Life Science

Nutrition in Animals - Chemical and mechanical digestion

By the end of the lesson, the learner should be able to:
- Describe mechanical and chemical digestion of food
- Differentiate between the two types of digestion
- Relate proper chewing to better nutrient absorption and digestive health

- Search for information on types of digestion along the digestive system
- Watch animation or simulation of digestion of food along the alimentary canal
- Discuss where mechanical and chemical digestion occur

How does our body break down the food we eat?

- Mentor General Science pg. 25
- Digital devices
- Video clips
- Charts

- Oral questions - Written exercises - Group discussions

Life Science

Nutrition in Animals - Digestion of food in the mouth

By the end of the lesson, the learner should be able to:
- Describe digestion of food in the mouth
- Explain the role of saliva and salivary amylase in digestion
- Connect thorough chewing to improved digestion and reduced stomach discomfort

- Search for information on digestion in the mouth
- Discuss the action of teeth and saliva on food
- Explain how bolus is formed and swallowed

What happens to food when you put it in your mouth?

- Mentor General Science pg. 27
- Digital devices
- Diagrams of mouth
- Reference books

- Oral questions - Written tests - Demonstrations

Life Science

Nutrition in Animals - Digestion of food in the stomach
Nutrition in Animals - Digestion in the duodenum and ileum
Nutrition in Animals - Adaptations of the mouth and oesophagus

By the end of the lesson, the learner should be able to:
- Describe digestion of food in the stomach
- Explain the role of gastric juice and enzymes in protein digestion
- Relate stomach acid function to understanding heartburn and indigestion
- Describe digestion of different types of food in the small intestine
- Explain the role of pancreatic and intestinal enzymes
- Connect intestinal health to overall well-being and nutrient absorption

- Search for information on digestion in the stomach
- Discuss the action of pepsin and hydrochloric acid
- Explain how chyme is formed
- Search for information on digestion in the duodenum and ileum
- Discuss the enzymes involved in digesting carbohydrates, proteins and lipids
- Create presentations on enzyme action

How does the stomach digest proteins?
Why is the small intestine the main site for digestion?

- Mentor General Science pg. 29
- Digital devices
- Stomach diagrams
- Charts
- Mentor General Science pg. 30
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 33
- Teeth models
- Charts

- Oral questions - Written exercises - Diagrams
- Presentations - Written assignments - Oral questions

Life Science

Nutrition in Animals - Adaptations of the stomach and intestines

By the end of the lesson, the learner should be able to:
- Explain the adaptations of stomach and intestines to their functions
- Describe the role of villi and microvilli in absorption
- Connect intestinal surface area to efficient nutrient uptake for body growth

- Search for information on adaptations of stomach and intestines
- Discuss how the stomach walls, villi and microvilli are adapted
- Draw diagrams showing intestinal villi

Why do intestines have finger-like projections called villi?

- Mentor General Science pg. 34
- Digital devices
- Diagrams
- Charts

- Labelled diagrams - Oral questions - Written tests

Life Science

Nutrition in Animals - Testing for starch in food

By the end of the lesson, the learner should be able to:
- Perform experiments to determine presence of starch in food
- Use iodine solution to test for starch
- Apply food testing knowledge to making informed dietary choices

- Carry out experiments on food tests using iodine solution
- Observe and record colour changes
- Share results with peers for comparison

How can we identify starch in different foods?

- Mentor General Science pg. 36
- Test tubes
- Iodine solution
- Food samples

- Practical assessment - Lab reports - Observation

Life Science

Nutrition in Animals - Testing for reducing and non-reducing sugars

By the end of the lesson, the learner should be able to:
- Perform experiments to determine presence of reducing and non-reducing sugars
- Use Benedict's solution correctly in food tests
- Connect sugar testing to understanding diabetes management and diet

- Carry out experiments using Benedict's solution
- Heat mixtures in water bath and observe colour changes
- Test for non-reducing sugars using hydrochloric acid and sodium hydrogen carbonate

How do we distinguish between different types of sugars in food?

- Mentor General Science pg. 37
- Test tubes
- Benedict's solution
- Heat source
- Food samples

- Practical assessment - Written reports - Observation

Life Science

Nutrition in Animals - Testing for proteins and lipids
Nutrition in Animals - Testing for Vitamin C

By the end of the lesson, the learner should be able to:
- Perform experiments to determine presence of proteins and lipids in food
- Use Biuret's solution and emulsion test correctly
- Apply food testing skills to evaluate nutritional content of meals
- Perform experiments to determine presence of Vitamin C in food
- Use DCPIP solution to test for Vitamin C
- Relate Vitamin C content to choosing fruits for immune system support

- Carry out experiments using Biuret's solution for proteins
- Perform grease spot test and emulsion test for lipids
- Record observations and draw conclusions
- Carry out experiments using DCPIP solution
- Add food sample drop by drop and observe decolourisation
- Compare Vitamin C content in different foods

How can we confirm the presence of proteins and fats in our food?
Which foods are rich in Vitamin C?

