
- Reference books
- Periodic table

- Written assignments - Oral questions - Observation

Matter and Chemical Reactions

The Periodic Table - Formulae of compounds with radicals

By the end of the lesson, the learner should be able to:
- Write chemical formulae of compounds containing radicals
- Use brackets correctly in chemical formulae
- Apply formula writing to understand composition of baking soda and antacids

- Write formulae of compounds with radicals
- Practice using brackets for multiple radicals
- Make a chart of common compounds and their formulae

How do radicals affect the formula of a compound?

- Mentor General Science pg. 99
- Charts
- Digital resources

- Written tests - Oral questions - Observation

Matter and Chemical Reactions

The Periodic Table - Writing chemical equations

By the end of the lesson, the learner should be able to:
- Write word equations for chemical reactions
- Convert word equations to symbol equations
- Relate chemical equations to cooking processes and combustion in vehicles

- Write word equations for common reactions
- Convert word equations to formula equations
- Practice writing equations for reactions of metals with acids

How do we represent chemical reactions using equations?

- Mentor General Science pg. 99
- Reference books
- Digital resources

- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

The Periodic Table - Balancing chemical equations
Chemical Families - Alkali metals

By the end of the lesson, the learner should be able to:
- Balance chemical equations using appropriate coefficients
- Verify balanced equations using atom count
- Connect balanced equations to understanding fuel efficiency in engines and cooking gas usage
- Identify alkali metals in the periodic table
- Describe physical properties of alkali metals
- Relate alkali metals to street lighting and fireworks displays

- Use valencies to balance chemical equations
- Practice balancing various chemical equations
- Model electron configuration of elements using locally available materials
- Search for information on alkali metals
- Sort and group alkali metals from the periodic table
- Discuss physical properties of sodium, potassium, and lithium

Why must chemical equations be balanced?
Why are alkali metals stored under oil?

- Mentor General Science pg. 99
- Modelling materials
- Digital resources
- Mentor General Science pg. 122
- Periodic table
- Digital resources

- Written tests - Oral questions - Project assessment
- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Chemical Families - Reactions of alkali metals

By the end of the lesson, the learner should be able to:
- Investigate reactions of alkali metals with water and air
- Write balanced equations for reactions of alkali metals
- Connect alkali metal reactions to safety precautions when handling batteries and cleaning agents

- Carry out activities to investigate reactions of sodium with air and water
- Observe safety precautions during experiments
- Write balanced equations for the reactions

How do alkali metals react with water and oxygen?

- Mentor General Science pg. 122
- Sodium metal
- Water trough
- Safety equipment

- Observation - Written tests - Practical assessment

Matter and Chemical Reactions

Chemical Families - Alkaline earth metals

By the end of the lesson, the learner should be able to:
- Identify alkaline earth metals in the periodic table
- Describe properties of alkaline earth metals
- Relate alkaline earth metals to bones, teeth health, and construction materials like cement

- Research on alkaline earth metals
- Compare properties of magnesium and calcium
- Discuss uses of alkaline earth metals

How do alkaline earth metals differ from alkali metals?

- Mentor General Science pg. 122
- Magnesium ribbon
- Periodic table
- Digital resources

- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

Chemical Families - Alkaline earth metals

By the end of the lesson, the learner should be able to:
- Identify alkaline earth metals in the periodic table
- Describe properties of alkaline earth metals
- Relate alkaline earth metals to bones, teeth health, and construction materials like cement

- Research on alkaline earth metals
- Compare properties of magnesium and calcium
- Discuss uses of alkaline earth metals

How do alkaline earth metals differ from alkali metals?

- Mentor General Science pg. 122
- Magnesium ribbon
- Periodic table
- Digital resources

- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

Chemical Families - Reactions of alkaline earth metals
Chemical Families - Halogens

By the end of the lesson, the learner should be able to:
- Investigate reactions of magnesium with air, water, and dilute acids
- Write balanced equations for the reactions
- Connect these reactions to why magnesium is used in flares and emergency signals
- Identify halogens in the periodic table
- Describe physical properties of halogens
- Relate halogens to water purification, disinfectants, and salt in food

- Carry out experiments on reactions of magnesium with oxygen, water, and dilute acids
- Record observations and write equations
- Observe safety precautions
- Research on halogens and their properties
- Compare physical states and colours of halogens
- Discuss the trend in properties down the group

Why is magnesium used in fireworks?
Why are halogens important in water treatment?

