Chemistry

For Rwandan Schools

Senior One
Teacher’s Guide

Mujuni Patrick
Musisi Ronald
Omutiti Peter
Published by

Longhorn Publishers (Rwanda) Ltd

166 KG 13 off KG 11 Avenue
P.O. Box 5910
Kigali, Rwanda

Longhorn Publishers (Kenya) Ltd

Funzi Road, Industrial Area
P.O. Box 18033-00500
Nairobi, Kenya

Longhorn Publishers (Uganda) Ltd

Kanjokya Street, Plot 74
Kamwokya
P.O. Box 24745
Kampala, Uganda

Longhorn Publishers (Tanzania) Ltd

New Bagamoyo Road/Garden Road
Mikocheni B, Plot No. MKC/MCB/81
P.O. Box 1237
Dar es Salaam, Tanzania

© Patrick Mujuni, Ronald Musisi, Peter Omutiti, 2016

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise without the prior written permission of the
Copyright owner.

First published 2016

ISBN 978 9997 74 421 0

Printed by Printing Services Ltd.,

Factory Street off Commercial Street,
Industrial Area, P.O. Box 32197-00600,
Nairobi, Kenya.

ii
 Contents
CONTENT MAP............................................................................1

PART I: Introduction....................................................................14

SECTION 1: Basic information.................................................14

SECTION 2: Preparing to teach and the teaching process....25

2.1 Understanding the teaching process ..................................................25

2.3 Philosophy of teaching Chemistry ......................................................27

2.4 Teaching resources....................................................................................31

2.5 Teaching methods......................................................................................35

2.6 Planning to teach......................................................................................37

Sample schmes of work ............................................................................... 39

Sample lesson plan ........................................................................................ 41

SECTION 3: Assessment and evaluation methods..................44

3.1 Types of assessment ................................................................................44

3.2 Record Keeping ........................................................................................47

3.4 Reporting to parents ..............................................................................47

PART II: UNITS SECTION.........................................................48

Unit 1: Chemistry and Society.....................................................................48

Answers to test your competence 1 ..............................................59

Unit 2: Laboratory safety and apparatus.................................................60

Answers to test your competence 2 ..............................................81

Unit 3: States and changes of states of matter.......................................82

Answers to test your competence 3 ..............................................98

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Unit 4: Pure substances and mixtures........................................................99

Answers to test your competence 4 .....................................121

Unit 5: Atoms, elements and compounds............................................... 123

Answers to test your competence 5 ............................................142

Unit 6: Arrangement of elements in the Periodic Table...................... 143

Answers to test your competence 6 ............................................157

Unit 7: Water and its composition........................................................... 158

Answers to test your competence 7 ............................................175

Unit 8: Air composition and pollution..................................................... 176

Answers to test your competence 8 ............................................188

Unit 9: Waste materials.............................................................................. 189

Answers to test your competence 9 ............................................200

Uni 10: Chemical equations....................................................................... 201

Answers to test your competence 10 ..........................................212

Unit 11: Acids and Bases and pH............................................................. 213

Answers to test your competence 11 ..........................................225

Unit 12: Inorganic salts and their properties........................................ 226

Answers to test your competence 12 ..........................................235

Unit 13: Preparation of Oxygen and its properties............................ 237

Answers to test your competence 13 ..........................................249

iv
 Content Map
Topic area 1: Scope of Chemistry and particulate nature of matter
Subtopic area Introduction to Chemistry and experimental techniques States of matter and kinetic Classification of
theory substances and
separation techniques
Unit 1 Unit 2 Unit 3 Unit 4
Chemistry and society Laborator y safety and States and changes of states of Pure substances and
apparatus matter mixtures

Number of 6 15 8 16
lessons

Introduction This unit deals with This unit deals with This unit deals with properties of This unit deals with
application of chemistry in effective use of laboratory matter in relation to the physical separation of mixtures
our life and its contribution equipment/ materials to and chemical phenomena. to determine their
to our economy. carry out experiments. composition.
Classroom • Whole class orientation • Whole class orientation • Whole class orientation • Whole class
organisation • Group work • Group work • Group work orientation
• Individual work • Individual work • Individual work • Group work
• Pair work • Pair work • Pair work • Individual work
• Pair work

1
 Equipment • Computers & internet • Laboratory apparatus • candle wax • computers

2
and materials • Projectors • Chemicals • computer • projectors
required • Charts • Projectors • projector • centrifuge
• First aid kit • microscope • videos
• Fire extinguisher • smoke cell • separation equipment
• aquadag
• chemicals
Activities Discussion Research work discussion Practical experiments
research work Presentation practical experiments Group activities
field visit Laboratory demonstration Observations and recording calculation of
report writing Role play Research work percentages
Practical experiments

Competences Team work Team work Team work Team work

practiced Communication skills Communication skills Communication skills Communication skills
Research Research Research Research
Critical thinking Critical thinking Critical thinking Critical thinking
Creativity Presentation of findings Creativity Creativity
Presentation of findings Problem solving Presentation of findings Presentation of findings
Problem solving Lifelong skills Problem solving Problem solving

Cross-cutting Inclusive learning Inclusive learning Inclusive learning Inclusive learning

issues tackled Peace and values education Gender education Peace and values education Environment and
Gender education Environment and Health education sustainability
Environment and sustainability Health education
sustainability Health education
Health education
financial education
 • Discussion in groups and • Discussion in groups • Discussion in groups and • Discussion in groups
Language pairs and pairs pairs and pairs
practice • Presentation of findings • Presentation of findings • Presentation of findings • Presentation of
• Making/ writing notes • Making/ writing notes • Making/ writing notes findings
• field interactions • D u r i n g p r a c t i c a l • During practical experiments • Making/ writing notes
experiment and role • Observations and
play recording
Vocabulary Quality, pharmacy, Safety, hazard, reagents, Matter, melting, freezing, Substance, solution,
acquisition technician, medicine, fume chamber, spatula, evaporation, condensation, solute, solvent,
refinery, vaccines, apparatus, precaution, sublimation, diffusion, Brownian suspension, filtrate,
first aid, burette, pipette, motion residue, distillate,
Bunsen burner, luminous, distillation, contribution,
condenser precipitate

Study skills • Discussion • Research work • Discussion

• Note taking • Note taking • Research work Note taking • Observation of
• Performing an • Recording observations • Recording observations in organisms.
experiment in tabular form. tabular form. • Note taking
• Field visit • Performing an • Performing an experiment • Recording
• Research work experiment observations in
• Observing and using tabular form.
first aid kit. • Performing an
• Familiarising with experiment
the safety rules and
symbols

3
4
Revision • Self-evaluation tests and • Self-evaluation tests and • Self-evaluation tests and Test • S e l f - e v a l u a t i o n
Test your competence Test your competence your competence provided tests and Test your
provided in the Student’s provided in the Student’s in the Student’s Book and competence provided
Book and Extension Book and Extension Extension exercises in the i n t h e S t u d e n t ’s
exercises in the Teacher’s exercises in the Teacher’s Teacher’s Guide. Book and Extension
Guide. Guide. exercises in the
Teacher’s Guide.
Formative • To assess knowledge and • To assess knowledge • To assess knowledge and • To assess knowledge
Assessments understanding, let learners and understanding, understanding, let learners and understanding,
do Self- evaluationTests in let learners do Self- do Self- evaluationTests in the let learners do Self-
the student’s book evaluationTests in the student’s book evaluationTests in the
• G a u g e l e a r n e r ’s student’s book • Gauge learner’s student’s book
communication, co- • G a u g e l e a r n e r ’s communication, co-operation, • G a u g e l e a r n e r ’s
operation, critical thinking c o m mu n i c a t i o n , c o - critical thinking and problem communication, co-
and problem solving operation, critical solving abilities as they carry operation, critical
abilities as they carry out thinking and problem out group discussions thinking and problem
group discussions s o l v i n g a b i l i t i e s a s • Ask probing questions on solving abilities as
• Ask probing questions on they carry out group attitude change. they carry out group
attitude change. discussions discussions
• Ask probing questions on • Ask probing questions
attitude change. on attitude change.
Learning To be able to apply chemistry To be able to recognise and To be able to relate properties To be able to identify pure
outcomes in daily life and its contribution effectively use laboratory of matter to some physical and substance and mixtures,
to Rwanda economy today equipments/ materials when chemical phenomena in daily life. and be able to separate
carrying out experiments them to determine their
composition
 Topic area 2: Atomic structure and the periodic table
Subtopic area Atomic and molecular structure
Unit 5 Unit 6
Atoms, elements and compounds Arrangement of elements in the periodic table.
Number of lessons 18 6
Introduction This unit deals with the meaning of atoms, elements This unit deals with classification of elements in the
and compounds, their composition and properties. periodic table and the properties of different elements.
Classroom • Whole class orientation • Discussion
organisation • Group work • Whole class orientation
• Individual work • Pair work
• Pair work • Individual work
Equipment and • Charts • Charts
materials required • Computers and internet • Videos
• Computers and internet
Activities • Discussion • Research work
• Research work • Discussion
• Presentations • Presentation
Competences • Team work • Research
practiced • Communication skills • Communication skills
• Research • Team work
• Critical thinking • Critical thinking
• Presentation of findings • Presentation of findings
Cross-cutting issues • Inclusive learning • Inclusive learning
tackled • Peace and values education • Peace and values education

5
• Gender education • Gender education
6
Language practice • Discussion in groups and pairs • Discussion in groups and pairs
• Presentation of findings • Presentation of findings
• Making/writing notes • Making/writing notes

Vocabulary Atom, element, compound, molecule, symbol, Group, period, trend in the periodic table.
acquisition protons, neutrons, electrons, electronic configuration.

Study skills • Discussion • Research work

• Note taking • Note taking
• Research work • Recording observations in tabular form
Revision • Self-evaluation tests and Test your competence • Self-evaluation tests and Test your competence provided
provided in the Student’s Book and Extension in the Student’s Book and Extension exercises in the
exercises in the Teacher’s Guide. Teacher’s Guide.

Formative • To assess knowledge and understanding, let • To assess knowledge and understanding, let learners do
Assessments learners do Self- evaluationTests in the student’s Self- evaluationTests in the student’s book
book • Gauge learner’s communication, co-operation, critical
• Gauge learner’s communication, co-operation, thinking and problem solving abilities as they carry out
critical thinking and problem solving abilities as group discussions
they carry out group discussions • Ask probing questions on attitude change.
• Ask probing questions on attitude change.
Learning outcomes • To be able to comprehend the structure of an atom • To be able to use atomic numbers, valence electrons
and relate the valence to chemical formulae of and number of shells to classify the first 20 elements in
substances. the periodic table.
 Topic area 4: Chemical
Topic area 3: Chemistry and environment
reactions
Subtopic area Waste management Types of reactions
Unit 7 Unit 8 Unit 9 Unit 10
Water and its Air composition and pollution Waste materials Chemical equations
composition
Number of 8 9 4 18
lessons
Introduction This unit deals with This unit introduces learners The unit will equip learners The content of this unit will enable
water, its sources, to the components of air with knowledge on how learners to write and use balanced
composition, pollution and its prevention. to minimise and properly chemical equations
purification and uses. manage waste materials.
Classroom • Whole class • Whole class orientation • Whole class orientation • Whole class orientation
organisation orientation • Group work • Group work • Group work
• Group work • Individual work • Individual work • Individual work
• Individual work • Pair work • Pair work • Pair work
• Pair work
Equipment Apparatus for heating C o m p u t e r, p r o j e c t o r, Computers, projectors and A p p ro p r i a t e c h e m i c a l s a n d
and materials different samples of internet access, videos on flip charts apparatus, computer, projector
required water determination of percentage and internet access
of oxygen
Activities • Carrying out • Carrying out experiments • Case studies • Group work
experiments • Video exposition • Research activities • Field visits
• Research activities • Research activities • Carrying out • Case studies
• Presentations • Presentations assessments • Carrying out experiments
• Writing reports • Writing reports • Project work • Research activities
• Presentations • Presentations

7
• Writing reports
 Generic • Communication • Communication skills • Communication skills • Communication skills

8
competences skills • Research skills • Research skills • Research skills
covered • Research skills • Critical thinking • Critical thinking • Critical thinking
• Critical thinking • Creativity and innovation • Creativity and • Creativity and innovation
• P re s e n t a t i o n o f • Presentation of findings innovation • Presentation of findings
findings • Problem solving • Presentation of findings • Problem solving
• Cooperation, • Lifelong skills • Problem solving • Lifelong skills
interpersonal skills • C o o p e r a t i o n , • Lifelong skills • Cooperation, interpersonal
and management interpersonal skills and • Cooperation, skills and management
management interpersonal skills and
management
Cross-cutting • Inclusive learning • Inclusive learning • Environment and • Inclusive learning
issues tackled • Gender education • Peace and values sustainability • Peace and values education
• Environment and education • Inclusive learning • Gender education
sustainability • Gender education • Gender education • Environment and sustainability
• Health education • Environment and • Environment and • Health education
sustainability sustainability
• Health education • Financial education
• Peace and values
education
• Recording • Recording observations • Discussion in groups • Discussion in groups and pairs
Language observations • Discussion in pairs and • Presentation of • Presentation of findings
practice • Discussion in pairs groups experimental findings, • Making/writing notes
and groups • Presentation of findings, observations and • Presentation of findings,
• Presentation of observation and results results observation and results
findings, • Writing observations
Vocabulary Vocabularies Te r m i n o l o g i e s o n a i r Terminologies on waste Terminologies on chemical
acquisition on water cycle, pollution such as active part management such equations such as reactants,
terminologies on of air, greenhouse effect, as recycling, reusing, coefficients
sources of water. recycling etc. biodegradable etc.
 Study skills • Researching on • Researching on waste • Practising to balance chemical
percentage of oxygen in management equations
the atmosphere • Having class discussions • Recording observations
• Observing a video • Writing reports • Performing experiments
• Writing reports • Recording observations • Familiarising with various
• Recording observations • Having discussions equations
• Performing experiments • Field excursions • Researching on various types
• Having discussions of equations
Revision Self-evaluation tests and Test Self-evaluation tests and Self-evaluation tests and Test
your competence provided Test your competence your competence provided in
in the Student’s Book and provided in the Student’s the Student’s Book and Extended
Extended exercises in the Book and Extended exercises in the Teacher’s Guide.
Teacher’s Guide. exercises in the Teacher’s
Guide.
Formative • To assess knowledge • To assess knowledge • To assess knowledge and
Assessments and understanding, and understanding, understanding, let learners do
let learners do Self- let learners do Self- Self- evaluation Tests in the
evaluation Tests in the evaluation Tests in the student’s book
student’s book student’s book • Gauge learner’s
• G a u g e l e a r n e r ’s • G a u g e l e a r n e r ’s communication, co-operation,
communication, co- communication, co- critical thinking and problem
operation, critical operation, critical solving abilities as they carry
thinking and problem thinking and problem out group discussions
solving abilities as s o l v i n g a b i l i t i e s a s • Ask probing questions on
they carry out group they carry out group attitude change.
discussions discussions
• Ask probing questions on • Ask probing questions
attitude change. on attitude change.

9
 Learning To be able to: To be able to minimise and To be able to write and use

10
outcomes a) Assess the components properly manage waste chemical equations
of air materials
b) Analyse the causes of air
pollution and prevention

Subtopic area Acids, bases and salts Oxygen and oxides

Unit 11 Unit 12 Unit 13
Acids and bases and pH Inorganic salts and their properties Preparation of oxygen and
its properties
Number of 9 15 12
lessons
Introduction The unit will equip learners with This unit will enable learners to analyse The unit will equip learners
knowledge on how to extract properties of different types of salts with knowledge on how
indicators from flowers and use them to minimise and properly
to test the observable properties of manage waste materials.
acids and bases in common domestic
substances
Classroom • Whole class orientation • Whole class orientation • Whole class orientation
organisation • Group work • Group work • Group work
• Individual work • Individual work • Individual work
• Pair work • Pair work • Pair work
Equipment Flowers (e.g. hibiscus, red cabbages Appropriate chemicals and apparatus, Appropriate chemicals
and materials etc.) and common indicators computer, projectors and internet access and apparatus, computer,
required projectors and internet
access
 Activities • Case studies • Group work • Group work
• Research activities • Field visits • Field visits
• Carrying out assessments • Case studies • Case studies
• Project work • Carrying out experiments • Carrying out experiments
• Presentations • Research activities • Research activities
• Presentations • Presentations
• Writing reports • Writing reports

Generic • Communication skills • Communication skills • Communication skills

competences • Research skills • Research skills • Research skills
covered • Critical thinking • Critical thinking • Critical thinking
• Creativity and innovation • Creativity and innovation • Creativity and innovation
• Presentation of findings • Presentation of findings • Presentation of findings
• Problem solving • Problem solving • Problem solving
• Lifelong skills • Lifelong skills • Lifelong skills
• Cooperation, interpersonal skills • Cooperation, interpersonal skills and • C o o p e r a t i o n ,
and management management interpersonal skills and
management
Cross-cutting • Inclusive learning • Inclusive learning • Inclusive learning
issues tackled • Peace and values education • Peace and values education • Peace and values
• Gender education • Gender education education
• Environment and sustainability • Environment and sustainability • Gender education
• Health education • Health education • Environment and
sustainability
• Health education

11
 Language • Discussion in groups • Discussion in groups and pairs • Discussion in groups

12
practice • Presentation of experimental • Presentation of findings • Presentation of
findings, observations and • Making/writing notes experimental findings,
results • Presentation of findings, observation observations and
• Writing observations and results results
• Writing observations
Vocabulary Terminologies such as alkalis, Terminologies such as monobasic, normal Terminologies such
acquisition decantation, pH scale, electrode salt, dibasic as oxidation, redox,
and probe. reduction, upward
collection, overwater
collection, downward
delivery etc.
Study skills • Researching on acids, bases and pH • Researching on inorganic salts and their • Researching on the various
• Writing reports properties ways of preparing oxygen
• Recording observations • Recording observations • Practising to prepare
• Performing various experiments • Performing experiments oxygen
• Familiarising with various organic salts • Note taking
• Recording observations
• Familiarising with various
uses of oxygen