- Mentor General Science pg. 39
- Test tubes
- Biuret's solution
- Ethanol
- Filter paper
- Mentor General Science pg. 41
- Test tubes
- DCPIP solution
- Fresh fruit juices

- Practical assessment - Lab reports - Oral questions
- Practical assessment - Written reports - Oral questions

Life Science
Matter and Chemical Reactions

Nutrition in Animals - Modelling the human digestive system
The Periodic Table - Atomic structure review

By the end of the lesson, the learner should be able to:
- Make a model of the human digestive system using locally available materials
- Label all parts of the digestive system on the model
- Connect digestive system knowledge to understanding common digestive disorders

- Use locally available materials to make a model of the human digestive system
- Display models for peer review
- Provide constructive feedback on other learners' models

How can we represent the digestive system using everyday materials?

- Mentor General Science pg. 42
- Clay, plasticine
- Cardboard
- String
- Balloons
- Mentor General Science pg. 99
- Charts showing atomic structure
- Digital resources

- Model presentation - Peer assessment - Observation

Matter and Chemical Reactions

The Periodic Table - Electron arrangement
The Periodic Table - Groups and periods

By the end of the lesson, the learner should be able to:
- Write electron configurations of the first 20 elements
- Identify valence electrons in an atom
- Connect electron arrangement to how batteries and conductors work in daily life

- Write electron configurations of elements 1-20
- Identify the number of energy levels and electrons in each level
- Use digital devices to visualize electron arrangements

Why is electron arrangement significant in determining element properties?

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

- Written tests - Oral questions - Observation

Matter and Chemical Reactions

The Periodic Table - Stability of atoms
The Periodic Table - Cation formation
The Periodic Table - Anion formation

By the end of the lesson, the learner should be able to:
- Explain how atoms achieve stability
- Describe the unreactive nature of noble gases
- Relate atomic stability to why gold doesn't rust while iron does

- Discuss how atoms acquire stability by losing or gaining electrons
- Research on noble gases and their stability
- Compare stable and unstable electron configurations

Why are some elements more reactive than others?

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

- Oral questions - Written tests - Group discussions

Matter and Chemical Reactions

The Periodic Table - Valency of elements
The Periodic Table - Oxidation numbers and radicals
The Periodic Table - Writing chemical formulae

By the end of the lesson, the learner should be able to:
- Define valency of an element
- Determine valencies of elements from their electron configurations
- Apply valency knowledge to understand fertilizer composition in agriculture
- Write chemical formulae using valencies
- Apply the criss-cross method for formula writing
- Relate chemical formulae to labels on medicines, fertilizers, and household chemicals

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

How does valency determine the combining capacity of elements?
How do we represent compounds using chemical symbols?

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

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

Matter and Chemical Reactions

The Periodic Table - Formulae of compounds with radicals
The Periodic Table - Writing chemical equations

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
- Reference books

- Written tests - Oral questions - Observation

Matter and Chemical Reactions

The Periodic Table - Balancing chemical equations

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

- Use valencies to balance chemical equations
- Practice balancing various chemical equations
- Model electron configuration of elements using locally available materials

Why must chemical equations be balanced?

- Mentor General Science pg. 99
- Modelling materials
- Digital resources

- Written tests - Oral questions - Project assessment

Matter and Chemical Reactions

Chemical Families - Alkali metals

By the end of the lesson, the learner should be able to:
- Identify alkali metals in the periodic table
- Describe physical properties of alkali metals
- Relate alkali metals to street lighting and fireworks displays

- Search for information on alkali metals
- Sort and group alkali metals from the periodic table
- Discuss physical properties of sodium, potassium, and lithium

Why are alkali metals stored under oil?

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

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Chemical Families - Reactions of alkali metals
Chemical Families - Alkaline earth 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
- 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

- Carry out activities to investigate reactions of sodium with air and water
- Observe safety precautions during experiments
- Write balanced equations for the reactions
- Research on alkaline earth metals
- Compare properties of magnesium and calcium
- Discuss uses of alkaline earth metals

How do alkali metals react with water and oxygen?
How do alkaline earth metals differ from alkali metals?