- Mentor General Science pg. 122
- Magnesium ribbon
- Dilute acids
- Bunsen burner
- Safety equipment
- Mentor General Science pg. 122
- Periodic table
- Charts
- Digital resources

- Practical assessment - Written tests - Observation
- Oral questions - Written assignments - Group discussions

Matter and Chemical Reactions

Chemical Families - Reactions of halogens

By the end of the lesson, the learner should be able to:
- Investigate reactions of chlorine with air and water
- Write balanced equations for halogen reactions
- Connect halogen chemistry to swimming pool maintenance and household bleach

- Carry out activities to investigate properties of chlorine
- Observe and record colour changes
- Write equations for reactions of chlorine

How does chlorine react with water?

- Mentor General Science pg. 122
- Chlorine water
- Litmus paper
- Safety equipment
- Fume chamber

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Chemical Families - Noble gases

By the end of the lesson, the learner should be able to:
- Identify noble gases in the periodic table
- Explain the unreactive nature of noble gases
- Relate noble gases to neon signs, helium balloons, and welding applications

- Discuss the unreactive nature of noble gases
- Research uses of noble gases in day-to-day life
- Explain why noble gases are used in lighting and welding

Why are noble gases called inert gases?

- Mentor General Science pg. 122
- Periodic table
- Digital resources
- Pictures of neon signs

- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

Chemical Families - Transition metals

By the end of the lesson, the learner should be able to:
- Identify selected transition metals in the periodic table
- Describe properties of transition metals
- Relate transition metals to jewelry, coins, electrical wiring, and cooking utensils

- Research on transition elements (copper, iron, zinc, lead)
- Discuss properties of transition metals
- Investigate uses of transition metals in daily life

How are transition metals suited to their uses?

- Mentor General Science pg. 122
- Samples of metals
- Digital resources
- Reference books

- Oral questions - Written tests - Observation

Matter and Chemical Reactions

Chemical Families - Uses of elements and their compounds
Chemical Families - Applications in road safety and lighting

By the end of the lesson, the learner should be able to:
- Outline uses of elements of the periodic table
- Relate element properties to their applications
- Connect element uses to career opportunities in metallurgy, pharmacy, and manufacturing
- Identify elements used in road illumination
- Explain properties that make elements suitable for lighting
- Connect knowledge to road safety and energy-efficient lighting at home

- Discuss properties of elements that make them suitable for various uses
- Create a chart showing elements and their uses
- Research on industrial applications of elements
- Discuss properties of elements used in illuminating roads
- Research on elements used in LED and fluorescent lighting
- Present findings on applications of chemical families

How do element properties determine their uses?
Why are certain elements used in street lights?

- Mentor General Science pg. 122
- Charts
- Digital resources
- Reference books
- Mentor General Science pg. 122
- Digital resources
- Pictures of lighting systems

- Project assessment - Oral questions - Written assignments
- Oral questions - Written tests - Presentations

Matter and Chemical Reactions

Chemical Bonding - Valence electrons and stability

By the end of the lesson, the learner should be able to:
- Explain the role of valence electrons in bond formation
- Predict bonding behaviour from electron configuration
- Relate bonding to why metals conduct electricity and plastics don't

- Discuss with peers the role of valence electrons in bond formation
- Draw atomic structures showing valence electrons
- Predict how atoms will bond based on valence electrons

How do valence electrons determine bonding?

- Mentor General Science pg. 153
- Periodic table
- Digital resources

- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

Chemical Bonding - Ionic bond formation

By the end of the lesson, the learner should be able to:
- Describe ionic bond formation through electron transfer
- Draw dot and cross diagrams for ionic compounds
- Connect ionic bonding to table salt, baking soda, and mineral supplements

- Discuss formation of ionic bonds
- Use dots (.) and crosses (x) to illustrate ionic bonding in sodium chloride
- Navigate online sources for simulations on ionic bond formation

How are ionic bonds formed?

