Chapter 10 Ammonia

Lesson 10.1 (3 periods)

10.1 How Can Ammonia Be Made?
Learning Outcomes
· Describe the manufacture of ammonia from nitrogen and hydrogen.
· Interpret data relating to the conditions used in industry for processes involving reversible reactions.

Students’ Prior Knowledge

 Students have learnt about the formulae of ammonia and hydrogen.

Lesson 10.1A (double period)

Activate Prior Knowledge (10 minutes) Resources

· Encourage students to share what comes to mind when they Digital Resource(s)
think of ammonia, hydrogen and nitrogen. · Chapter 10 Lesson 10.1
· Possible responses: all gases, covalent compounds, ammonia PPT slides 1–5
contains nitrogen and hydrogen

Capture Interest (10 minutes) Resources

· Launch the video in Chemistry Connect on Textbook p. 179. Core Material(s)

· Allow the students to form their own ideas about the Beirut · Textbook p. 179
explosion after watching the clip.
· Challenge the students by asking them what led the people to Digital Resource(s)
believe it was caused by fireworks. · Chapter 10 Lesson 1
PPT slides 6–7

Construct Understanding (1 hour) Resources

10.1 How Can Ammonia Be Made? Core Material(s)

· Textbook p. 180–182
· Refer students to PPT slides 9–15 or Textbook pp. 180–182.
· Highlight that there are many uses of ammonia — fertilisers, Digital Resource(s)
cleaning products for glass, bathroom tiles, and for eliminating · Chapter 10 Lesson 10.1
stains from clothing, in the manufacture of plastics, dyes and PPT slides 8–16
other chemicals.
· Define a reversible reaction.
· Use the Haber process to illustrate the forward and backward
reactions.
· Highlight the optimal conditions needed for the Haber process
— high pressure, high temperature and a catalyst.
· Explain the effects of pressure, temperature and catalyst on the
yield of ammonia.

· Refer students to Figure 10.5 on PPT slide 16 or Textbook

p. 182 which shows the inside of a Haber process plant.
· Highlight that a mixture of ammonia, nitrogen and hydrogen is
obtained.
· Challenge students to explain how ammonia can be separated
from nitrogen and hydrogen.

10.1
 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
 Lesson 10.1B (single period)

Consolidate Learning (30 minutes) Resources

· Have the students attempt the following: Core Material(s)

- Let’s Practise 10.1 on Textbook p. 183 · Textbook p. 183
- Worksheet 10A on Theory Workbook p. 69 · Theory Workbook
· Go through the answers with the class. Worksheet 10A p. 69
· Address any misconceptions or queries raised by the students.
Digital Resource(s)
· Chapter 10 Lesson 10.1
PPT slides 17–20

Enrichment (10 minutes) Resources

· Refer students to Tech Connect on Textbook p. 182. Core Material(s)

· Encourage students to carry out research on the use of · Textbook p. 182
ammonia as a marine fuel and share their findings with the
class. Digital Resource(s)
· Challenge students to think about the pros and cons of using · Chapter 10 Lesson 10.1
ammonia as a marine fuel. PPT slide 21–23

10.2
 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
Lesson 10.2 (5 periods)
10.2 What Are Some Reversible Reactions?
Learning Outcomes
· State that some chemical reactions are reversible.
· Interpret data relating to the conditions used in industry for processes involving reversible reactions.

Lesson 10.2A (double period)

Activate Prior Knowledge (10 minutes) Resources

· Refer students to PPT slide 25, Kahoot! Quiz. Digital Resource(s)

· Conduct the Kahoot! Quiz to recap the concepts taught in the · Chapter 10 Lesson 10.2
previous lesson. PPT slides 24–27
· Address any misconception observed.
· For Question 1, recap that ammonia is made industrially by the
Haber process.
· For Question 2, recap the optimal temperature and pressure for
the Haber process. Encourage students to recall the effects of
temperature and pressure on the reaction.
· For Question 3, highlight that a catalyst is still needed in spite of
the high temperature and pressure.

Capture Interest (10 minutes) Resources

· Refer students to the concept cartoon on PPT slide 29 or Core Material(s)

Textbook p. 183. · Textbook p. 183
· Invite students to discuss any irreversible or reversible reactions
that they know. Digital Resource(s)
· Launch the video in Chemistry Connect on Textbook p.183. · Chapter 10 Lesson 10.2
· Allow the students to form their own ideas after watching the PPT slides 28–30
clip.

Construct Understanding (40 minutes) Resources

10.2 What Are Some Reversible Reactions? Core Material(s)

· Textbook pp. 184–185
· Refer students to PPT slides 32–34 or Textbook p. 184.
· Go through the experiment in Let’s Investigate 10A. Digital Resource(s)
· Go through the problem in Worked Examples 10A and 10B with · Chapter 10 Lesson 10.2
the class. PPT slides 31–34
· Invite volunteers to share their methods before showing them
the thought process and answer.
· For Worked Example 10A, highlight that ammonia is an alkali
that forms ammonium and hydroxide ions in water.
· For Worked Example 10B, highlight that at optimal conditions,
the forward and backward reactions are taking place at the same
rate.

10.3
 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan
 Consolidate Learning — Part 1 (20 minutes) Resources

· Have the students attempt the following: Core Material(s)

- Let’s Practise 10.2 on Textbook p. 185 · Textbook p. 185
- Worksheet 10B on Theory Workbook pp. 70–71 · Theory Workbook pp. 70–71
· Go through the answers with the class.
· Address any misconceptions or queries raised by the students. Digital Resource(s)
· Chapter 10 Lesson 10.2
PPT slides 35–37

Lesson 10.2B (double period)

Consolidate Learning — Part 2 (2 periods) Resources

· As a summary, walk students through Let’s Map It on PPT slide Core Material(s)
40 or Textbook page 186. · Textbook pp. 186–188
· Have the students attempt the following:
 Let’s Review in Textbook pp. 187–188 Digital Resource(s)
· Go through the answers with the class. · Chapter 10 Lesson 10.2
· Address any misconceptions or queries raised by the students. PPT slides 38–41

Lesson 10.2C (single period)

Consolidate Learning — Part 3 (20 minutes) Resources

· Have students attempt the following: Core Material(s)

- Let’s Assess and Let’s Reflect on Theory Workbook p. 72. · Textbook p. 186–188
· Go through the answers with the class. · Theory Workbook pp. 72
· Address any misconceptions or queries raised by the students.
Digital Resource(s)
Note: · Chapter 10 Lesson 10.2
Additional questions can be found in the Online Question Bank. PPT slide 42–44

Additional Revision and Practice Supporting Materials

 Have students do further revision and practice using the Chemistry Matters ‘O’ Level:
Supporting Materials. · Revision Guide, Chapter 10
· Structured and Free-response
Questions, Chapter 10
· MCQs, Chapter 10

Enrichment (20 minutes) Resources

· Show students the video on PPT slide 46. Digital Resource(s)

· Allow students to form their own ideas on chemical equilibrium · Chapter 10 Lesson 10.2
after watching the clip. PPT slide 45–48
· Video on chemical equilibrium
(https://www.youtube.com/wat
ch?v=g5wNg_dKsYY)

10.4
 2023 Marshall Cavendish Education Pte Ltd Chemistry Matters for GCE ‘O’ Level (3Ed): Lesson Plan