Revision Self-evaluation tests and Test Self-evaluation tests and Test your Self-evaluation tests and
your competence provided in competence provided in the Student’s Test your competence
the Student’s Book and Extended Book and Extended exercises in the provided in the Student’s
exercises in the Teacher’s Guide. Teacher’s Guide. Book and Extended
exercises in the Teacher’s
Guide.
 Formative • To a s s e s s k n o w l e d g e a n d • To assess knowledge and understanding, • To assess knowledge and
Assessments understanding, let learners do Self- let learners do Self-evaluation Tests in the understanding, let learners
evaluation Tests in the student’s book student’s book do Self-evaluation Tests in
• Gauge learner’s communication, • Gauge learner’s communication, co- the student’s book
co-operation, critical thinking and operation, critical thinking and problem • G a u g e l e a r n e r ’ s
problem solvingabilities as they solvingabilities as they carry out group communication, co-
carry out group discussions discussions operation, critical
• Ask probing questions on attitude • Ask probing questions on attitude change. thinking and problem
change. solvingabilities as they
carry out group discussions
• Ask probing questions on
attitude change.
Learning To be able to: To be able to analyse properties of To be able to:
outcomes a) Prepare an indicator and use it different types of salts a) Prepare oxygen
to test the acidity and alkalinity b) Collect the gas
of solutions of common domestic c) C a r r y o u t t e s t s t o
substances investigate presence of
b) Be aware of the dangers associated oxygen
with handling acids and bases d) Show how oxygen reacts
with other substances
e) Prepare other gases to
demonstrate different
methods of gas collection

13
 Part I: Introduction
Section 1: Basic information that students apply their
learning and engage in higher
1.1 Organisation of the book order thinking. These skills
This teacher’s guide is organised relate to the upper levels of
into two main sections. Part 1 is the Bloom’s taxonomy and they
general introduction section detailing lead to deep rather than
pedagogical issues. Part 2 is the main surface learning.
topics area. It gives the details of the – Attitudes and values: Truly
expected learning units as organised in engaging with the learning
the learner’s book. The main elements requires appropriate attitudes
of Part 2 are: and values that relate to the
unit.
• Topic Area page - detailing the
• Links to other subjects: It is
various Subtopic Areas and the
i m p o r t a n t fo r l e a r n e r s t o
units covered under the topic area.
gain an understanding of the
• Unit heading – this is accompanied interconnections between different
by some text in the pupil’s book subjects so that learning in each
to motivate the learners. Also, the subject is reinforced across the
total number of lessons per unit is curriculum. This platform does
given. exactly that. It prepares the
• Key Unit Competence: This is teacher to pass this information
the competence, which will be to the learners so that they are
achieved once students have met aware!
all the learning objectives in the • Assessment Criteria:This is meant
unit. to evaluate whether learners have
• Outline of main sections in the succeeded in achieving the Key
unit – is a quick summary of the Unit Competence(s) intended.
subtopics covered under the unit. This section will help the teacher
• Learning Objectives: The content in assessing whether the unit
in this area is broken down into objectives have been met.
three categories of learning • Background information: This is
objectives, that is, knowledge and the introduction part of the unit.
understanding; skills; attitudes and It aims at giving insights to the
values. teacher on the subject matter.
• Additional information for the
– Knowledge and understanding:
teacher: This section gives more
As in the existing curriculum,
information than what the syllabus
knowledge and understanding
recommends for purposes of
is very important.
preparing the teacher to answer
– Skills: It is through the skills tough questions from learners.

14
• Learning Activities: These are • Each Unit has a Key Unit
given per lesson and have these Competency whose achievement
sub-sections: is pursued by all teaching and
– Lesson titles learning activities undertaken by
– Specific objectives of the both the teacher and the learners.
lesson • Each Unit Key Competency
– Materials and learning is broken into three types of
resources Learning Objectives as follows:
– Teaching methodology – Type I: Learning Objectives
relating to Knowledge and
– Suggested teaching/learning Understanding. These are
approach associated with Lower Order
– Generic competencies Thinking Skills or LOTS.
covered – Type II and Type III: These
– Cross-cutting issues covered Learning Objectives relate
– Special needs and multi- to acquisition of skills,
ability learning Attitudes and Values.They are
– Formative assessment associated with Higher Order
– Extended exercises/activities Thinking Skills or HOTS. –
for fast learners and remedial These Learning Objectives
(reinforcement) exercises/ are actually considered to
activities for slow learners. be the ones targeted by the
present reviewed syllabus.
– Answers to self-evaluation
exercises • Each Unit has a Content area
which indicates the scope of
These are repeated across all lessons coverage of what a teacher
until the end of the unit followed by should teach and learner should
the answers or tips on the test your learn in line with stated learning
competence questions at the end of objectives.
every unit.
• Each Unit suggests Learning
1.2 The Structure of the syllabus Activities that are expected to
engage learners in an interactive
The Chemistry subject is taught and learning process as much as
learned in secondary school education possible (learner-centered and
as a core subject. At every grade, the participatory approach).
syllabus is structured in Topic Areas,
• Finally, each Unit is linked to
and then further broken down into
Other Subjects, its Assessment
Units. The units have the following
Criteria and the Materials (or
elements:
Resources) that are expected to
• Unit is aligned with the Number be used in teaching and learning
of Lessons. process.

15
In all, the syllabus of Chemistry for a learner should acquire during each
secondary level has got three Topic unit of learning. As a competency-
Areas namely: based syllabus, it elaborates on the
• Scope of Chemistry and particulate three aspects of knowledge, skills and
nature of matter attitudes in Chemistry.
• Atomic structure and the Periodic 1.4 Rationale of Teaching and
Table Learning Chemistry
• Chemistry and the environment
Teaching Chemistry to learners is
As for units, there are a total of 13 units critical for establishing a foundation
in Senior 1 (S1). for further success in Chemistry and
for coping with the demands of the
1.3 Background Information on 21st century. Furthermore, Chemistry
new curriculum education constitutes an unequalled
The goal to develop a competence- important added value. Not only
based society, the globalisation process, in developed countries but also in
and particularly the growth of the world developing countries such as Rwanda.
market and competition at the global The love and interest in Chemistry
level, as well as a shift from knowledge- begins in primary school where young
based to competence-based curriculum children tend to be more curious and
necessitated a comprehensive review motivated to learn. The inclusion of
of the national curriculum to address Science and Elementary Technology and
the required skills in the Rwandan ICT in the Primary School reflects the
education system. importance of Science and Technology
It is against this background that the in many aspects of our daily lives,
Chemistry syllabus at secondary level at work, at school and at home. As
was reviewed to ensure that the syllabus integrated science and ICT, it provides
is responsive to the needs of the learner a very good foundation for the study
with a shift from knowledge-based of science subjects, such as Chemistry,
learning to competence-based learning. in the post-primary setting. Most
importantly, it cultivates a positive
Competence-based learning refers attitude towards Chemistry and
to systems of instruction, assessment, provides learners with opportunities to
grading, and academic reporting that experience the excitement of working
are based on students demonstrating as a chemist.
that they have acquired and learned
the prerequisite knowledge, skills and Above all, the rationale of teaching and
attitudes as they progress through their learning of Chemistry is embedded in
education. Apart from being integrative, the need for learners to have a greater
the newly revised syllabus guides the awareness of the role of Chemistry in
interaction between the teacher and everyday life. Chemistry, at secondary
the learner in the learning process. It school, enables the learner to develop
further puts greater emphasis on skills competences, which have great impact

16
on the society in general. Teaching texts in good hand-writing with
Chemistry at secondary school is correctly spelt words.
further justified in that it helps to • Communicating ideas effectively
develop cultural and democratic through speaking using correct
notions of scientific literacy. phonetics of words.
Learners have to be prepared early • Listening carefully for
for active and responsible citizenship. understanding and seeking
With this regard, Chemistry strives clarification when necessary.
to equip learners to understand and ii) Numeracy
situate scientific and technological • Computing accurately using the
developments in their cultural, four mathematical operations.
environmental, economic, political • Manipulating numbers,
and social contexts. At the centre of mathematical symbols, quantities,
teaching and learning of Chemistry, shapes and figures to accomplish
hands on activities will play a key a task involving calculations,
role, which in turn, should contribute measurements and estimations.
significantly towards improving
learner’s achievement, motivation, • Use numerical patterns and
technological literacy and test scores. relationships to solve problems
related to everyday activities like
1.5 Types of Competences and commercial context and financial
their acquisition management.
Competences are statements of the • Interpreting basic statistical data
characteristics that students should using tables, diagrams, charts and
demonstrate which indicate they graphs.
are prepared and have the ability to iii) ICT and digital
perform independently in professional competences
practice.The two types of competences • Locating, extracting, recording
envisaged in this curriculum are basic and interpreting information from
and generic competences. various sources.
a) Basic competences • Assessing, retrieving and
exchanging information via
Basic competences are addressed in the internet or cell phones.
stated broad subject competences and
in objectives highlighted year on year • Using cell phones and internet for
basis and in each of units of learning. leisure and for money transactions.
They include: • U s i n g c o m p u t e r ke y b o a rd
i) Literacy and mouse to write and store
information.
• Reading a variety of texts
accurately and quickly. • Using information and
communication technologies to
• Expressing ideas, messages and enhance learning and teaching (all
events through writing legible subjects).
17
 iv) Citizenship and national • Evaluating resources needed for
identity a business.
• Relating the impact of historical vi) Science and technology
events on past and present • Apply science and technology
national and cultural identity. skills to solve practical problems
• Understanding the historical and encountered in everyday life
cultural roots of Rwandan society including efficient and effective
and how the local infrastructure performance of a given task.
functions in relation to the global • Develop a sense of curiosity,
environment. inquisitiveness and research to
• Demonstrating respect for cultural explain theories, hypotheses and
identities and expressing the role natural phenomena
of the national language in social • Reason deductively and inductively
and cultural context. in a logical way.
• Advocating for the historical, • Use and experiment with a range
cultural and geographical heritage of objects and tools of science and
of the nation within the global technology and draw appropriate
dimension. conclusions.
• Showing national consciousness, b) Generic competences
a strong sense of belonging and
a patriotic spirit. T h e g e n e r i c c o m p e t e n c e s a re
competences that must be emphasised
• Advocating for a harmonious and reflected in the learning process.
and cohesive society and working They are briefly described below and
with people from diverse cultural teachers must ensure that learners
backgrounds. are engaged in tasks that help them
v) Entrepreneurship and to acquire the competences.
business development 1. Critical thinking and problem
• Applying entrepreneurial attitudes solving skills: The acquisition of
and approaches to challenges and such skills will help learners to
opportunities in school and in life. think imaginatively, innovatively
• Understanding the obligations of and broadly and be able to
the different parties involved in evaluate and find solutions to
employment. problems encountered in their
• Planning and managing micro surroundings.
projects and small and medium 2. Creativity and innovation: The
enterprises. acquisition of these skills will help
• Creation of employment and learners to take initiatives and use
keeping proper books of accounts. imagination beyond knowledge
• Risk-taking in business ventures provided in the classroom to
and in other initiatives. generate new ideas and construct
new concepts.

18
3. Research skills: This will help Chemistry as a subject and
learners to find answers to developing the competences
questions based on existing The national policy documents, based
information and concepts and on national aspirations, identify some
use it to explain phenomena from ‘basic competences’ alongside the
gathered information. ‘Generic competences’’ that will develop
4. C o m mu n i c a t i o n i n o f f i c i a l higher order critical thinking skills and
languages: Teachers, irrespective help the student learn Chemistry for
of them not being language application in real life. The nature of
teachers, should ensure proper learning activities which are mainly
use of the language of instruction inquiry oriented contribute to the
by learners (which is English achievement of those competences.
at Secondary school level). The Through observation, experimentation
teachers should communicate and presentation of information during
clearly and confidently and the learning process, the learner will not
convey ideas effectively through only develop deductive and inductive
spoken and written English by skills but also acquire cooperation
applying appropriate grammer and communication, critical thinking
and relevant vocabulary. and problem-solving skills. This will
5. Cooperation, interpersonal be realised when learners make
management and life skills:This will presentations leading to inferences
help the learner to cooperate in and conclusions at the end of learning
a team in whatever task assigned unit. This will be achieved through
and to practise positive ethical learner group work and cooperative
moral values and while respecting learning of Chemistry, which in turn
rights, feelings and views of others. will promote interpersonal relations
Perform practical activities related and teamwork.
to environmental conservation The manipulation of apparatus and
and protection. Advocate for data during class experiments and
personal, family and community undertaking of project work by
health, hygiene and nutrition and learners will involve analytical and
responding creatively to a variety problem-solving skills directed towards
of challenges encountered in life. innovation, creativity and research
6. Lifelong learning: The acquisition activities by learners.
of such skills will help learners
to update knowledge and skills The acquired knowledge in learning
with minimum external support. Chemistry should develop a responsible
The learners will be able to cope citizen who adapts to scientific reasoning
with evolution of knowledge and attitudes and develops confidence
advances for personal fulfillment in reasoning independently.The learner
in areas that are relevant to their should show concern of individual
improvement and development. attitudes, environmental protection and
comply with the scientific method of
19
reasoning.The scientific method should comprehensive financial education
be applied with the necessary rigor and program as a precondition for achieving
intellectual honesty to promote critical financial inclusion target and improves
thinking while systematically pursuing the financial capability of Rwandans.
the line of thought. Financial education has a key role
of not only improving knowledge of
1.6 Cross-cutting issues to be personal but also transforming this
infused during learning knowledge into action. It provides the
These are emerging issues which need tools for sound money management
to be incorporated in the learning practices on earnings, spending, saving,
process. Each of the cross-cutting issues borrowing and investing. Financial
has its own important programme education enables people to take
of learning reflecting key national appropriate financial services both
priorities. This learning is integrated formal and informal that are available
into the syllabuses of subjects across to them and encourages financial
the curriculum rather than each issue behaviours that enhance their overall
having a dedicated timetable slot of economic well-being.
its own. As a result of this integration, c) Standardisation Culture
the learning activities in the units Standardisation Culture develops
of subjects across the curriculum learners’ understanding of the
incorporate all the learning associated importance of standards as a pillar
with the cross-cutting issues.The eight of economic development and in the
cross-cutting issues are: practices, activities and lifestyle of the
a) Peace and Values Education citizens. It is intended that the adoption
The need for Peace and Values of standardisation culture should have
Education in the curriculum is obvious. an impact upon health improvement,
Peace is clearly critical for society to economic growth, industrialisation,
flourish and for every individual to trade and general welfare of the people.
focus on personal achievement and While education is the foundation and
their contribution to the success of strength of our nation, standards are
the nation. Values education forms one of the key pillars of sustainable
a key element of the strategy for economic development.
ensuring young people recognise the d) Genocide Studies
importance of contributing to society, Genocide Studies provides young
working for peace and harmony and people with an understanding of the
being committed to avoiding conflict. circumstances leading to the genocide
b) Financial Education and the remarkable story of recovery
Financial education makes a strong and re-establishing national unity.
contribution to the wider aims of Genocide Studies helps learners to
education. It makes learning relevant comprehend the role of every individual
to real life situations. It aims at a in ensuring nothing of the sort ever
happens again.
20
The intent of a cross-cutting curriculum talents and abilities not being fully
around the topic of genocide is to fight realised. With a good understanding
against genocide, genocide denial, of the principles of Gender Equality, it
and genocide ideology; and to equip is intended that future generations will
students with a more fundamental and ensure that the potential of the whole
comprehensive understanding of the population is realised.
genocide, thereby preventing further g) Comprehensive sexuality
human rights violations in the future education (HIV/AIDS, STI,
and enabling Rwanda’s population of Family planning, Gender
young people to more competently and equality and reproductive
thoughtfully enter the workforce. So, it health)
needs to be emphasized.
Comprehensive sexuality education,
e) Environment and which is age appropriate, gender
sustainability sensitive and life skills based can
The growing awareness of the impact provide young people with the
of the human race on the environment knowledge and skills to make informed
has led to recognition of the need to decisions about their sexuality and life
ensure our young people understand style. Preparing young people for the
the importance of sustainability as transition to adulthood has been one
they grow up and become responsible of humanity’s greatest challenges with
for the world around them. Hence human sexuality and relationships at
Environment and Sustainability is a its core. Few young people receive
very important cross-cutting issue. adequate preparations for their sexual
Learners need basic knowledge from lives. This leaves them potentially
the natural sciences, social sciences vulnerable to coercion, abuse and
and humanities to understand and exploitation. Unintended pregnancy
interpret principles of sustainability. and sexually transmitted infections
They also need skills and attitudes that (STIs) including HIV/AIDS. Many young
will enable them in their everyday life people approach adulthood faced with
to address the environment and climate conflicting and confusing messages
change issue and to have a sustainable about sexuality and gender. This is
livelihood. often exacerbated by embarrassment,
f) Gender education silence, disapproval and open discussion
of sexual matters by adults (parents,
There is a strong moral imperative teachers) at very time when it is most
to afford every individual their basic needed.
human rights and gender inequality
results in women and girls being Comprehensive sexuality education
treated less favourably than men. A supports a rights-based approach in
strongly negative impact of unequal which values such as respect, acceptance
treatment, which affects the nation tolerance, equality, empathy and
as a whole, is the fact that it results reciprocity are inextricably linked
in women being held back and their to universally agreed human rights.