- Mentor General Science pg. 153
- Digital devices
- Modelling materials

- Written tests - Oral questions - Observation

Matter and Chemical Reactions

Chemical Bonding - Ionic bonding in various compounds

By the end of the lesson, the learner should be able to:
- Illustrate ionic bonding in magnesium fluoride and aluminium oxide
- Write formulae of ionic compounds
- Relate ionic compounds to antacids, toothpaste, and water treatment chemicals

- Draw dot and cross diagrams for magnesium fluoride and calcium oxide
- Illustrate ionic bonding in aluminium oxide
- Model ionic structures using locally available materials

Why do ionic compounds form crystals?

- Mentor General Science pg. 153
- Modelling materials
- Digital resources

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Chemical Bonding - Ionic bonding in various compounds
Chemical Bonding - Covalent bond formation

By the end of the lesson, the learner should be able to:
- Illustrate ionic bonding in magnesium fluoride and aluminium oxide
- Write formulae of ionic compounds
- Relate ionic compounds to antacids, toothpaste, and water treatment chemicals
- Describe covalent bond formation through electron sharing
- Draw dot and cross diagrams for simple covalent molecules
- Relate covalent bonding to water, cooking gas, and plastics used daily

- Draw dot and cross diagrams for magnesium fluoride and calcium oxide
- Illustrate ionic bonding in aluminium oxide
- Model ionic structures using locally available materials
- Discuss formation of covalent bonds
- Illustrate covalent bonding in hydrogen and hydrogen chloride molecules
- Use digital devices to access virtual laboratories for simulations

Why do ionic compounds form crystals?
How do atoms share electrons to form covalent bonds?

- Mentor General Science pg. 153
- Modelling materials
- Digital resources
- Mentor General Science pg. 153
- Digital devices
- Ball and stick models

- Practical assessment - Written tests - Observation
- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

Chemical Bonding - Covalent bonding in molecules

By the end of the lesson, the learner should be able to:
- Illustrate covalent bonding in water, ammonia, and oxygen molecules
- Distinguish between single and double covalent bonds
- Connect molecular structures to properties of drinking water and the air we breathe

- Draw dot and cross diagrams for water, ammonia, and oxygen molecules
- Illustrate double covalent bonds in oxygen and carbon (IV) oxide
- Make models of molecules using locally available materials

Why does oxygen form a double bond?

- Mentor General Science pg. 153
- Modelling materials
- Digital resources

- Written tests - Practical assessment - Observation

Matter and Chemical Reactions

Chemical Bonding - Dative-covalent bond

By the end of the lesson, the learner should be able to:
- Describe dative-covalent bond formation
- Illustrate dative bonding in ammonium and hydroxonium ions
- Relate dative bonding to fertilizer chemistry and acid-base reactions in the stomach

- Discuss formation of dative-covalent bonds
- Draw dot and cross diagrams for ammonium ion and hydroxonium ion
- Illustrate dative bonding in carbon (II) oxide

How is a dative bond different from a normal covalent bond?

- Mentor General Science pg. 153
- Digital resources
- Charts

- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

Chemical Bonding - Hydrogen bonds and intermolecular forces

By the end of the lesson, the learner should be able to:
- Explain hydrogen bond formation
- Distinguish between hydrogen bonds and Van der Waals forces
- Connect hydrogen bonding to why water boils at 100°C and ice floats

- Discuss formation of hydrogen bonds in water and ethanol
- Compare boiling points of substances with different intermolecular forces
- Research on the importance of hydrogen bonding in biological systems

Why does water have a higher boiling point than hydrogen sulphide?