- Mentor General Science pg. 122
- Sodium metal
- Water trough
- Safety equipment
- Mentor General Science pg. 122
- Magnesium ribbon
- Periodic table
- Digital resources

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

Matter and Chemical Reactions

Chemical Families - Reactions of alkaline earth metals

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

- Carry out experiments on reactions of magnesium with oxygen, water, and dilute acids
- Record observations and write equations
- Observe safety precautions

Why is magnesium used in fireworks?

- Mentor General Science pg. 122
- Magnesium ribbon
- Dilute acids
- Bunsen burner
- Safety equipment

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Chemical Families - Halogens

By the end of the lesson, the learner should be able to:
- Identify halogens in the periodic table
- Describe physical properties of halogens
- Relate halogens to water purification, disinfectants, and salt in food

- Research on halogens and their properties
- Compare physical states and colours of halogens
- Discuss the trend in properties down the group

Why are halogens important in water treatment?

- Mentor General Science pg. 122
- Periodic table
- Charts
- Digital resources

- 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
Chemical Families - Transition metals
Chemical Families - Uses of elements and their compounds

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
- 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

- 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
- 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

Why are noble gases called inert gases?
How do element properties determine their uses?

- Mentor General Science pg. 122
- Periodic table
- Digital resources
- Pictures of neon signs
- Samples of metals
- Reference books
- Mentor General Science pg. 122
- Charts
- Digital resources
- Reference books

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

Matter and Chemical Reactions

Chemical Families - Applications in road safety and lighting

By the end of the lesson, the learner should be able to:
- 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 used in illuminating roads
- Research on elements used in LED and fluorescent lighting
- Present findings on applications of chemical families

Why are certain elements used in street lights?

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

- 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
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
Chemical Bonding - Hydrogen bonds and intermolecular forces

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
- Reference books

- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

Chemical Bonding - Metallic bonding

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

- Discuss formation of metallic bonds through delocalised electrons
- Illustrate metallic bonding in sodium, magnesium, and aluminium
- Investigate electrical and thermal conductivity of metals

Why do metals conduct electricity?

- Mentor General Science pg. 153
- Metal samples
- Electrical circuit
- Digital resources

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Chemical Bonding - Giant ionic and giant atomic structures
Chemical Bonding - Properties and uses of substances

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

- Identify structures of sodium chloride, diamond, and graphite
- Investigate properties of substances with giant structures
- Carry out experiments on electrical conductivity and solubility
- Discuss relationship between bond types and physical properties
- Explore uses of diamond, graphite, and aluminium
- Sensitise community on use and care of common appliances

Why is diamond hard while graphite is soft?
How do we select materials for specific purposes based on their bonding?

- Mentor General Science pg. 153
- Sodium chloride
- Graphite
- Circuit components
- Mentor General Science pg. 153
- Samples of materials
- Digital resources

- Practical assessment - Written tests - Observation
- 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
Acids, Bases and Salts - Acids and carbonates
Acids, Bases and Salts - Acids and metals

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
- 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 titration experiments with dilute acids and bases
- Use phenolphthalein indicator to determine end point
- Write equations for reactions between acids and bases
- Carry out experiments on reactions of dilute acids with metals
- Test the gas produced using a burning splint
- Write balanced equations for the reactions

What products are formed when an acid reacts with a base?
Why do some metals react with acids while others don't?

- Mentor General Science pg. 185
- Dilute acids and bases
- Burette, pipette
- Indicators
- Sodium carbonate
- Dilute acids
- Lime water
- Delivery tubes
- 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

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

- Carry out experiments on behaviour of salts when exposed to air
- Classify salts as hygroscopic, deliquescent, or efflorescent
- Discuss proper storage of various salts

Why does table salt become damp when left exposed?

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

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

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

By the end of the lesson, the learner should be able to:
- 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

- 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

How are salts important in our daily lives?

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

- 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
Rates of Reactions - Measuring 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
- Measure reaction rates using volume of gas produced
- Plot graphs of volume against time
- Apply rate measurement concepts to industrial production and quality control

- 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
- 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 do we measure how fast a reaction occurs?
How can we measure the rate of a chemical reaction?

- Mentor General Science pg. 202
- Sodium metal
- Magnesium ribbon
- Water trough
- Mentor General Science pg. 202
- Magnesium ribbon
- Dilute HCl
- Gas syringe
- Stopwatch

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

Matter and Chemical Reactions

Rates of Reactions - Measuring rate by mass change

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

- 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

Why does the mass of the reaction mixture decrease?

- Mentor General Science pg. 202
- Calcium carbonate
- Dilute HCl
- Top pan balance
- Stopwatch

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Rates of Reactions - Concentration and reaction rate
Rates of Reactions - Temperature 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
- 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