21
A clear message concerning these either be emotional, physical, sensory
dangers and how they can be avoided, and intellectual learning challenges
from right across the curriculum, is the traditionally known as mental
best way to ensure that young people retardation. These learners equally
understand the risks and know how to have the right to benefit from the free
stay healthy. and compulsory basic education in the
nearby ordinary/mainstream schools.
h) Inclusive Education Therefore, the schools’ role is to enrol
Inclusive education involves ensuring them and also set strategies to provide
all learners are engaged in education relevant education to them.The teacher
and that they are welcomed by other therefore is requested to consider
students so that everyone can achieve each learner’s needs during teaching
their potential. Inclusive practice and learning process. Assessment
embraces every individual regardless of strategies and conditions should also
gender or ability including those with be standardised to the needs of these
learning difficulties and disabilities.The learners. Also, ensure that you include
utmost focus of inclusive curriculum is learners with special educational
on ensuring participation in education needs in classroom activities as much
of learners with different learning styles as possible.
and other difficulties. To be successful, The special needs children can fall
it entails a range of issues including in any of the following common
teacher’s positive attitudes, adapting categories:
the learning resources, differentiation • Physical difficulties
of teaching and learning methods and
working together. Overally, the benefits • Visual difficulties
of an inclusive curriculum extend to all • Hearing difficulties
learners. • Mental difficulties
• Genocide traumatized learners
1.7 Special needs education
and inclusivity The teacher should identify such
cases and help facilitate the affected
All Rwandans have the right to access learners learning. For example, learners
education regardless of their different with visual and hearing difficulties
needs. The underpinnings of this should sit near the teacher’s table for
provision would naturally hold that all easy supervision and assistance. The
citizens benefit from the same menu of following are some suggestions on
educational programs. The possibility how to support special needs learners
of this assumption is the focus of in your class.
special needs education. The critical
issue is that we have persons/ learners (a) L e a r n e r s w i t h p h y s i c a l
who are totally different in their ways difficulties
of living and learning as opposed
In this group of learners, the affected
to the majority. The difference can
areas are normally some body parts,

22
especially the limbs. There may be The learner should have hearing
partial or total loss of use of the aids. The teacher should use as many
limbs. In case the legs are affected, the visual aids as possible. They should
learners will need assistance during also project their voice and always
activities that involve movement. This talk while facing the learners. Use of
could be during a nature walk and gestures and signs while talking helps
other activities that learners have to the learner figure out what the teacher
stand for some reason. The teacher is saying as well.
should organise for the learner’s ease (d) Learners with speech
of movement around. The learner difficulties
should also be given time to catch up A common example in a normal class is
with the others. the stammerer.They always speak with
In case the hands are affected, the a lot of difficulties. The teacher should
learners should be given more time be patient with them and encourage
to finish their work. In both cases, the such learners to express themselves in
learners should not be pressurised their own way. Such learners should be
to do things that can cause injury or given more written exercises.
ridicule. (e) Learners with mental
(b) Learners with visual difficulties difficulties
The teacher should try to identify the
These learners normally have problems nature and level of the mental difficulty.
with their eyesight.They should sit in a Learners with mental difficulties should
position where they are able to see the then be given special assistance and
chalkboard without straining attention at an individual level.They can
Note: The learner could be either be given special tests or assessments. In
longsighted or short sighted. general, all the learners with difficulties
The material to be observed should should be reinforced promptly. This
be brought closer to the learner encourages and motivates them. The
and a magnifying lense used where teacher and the rest of the class should
necessary.The teacher should use large never ridicule learners with any of the
diagrams, charts and labels. In some difficulties. Note that generally, people
cases, the learners can be allowed with any kind of disability can be
to touch and feel whatever they are very sensitive to any kind of negative
looking at. Other learners can assist comments or criticism.
by reading aloud. The lighting system
in the classroom can also be improved. Remind them that ‘Disability is not
inability’.
The teacher should read aloud most
of the things he/she writes on the The teacher should avoid giving
chalkboard. privileges where the learners do not
deserve them.Treat them fairly but not
(c) Learners with hearing with undue favours. In extreme cases it
difficulties can be recommended for the learners
The affected part in this case is the ear. to join a special school.
23
(f) G e n o c i d e t r a u m a t i s e d with such learners. Also, the teacher
learners needs to be in control especially when
Studies have shown that learners from the topic under discussion touches on
families that were affected by genocide genocide issues. Any language that
suffer post-traumatic stress disorder may elicit emotional reactions from
(PTSD). As such, they need to be learners either by fellow learners or
treated as a special case. As a teacher, by the teacher him or herself should
you need to be careful when dealing be avoided.

24
Section 2: Preparing to teach Most often we do not consciously think
and the teaching process about each of these steps every time
we try to solve a practical problem.
2.1 Understanding the teaching The approach we use to solve our
process daily problems many times becomes a
habit. It is during the early years of our
Although the process of teaching
lives that basic patterns of behaviour
aims at guiding the learners on how,
are established. Therefore, it is very
rather than what to learn, the process
important for learners to master the
of discovering or finding out cannot
skills of problem-solving. These skills
exist without content or something to
should be applied many times over to
be found out. For example, a teacher
solve problems at the learner’s own
cannot teach about classification
level of understanding and interest.
without something to classify, for
instance. On the other hand, nothing Among the basic skills necessary for
can be classified without knowledge carrying out the process of scientific
of the materials to be classified. It is, problem‑solving are:
therefore, necessary for the teacher • Asking questions
to strike a balance between giving • Collecting relevant information
some scientific information and guiding
• Making predictions
the learners to discover on their own
through investigations. • Constructing and collecting
apparatus and materials
Problem-solving in Chemistry • Sorting and classifying
In order to apply problem solving, • Recording of information and
learners need certain skills.The process results
of problem solving can be seen as a • Reporting and exchange of
continuous chain through the following information (communication)
steps:
Let us briefly discuss each of them.
1. Identifying the problem
2. Collecting information and making (a) Asking questions
relevant observations Learners should be encouraged to
3. Making predictions, building a ask any question(s) which arise from
theory or a hypothesis their work. It is the responsibility of
4. Designing experiments the teacher to help the learners to find
5. Carr ying out or doing the answers to their questions or problems
experiments through their own observations and
6. Recording the results experiments.
7. Analysing results
Instead of giving answers directly, the
8. M a k i n g c o n c l u s i o n s a f t e r
teacher should help to put the learners
comparing predictions with results
in a situation whereby they can find out
9. Communicating or reporting and
the answers for themselves. Sometimes,
exchange of information
the nature of the learners’ questions
25
makes this impossible. In such a case, (e) Sorting and classifying
the teacher should give an honest L e a r n e r s s h o u l d b e g i ve n a n
answer and research to find the answer. opportunity to group things in ways
they themselves believe are suitable.
(b) Collecting information The process of sorting and arranging
We can use all our senses to learn more things gives learners valuable practice
about the world around us. Learners in decision‑making.
should be encouraged to observe Through classifying, patterns may
keenly, listen, feel, smell and even taste emerge which may help to solve
with caution. Sometimes information problems and unveil new ones.
can be obtained from suitable reference (f) Recording of information
materials and experts. Whatever the
source, careful gathering of information Learners should be encouraged to
is a major step in problem‑solving. It keep a record of what they do as well
may also lead to discovery of new as what they observe. These records
problems which will need solving. may be in the form of drawings, charts,
models or reports. When records are
(c) M a k i n g p r e d i c t i o n s o r analysed, conclusions and appropriate
hypotheses decisions can be made.
Predicting is not the same as guessing. (g) Drawing conclusions
We make a prediction only after careful A skillful teacher can help the learners
consideration of the information to look for simple cause and effect
available to us. In other words, because relationships based on observations
we observed that certain things took made or the results obtained from an
place in the past, we suppose that experiment analysed.
certain other things will happen in the A conclusion may be the solution to a
future. For example, if the position of problem and sometimes may lead to
the shadow of a flag post is marked new problems.
on the ground at 9.00 am, 10.00 am
and 11.00 am in the morning, then the (h) Reporting and exchange of
learners can predict where the shadow information (Communication)
will fall at noon with some level of
Learners should be made to realise that
accuracy.
they can learn from one another. They
should be encouraged to exchange
(d) Construction and collection information through reports, displays
of apparatus and materials and discussions.
Experiments in Chemistry most often The conclusions made from an
require apparatus, equipment and investigation should be communicated
other materials.These can be acquired to other people who may use it to solve
through collection and construction a practical problem.
using locally available materials.

26
2.2 I m p o r t a n t a t t i t u d e s i n • Self-confidence – Learners should
learning of Chemistry have the will to attempt to solve
a) In learners a problem. The feeling of self-
confidence can be strengthened in
There are certain useful attitudes, which young learners if they experience
the teacher should help to develop many small successes that win
in the learners as they carry out approval and encouragement
investigations in Chemistry. Chemistry from the teacher. The problems
as a problem‑solving discipline is which learners attempt to solve
expected to make an impact on a should not be so difficult that they
learner’s general behaviour. lead to frustration.
The nature of the scientific method • H o n e s t y – A s t h e y m a ke
demands learners to be honest with observations, record, analyse
themselves as they record results results and draw conclusions.
and make unbiased conclusions. They • Patience – Learners should be
should be aware of the danger involved patient for the results of an
in making generalisations out of limited experiment which may take time
information. They should be open- to manifest.
minded and able to distinguish between
propaganda and truth. b) In teachers
• Engage students in variety of
Some of the attitudes that learners learning activities
should develop include:
• Apply appropriate teaching and
• Practical approach – to problem assessment methods
solving. Learners should seek
answers to their questions • Adjust instructions to the level of
and problems by carrying out the learner
investigations wherever possible. • Creativity and innovation
• Responsibility – A learner should • Makes connections/relations with
be responsible enough to effect other subjects
tasks apportioned and take good • Show a high level of knowledge of
care of apparatus during and after the content
an investigation. • Develop effective discipline skills
• Cooperation – Learners will manage adequately the classroom
often be working in groups while • Good communicator
carrying out investigations and • Guide and counsellor
need therefore to cooperate with • Passion for children teaching and
all other members of the group. learning.
• Curiosity – Learners should have
a curious attitude as they observe 2.3 Philosophy of teaching
things and events around them. Chemistry
This is the first step towards In the teaching of Chemistry, two
solving a problem. definite approaches or techniques

27
have been used. The first is the passive (c) Suggest solutions to those questions
traditional approach where the teacher and carry out investigations to
is the central figure around whom all search for answers.
other things revolve. In this setup, the (d) Manipulate a variety of materials
teacher talks and issues commands. i n s e a rc h o f p a t t e r n s a n d
The learners sit and listen.The teacher relationships while looking for
treats the learners like an ‘empty pot’ solutions to problems.
waiting for information to be poured
into it.A small amount may enter, some The competence-based approach
will stay in while the rest evaporates. considers the learning process to
This teacher‑centred approach has no involve the construction of meaning
place in our schools today. by learners. Simply, it emphasises
the need for children to think about
In the second approach, which we scientific activity in order to make
call the dynamic or activity-oriented sense of and understand the Chemical
approach and which is being advocated concepts being introduced. In this
for, the learners are active participants new dispensation, learners are in
in the learning process. They are the the driver’s seat, which implies they
doers and the materials and apparatus will construct their knowledge by
they work with are the tellers. The posing questions, planning investigation,
teacher’s role is that of a guide and conducting their own experiments,
facilitator in the learning process. analysing and communicating results.
Chemistry is a practical subject and More specifically, when engaging in
learners will understand it best by inquiry, learners will describe objects
doing. and events, ask questions, construct
(a) Learner’s role in learning explanations, test those explanations
Chemistry against current scientific knowledge,
Learning takes place only when the and communicate their ideas to others.
learner has internally digested and By so doing, the learners will take
assimilated the material to be learnt.As ownership of the learning process.
such, learning is a highly personal and Learners’ activities are indicated
individual process. It therefore means against each learning unit reflecting
that a learner must be actively engaged their appropriate engagement in
in the learning exercise. the learning process. Even though
For active participation in learning, the they do not necessarily take place
learner must: simultaneously in each and every
Chemistry lesson and for all levels,
(a) Develop the curiosity, powers over time learners get involved in the
of observation and enquiry by following activities:
exploring the local environment.
• Observing and, where possible,
(b) Raise questions about what is handling and manipulating real
observed. objects;

28
• Pursuing questions which they (b) Teacher’s role in learning and
have identified as their own even teaching
if introduced by the teacher;
The teacher is one of the most
• Ta k i n g p a r t i n p l a n n i n g important resources in the classroom.
investigations with appropriate The teacher’s role is central to the
controls to answer specific successful implementation of the
questions; learning programme in the school.The
• Using and developing skills role of the teacher will remain critical
of gathering data directly by however, instead of being the “sage on
observation or measurement and the stage”, the teacher will rather be
by using secondary sources; “the guide on the side” who acts as
• Using and developing skills of facilitator in a variety of ways which
organising and interpreting data, include:
reasoning, proposing explanations, • Encouraging and accepting
making predictions based on what student autonomy and initiative;
they think or find out;
• Using raw data and primary
• Working collaboratively with
sources, along with manipulative,
others, communicating their own
interactive, and physical materials;
ideas and considering others’
ideas; • Using cognitive terminology such
as classify, analyse, predict, and
• Expressing themselves using
create when framing tasks.
appropriate scientific terms and
representations in writing and • Allowing student responses to
talk; drive lessons, shift instructional
• Engaging in lively public discussions strategies, and alter content;
in defense of their work and • Familiarising themselves with
explanations; students’ understandings of
• Applying their learning in real-life concepts before sharing their own
contexts; understandings of those concepts;
• Reflecting self-critically about the • Encouraging students to engage
processes and outcomes of their in dialogue, both with the teacher
inquiries. and one another;
During this reciprocal interaction, what • Engaging students in experiences
learners will acquire is not only content that pose contradictions to
knowledge, but a number of skills their initial hypotheses and then
including how to approach a problem, encouraging discussion;
identify important resources, design • Providing time for students to
and carry out hands-on investigations, construct relationships and create
analyse and interpret data, and perhaps metaphors
most importantly, recognise when they • Nurturing students’ natural
have answered the question or solved curiosity.
the problem.

29
• O r g a n i s i n g t h e c l a s s ro o m • Talk to each other and to the other
to create a suitable learning learners about their experiences,
environment. interests, problems, successes and
• Preparing appropriate materials even frustrations.
for learning activities. • Play and make models of things
• Motivating learners to make them that interest them.
ready for learning. There is no doubt that scientific
• Co‑ordinate learners’ activities so knowledge is increasing at such a
that the desired objectives can be rapid rate that it is impossible for
achieved. any teacher to teach, or any child to
• Assessing learners’ activities learn, all the information available
and suggest solutions to their on any particular topic, within the
problems. time allocated. As an alternative, we
• Assist learners to consolidate should take on a strategy that is
their activities by summarising the practical and time-saving. It involves
key points learnt. equipping the learners with skills, which
they can use to find out information,
From time to time, the teacher should and solutions to problems in science
interact with the learners individually or and in their daily lives. We therefore
in groups to diagnose their weaknesses advocate the teaching of science as a
and frustrations, appraise their efforts, process, combined with providing basic
imagination and excitement. This will science facts, which are appropriate in
assist and guide them in the task content to the age and stage of mental
of learning. The teacher must make development of children under your
an effort to teach learners how to charge. The scientific skills which the
team up but still have each learner teacher must endeavor to introduce
directly involved in working with and promote in his /her learners
materials, consulting with the teacher include:
and with fellow learners. Remember
that whatever you do during the class, observing, comparing, classifying
the interests of the learner remain (sor ting), recording, predicting,
paramount! experimenting, measuring, controlling
variables, collecting data, recognising
Therefore the teacher should allow and patterns and relationships, analysing and
encourage the learners to: interpreting data, making conclusions
• Explore their local environment. (inferring) and communicating.
• Ask questions about things and These skills, used in conjunction with
events. the introduction of basic science facts
• Make observations. will form a firm foundation which
• Perform simple investigations and learners can build more as they learn
experiments to seek answers to both inside and outside of school.
their questions. Education at school is about children

30
learning. The process of organizing • Putting up learning and teaching
learners’ learning so as to achieve the aids on the walls. Examples
aims and objectives of the curriculum are wall charts or pictures or
involves bringing together the needs photographs.
and characteristics of the learners. • Displaying models
To do this, the skills, knowledge and • Providing objects for play for
experience of the teacher are all example toys.
required within a given situation.
• Having a display corner in the
2.4 Teaching resources classroom where learners display
their work.
These refer to things that the teacher
• Securing a storage area
requires during the teaching process.
They include: The materials in the classroom should
• The classroom get the learners thinking and asking
questions about what is around them
• Textbooks
and encourage them to do worthwhile
• Wall charts and wall maps activities.
• Materials and apparatus
• Various tools and equipment Classroom organisation
• Models A well‑organised classroom is an asset
• Resource persons to good Science teaching but there is no
one correct style to suit all classrooms
• Social facilities such as health
and situations. However, the teacher
centres, other learning institutions,
should consider the following factors
community organisations, etc
when organising the classroom:
• Enterprises such as agricultural
(a) Furniture should be well arranged
farms, industries, among others.
so as to allow free movement of
a) Classroom as a learning learners and the teacher.
environment (b) Set a corner for storing materials
so as not to obstruct learners or
Classroom generally refers to the place distract them.
where learning takes place. Pupils learn
(c) The number of learners in the
from everything that happens around
class and their ages.
them, such as the things that they hear,
see, touch, taste, smell and play with. It (d) Learners should be reasonably
is therefore important for the teacher spread out so that they do not
to make his classroom an attractive interfere with one another’s
and stimulating environment. This can activities.
be done by: (e) The series of lessons or activities
• Carefully arranging the furniture going on for a number of days or
and desks weeks such as individual or group
work or whole class.