- Mentor General Science pg. 153
- Digital resources
- Reference books

- Written tests - Oral questions - Observation

Matter and Chemical Reactions

Chemical Bonding - Metallic bonding
Chemical Bonding - Giant ionic and giant atomic structures

By the end of the lesson, the learner should be able to:
- Describe metallic bond formation
- Explain properties of metals based on metallic bonding
- Relate metallic bonding to electrical wiring, cooking pots, and car bodies
- Describe giant ionic structure of sodium chloride
- Describe giant atomic structures of diamond and graphite
- Relate structures to hardness of diamond in cutting tools and lubricating properties of graphite

- Discuss formation of metallic bonds through delocalised electrons
- Illustrate metallic bonding in sodium, magnesium, and aluminium
- Investigate electrical and thermal conductivity of metals
- Identify structures of sodium chloride, diamond, and graphite
- Investigate properties of substances with giant structures
- Carry out experiments on electrical conductivity and solubility

Why do metals conduct electricity?
Why is diamond hard while graphite is soft?

- Mentor General Science pg. 153
- Metal samples
- Electrical circuit
- Digital resources
- Mentor General Science pg. 153
- Sodium chloride
- Graphite
- Circuit components

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Chemical Bonding - Properties and uses of substances

By the end of the lesson, the learner should be able to:
- Relate bond types to physical properties
- Select appropriate materials based on their structure
- Apply knowledge to choosing cookware, building materials, and electrical insulators

- Discuss relationship between bond types and physical properties
- Explore uses of diamond, graphite, and aluminium
- Sensitise community on use and care of common appliances

How do we select materials for specific purposes based on their bonding?

- Mentor General Science pg. 153
- Samples of materials
- Digital resources

- Project assessment - Oral questions - Written tests

Matter and Chemical Reactions

Acids, Bases and Salts - Definition of acids and bases

By the end of the lesson, the learner should be able to:
- Define acids and bases in terms of hydrogen and hydroxide ions
- Identify common acids and bases
- Relate acids and bases to lemon juice, soap, and cleaning products used at home

- Discuss the meaning of acids and bases
- Identify common household acids and bases
- Write dissociation equations for acids and bases

What makes a substance acidic or basic?

- Mentor General Science pg. 185
- Common household substances
- Digital resources

- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

Acids, Bases and Salts - pH scale and indicators

By the end of the lesson, the learner should be able to:
- Use universal indicator to test pH of substances
- Interpret pH values using the pH chart
- Apply pH testing to soil testing for farming and checking pool water safety

- Test acidic and basic substances using universal indicator
- Determine pH levels of various substances
- Classify substances as strong acids, weak acids, neutral, weak bases, or strong bases

How do we determine the strength of an acid or base?

- Mentor General Science pg. 185
- Universal indicator
- pH chart
- Various solutions

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Acids, Bases and Salts - Acids and bases in digestion and respiration

By the end of the lesson, the learner should be able to:
- Explain the role of acids in digestion
- Describe the role of the bicarbonate buffer system in respiration
- Connect acid-base chemistry to antacid use and breathing regulation

- Discuss functions of hydrochloric acid in the stomach
- Research on the bicarbonate buffer system in blood
- Explain how antacids neutralise stomach acid

Why is stomach acid important for digestion?

- Mentor General Science pg. 185
- Digital resources
- Reference books

- Oral questions - Written assignments - Group discussions

Matter and Chemical Reactions

Acids, Bases and Salts - Neutralisation reactions

By the end of the lesson, the learner should be able to:
- Describe neutralisation reactions between acids and bases
- Write balanced equations for neutralisation reactions
- Relate neutralisation to treating acid indigestion and wastewater treatment

- Carry out titration experiments with dilute acids and bases
- Use phenolphthalein indicator to determine end point
- Write equations for reactions between acids and bases

What products are formed when an acid reacts with a base?

- Mentor General Science pg. 185
- Dilute acids and bases
- Burette, pipette
- Indicators

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Acids, Bases and Salts - Acids and carbonates

By the end of the lesson, the learner should be able to:
- Investigate reactions of acids with carbonates
- Write balanced equations for the reactions
- Connect the reactions to baking (baking soda) and effervescent tablets

- Carry out experiments on reactions of acids with carbonates
- Test the gas produced using lime water
- Write balanced equations for the reactions

What gas is produced when acids react with carbonates?