31
(f) Classroom itself, that is, positions work, each learner can work on the
of windows, doors such that floor or on the desk or a portion of
learners face the lighted areas of the desk if they are sharing. In this case,
the room. they need not face each other.
(g) Personal preferences. But these Grouping learners for learning has
should be in the interest of the increasingly become popular in recent
learners especially where you years. In fact, the shift from knowledge-
normally stand, you should be based to competence curriculum
able to communicate with all will make grouping the norm in the
learners, and also have a general teaching process. Grouping learners
view of all learners in the class. can be informed by one or all of the
following:
(a) Similar ability grouping.
(b) Mixed ability grouping.
(c) Similar interests grouping.
(d) Needs grouping.
(e) Friendship grouping.
(f) Sex grouping.
In Chemistry, groupings are commonly
those of types (a), (b), (c) and (d).
Grouping learners has several
advantages such as:
Fig. 1: Sample classroom setting (a) The individual learner’s progress
and needs can easily be observed.
Grouping learners for learning (b) The teacher‑learner relationship
Most of the Chemistry activities are is enhanced.
carried out in groups and therefore (c) A teacher can easily attend to
the teacher should place 2 or 3 desks the needs and problems of a small
against each other and then have a group.
group of learners sitting around those (d) Materials that were inadequate
desks. for individual work can now easily
be shared.
In certain activities, the teacher may (e) Learners can learn from one
wish to carry out a demonstration. another.
In this case, the learners should be (f) Cooperation among learners can
sitting or standing in a semi‑circle, or easily be developed.
arranged around an empty shape of (g) Many learners accept correction
letter “U” such that each learner can from the teacher more readily and
see what the teacher is doing clearly without feeling humiliated when
and without obstruction or pushing. If they are in a small group rather
the learners are involved in individual than the whole class.
32
 (h) Learners’ creativity, responsibility a combination of methods depending
and leadership skills can easily be on the nature of the topic or subtopic
developed. at hand.
(i) Learners can work at their own
pace. Safety in the classroom
The type of “grouping” that a teacher Learners in secondary school need
may choose depends on: to be aware of the safety measures
(a) The topic or task to be tackled. they should consider when handling
(b) The materials available. potentially dangerous objects. The
(c) Ability of learners in the class (fast, teacher is therefore advised to take
average, slow). strict safety precautions whenever
However, the teacher must be flexible learners are in class or outside the
enough to adjust or change his/her classroom. Some areas that need
type of grouping to cope with new consideration as far as safety is
situations. concerned include:
• During tasting and smelling things
• When using tools and equipment
• During experiments,
demonstrations involving use of
fire or harmful chemicals
• When handling glass apparatus
• When handling sharp or pointed
objects like machete, pair of
scissors, razorblade, knife, etc.
Fig. 2: Sample grouping in a classroom • During nature walks and field
setting visits. Learners should avoid
There is no fixed number of learners handling poisonous plants and
that a group must have. This again harmful animals, etc.
will be dictated by such factors as Remember, according to Rwanda laws,
the task to be done, the materials, the teacher is responsible for the
characteristics of learners in your safety of the children during the
class, size and the space available. period he or she is handling them.
However, groups should on average (b) Apparatus and materials
have between four to seven learners.
You can also resort to pair work For learners to study Chemistry
depending on the nature of the content through the activity method, a number
being taught at the time. of materials and apparatus are required.
The important role played by materials
There is no one method or approach in learning has been felt for centuries.
to teaching that is appropriate to all This is noted for instance in the old
lessons. A teacher should, therefore, Chinese proverb that says:
choose wisely the method to use or

33
• What I hear I forget Improvisation
• When I see I remember If each learner is to have a chance
• When I do I understand of experimenting, cheap resources
Since Chemistry is largely a practical must be made available. Expensive,
subject, materials help the teacher to complicated apparatus may not always
convey his/ her points, information or be available in most schools. Such
develop skills, simply and clearly, and sophisticated equipment made by
to achieve desired results much faster. commercial manufacturers are usually
expensive and majority of schools
Most of the materials that a teacher cannot afford them. The teacher is
requires for Chemistry activities can be therefore advised to improvise using
collected from the local environment. locally available materials as much as
Many others can be improvised while possible. Improvisation should however
some will have to be purchased. not be regarded as a cheap substitute
Whether collected, improvised or of proper laboratory equipment. Many
purchased, there are certain materials of the great masters of Science used
that are valuable to have around improvised apparatus and many great
almost all the time. These include: discoveries have been made using
• Tools: Knife, hammer, chisel, improvised equipment.
screwdriver, saw, magnifiers, Timing of topics and the local
machetes, strings, cloth etc. weather pattern
• Containers: Tins, gourds, bottles,
coconut shells, jars, shells, Certain topics are best studied during
calabashes a cartons etc. a particular weather condition than at
other times. For instance, rapid growth
• Powders: Salt, sugar, flour, soap, of plants is best observed during the
powder, ash e.t.c. rainy season. Soil erosion by water
• L i q u i d s : Wa t e r, k e r o s e n e , and siltation are best studied during
methylated spirit, used engine oil, the rainy season. Certain insects
cooking oil, ink etc appear only during the dry weather
• Colours: for example, from flowers, while others emerge with the onset of
leaves, roots and stems, charcoal the rains. Nature walks and visits are
and chalk. best done when the weather is sunny
• Soils: Clay, loam, sand and gravel. and dry. The teacher should therefore
think ahead while making the scheme
Others include pieces of wood and
of work so that the prevailing weather
sticks of various sizes, wires, ropes,
pattern is considered. This will ensure
nails, pins, thorns, grass stalks, growing
that suitable activities for learning
plants like peas, beans, maize, seeds and
Chemistry are planned for with the
cuttings of various plants.
weather in mind.
However, a good scheme of work
should be sufficiently flexible to cope

34
with unexpected situations and can The particular technique that a teacher
be altered or modified to suit certain may choose to use is influenced by
circumstances. several factors such as:
c) Resource persons • The particular group of learners
A resource person refers to anybody in the class
with better knowledge on a given • The skills, attitudes and knowledge
topic area. Examples include health to be learned
practitioners such as doctors, nurses and • Learning and teaching aids
laboratory technologists, agricultural available
extension officers, environmental • The local environment
specialists among others. Depending on • The teacher’s personal preference
the topic under discussion, the teacher
can organize to invite a resource • The prevailing weather
person in that area to talk to learners • The requirements of the Chemistry
about the topic. The learners should be syllabus
encouraged to ask as many questions (a) Direct exposition
as possible to help clarify areas where This is the traditional way of teaching
they have problems. w h e re by t h e t e a c h e r e x p l a i n s
d) Models something while the learners listen.
A model refers to a three-dimensional After the teacher has finished, the
representation of an object and learners may ask questions. However,
is usually much smaller than the remember that in competence-based
object. Several models are available curriculum, this technique should be
commercially in shops. Examples used very minimally.
include model of the heart, skin, lungs, (b) Guided Discovery
eye, and ears, among others. These In this technique, the teacher
can be purchased by schools for use encourages learners to find out
during practicals. answers to problems by themselves.
The teacher does this by:
2.5 Teaching methods
• Giving learners specific tasks to
There is a variety of possible ways in do
which a teacher can help the pupils to
• Giving learners materials to work
learn. These include:
with
(a) Direct exposition
• Asking structured or guided
(b) Discovery or practical activity questions that lead learners to
(c) Group, class or pair discussion the desired outcome
(d) Project method Sometimes learners are given a problem
(e) Educational visit/ field trips to solve and then left to work in an
(f) Teacher demonstration open-ended manner until they find out
(g) Experimentation for themselves.

35
With the introduction of the new encourages independent enquiry. The
curriculum, this is the preferred method teacher, using the project method, must
of teaching. ensure that the learners understand
(c) Group or class discussion or the problem to be solved and then
pair work provides them with the necessary
materials and guidance to enable them
In this technique, the teacher and carry out the study. In upper primary,
learners interact through question a teacher can use the project method
and answer sessions most of the for topics, which cannot be adequately
time. The teacher carefully selects studied during the normal time-tabled
his questions so that learners are school lessons.
prompted to think and express their
ideas freely, but along a desired line Disadvantages
of thought. Discussion method should If a project is not closely supervised,
take learners from known to unknown learners easily get distracted and
in a logical sequence; and works therefore lose track of the main
well with small groups of learners. objective of their study. Studying by
The disadvantage of this method is the project method does not work
that some learners maybe shy or well with learners who have little or
afraid to air their opinions freely in no initiative.
front of the teacher or their peers.
This may give them more confident (e) Educational visits and trips/
learners a chance to dominate the nature walks
others. However, the method should be
This is a lesson conducted outside
embraced as it intends to eliminate the
the school compound during which a
lack of confidence in learners. Further,
teacher and the learners visit a place
it is hoped that it will help improve
relevant to their topic of study. An
interpersonal and communication skills
educational visit/nature walk enables
in learners.
learners to view their surroundings
(d) Project method with a broader outlook that cannot
In this approach, the teacher organizes be acquired in a classroom setting. It
and guides a group of learners or also allows them to learn practically
the whole class to undertake a through first-hand experience. In
comprehensive study of something in all “educational visit/nature walk
real life over a period of time such as lessons”, learners are likely to be
a week or several weeks. highly motivated and the teacher
Learners using the project method of should exploit this in ensuring effective
studying encounter real‑life problems learning. However, educational visits
which cannot be realistically brought are time‑consuming and require a
into a normal classroom situation. A lot of prior preparation for them to
project captures learners’ enthusiasm, succeed. They can also be expensive
s t i mu l a t e s t h e i r i n i t i a t i ve a n d to undertake especially when learners
have to travel far from the school.
36
(f) Demonstration lessons related topics and subtopics drawn
In a demonstration, the teacher shows from the syllabus and organised into
the learners an experiment, an lessons week by week for every term.
activity or a procedure to be It is also a forecast or plan that shows
followed when investigating or details under these subheadings:
explaining a particular problem. • Week
The learners gather around the • Key unit competency
teacher where each learner can • Lesson
observe what the teacher is
doing. It is necessary to involve • Learning objectives
the learners in a demonstration, • Learning resources and reference
for example by: materials
• Asking a few learners to assist you • Teaching methods and techniques
in setting up the apparatus. • Observations/self-evaluation
• R e q u e s t i n g t h e m t o m a ke • Comments from school director
observations (DOS)
• Asking them questions as you In addition, the schemes of work shows
progress with the demonstration. the day when a specific lesson will be
T h i s w i l l h e l p t o p reve n t t h e taught and how long it is intended to
demonstration from becoming too take.
teacher-centred. • Week - Refers to the week in the
When is a demonstration necessary? term e.g. 1, 2, 3 etc.
A teacher may have to use a • Key unit competency - Gives
demonstration, for example when: the competence learners are
• The experiment/procedure is too expected to achieve at the end of
advanced for learners to perform. the unit.
• The experiment/ procedure is • Lesson - Refers to the lesson being
dangerous taught in that week e.g. lesson 1,
2, 3 and 4, etc. This shows which
• The apparatus and materials is a single and which is a double
involved are delicate for learners lesson.
to handle.
• Date - The day when the lesson
• Apparatus and equipment are too will be taught.
few
• Subtopic - A subset of the topic
2.6 Planning to teach which is a smaller component of
the unit e.g. under the topic plants,
The two most important documents in one could have ‘parts of a plant’
planning to teach are the schemes of as a subtopic.
work and the lesson plan.
• Objective - What learners are
a) Scheme of work expected to achieve at the end of
A scheme of work is a collection of the lesson.
37
 • Learning resources - Any materials ‘Children did not follow the lesson,
that will be used by the learner it will be repeated on... (Specific
and the teacher for learning and date).
teaching. • Comments from director of school
• References - Books or other – Space left for comments by the
materials that will be consulted school director.
or used in the teaching process. Below is a sample scheme of work for
Books that learners will use should your farmiliarisation.
also be shown here; indicating the
actual pages. Scheme of work
• Observations/self-evaluation - Academic year: 2016
This should be a brief report on the Term: I
progress of the lesson planned in School: Musanze Secondary School
the scheme of work. Such reports Subject: Chemistry
could include: ‘taught as planned’. Teacher’s name: Joan Twagira
‘Not taught due to abrupt visit by
Class: Senior 1
Country Director of Education.’

Week Key unit Periods Specific Resources & Teaching Observations/

Competences objectives References methods & self-
techniques evaluation

1 Learners should 1&2: Learners Computers, Guided

be able to assess Importance should be internet discovery
the application of Chemistry able to: connection, Case studies
of Chemistry in Explain projector
Research
our daily life and the need and learner’s
activities
its contribution to study book
to our economy Question
Chemistry
today. and answer
in secondary
session
schools.
Group
Explain the
discussion
reasons for
studying
Chemistry
in secondary
schools.

38
Week Key unit Periods Specific Resources & Teaching Observations/
Competences objectives References methods & self-
techniques evaluation

2 Learners 3 & 4: Learners Learner’s Group

should be able Chemistry should be book, Discussions
to assess the related able to dictionaries, Guided
application careers identify computers, discovery
of Chemistry Chemistry internet
Research
in our daily related connectivity.
activities
life and its careers.
contribution to Case
our economy studies
today.
3 5 & 6: Learners Learner’s
Contribution should be book,
of able to internet
Chemistry state the connectivity,
to the contribution reference
Rwandan of books, a
economy Chemistry nearby
to the farm, charts
Rwandan showing
economy. the various
ways
Chemistry
is
contributing
to Rwandan
economy
Comments
from
School
Director/
DOS

b) Lesson plan 1. Administrative details

A lesson plan is a detailed outline of Date………… Subject……….
how the teacher intends to carry out Class………….
a specific lesson.
Time…………. Roll……….......
Important sub-headings of a Lesson
Plan

39
2. Topic area e.g. posing a problem, telling an
Broad area that is to be studied, amusing but relevant story or
taken from the syllabus. episode, showing an object or
3. Subtopic area picture that arouse their interest.
The introduction should link what
A smaller topic of the topic about the learners have already learnt
which a lesson will be taught. with what they are going to learn.
4. Key unit competence 9. Presentation/lesson
This is/are the competence(s) that development
the learner is expected to achieve This should mainly include the
at the end of the unit. activities that learners and the
5. Learning Objectives teacher will perform in order to
These represent what the teacher achieve the stated objectives; as
anticipates pupils to achieve by well as the questions that learners
the end of the lesson. Objectives will answer as they do the various
should be clear and specific. activities.
They should also be stated in It is convenient to distinguish
behavioural terms, that is, in a between the learners’ and
way that the outcome can be teacher’s activities under two
seen, displayed or measured. In columns.
learning Chemistry, one should 10. Summary/conclusion:
distinguish between knowledge, (Consolidation)
skill and attitude objectives.
This is the step in which the
6. Learning/teaching resources lesson activities are tied up or
Any materials and apparatus that consolidated to emphasise the
the learners and the teacher will main points, summarise the
use during the lesson. lessons or make conclusions. The
7. References summary should correspond to
Any resources consulted or used the objectives stated for that
by the teacher to prepare the lesson.
lesson as well as any books that 11. Comments/self-evaluation:
the pupils will use during the Teacher should write remarks
lesson. on whether the objectives were
8. Introduction achieved or not and what he or
This is the start of the lesson. she intends to do to improve on
The teacher should motivate the the weak points noted during the
learners by creating learning lesson.
situations that interest learners

40
COMPETENCE – BASED LESSON PLAN

School Name: KAWE GIRL’S HIGH SCHOOL Teacher’s name: PATRICK MUJUNI

Term Date Subject Class Unit Lesson Duration Class

No No size
I 2 /03/ 2016 CHEMISTRY S1 4 6 of 16 80 minutes 40
Type of special educational needs and -Learners with low vision (2)
number of learners -Learners with auditory/hearing
problems (1)
-Learners with language difficulty
(3).

Topic area: Scope of chemistry and particulate nature of matter.

Sub-topic area: Classification of substances and separation techniques.
Unit title Pure substances and mixtures
Key Unit To be able to separate mixtures and determine their composition.
Competence:
Title of the lesson Simple distillation
Instructional Using a thermometer, round-bottomed flask, Liebig condenser,
objective rubber tubes, source of heat, rubber stopper, banana beer
(“Urwagwa”) conical flask/beaker, tap water and retort stand,
learners should be able to separate properly components of a
solution into pure substances.
Plan for this class Laboratory work in groups of five.
(location: in /
outside)
Learning materials Thermometer, round-bottomed flask, Liebig condenser, rubber
(for all learners) tubes, source of heat, rubber stopper, banana beer(“Urwagwa” )
conical flask/beaker, tap water, retort stands and its accessories,
salt solution, projector, computer and its accessories, a memory
stick/ DVD containing the video to be used in the lesson.
References Whitten, Davis & Peck (1996): General Chemistry (pages 29-38).

LONGHORN Senior 1 Chemistry, (pages 65-66)

https://www.youtube.com/watch?v=xxNfJLMNS4E

41
 Timing for Description of teaching and learning activity Competences and

42
each step Using the materials/apparatus provided, procedure and experimental set up, learners perform cross cutting issues
experiments to separate ethanol from banana’s beer (Urwagwa). They make a report and then present to be addressed
their findings.
Teacher activities Learner activities
Introduction / Teacher asks questions about the previous Learners respond to the teacher’s questions and Problem solving,
10 minutes lesson concerning evaporation and sublimation also ask questions about the previous lesson for communication and
as methods of separating mixtures: Examples clarification. cooperation as learners
1. What is a mixture? think about and
2. Describe how these processes can be Learners discuss the importance of evaporation and discuss the importance
used to separate mixtures: Filtration and sublimation as methods of separating mixtures. of evaporation and
decantation. sublimation methods of
3. Explain how sublimation and evaporation separating mixtures.
can be used to separate mixtures with
examples.
Development Teacher assists learners to: form groups of 5 Form groups Communication and
of the lesson considering learner’s of different abilities. Read the procedure and check the materials to be cooperation and
60 minutes Provides experimental procedure, materials/ used in the experiment. Perform the experiment and critical thinking as
apparatus to guide learners how to carry out write a report. learners carry out the
the experiment. NOTE: Learners with low vision to be given experiment, discuss the
Facilitates the learners to harmonize their procedures in large print or brail for blind learners. results and write and
findings. Present findings in groups. present their reports.
Note: The gifted learners help to harmonize the groups’
Standardization culture
Avail big print of procedures to help learners presentations.
will be developed as
with low vision. During presentation, learners with low vision and
learners discuss the
Encourage both female and male students to hearing difficulties will occupy front seats.
dangers of substandard
equally participate during the experiment and
Study questions: alcohol consumption
presentations.
Question 1: Discuss and suggest the dangers of Financial education
taking alcohol especially the substandard alcohol. as learners talk
about contribution of
2. Discuss the contribution of distillation process in distillation to Rwanda
Rwandan economy. economy
 Conclusion/ Showing video about distillation on large scale Learners watch the video, listen, comment and
10 minutes or use the available text books in the library. compare with their findings from the experiment.
https://www.youtube.com/watch?v=xxNfJLMNS4E
Teacher briefly highlights the key points related
to the presentation land clarifies misconceptions Key notes:
met during the lesson. Distillation is the heating of liquid to form vapour
and condense the vapour to form the liquid again. It
Facilitates to make conclusion of the lesson. is mostly used in beer making industry
Gives home work Dangers associated with substandard alcohol
consumption:
Learners with difficulty using English should Rape/sexual abuse, homicides, poverty in
always be provoked to suggest some answers. families, family violence/abuse, etc.
Contribution of distillation in Rwandan economy:
Write the home work on black board or Water purification, alcoholic beverages,
provide worksheets containing the home work petroleum products, perfume
&food flavourings
Write the homework in their exercise books:
1. Define distillation and examples of mixtures that
can be separated by distillation.
2. Label the parts of the diagram below.
A A ____________
B ____________
F C ____________
B D ____________
E ____________
C F ____________
E G H G ____________
D H ____________
I
I ____________

3. Discuss the dangers caused by excessive

consumption of alcohol.

43
Teacher self- In case of incomplete experiment for one of the groups, the teacher should make arrangements to cover it again
evaluation with students.
This teacher’s book has been written assessment must also be competence-
to help you guide learners to learn based; whereby a learner is given
Chemistry in the most enjoyable and a complex situation related to his/
captivating manner. You are reminded her everyday life and asked to try to
to always arouse the curiosity of overcome the situation by applying
learners as you teach. Some things what he/she learned.
that you may do before you go for a
lesson include: 3.1 Types of assessment
• Go through the expected learning The two types of assessment that will
outcomes – this should help guide be employed in the new curriculum is
the manner of teaching. formative and summative assessment.
• Read through the unit for the lesson a) Formative and continuous
in advance to get an overview of the assessment (assessment for
content required. learning)
• Form a mental picture of the teaching Formative or continuous assessment
situation and the ways in which you involves formal and informal methods
will interact with learners when used by schools to check whether
dealing with the suggested activities. learning is taking place.When a teacher
• Collect the materials that will be is planning his/her lesson, he/she should
needed during the lesson in advance. establish criteria for performance and
• In some cases, try out the suggested behaviour changes at the beginning
activities/experiments in advance of a unit. Then at the of end of every
to avoid embarrassments like - the unit, the teacher should ensure that all
experiment failing to work during the the learners have mastered the stated
lesson. key unit competences basing on the
Remember: The suggested teaching criteria stated, before going to the next
activities in this book are just a guide. You unit. The teacher will assess how well
may not need to follow them to the letter. each learner masters both the subject
Feel free to incorporate other matter and the generic competences
innovative teaching methods that will described in the syllabus and from this,
help in delivering the intended content the teacher will gain a picture of the
optimally. all-round progress of the learner. The
teacher will use one or a combination
Section 3: Assessment and of the following:
evaluation methods • Observation to judge the extend
Assessment is the process of evaluating of skills acquisition
the teaching and learning processes • Written tests
through collecting and interpreting • Oral questions
evidence of individual learner’s progress • Project work
in learning and to make a judgment • Attitude change – this can be
about a learner’s achievements done by asking probing questions
measured against defined standards. and checking body language as
Assessment is an integral part of the learners respond to the questions.
teaching and learning processes. In (i) Written tests
the new competence-based curriculum Under this, learners are given questions
44
or tasks and are required to respond in learnt about.They can also collect data
writing. Examples of written tests are: and draw graphs and interpret the
short answer type questions, structured graph and give conclusions. This helps
type questions, filling blanks, multiple to assess their skill in communication
choice questions, true-false questions through recording.
and matching items. (vi) Project work
(ii) Practical work or Activity In a project, learners undertake a
In this category, learners are required comprehensive study of something in
to perform a task or solve a problem real life over a period of time such as
practically. The teacher then assesses several weeks or even months after
the finished work by looking at the which they present a report. In project
materials used, procedures followed, work, let learners begin from planning
whether it works or not or whether stage (come up with a schedule of
it is finished. He or she then awards events), execute the plan, analyse the
marks accordingly. results and look back (reflect on the
(iii) Observation challenges encountered during the
This involves the teacher observing project and come up with solutions
learners as they perform a practical to those challenges (problem-solving
task to assess acquisition of skills and skills).
attitude change. The teacher checks A teacher can use one or several of
ability of the learner to measure, classify, these assessment methods depending
communicate findings, etc. He or she on the subtopic being studied or
also assesses the learner’s curiosity, the purpose for which assessment is
patience, team and cooperation spirit required.
among others.
When should the teacher assess
(iv) Oral questions or interviews learning progress?
Asking learners questions which require
a verbal response such as naming parts The teacher should decide whether
of human body, a system or short to assess learners at the end of the
explanations of a process such as lesson or at any other appropriate
digestion can also be used to assess a time when enough content has been
learner’s level of competence. covered. The general criteria to use
to gauge learner achievement in the
(v) Drawing various generic competency areas is
This involves asking learners to draw given in the table below.
something they have observed or
Name of Learner COMM I&C CT RS LL PS C&I
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green

45
KEY: Red – Poor year. School summative assessment
COMM – Communication in English average scores for each subject will
Green – Good &
I be weighted and included in the final
C – Interpersonal skills & cooperation national examinations grade. School
Yellow – Excellent based assessment average grade will
CT – Critical Thinking contribute a certain percentage as
Blue – Average teachers gain more experience and
RS – Research Skills confidence in assessment techniques and
LL – Lifelong skills in the third year of the implementation
PS – Problem solving skills of the new curriculum it will contribute
C & I – Creativity & Innovation 10% of the final grade, but will be
Allocate marks for each colour and progressively increased. Districts will
calculate the marks that the learner be supported to continue their initiative
has attained. Grade the learners based to organize a common test per class
on how they have scored here and in for all the schools to evaluate the
the various tests given to assess skills performance and the achievement
acquisition and attitude change. level of learners in individual schools.
External summative assessment will be
b) S u m m a t i ve a s s e s s m e n t done at the end of S6.
(assessment of learning)
When assessment is used to record I t e m w r i t i n g i n s u m m a t i ve
a judgment of a competence or assessment
performance of the learner, it serves Before writing a question paper, a plan
a summative purpose. Summative or specification of what is to be tested
assessment gives a picture of a or examined must be elaborated to
learner’s competence or progress at show the units or topics to be tested
any specific moment.The main purpose on, the number of questions in each
of summative assessment is to evaluate level of Bloom’s taxonomy and the
whether learning objectives have been marks allocation for each question.
achieved and to use the results for the In a competency based curriculum,
ranking or grading of learners, for questions from higher levels of Bloom’s
deciding on progression, for selection taxonomy should be given more
into the next level of education and for weight than those from knowledge and
certification. This assessment should comprehension level.
have an integrative aspect whereby a Before developing a question paper, the
student must be able to show mastery item writer must ensure that the test
of all competencies. or examination questions are tailored
It can be internal school based towards competency based assessment
assessment or external assessment by doing the following:
in the form of national examinations. • Identify topic areas to be tested
School based summative assessment on from the subject syllabus.
should take place once at the end of • Outline subject matter content to
each term and once at the end of the be considered as the basis for the
test.
46
• Identify learning outcomes to be Structure and format of the
measured by the test. examination
• Prepare a table of specifications. There will be 2 papers in Chemistry
• Ensure that the verbs used in the subject to be examined. Paper 1 will
formulation of questions do not consist of both semi-structured and
require memorization or recall extended questions and paper 2 is
answers only but testing broad practical. Duration of the exam will
competencies as stated in the depend on the paper’s items and it
syllabus. should range between 2hrs 30 mins
- 3hrs.

Paper Component Time Weight

Paper 1 Multiple choice, structured short answer and 2hrs 30 mins 70%
extended questions
Paper 2 Practical skills: the paper to consist of experiments 3 hrs 30%
drawn from different topic areas of the syllabus

3.2 Record Keeping time as part of student learning. The

portfolio output (formative assessment)
This is gathering facts and evidence
from assessment instruments and will be considered only as enough for
using them to judge the student’s three years of Advanced level. Besides, it
performance by assigning an indicator will serve as a verification tool for each
against the set criteria or standard. learner that he/she attended the whole
Whatever assessment procedures used learning before he/she undergoes
shall generate data in the form of scores the summative assessment for the
which will be carefully be recorded and subject. The results from the portfolio
stored in a portfolio because they will will contribute 50% on summative
contribute for remedial actions, for assessment of each year.
alternative instructional strategy and
feed back to the learner and to the 3.4 Reporting to parents
parents to check the learning progress The wider range of learning in the new
and to advice accordingly or to the curriculum means that it is necessary
final assessment of the students. to think again about how to share
This portfolio is a folder (or binder or learners’ progress with parents. A
even a digital collection) containing single mark is not sufficient to convey
the student’s work as well as the the different expectations of learning,
student’s evaluation of the strengths which are in the learning objectives.The
and weaknesses of the work. Portfolios most helpful reporting is to share what
reflect not only work produced (such as students are doing well and where they
papers and assignments), but also it is a need to improve.
record of the activities undertaken over

47
 Part II: Units Section
Unit Chemistry and Society
1
(Number of Periods - 15)
Refer to learner’s book pages 1–9

Key unit competence competence-based curriculum

embraces three categories of learning
After studying this unit, learners should
objectives that is, knowledge and
be able to assess the application of
understanding, skills acquisition and
Chemistry in our daily life and its
attitude and values. At the end of the
contribution to our economy today.
lesson, the learner should be have
Unit outline knowledge and understanding of the
various concept areas, acquire the
• Definition of Chemistry
necessary skills, change their attitude
• Reasons why we study Chemistry towards various life aspects and
• Applications of Chemistry subscribe to certain values that are
• Contribution of Chemistry to the acceptable in the society where they
economy of the country live. Therefore, emphasize attainment
of these three objective areas during
Learning objectives the learning process.
Unlike in knowledge-based curriculum,

Table 1.1 Knowledge, skills and values to be attained

Knowledge and
Skills Attitudes and values
understanding
By the end of this unit, the By the end of this unit, the By the end of this unit, the
learner should be able to: learner should be able to: learner should:
• Explain the importance • Link Chemistry • Appreciate the need to study
of Chemistry in daily applications to culture Chemistr y in secondar y
life. and work. schools.
• Explain the reasons for • Write a standard • Appreciate the importance
studying Chemistry in report on field visits of Chemistry in our lives and
secondary schools. and findings of the contribution of Chemistry
• Identify Chemistr y research. to the social and economic
related careers. • Present the findings of development of our country.
• State the contribution the research and field • Develop a culture of
of Chemistry to the study in convincing cooperation and working in
Rwandan economy. way. a team.
• Develop self confidence to
deliver presentations.

48
Links to other subjects this unit targeting high achievers and
remedial exercises.
The contents in this unit can be
applied in farming whereby fertliliser To assess skills acquisition – you may ask
application is studied. In Geography, learners to do a research and present
electrolytic reduction, a concept in their findings in a convincing way.
Chemistry is applied in mining while Also, particular questions have been
manufacture of quality goods and suggested in the ‘test your competence’
provision of quality services is an 1 that target assessing skills acquisition.
important area in economics. To assess attitude change – you may
Assessment criteria ask probing questions aimed at finding
out what careers learners would
Assessment method used should help
like to pursue. Their attitude can
the teacher to confirm that the key
then be gauged by finding out if the
competency of the unit has been met.
kind of careers they have given are
It should provide avenues for assessing
Chemistry related. Also, specific
knowledge acquisition, skills attainment
questions have been provided in the
and attitude change.
‘test your competence 1’ which target
To assess knowledge and understanding of attitude change and societal values.
concepts – use the self evaluation tests The teacher should decide whether to
and specific questions in the ‘test your assess learners at the end of the lesson
competence’ at the end of the unit.You or at any other appropriate time when
can also formulate your own questions enough content has been covered.
and/or use the diagnostic assessment The general criteria to use to gauge
exercises or exercises suggested in the various generic competences are
given in the table below.
Table 1.2 Assessment criteria
Name of
COMM I&C CT RS LL PS C&I
Learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green
KEY: Red – Poor COMM – Communication in English
Green – Good I & C – Interpersonal skills & Co-operation
Yellow – Excellent CT – Critical Thinking
Blue – Average RS – Research Skills
LL – Life long skills
PS – Problems solving skills
C &I – Creativity & Innovation

49
Grade the learners based on how food and even the cleaning and burning
they have scored on the various processes. Knowing some chemistry
competencies and the tests given to can help us make day-to-day decisions
assess the various learning objectives. that affect our lives.
Other careers in chemistry:
Background information
(a) Career in Business or Management
Many of the natural and industrial
processes rely on Chemistry for Chemistry or engineering degree works
explanation hence it is an important wonders with an MBA, opening doors
area of study in both lower and into management of labs, engineering
higher levels of study. Chemistry is firms, and industry. Chemists with
the study of structure,composition a nose for business may start their
and properties of substances under own companies or work as sales
different conditions. Emphasize the representatives or technicians for
need for taking Chemistry seriously in instrument companies, consulting firms,
the course of your lessons. You should or pharmaceutical companies.
also motivate the learners and help (b) Technical Writer
them change their attitude towards
Chemistry. Technical writers can work on
instructional manuals, patents, and
This unit is about the importance of research proposals among others.
Chemistry to the society. Chemistry Remember all those lab reports
prepares learners for certain career you slaved over and how hard you
courses such as medicine and dentistry. worked at communicating complex
Knowledge obtained from Chemistry is science concepts to friends in other
applied in the industrial manufacture of fields? A degree in chemistry hones
certain products. Employment provided the organizational and writing skills
by these industries and consumption of needed for a technical writing career
their products has an overall effect on path. Chemistry major covers all
economic growth the bases of science, since they take
courses in biology and physics in
Additional information for the addition to chemistry.
teacher
(c) Software Designer
Everything in life is made of chemicals.
We are made of chemicals ourselves. In addition to spending time in a
So is our dog, our desk, the Sun lab, chemistry majors can work on
among others. Drugs are also made of computers, both using and writing
chemicals. Food is made from chemicals programs to help with calculations. An
too. Emphasize this fact to learners undergraduate degree in chemistry can
be the springboard for advanced studies
Many of the changes we observe in in computer science or programming.
the world around us are caused by Or, the learner may be in a position to
chemical reactions. Examples include design software, models, or simulations
changing colors of leaves, cooking
50
straight out of school, depending on Learner’s book
their skills.
Chart on Chemistry
The list is endless for careers in related careers
chemistry, such as:
Teaching methodologies
Agrochemistry , Analytical Chemistry, • Case studies
Astrochemistry ,Atmospheric Chemistry • Guided discovery
, Biochemistry, Biotechnology , Ceramics • Research
Industry , Chemical Information • Brainstorming
Specialist, Chemical Sales, Consumer • Discussions
Products , Environmental Chemistry,
Environmental Law, Ethnobotany, Preparation for the lesson
Forensic Science, Geochemistr y, The two lessons will be taught in
Government Policy , Hazardous Waste two periods. This will involve mainly
Management, Metallurgy, Military activities by the learners as the teacher
Systems, Oceanography, Paper Industry, is engaging learners in a discussion
Patent Law, Perfume Chemistr y, regarding the activities and assessing
Petroleum and Natural Gas Industry, learning achievements. You are
Plastics Industry among others. therefore required to get the various
1.1 Definition of Chemistry materials in advance and organize the
class in a way that will encourage the
1.2 Importance of Chemistry teaching methods suggested.
PERIODS 1 and 2: Definition of Suggested Teaching/Learning
Chemistry and importance activities/approaches
of Chemistry • Introduce the unit by emphasizing
Refer to the learner’s book pages 2-4 the need to take Chemistry seriously
and the benefits of Chemistry in the
Specific objective society.
By the end of these lessons, learners • Tell the learners that some of the
should be able to define Chemistry, things that we use everyday are
explain why we study Chemistry manufactured through chemical
in secondary schools and identify processes. The learners should
Chemistry related careers. appreciate the study of Chemistry.
• Let learners name some things that
Materials and learning resources
they know. Let them brainstorm
High cost Low cost/no cost on their uses and whether it is
Real objects; soap, Chalkboard important to have them.
a packet of milk, • Let the learners work in pairs and
plastic utensils and do Activity 1.1, and 1.2 in learner’s
soda book page 2-3. Let them appreciate
High cost Low cost/no cost the fact that many substances
around us are chemical substances

51
 and are studied in Chemistry. As • Peace, values and gender
they work in pairs, they learn to education - Let the learners see
co-operate with their friends and the need to accommodate other
listen to their opinion. This will people’s views in a discussion.
improve their co-operation and
interpersonal skills. Generic competencies covered
• Guide the learners to answer the • Co-operation and interpersonal
study questions in the activities. skills – as learners interact in pairs
This will enhance their critical and engage in class discussion.
thinking and problem solving • Research skills – as learners
skills. find out in advance things made
• Put the materials you brought for through. chemical processes.
study on the table, ask the students • Communicating in English – as
to differentiate them based on their learners discuss the questions in
physical appearances. Activity 1.2 and 1.3.
• Now you can define the meaning • Critical thinking – As learners
of Chemistry to the whole class. think about their findings in activity
• In the second lesson, let the learners 1.2 and 1.3.
carry out activity 1.3 as you guide
Formative assessments
them on how to answer the study
questions. Let them know that • Ask diagnostic questions and
Chemistry is important for one to self assessment test 1.1 to assess
pursue certain careers. knowledge and understanding.
• Both slow and fast learners to • Assess skills acquisition by asking
try and give their thoughts on the learners to look for the meaning
questions. of Chemistry from the dictionary.
• Assess attitudes and values by
Cross cutting issues covered finding out if they appreciate
• Inclusive learning – All learners role played by chemistry in the
whether with special educational industry.
needs or not should participate
• Gauge learners language
actively in the lesson. Learners with
competence during class discussion
visual or hearing difficulties can sit
in activity 1.2 and 1.3
in front of the class. Also encourage
both gender to embrace the study • Their cooperation and interpersonal
of Chemistry because both male skills may be assessed by finding
and female learners have the ability out how they interact with other
to do well. learners during group activities.