- Mentor General Science pg. 185
- Sodium carbonate
- Dilute acids
- Lime water
- Delivery tubes

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Acids, Bases and Salts - Acids and metals

By the end of the lesson, the learner should be able to:
- Investigate reactions of acids with metals
- Write balanced equations for the reactions
- Relate acid-metal reactions to corrosion of metal roofs and car bodies

- Carry out experiments on reactions of dilute acids with metals
- Test the gas produced using a burning splint
- Write balanced equations for the reactions

Why do some metals react with acids while others don't?

- Mentor General Science pg. 185
- Zinc, magnesium, iron
- Dilute acids
- Test tubes

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Acids, Bases and Salts - Hygroscopy, deliquescence and efflorescence
Acids, Bases and Salts - Uses of salts in daily life

By the end of the lesson, the learner should be able to:
- Classify salts based on their behaviour when exposed to air
- Distinguish between hygroscopic, deliquescent, and efflorescent salts
- Apply knowledge to proper storage of table salt, fertilizers, and medicines
- Outline applications of salts in various fields
- Explain effects of salts on the environment
- Relate salt applications to farming, food preservation, medicine, and road safety

- Carry out experiments on behaviour of salts when exposed to air
- Classify salts as hygroscopic, deliquescent, or efflorescent
- Discuss proper storage of various salts
- Research on applications of salts in agriculture, food industry, medicine, and road use
- Discuss effects of salts on the environment
- Sensitise community on proper salt usage

Why does table salt become damp when left exposed?
How are salts important in our daily lives?

- Mentor General Science pg. 185
- Various salts
- Watch glasses
- Digital resources
- Mentor General Science pg. 185
- Digital resources
- Charts
- Reference books

- Practical assessment - Written tests - Observation
- Project assessment - Oral questions - Written tests

Matter and Chemical Reactions

Acids, Bases and Salts - Environmental effects and health awareness

By the end of the lesson, the learner should be able to:
- Describe effects of salts on the environment
- Create awareness on proper salt intake
- Connect knowledge to preventing high blood pressure and soil salinisation in farms

- Discuss eutrophication, soil pollution, and air pollution by salts
- Create posters on acidity and alkalinity of household substances
- Present on importance of proper salt intake in diet

How do salts affect our environment and health?

- Mentor General Science pg. 185
- Poster materials
- Digital resources

- Project assessment - Presentations - Peer assessment

Matter and Chemical Reactions

Rates of Reactions - Introduction to reaction rates

By the end of the lesson, the learner should be able to:
- Define rate of a chemical reaction
- Distinguish between fast and slow reactions
- Relate reaction rates to cooking time, food spoilage, and rusting of iron

- Discuss with peers the meaning of rate of reaction
- Compare reactions of sodium and magnesium with water
- Identify fast and slow reactions in daily life

How do we measure how fast a reaction occurs?

- Mentor General Science pg. 202
- Sodium metal
- Magnesium ribbon
- Water trough

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Rates of Reactions - Measuring reaction rates

By the end of the lesson, the learner should be able to:
- Measure reaction rates using volume of gas produced
- Plot graphs of volume against time
- Apply rate measurement concepts to industrial production and quality control

- Carry out experiments on reaction between magnesium and hydrochloric acid
- Record volume of gas at intervals
- Plot graphs and determine average rate of reaction

How can we measure the rate of a chemical reaction?

- Mentor General Science pg. 202
- Magnesium ribbon
- Dilute HCl
- Gas syringe
- Stopwatch

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Rates of Reactions - Measuring rate by mass change
Rates of Reactions - Concentration and reaction rate

By the end of the lesson, the learner should be able to:
- Measure reaction rates using change in mass
- Interpret rate graphs
- Relate mass change measurements to monitoring fermentation in brewing and baking
- Investigate the effect of concentration on rate of reaction
- Explain observations using collision theory
- Apply concentration effects to understanding why concentrated cleaning agents work faster

- Carry out experiments on reaction between calcium carbonate and hydrochloric acid
- Record mass at intervals using top pan balance
- Plot graphs and calculate average rate of reaction
- Carry out experiments comparing reactions at different concentrations
- Record time taken for reactions to complete
- Explain effect of concentration on reaction rate

Why does the mass of the reaction mixture decrease?
Why do reactions occur faster at higher concentrations?