52
Table 1.3 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Fast learners may take short notes as • The teacher should ensure learners
they discuss while the slow learners with special needs are spread across
may write notes later. the groups so that they interact fully
• Slow learners can be assisted with visual with other learners.
aids such as charts. The slow learners • Learners with visual and hearing
may also be allowed more time to problems can be allowed to sit in front
search the meaning of Chemistry from of the class.
other books and reading materials. • The fact that disability is not inability
• Slow learners to be guided on how to should be driven home well.
search information from the dictionary
and the internet.
• Give slow learners a chart showing
various careers and ask them to identify
them.

Answers to Self-evaluation Test Materials and learning resources

1.1
High cost Low cost
1. Assess the opinion of every learner Chlorine, Chalk board notes
and correct accordingly. Guide toothpaste,
them on how to choose their soda, tissue
career. Help them change their paper
attitude where necessary. Learner’s book
2. Learners should give relevant Chart on the
answers. For exampe, Chemistry applications of
provides us with the knowledge Chemistry
of recycling of waste and proper
waste disposal. Teaching methodologies
• Case studies
1.3 Applications of Chemistry • Role playing
in Industry • Guided discovery
PERIOD 3 and 4: Applications • Research
of Chemistry • Questions and answers
• Discussions
Refer to the learner’s book pages 4–7
Preparation for the lesson
Specific objective
The two periods will be taught in one
By the end of these lessons, learners
lesson. It will involve mainly activities by
should be able to explain various areas
the learners as the teacher is engaging
where Chemistry is applied.

53
learners in a discussion regarding • In the second lesson, let the
the activities and assessing learning learners provide answers to self
achievements. You are therefore evaluation test 1.2 as you guide
required to get the various materials them accordingly.
in advance and organize the class in a Cross cutting issues covered
way that will encourage the teaching
methods suggested. • Inclusive learning – All learners
whether with special educational
Suggested teaching/learning needs or not should participate
activities/approaches actively in the lesson. Learners with
• Introduce the lesson by emphasizing visual or hearing difficulties can sit
the fact that industrial processes in front of the class.
applies knowledge obtained from • Peace, values and gender
the study of Chemistry. education – Let the learners see
• Tell the leaners that some of the the need to accommodate other
products that we use everyday people’s views in a discussion.
are manufactured through the • Standardization culture –
application of knowledge obtained Encourage learners to develop a
from the study of chemistry. habit of buying quality products.
learners should appreciate the
study of Chemistry. • Environment, conservation and
sustainibility – Let the learners
• Let learners name some products know the importance of reusing
that they always buy from shops. and recycling plastic products
Let them brainstorm on their uses
and whether it is important to have Generic competencies covered
them.
• Co-operation and interpersonal
• Let learners work in pairs and do skills – as learners interact in pairs
Activity 1.4 in the learner’s book and engage in class discussion.
page 4-5 Guide the learners to
• Research skills – as learners find
answer the study questions in
out in advance the contribution
the activity. As they work in pairs,
of Chemistry to the economy of
encourage them to co-operate
Rwanda.
with their friends and listen to their
opinion. This will improve their co- • Communicating in English – as
operation and interpersonal learners discuss the questions in
skills. They should discover the Activity 1.4
application of Chemistry in the • Critical thinking – As learners
manufacturing processes. think about their findings in the
• Put the materials you brought for activity 1.4
study on the table.Ask the students
to differentiate them based on their Formative assessments
physical appearances. • Use self evaluation test 1.2 to

54
 assess knowledge and understanding.
• Assess skills acquisition by asking learners questions linking applications of
Chemistry to culture and work.
• Asssess attitudes and values by finding out if they appreciate the fact that
Chemistry knowledge is applied in the manufacture of many materials and
in many processses.
• The way they answer questions in activity 1.4, will help you gauge their
attitudes towards Chemistry.
• Gauge learners language competence during class discussion of activity 1.4
• Their cooperation and interpersonal skills may be assessed by finding out
how they interact with other learners.
Table 1.4 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Fast learners may take short notes as • The teacher should ensure learners
they discuss while the slow learners may with special needs are spread across
write notes later. the groups so that they interact fully
• Slow learners can be assisted using visual with other learners.
aids such as charts. The charts should • Learners with sight problems can be
have a range of products manufactured placed in front of class.
using chemistry knowledge. • The fact that disability is not inability
• The teacher may organize for a visit to should be driven home well.
a nearby pharmacy or water treatment
for them to see the products Made using
the knowledge of chemistry..

Answers to Self-evaluation Test 1.4 Contribution of Chemistry

1.2 to the economy of Rwanda
a. Evaluate every learner based PERIOD 4 and 5: Contribution of
on how they are able to link Chemistry to the economy of the
manufacture of chlorine and country
its effects on disease causing
microorganisms found in water. Refer to learners book pages 7–8
b. Assess answer based on how Specific objective
the learners are able to link By the end of these lessons, learners
Chemistry knowledge to the should be able to state the contribution
industrial manufacture of fertiliser. of Chemistry to the economy of
c. Let learners demonstrate that Rwanda.
they know how to choose quality Materials and learning resources
fuel for vehicles.
High cost Low cost/no cost
d. Application of Chemistry in the
manufacture of medicine must be Computers and Chalkboard notes
brought out clearly. projectors

55
High cost Low cost/no cost them to ask questions as they
Learner’s textbook relate their observations with
Chart on contribution what they learnt in class on the
of Chemistry to the contribution of Chemistry to the
economy of Rwanda economy.
• After the visit allow each group
Teaching methodologies to do a presentation of the report
• Case studies from the field visit. As you guide
• Role playing them through presentations,
• Guided discovery encourage them to improve their
• Research communication skills.
• Brainstorming • Assess communication skills and
• Discussions confidence then award marks
accordingly.
Preparation for the lesson
The two lessons will be taught in one Cross cutting issues
period. It will involve mainly activities • Inclusive learning – All learners
by the learners. The teacher will then whether with special educational
engage learners in a discussion on needs or not should participate
how Chemistry has contributed to actively in the lesson. Learners with
the economy of Rwanda and assess seeing difficulties should be allowed
learning achievements. You are to sit in appropriate positions in the
therefore required to get the various classroom.
materials in advance and organize the
• Environment, conservation
class in a way that will encourage the
and sustainibility – Let the
teaching methods suggested.
learners know that some chemical
Suggested teaching/learning processes have adverse effect to the
activities/approaches environment.

• Introduce the lesson by finding out • Peace, values and gender

if learners have any idea of what education – Encourage both girls
economy means. and boys to study Chemistry.

• Let the learners brainstorm Generic competencies covered

numerous areas of Rwandan • Co-operation and interpersonal
economy. skills – as learners engage in class
• Let learners create link between discussion.
Chemistry to the economy by • Research skills – as learners
naming some of the manufactured brainstorm and link Chemistry to
products in shops. the economy.
• In the second lesson, take the • Communicating in English – as
learners to the field. Encourage learners discuss in the class

56
• Critical thinking – Let learners • Asssess attitudes and values by
think of the impacts of not having finding out if they appreciate the
Chemistry as an area of study to fact that Chemistry knowledge is
the economy. applied in the manufacture of many
materials and in many processes.
Formative assessments
• The way they answer questions
• Use some of the questions in the in the unit competence, will help
‘test your competence 1’ to assess you gauge their attitudes towards
knowledge and understanding of contribution of Chemistry to the
the contribution of Chemistry to economy of Rwanda.
the economy of Rwanda.
• Their cooperation and interpersonal
• During presentation after the skills may be assessed by finding
field visit observe and listen to out how they interact with other
learners to assess if they are able learners during discussion and how
to communicate effectively and they share out responsibilities.
encourage them to improve.
• Allocate marks for each colour
• Assess skills acquisition by asking and calculate the marks that the
learners to write a standard report learner has attained in various
on the field visit and present it in a tests. Grade learners based on how
convincing way. they have scored on the table for
assessment criteria.

57
Table 1.5 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Fast learners may take short notes as • The teacher should ensure learners
they discuss while the slow learners may with special needs are spread across
write notes later. the groups so that they participate fully
with other learners.
• Slow learners can be assisted using • Learners with sight problems can be
visual aids such as charts. This will allowed to sit at convenient positions.
enable them internalize the requisite • The fact that disability is not inability
knowledge. should be driven home well.
• Slow learners to be guided on how to
search information from the internet.
Table 1.6 Extended excercises
Remedial excercises for slow learners Additional exercises for fast learners
1. Name some of the chemical products 1. Account for the contribution of Chemistry
used in the kitchen while at home. to our society.
2. What are some of the soaps and 2. Establish the link between Chemistry and
detergents used at home? Geography.
Table 1.7 Answers to extended exercises
Answers to extended exercises Answers to additional exercises
1. Table salt, cooking fat and soap 1. Learners to explain the application of
2. Learners to give names of the local Chemistry knowledge in hospital and
soaps. industries.
2. Electroysis, a concept in Chemistry is
applied in mining.
Consolidation activities
Ans: Writing programs aimed
1. Almost everything in life is made up at solving complex chemistry
of chemicals. Name five things that problems using a computer.
are made up of chemicals.
4. Does rusting of a nail constitute a
Ans: Food, medicine, charcoal, salt, chemical reaction? Why
cigarette, alcohol, wood, etc.
Ans: Yes. It involves a reaction
2. Musisi observes that a blacksmith between iron and oxygen to form
mixes metals, heats them in a furnace iron (III) oxide.
to produce other stronger metals for
5. Explain how chemistry contributes to
use in a steel company.What branch
the growth of Rwanda economy in the
of chemistry is involved here?
following sectors:
Ans: Metallurgy
a) Transport industry
3. Chemists can also work as software
b) In commerce
designers. Describe what the job will
entail.
58
 Ans: a) In fuel processing and road in Geography and Agriculture
construction b) In manufacturing where Chemistry knowledge is
of products which are then sold. required.
6. Special care should be taken to store 3. a. The learner should explain
kerosene oil. Give a reason. how vaccines are important
Ans: kerosene oil is a combustible especially in reducing infant
substance and produces heat and mortality and helping in
light immediately so special care cutting expenditure on health.
should be taken to store kerosene b. The increase in harvest due
oil. to application of fertilizers
7. When the clothes of a person catch in farming should be brought
fire, the person is covered with a out clearly.
blanket to extinguish the fire. Can you c. Efficient transpor t and
guess why? communication system allows
Ans: Blanket cut off supply of air faster delivery of goods and
or oxygen to extinguish the fire services to the consumer.
hence faster trade.
8. How does water help to extinguish
fire? 4. K n ow l e d g e o b t a i n e d f ro m
Chemistry enables us to
Ans: When water is poured over
understand the effects of pH
a burning substance, it absorbs
changes to the crops. Farmers
heat from the substance. As a
are thus able to take care of their
result the temperature of the
soils.
substance falls below the ignition
temperature, and it stops burning. 5. Ensure all the parts of the report
are tackled. Award marks
Answers toTest Your Competence accordingly.
1 6. D
1. Check whether the student is able 7. To decant or filter drinking water
to recognise the close association to remove all impurities. Treat
of Biology and Chemistry and the water to kill diseasse causing
their importance in the field of microorganisms. Boil water before
medicine. drinking.
2. Mark correct as long as the 8. Learner C.
learner is able to mention an area

59
 Unit Laboratory safety and Apparatus
2
(Number of Periods - 15)
Refer to learner’s book pages 10–33

Key unit Competence The equipment tools used in learning

chemistry are called apparatus. To
After studying this unit, the learners
use these apparatus in the laboratory
should be able to use effectively
safely there are safety rules, which must
laboratory equipment and materials
be observed. The teacher should let
to carry out experiments.
learners understand that other science
Unit outline subjects such as Biology and Physics
are also learnt in Laboratory and use
• Definitions of Laboratory
similar apparatus. Emphasize that the
• Laboratory Safety
safety rules used in Chemistry is also
• Laboratory apparatus (Names, applicable in Biology and Physics.
diagrams and uses)
As you teach this unit, you should
Learning objective ensure that learners acquire the
following knowledge, skills, values and
Chemistry as a subject is learnt in a
attitudes.
special room called the Laboratory.

Table 2.1 Knowledge, skills and values to be attained

Knowledge and Skills Attitudes and values
Understanding
By the end of this unit By the end of this unit the By the end of this unit the
the learner should be learner should be able to: learner should:
able to: - Appropriately interpret - Respect laboratory rules
- State the safety rules warning signs about danger and regulations.
and precautions usually and hazards. - Show vigilance and caution
followed in a chemistry - Effectively use and handle when handling chemicals
laboratory. c o m m o n l a b o r a t o r y and apparatus.
- Explain the uses of apparatus/ equipment (e.g. - Take care of oneself,
common laboratory fire extinguisher measuring colleagues, individuals and
apparatus. cylinders, separating funnel, public materials.
thermometer, Bunsen Burner
- Develop confidence in
and beam balance.
the use of laborator y
- Draw common laboratory apparatus.
apparatus.

60
Links to other subjects and hazards. You can also give
This unit is linked to Biology and a learners some apparatus to
Physics both of which use almost carry out a particular exercise
similar apparatus. and assess how they go about
it or ask them to draw some
Assessment criteria apparatus. Particular questions
have been suggested in the ‘test
Assessment method used should help
your competence 2’ that target
the teacher to confirm that the key
assessing skills acquisition.
competency of the unit has been met.
It should provide avenues for assessing • To assess attitude change - you
knowledge acquisition, skills attainment may use role play to see how they
and attitude change. respond for example in case of a
fire outbreak. Their attitude can
• To a s s e s s k n o w l e d g e a n d
then be gauged by finding out if
understanding of concepts – use
they care about others and public
the self evaluation tests and
property.Ask them to carry out a
specific questions in the test your
simple experiment to gauge the
competence 2 at the end of the
confidence with which they handle
unit. You can also formulate your
the apparatus. Also, specific
own questions and/or use the
questions have been provided
diagnostic assessment exercises
in the ‘test your competence 2’
or exercises suggested in this
which target attitude change and
unit targeting high achievers and
societal values.
remedial exercises.
• To assess skills acquisition – you The teacher should decide whether to
may ask learners to interprete assess learners at the end of the lesson
warning signs about dangers or at any other appropriate time when
enough content has been covered.
The general criteria to use to gauge the various generic competences are given
in the table below.
Table 2.2 Assessment criteria
Name of COMM I&C CT RS LL PS C&I
Learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green
KEY: Red – Poor COMM – Communication in English
Green – Good I & C – Interpersonal skills & Co-operation
Yellow – Excellent CT – Critical Thinking
61
 Blue – Average RS – Research Skills
LL – Life long skills, C & I – Creativity & Innovation
PS – Problems solving skills
Grade the learners based on how
they have scored on the various 2.1: Definition of a laboratory
competencies and the tests given to
assess the various learning objectives. 2.2: Laboratory safety

Background information PERIODS 1, 2, 3 and 4: Definition

Like other science subjects, Chemistry
of a laboratory and
is taught mainly by use of experiments. laboratory safety
Experiments are mainly carried out Refer to the learner’s book pages 11–14
in the laboratory. Some experiments
produce flames while others lead Specific objective
to production of poisonous gases. By the end of this lesson, learners
Therefore emphasize the need to be should be able to define the term
careful and cautious while carrying out laboratory and observe laboratory
experiments. safety.
This unit is about laboratory safety
apparatus. It involves laboratory Materials and learning resources
rules and regulations that must be High cost Low cost/no cost
adhered to while handling chemicals First Aid kit Chalkboard
and apparatus. These rules are meant Learner’s book
to reduce cases of accidents and also Charts on laborator y
increase the accuracy of experimental rules and regulations
results.
Additional information for the
teacher Teaching methodologies
- Syringe is sometimes used for • Case studies
accurately measuring values of • Role playing
liquids. • Guided discovery
- Other apparatus used to provide • Research
heat in the laboratory include
spirit burner and stove. The • Brainstorming
learners should be made aware • Discussions
of these apparatus as some of
Preparation for the lesson
them are used at home for lighting
and cooking for example the spirit The four periods will be taught in two
lamp. lessons. It will involve mainly activities
- Apparatus that can be used for by the learner. The teacher will engage
measuring time include stopwatch learners in a discussion regarding
and stop clock. the activities and assess learning

62
achievements. You are therefore Cross cutting issues
required to get the various materials • Inclusive learning – All learners
in advance and organize the class in a whether with special educational
way that will encourage the teaching needs or not should participate
methods suggested. actively in the lesson. Learners
with seeing difficulties should
Suggested teaching/learning be allowed to bsit in convinient
activities/approaches positions.
• Introduce the lesson by emphasizing • Pe a c e , v a l u e s a n d g e n d e r
the fact that Chemistry is majorly education – Let the learners see
studied in the laboratory. the need to accommodate other
• Let the learners know that most people’s views in a discussion.
experiments involves flammable • Financial education – Encourage
and poisonous materials and also learners to develop a habit of
some apparatus too need to be responsible use of resources. For
handled with care as they are example electricity.
expensive.
• Environment, conservation and
• The learners should see the need sustainibility – Let the learners
to be careful while carrying out know the importance of proper
experiments. disposal of wastes.
• Let the learners work in pairs
and do questions in the dicussion Generic competencies covered
corners in learner’s book. As they • Co-operation and interpersonal
work in pairs, they improve their skills – as learners interact in pairs
co-operation and interpersonal and engage in class discussion.
skills. • Research skills – as learners find
• Guide the learners to answer the out in advance about laboratory.
questions in the discussion corners. • Communicating in English – as
This will enhance their critical learners discuss the questions in
thinking and problem solving the discussion corners.
skills. They should appreciate the • Critical thinking – As learners
importance of the different rules think about their findings in the
of the laboratory. discussion corners.
• Put the First Aid kit and charts Formative assessments
for study on the table. Ask the • Assess attitudes and values by
students to observe the rules on finding out if learners appreciate
the charts after dicussion and the fact that Chemistry is learnt in
remind them of the use of First “house” laboratory. Use the house
Aid kit. analogy.
• Use role play to emphasize some • Ask oral questions to assess
of the laboratory rules. knowledge and understanding. For
example:
63
 a) Name some of the rooms found in the laboratory.
b) What will you do in case a reagent spills on your hands?
• Listen and gauge learners language competence during class discussion and
correct them accordingly as you encourage them to improve.
• Their cooperation and interpersonal skills may be assessed by finding out
how they interact with other learners during discussions.
• Allocate marks for each colour and calculate the marks that the learner has
attained in various tests. Grade learners based on the table for assessment
criteria.
Table 2.3 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Fast learners may take short notes as • The teacher should ensure that groups
they discuss while the slow learners formed are balanced in terms of
may write notes later. learners physical and academic ability.
• Slow learners can be assisted using • Learners with sight problems can be
visual aids such as charts. This will placed in front of class.
enable them internalize the requisite • The fact that disability is not inability
knowledge. should be driven home well.
• Slow learners to be guided on how to
search information from the internet.

Answers to Self-evaluation Test PERIODS 5, 6, 7 and 8:

2.1 Laboratory safety
1. Assess learners answer based precautions and warning
on whether they have some care labels
towards others.
Refer to learner’s book pages 14–19
2. The answer here should show
that the learner is now vigilant Specific objective
and is ready to act incase of an By the end of this lesson, learners
emergency. should be able to interpret safety
3. The learners should bring out precautions and warning labels.
the importance of First Aid and
reporting to the technician Materials and learning resources
any accident that occurs in the
High cost Low cost/no cost
laboratory.
Chalkboard
4. Learners should remember the
Leaner’s book
need to inform the laboratory
technician before attempting any Char t/manilla paper
on laboratory safety
experiment in the laboratory.
symbols

64
High cost Low cost/no cost • Guide the learners to answer in
No smoking and the discussion corner. This will
corruption free enhance their critical thinking and
symbols,laboratory problem solving skills.
symbols and labels. • Allow them to link the importance
of road signs and rules with those
Teaching methodologies
ones in the laboratory.
• Case studies
• Put the materials you brought
• Role playing for study on the table, ask the
• Guided discovery learners say what the symbols
• Research imply.
• Brainstorming • In the third and fourth period, let
• Discussions the learners carry out activity 2.1
as you provide proper guidance.
Preparation for the lesson
Cross cutting issues covered
These lessons will be taught in two
• Inclusive learning – All learners
periods. It will involve an activity by
whether with special educational
the learners as the teacher is engaging
needs or not should participate
them in a discussion and assessing
actively in the lesson. Learners
their learning achievements. You are
with visual or hearing difficulties
therefore required to get the various
can be put in front of the class.
materials in advance and organize the
class in a way that will encourage the • Pe a c e , v a l u e s a n d g e n d e r
teaching methods suggested. education-Let the learners see
the need to accommodate other
Suggested teaching and learning people’s views in a discussion.
activities/approaches
• Introduce the lesson by reminding Generic competencies covered
the learners the need to observe • Co-operation and interpersonal
laboratory rules so as to avoid skills – as learners interact in pairs
dangers and risks associated and engage in class discussion.
with laboratory reagents and • Research skills – as learners find
apparatus. out in advance the various signs
• Remind the learners that on laboratory reagents.
laboratory precautions and labels • Communicating in English – as
are meant to improve safety in the learners discuss the questions in
laboratory. the discussion corner.
• Let the learners work in pairs and • Critical thinking – As learners
do Activity 2.1 in the learner’s. think about their findings in the
As they work in pairs they dicussion corner.
improve their co-operation and • Problem solving skills-As learners
interpersonal. make the safety symbols.

65
Formative assessments class discussion and correct
• You may ask learners some accordingly as you encourage
diagnostic assessment questions them to improve.
in the course of the lesson to • Their cooperation and
gauge their knowledge and interpersonal skills may be
understanding of the laboratory assessed by finding out how
safety precautions and warning they interact with other learners
labels. during discussion.
• Learners acquisition of skills can • Use some of the questions in the
be assessed by asking them to self evaluation test 2.1 to assess
make laboratory safety symbols attitude towards laboratory
and labels. Also find out if they safety precautions.
can interpret other warning signs • Allocate marks for each colour
about dangers and hazards by and calculate the marks that the
asking them diagnostic questions. learner has attained in various
• Listen and gauge learners tests. Grade learners based on the
language competence during table for assessment criteria.
Table 2.4 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Fast learners may take short notes as • The teacher should ensure learners with
they discuss while the slow learners may special needs are spread across the pairs
write notes later. so that they participate fully with other
• Slow learners can be assisted using learners.
visual aids such as charts containing • Learners with sight problems can be
some of the laboratory precautions placed in front of class.
and waring signs. This will enable them • The fact that disability is not inability
internalize the requisite knowledge. should be driven home well.
• Slow learners to be guided on how to
search information from the internet.
PERIOD 9: Measures to take in High cost Low cost/no cost
case of accidents Chalkboard
Learner’s book
Refer to learner’s book pages 17–19
Pictures of a bandaged leg,
Specific objective a patient being resuscitated.

By the end of this lesson, learners Teaching methodologies

should be able to develop interest • Case studies
in taking care of oneself, colleagues, • Role playing
individual and public materials. • Guided discovery
• Research
Materials and learning resources • Brainstorming
• Discussions
66
Preparation for the lesson Cross cutting issues covered
The lessons will be taught in one period. • Inclusive learning – All learners
It will involve mainly activity by the whether with special educational
learners as the teacher is engaging needs or not should participate
learners in a discussion regarding actively in the lesson. Learners
the activity and assessing learning with seeing difficulties can be put
achievements. You are therefore in front of the class.
required to get the various materials • Pe a c e , v a l u e s a n d g e n d e r
in advance and organize the class in a education-Let the learners see
way that will encourage the teaching the need to accommodate other
methods suggested. people’s views in a discussion.

Suggested teaching and learning Generic competencies covered

activities/approaches • Co-operation and interpersonal
• Introduce the lesson by asking skills – as learners interact in pairs
learners to list some laboratory and engage in class discussion.
rules which are precautionary. • Communicating in English – as
• Use role play to let learners know learners discuss the questions in
what they should do in case of an the discussion corner.
accident.
• Let the learners work in pairs and • Critical thinking – As learners
answer questions in the discussion think about their findings in the
corner in the learner’s book page discussion corner.
17 Formative assessments
• As they work in groups they
• You may ask learners some
improve their co-operation and
diagnostic assessment questions
interpersonal skills.
in the course of the lesson to
• Guide the learners to answer
gauge their knowledge and
questions in the discussion corner.
understanding of the measures
This will enhance their critical
to take in case of accidents.
thinking and problem solving skills.
• Let them appreciate the need to • Learners acquisition of skills
give First Aid before a patient is can be assessed by use of role
taken to the hospital. play,during which you observe the
• Put the materials you brought actions taken by each learner.
for study on the table, ask the • Listen and gauge learners
learners to explain what they language competence during
mean. class discussion and correct
• Both slow and fast learners to accordingly as you encourage
try and give their thoughts on them to improve.
the pictures as you correct them • Their cooperation and
where necessary. interpersonal skills may be

67
 assessed by finding out how other’s books. This should be a
they interact with other learners fair exercise. Let them voice any
during discussion. disagreeable answer.
• Use some of the questions in • Allocate marks for each colour
the self evaluation test 2.2 to and calculate the marks that the
assess their attitude towards learner has attained in various
accident victims. Allow learners tests. Grade learners based on the
to exchange and mark each table for assessment criteria.
Table 2.5 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Fast learners may take short notes as • The teacher should ensure learners with
they discuss while the slow learners may special needs are spread across the pairs
write notes later. so that they participate fully with other
• Slow learners can be assisted using visual learners.
aids such as photographs of bandaged • Learners with sight problems can be
cuts and burns This will enable them placed in front of class.
internalize the requisite knowledge. • The fact that disability is not inability
• Slow learners to be guided on how to should be driven home well.
search information from the internet.

Answers to Self-evaluation Test 2.3 Laboratory apparatus

2.2
1. The answer should portray an PERIOD 10: Laboratory
attitude change to the better apparatus
towards the visually impaired. Refer to learner’s book pages 19–32
Observing road signs that indicate
Specific objective
that ‘it is’ safe to cross.
2. Answers can include describing By the end of this lesson, learners
features of an object to them, should be able to handle common
explaining observations among laboratory apparatus effectively.
others.
Materials and learning resources
3. Responses to this question should
correspond to the appropriate High cost Low cost/no cost
laboratory rules and regulations. Thermometer Chalkboard
Refer to learners book page 18. Electronic Learner’s book
4. To avoid confusion that might lead weighing balance
to accidents. Charts on laboratory
apparatus

68
Teaching methodologies thinking and problem solving
• Case studies skills.
• Role playing • Let them appreciate the fact that
many of the apparatus used in the
• Guided discovery
laboratory are also useful in daily
• Research life.
• Brainstorming • Put the materials you brought
• Discussions for study on the table, ask the
learners to mention what they are
Preparation for the lesson and what they are used.
This lesson will be taught in one period. • Put more emphasis of the
It will involve an activity by the learners apparatus to avoid expenses
as the teacher is engaging learners incurred in replacing new sets
in a discussion regarding the activity some of which are expensive. Let
and assessing learning achievements. the learners name such apparatus.
You are therefore required to get • Use the chart to emphasize uses
the various materials in advance and of some laboratory apparatus.
organize the class in a way that will
encourage the teaching methods Cross cutting issues covered
suggested. • Inclusive learning – All learners
whether with special educational
Suggested teaching and learning
needs or not should participate
activities/approaches
actively in the lesson. Learners
• Introduce the lesson by mentioning with seeing difficulties can be put
that the equipment used to carry in front of the class.
out experiments are known as
• Pe a c e , v a l u e s a n d g e n d e r
apparatus.
education – Let the learners see
• The learners should appreciate the need to accommodate other
t h e re l ev a n c e o f s t u d y i n g people’s views in a discussion.
apparatus in their daily lives
• Financial education – Learners
through subsequent activities.
should develop ahabit of handling
• Let the learners work in pairs the apparatus with care to reduce
and do Activity 2.2 and answer damages.
questions in the discussion corner
in the learner’s book page 19. Generic competencies covered
• As they work in pairs they • Co-operation and interpersonal
improve their co-operation and skills – as learners interact in pairs
interpersonal skills. and engage in class discussion.
• Guide the learners to answer the • Communicating in English – as
study questions in the activities. learners discuss the questions in
This will enhance their critical the discussion corner.

69
• Critical thinking – As learners think class discussion and correct
about their findings in activity 2.2. accordingly as you encourage
• Problem solving skills-As learners them to improve.
try to solve some of the problems • Their cooperation and
presented in activity 2.2. interpersonal skills may be
assessed by finding out how
Formative assessments they interact with other learners
• You may ask learners some during discussion and how they
diagnostic assessment questions share responsibilities.
in the course of the lesson to • Use certain diagnostic questions
gauge their knowledge and to assess their attitude towards
understanding of the laboratory taking care of oneself,colleagues
apparatus and their uses. and public materials.Also take the
• Learners acquisition of skills learners to the laboratory and
can be assessed by taking the assess how vigilant and cautionary
learners to the laboratory and they are while handling apparatus.
observing how they manipulate • Allocate marks for each colour
the apparatus. and calculate the marks that the
• Listen and gauge learners learner has attained in various
language competence during tests. Grade learners based on the
table for assessment criteria.
Table 2.6 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Fast learners may take short notes as • The teacher should ensure learners
they discuss while the slow learners with special needs are spread across
may write notes later. the pairs so that they participate fully
• Slow learners can be given homework with other learners.
to go and draw certain laboratory • Learners with vision problems can be
apparatus. placed in front of class.
• Fast learners may be given an • Physically challenged learners to
assignment of describing the functions be given priority when observing
of certain apparatus. apparatus
• Slow learners to be guided on how to • The fact that disability is not inability
search information from the internet. should be driven home well.

PERIOD 11: Sources of heat in Materials and learning resources

the laboratory
High cost Low cost/no cost
Refer to learner’s book pages 23–29 Bunsen burner Chalkboard
Specific objective Stove Learner’s book
By the end of this lesson, learners Candle
should be able to name sources of heat Spirit lamp
in the laboratory.

70
Teaching methodologies • Let them appreciate the fact that
• Case studies costs and environmental impact
• Role playing are factors to consider when
• Guided discovery describing on the kind of heat
• Research source we use at home and in
• Brainstorming school.
• Discussions • Put the materials you brought
for study on the table, ask the
Preparation for the lesson learners to name them.
This lesson will be taught in one period. • Let learners suggest the most
It will involve an activity by the learners suitable source of heat to use in
as the teacher is engaging learners the laboratory.
in a discussion regarding the activity • Both slow and fast learners to
and assessing learning achievements. try and give their thoughts on the
You are therefore required to get questions.
the various materials in advance and Cross cutting issues covered
organize the class in a way that will • Inclusive learning – All learners
encourage the teaching methods whether with special educational
suggested. needs or not should participate
actively in the lesson. Learners
Suggested teaching and learning
with seeing difficulties can be put
activities/approaches
in front of the class.
• Introduce the lesson by mentioning
• Pe a c e , v a l u e s a n d g e n d e r
the importance of heat in changing
education – Let the learners see
the properties of substances hence
the need to accommodate other
its necessary while carrying out
people’s views in a discussion.
many experiments.
• Financial education- Emphasis on
• Mention the Bunsen burner, its the economical use of energy.
brief history and why it is the most
prefferred source of heat in the Generic competencies covered
laboratory. • Co-operation and interpersonal
• Let the learners work in pairs and skills – as learners interact in pairs
answer questions in the discussion and engage in class discussion.
corners in the learner’s book page • Communicating in English – as
23. learners discuss the questions in
• As they work in pairs they the discussion corners.
improve their co-operation and • Critical thinking – As learners
interpersonal skills. think about their findings from the
• Guide the learners to answer the discussion corner.
questions in the discussion corner. Formative assessments
This will enhance their critical • You may ask learners some
thinking and problem solving skills. diagnostic assessment questions
71
 in the course of the lesson to interpersonal skills may be
gauge their knowledge and assessed by finding out how
understanding of other sources they interact with other learners
of heat that can be used in the during discussion and how they
laboratory. share responsibilities.
• Learners acquisition of skills can • Use certain diagnostic questions
be assessed by asking the learners to assess their attitude towards
to to assemble different parts of the criteria of choosing the
the Bunsen burner. appropriate fuel to use while at
• Listen and gauge learners school and at home.
language competence during • Allocate marks for each colour
class discussion and correct and calculate the marks that the
accordingly as you encourage learner has attained in various
them to improve. tests. Grade learners based on the
• Their cooperation and table for assessment criteria.

Table 2.7 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
• Fast learners may take short notes as they • The teacher should ensure learners
discuss while the slow learners may write with special needs are spread across
notes later. the pairs so that they participate fully
• Slow learners can assist in holding parts with other learners.
of the Bunsen burner as the teacher • Learners with sight problems can be
explains their functions this enables them placed in front of class.
internalize the requisite knowledge. • The fact that disability is not inability
• Slow learners can be asked to give should be driven home well.
examples of sources of heat used at home
while fast learners may give reasons why
certain sources are preferred over others.