- Mentor General Science pg. 202
- Calcium carbonate
- Dilute HCl
- Top pan balance
- Stopwatch
- Mentor General Science pg. 202
- Dilute and concentrated HCl
- Magnesium ribbon
- Stopwatch

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Rates of Reactions - Concentration and reaction rate

By the end of the lesson, the learner should be able to:
- Investigate the effect of concentration on rate of reaction
- Explain observations using collision theory
- Apply concentration effects to understanding why concentrated cleaning agents work faster

- Carry out experiments comparing reactions at different concentrations
- Record time taken for reactions to complete
- Explain effect of concentration on reaction rate

Why do reactions occur faster at higher concentrations?

- Mentor General Science pg. 202
- Dilute and concentrated HCl
- Magnesium ribbon
- Stopwatch

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Rates of Reactions - Temperature and reaction rate

By the end of the lesson, the learner should be able to:
- Investigate the effect of temperature on rate of reaction
- Explain observations using kinetic theory
- Relate temperature effects to refrigeration preserving food and cooking at higher temperatures

- Carry out experiments on reaction between sodium thiosulphate and hydrochloric acid at different temperatures
- Record time for cross to be obscured
- Explain effect of temperature on reaction rate

Why does food cook faster at higher temperatures?

- Mentor General Science pg. 202
- Sodium thiosulphate
- Dilute HCl
- Thermometer
- Water bath

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Rates of Reactions - Surface area and reaction rate

By the end of the lesson, the learner should be able to:
- Investigate the effect of surface area on rate of reaction
- Explain observations using particle theory
- Apply surface area effects to understanding why kindling starts fire faster and chewing food aids digestion

- Carry out experiments comparing reactions of marble chips and powdered calcium carbonate with acid
- Record volume of gas at intervals
- Plot graphs and compare rates of reaction

Why do powdered substances react faster than lumps?

- Mentor General Science pg. 202
- Marble chips
- Powdered CaCO₃
- Dilute HCl
- Gas syringe

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Rates of Reactions - Catalysts
Rates of Reactions - Light and pressure effects

By the end of the lesson, the learner should be able to:
- Investigate the effect of a catalyst on rate of reaction
- Explain how catalysts work without being used up
- Relate catalysts to catalytic converters in vehicles and enzymes in digestion
- Investigate effects of light on rate of reaction
- Explain effect of pressure on gaseous reactions
- Relate light effects to photography and food storage, and pressure to industrial ammonia production

- Carry out experiments on decomposition of hydrogen peroxide with and without manganese (IV) oxide
- Record volume of gas at intervals
- Explain effect of catalyst on reaction rate
- Carry out experiments on decomposition of hydrogen peroxide under different light conditions
- Discuss effect of pressure on rate of gaseous reactions
- Research on optimum conditions in industrial processes

How do catalysts speed up reactions without being used up?
Why are some chemicals stored in dark containers?

- Mentor General Science pg. 202
- Hydrogen peroxide
- Manganese (IV) oxide
- Gas syringe
- Stopwatch
- Mentor General Science pg. 202
- Hydrogen peroxide
- Dark cupboard
- Light source
- Digital resources

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Rates of Reactions - Optimum conditions and applications

By the end of the lesson, the learner should be able to:
- Describe importance of optimum conditions in biological and chemical processes
- Apply knowledge of reaction rates to daily life situations
- Connect optimum conditions to efficient cooking, fuel usage, and industrial manufacturing

- Research on optimum conditions in biological, chemical, and physical processes
- Discuss applications of reaction rates in daily life
- Explain to family members the importance of factors affecting reaction rates

How do industries optimise conditions for maximum production?

- Mentor General Science pg. 202
- Digital resources
- Reference books

- Project assessment - Oral questions - Written tests