PERIOD 12: How to light a High cost Low cost/no cost

Bunsen burner Candle,matchbox
Refer to learner’s book pages 24-25 Spirit lamp

Specific objective Teaching methodologies

By the end of this lesson, learners • Case studies
should be able to light the Bunsen • Role playing
burner. • Guided discovery
Materials and learning resources • Research
High cost Low cost/no cost • Brainstorming
Bunsen burner Chalkboard • Discussions
Learner’s book

72
Preparation for the lesson • Put the materials you brought for
This lesson will be taught in two periods. study on the table, ask the learners
It will involve an activity by the learners to describe how they are lit.
as the teacher is engaging learners in • In the second period, demonstrate
a discussion regarding the activity and activity 2.3. Let them appreciate
assessing learning achievements. The that extra care is important
teacher will then demonstrate to the when lighting a Bunsen burner to
learners on how to light the Bunsen prevent any injuries.
burner. Because it will be a practical
period, you are therefore required to Cross cutting issues covered
get the various materials in advance • Inclusive learning – All learners
and organize the class in a way that whether with special educational
will encourage the teaching methods needs or not should participate
suggested. actively in the lesson. Learners
with visual and hearing difficulties
Suggested teaching and learning can be put in front of the class.
activities/approaches • Pe a c e , v a l u e s a n d g e n d e r
• Let learners know that the Bunsen education-Let the learners see
burner is lit following a particular the need to accommodate other
set of instructions just as other people’s views in a discussion.
sources of heat we use at home.
• Remind them by use of questions Generic competencies covered
the different parts of the Bunsen • Co-operation and interpersonal
burner. skills – as learners interact in pairs
• Let the learners work in pairs and and engage in class discussion.
do Activity 2.3 and the questions in • Communicating in English – as
the discussion corner in learner’s learners discuss the questions in
book page 25 discussion corner.
• As they work in pairs they • Critical thinking – As learners
improve their co-operation and think about their findings from the
interpersonal skills. discussion corner.
• Guide the learners to answer the Formative assessment
questions in the discussion corner.
• You may ask learners some
This will enhance their critical
oral questions in the course
thinking and problem solving
of the lesson to gauge their
skills.
knowledge and understanding of
• Let them appreciate the fact how different sources of heat are
that the different sources of lit.
heat used at home must be lit
• Learners acquisition of skills can
in a particular way to avoid
be assessed by asking the learners
occurrence of accidents.
to demonstrate how to light the

73
 Bunsen burner. Provide guidance • Use certain self evaluation test
and correct where necessary. 2.3 questions to assess their
• Listen and gauge learners confidence in the lighting the
language competence during Bunsen burner. You could ask
class discussion and correct them to exchange their books
accordingly as you encourage and mark them. Let it be a fair
them to improve. exercise.
• Their cooperation and • Allocate marks for each colour
interpersonal skills may be and calculate the marks that the
assessed by finding out how learner has attained in various
they interact with other learners tests. Grade learners based on
during discussion and how they the table for assessment criteria.
share responsibilities.
Table 2.8 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Fast learners may explain how a stove • The teacher should ensure learners
is lit as a prelude to the lighting Bunsen with special needs are spread across
burner. the pairs so that they participate fully
with other learners.
• Learners with sight problems can be
placed in front of class.
• The fact that disability is not inability
should be driven home well.

Answers to Self-evaluation Test Materials and learning resources

2.3 High cost Low cost/no cost
1. Mark and award accordingly. Bunsen burner Chalkboard
2. a. Regulate the size of the air Learner’s book
hole. matchbox
b. Enable the bunsen burner to
sit on a bench and be stable. Teaching methodologies
c. To raise the flame to a suitable • Case studies
height for heating or lighting.
• Role playing
PERIOD 13 and 14: Flames of • Guided discovery
the Bunsen burner • Research
Refer to learner’s book pages 26–29 • Brainstorming
Specific objective • Discussions
By the end of this lesson, learners
should be able to differentiate the two Preparation for the lesson
different kinds of flames of the Bunsen This lesson will be taught in two periods.
burner.
74
It will involve an activity by the learners • Both slow and fast learners to
as the teacher is engaging learners try and give their thoughts on the
in a discussion regarding the activity questions.
and assessing learning achievements.
The teacher will guide the learners Cross cutting issues covered
on how to light the Bunsen burner in • Inclusive learning – All learners
the second period. Because it will be whether with special educational
a practical period, you are therefore needs or not should participate
required to get the various materials actively in the lesson. Learners
in advance and organize the class in a with seeing difficulties can be put
way that will encourage the teaching in front of the class.
methods suggested. • Pe a c e , v a l u e s a n d g e n d e r
education-Let the learners see
Suggested teaching and learning the need to accommodate other
activities/approaches people’s views in a discussion.
• Introduce the lesson by asking
learners to describe the kind of Generic competencies covered
flames produced by the sources • Co-operation and interpersonal
of heat used at home. skills – as learners interact in pairs
• Let the leaners know that there and engage in class discussion.
are two kinds of flame produced • Communicating in English – as
by the Bunsen burner. learners discuss the questions in
• Let the learners work in pairs and Activity 2.4
do Activity 2.4 in learner’s book • Critical thinking – As learners
page 27-28 think about their findings in the
• As they work in pairs they activity 2.4
improve their co-operation and • Problem solving skills-As the
interpersonal skills. learners try to light the Bunsen
• Guide the learners to answer the burner on their own.
study questions in the activities.
This will enhance their critical Formative assessments
thinking and problem solving • You may ask learners some oral
skills. questions in the course of the
• Let them appreciate the fact lesson to gauge their knowledge
that the kind of flame produced and understanding of the different
depends on whether the airhole flames of the Bunsen burner.
is open or closed. • Learners acquisition of skills can
• In the second lesson, lead the be assessed by asking the learners
learners in discussing the different to demonstrate how to light the
parts of the Bunsen burner flames. Bunsen burner. Provide guidance
Let them understand why the and correct where necessary.
luminous flame produces soot.
75
• Listen and gauge learners • Keenly observe as the learner lits
language competence during the Bunsen burner to assess his/
class discussion and correct her attitude towards taking care
accordingly as you encourage of others.
them to improve. • Allocate marks for each colour
• Their co-operation and and calculate the marks that the
interpersonal skills may be learner has attained in various
assessed by finding out how tests. Grade learners based on the
they interact with other learners table for assessment criteria.
during discussion and how they
share responsibilities.
Table 2.9 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Fast learners may be allowed to draw • The teacher should ensure learners
sketches of the flames as the lesson with special needs are spread across
continues. the pairs so that they participate fully
• Slow learners may just participate and with other learners.
make sketches later. • Learners with sight problems can be
placed in front of class.
• The fact that disability is not inability
should be driven home well.
PERIOD 15: Heating effects of Teaching methodologies
luminous and non-luminous • Case studies
flames • Role playing
• Guided discovery
Refer to learner’s Book pages 27-29 • Research
Specific objective • Braistorming
• Discussions
By the end of this lesson, the learners
should be able to differentiate the Preparation for the lesson
heating effects of the two kinds of This lesson will be taught in 1 period. It
flame. will involve an activity by the learners
as the teacher is engaging learners in
Materials and learning resources a discussion regarding the activity and
assessing learning achievements.
High cost Low cost/no cost
Bunsen burner Chalkboard The teacher will first demonstrate the
Learner’s book experiment to the learners. Because
matchbox it will be a practical lesson, you are
Measuring cylinder, therefore required to get the various
ruler, tripod stand, wire materials in advance and organize the
gauze and beakers. class in a way that will encourage the
teaching methods suggested.
76
Suggested teaching and learning • Pe a c e , v a l u e s a n d g e n d e r
activities/approaches education-Let the learners see
• Introduce the lesson by the need to accommodate other
emphasizing need to use the people’s views in a discussion.
suitable flame when heating
substances to be able to get the Generic competencies covered
desired results in an experiment. • Co-operation and interpersonal
• Lead the learners in discovering skills – as learners interact in pairs
the fact that the non-luminous and engage in class discussion.
flame is the most preferred flame • Communicating in English – as
used for heating in the laboratory. learners discuss the questions in
• Let the learners work in pairs and Activity 2.5.
do Activity 2.5 in learner’s book • Critical thinking – As learners
page 28. As they work in pairs think about their findings in the
they improve their co-operation activity 2.5.
and interpersonal skills. • Problem solving skills-As the
• Guide the learners to answer the learners try to light the Bunsen
study questions in the activity. burner on their own.
This will enhance their critical
Formative assessments
thinking and problem solving
skills. • Ask questions to test understanding
and knowledge for example
• Let them appreciate the fact
‘Which of the two kinds of the
that the two kinds of flames
Bunsen burner flames can be used
produced by the Bunsen burner
when heating substances in the
have different heating effects.
laboratory?”
• After the activity, guide them • Learners acquisition of skills
in discussing different parts of can be assessed as the learners
the flames and lead them to light the Bunsen burner. Provide
discovering the hottest part of the guidance and correct where
non-luminous flame. necessary.
• Both slow and fast learners to • Listen and gauge learners
try and give their thoughts on the language competence during
questions. class discussion and correct
accordingly as you encourage
Cross cutting issues covered
them to improve.
• Inclusive learning – All learners
• Their co-operation and
whether with special educational
interpersonal skills may be
needs or not should participate
assessed by finding out how
actively in the lesson. Learners
they interact with other learners
with seeing difficulties can be put
during discussion and how they
in front of the class.
share responsibilities.

77
• Keenly observe as the learner lits • Allocate marks for each colour
the Bunsen burner to assess his/ and calculate the marks that the
her attitude towards taking care learner has attained in various
of others. tests. Grade learners based on
the table for assessment criteria.

Table 2.10 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
• Fast learners may take short notes as • The teacher should ensure learners
they discuss while the slow learners may with special needs are spread across
write notes later. the groups so that they participate fully
• Slow learners can be assisted using with other learners.
visual aids such as charts with the two • Learners with sight problems can be
kinds of flame. This will enable them placed in front of class.
internalize the requisite knowledge. • The fact that disability is not inability
should be driven home well.
Table 2.11 Extended excercises
Remedial excercise for slow learners Additional exercise for fast learners
1. Name two apparatus that can be 1. What is safety?
used in the Chemistry laboratory for 2. Explain why laboratory rules important
measuring volume. when working in the laboratory?
2. State one use of a Burette 3. Explain what you will do if a fellow learner
is cut by broken glass in the laboratory?
3. State one laboratory rule.
4. Name the most suitable piece of apparatus
that can be used for preventing a compound
from absorbing atmospheric moisture.
Table 2.12 Answers to extended exercises
Remedial execise for slow learners Addtitional exercise for fast learners
1. Measuring cylinder, pipette 1. State of being free from danger or harm.
2. For accurate measurement of volumes. 2. To prevent occurences of accidents
3. Do not eat anything in the laboratory. 3. The learner must display first aid skills.
4. Dessicator.
Consolidation Activities
Questions:
1. Chose the substances which will (a) Which zone is luminous and
produce flame on burning from this why?
list: Charcoal, molten wax, paper, coal,
(b) Why is the innermost zone
mustard oil.
grey in colour and the coldest
Ans: molten wax and mustard oil. zone?
2. Draw a well-labelled diagram for the (c) Which zone is called the zone
flame of a candle and answer the of complete combustion and
following: why?

78
 nitrogen dissolve in rainwater
Ans: Figure – Luminous flame forming acids. Such rain is called
(a) Innermost zone is luminous Acid Rain. It is very harmful for
due to partial combustion. crops, buildings and soil.
The unburnt carbon particles 6. How does CO2 help in firefighting?
impart a pale-yellow colour Ans: Carbon dioxide is the best
to the flame. fire extinguisher to put out fire
(b) The innermost zone is grey in caused by inflammable materials
colour and the coldest zone like oil and petrol and electrical
because it contains unburnt equipment. Carbon dioxide is
gas particles. No combustion heavier than air and it covers
takes place here as no oxygen the fire and cuts off the supply of
is available. oxygen and puts out the fire.
(c) Outer most zone is called the 7. What are the drawbacks of using
zone of complete combustion. solid fuel?
Here, carbon and hydrogen Ans: The drawbacks of solid fuels
are completely oxidized to are as follows:
carbon dioxide and water – They have a high ignition
vapour. temperature.
3. Why is it dangerous to burn coal in a – They produce a large amount
closed room? of residue (soot, ash) after
Ans: When coal burns in a closed combustion.
room toxic fumes or smoke or – Their calorific value is low.
other harmful products are 8. What are the harmful effects on the
produced. environment due to burning of fuels?
4. Write any four characteristics of good Ans:
fuel.
i) Fuels like wood, coal, petroleum
Ans: The main characteristics of release unburnt carbon
a good fuel are: particles, which cause
i) Is readily available and cheap. respiratory diseases like
ii) Does not leave behind any asthma.
undesirable substances. ii) Incomplete combustion of fuels
iii) Is easy to store and transport. release carbon monoxide gas,
iv) Burns at a moderate rate. which is a very poisonous gas,
v) Produces a large amount of which can cause death.
heat. iii) Burning of most fuels release
vi) Does not cause pollution. carbon dioxide gas which
causes rise in the temperature
5. Name the gases, which lead to of the atmosphere. This is
formation of acid rain. called global warming. It
Ans: Oxides of sulphur and
79
 causes melting of polar ice, support burning. Air is necessary
rise in sea level and flooding for combustion.
of coastal areas. 13. How is spontaneous combustion
9. Define fuel. Give examples of solid, different from explosion?
liquid and gaseous fuels. Ans: Spontaneous combustion: - is
Ans: A substance that undergoes combustion in which a substance
combustion and produces a burns spontaneously and produces
lot of heat without producing heat and light without the help of
undesirable by-products. external heat. E.g.: - phosphorus
i) Solid fuels: - wood, coal, burns spontaneously at room
charcoal etc. temperature
Explosion: - is a combustion in
ii) Liquid fuels: - kerosene, petrol, which a substance burns suddenly
diesel etc. and produces heat, light and sound
iii) Gaseous fuels: - CNG, LPG, with the help of heat or pressure.
biogas, hydrogen etc. Example :- explosion of crackers
10. Differentiate between combustible and on applying heat or pressure.
non-combustible substances giving 14. Why is L.P.G labelled as inflammable
two examples of each kind? substance?
Ans: Combustible substances: Ans: L.P.G has low ignition
Substances which burn in air to temperature and catches fire
produce heat and light. Examples easily so L.P.G l a b e l e d a s
are wood, coal, charcoal, kerosene, inflammable substance.
petrol, diesel, liquefied petroleum 15. Which substance added to LPG to
gas (LPG), compressed natural gas detect any leakage?
(CNG) among others. Substances Ans: A small amount of ethyl
like stone, glass, iron nails, etc. do mercaptan, an inert gas with a
not burn on being exposed to characteristic odour, is added to
flame. Such substances are called LPG to detect any leak.
non-combustible substances.
Answers to Self-evaluation Test
11. What is combustion? 2.4
Ans: The chemical process in 1. Learners should name at least
which a substance reacts with two apparatus that can be used
oxygen to produce heat. OR for heating in the laboratory.
Combustion is the burning of 2. Non-luminous flame.
substances in air or oxygen to 3. Incomplete combustion of carbon
release heat and light. particles due to insufficient air. The
12. Why does a candle stop burning when carbon particles glow producing
covered with a glass tumbler? light.
Ans: A candle stop burning when 4. Pipette
covered with a glass tumbler • Preparing accurate volumes
due to absence of oxygen that
80
 of liquids. 2. a. A pair of tongs
• Holding small quantities of b. It is made of material that
substances while heating. cannot conduct heat.
• Separating funnel. 3. a. Drawing of a pipette (see page
21 of the learners book)
Answers toTest Your Competence b. To allow easy observation
2 4. The learner must provide the
1. a. (i) Luminous precise apparatus used in each
(ii) Non-luminous case.
b. X – Thin outter region 5. M a r k a n d a w a r d m a r k s
Y – Green-blue region accordingly
Z – Yellow region 6. Learners should display their
understanding of laboratory rules.
W – Almost colourless region

81
 Unit States and changes of States of
3 Matter
(Number of Periods - 8)
Refer to learner’s book pages 34–56

Key unit competence Learning objectives

After studying this unit, learners should Unlike in knowledge-based curriculum,
able to relate properties of matter competence-based curriculum
to daily life physical and chemical embraces three categories of learning
phenomena. objectives that is; knowledge and
understanding, skills acquisition,
Unit outline attitude and values. At the end of
• Definition of matter the lesson, the learner should have
• States of matter and examples knowledge and understanding of the
• Change of the states of matter various concept areas, acquire the
• Differences between physical and necessary skills, change their attitude
chemical changes towards various life aspects and
• Kinetic Theory of matter subscribe to certain values that are
acceptable in the society where they
live. Therefore, emphasize attainment
of these three objective areas during
the learning process.

Table 3.1 Knowledge, skills and values to be attained

Learning Objectives
Knowledge and Skills Attitudes and values
Understanding
Explain the states of Interpret a graph of temperature Develop a teamwork approach
matter using kinetic against time for a substance during group activities and
theory of matter. changing state. experiments.
State differences between Perform experiments to show Show curiosity and inquiry in
physical and chemical the change of state of matter. exploring physical phenomena
changes of matter and Carr y out experiments to in daily life.
give examples of each. distinguish between physical Take care of oneself, colleagues,
Explain the factors that and chemical changes. individuals and public materials
affect the rate of diffusion. Draw and describe the D eve l o p s e l f - c o n f i d e n c e
arrangement o particles in through experiments and
solids, liquids and gases. presentation of findings.
Demonstrate Brownian motion
through a simple experiment.

82
Links to other subjects may ask learners to interpret a
graph of temperature against time
The contents in this unit can be applied
for a substance changing state.
in Physics when explaining changes in
They can slo draw and describe
states of matter and in Biology when
the arrangement of particles in
explaining diffusion of ions.
different states. Also, particular
Assessment criteria questions have been suggested in
Assessment method used should help the test your competence 3 that
the teacher to confirm that the key target assessing skills acquisition.
competency of the unit has been met. • To assess attitude change – you
It should provide avenues for assessing may ask probing questions aimed
knowledge acquisition, skills attainment at finding out if they appreciate
and attitude change. the importance of following
• To a s s e s s k n o w l e d g e a n d procedures during experiments.
understanding of concepts – use Also, specific questions have
the self evaluation tests and been provided in the test your
specific questions in the test your competence 3 which target
competence 3 at the end of the attitude change and societal
unit. You can also formulate your values.
own questions and/or use the The teacher should continously
diagnostic assessment exercises assess learners to gauge the extent of
or exercises suggested in this knowledge and skills acquisition.
unit targeting bright students and The general criteria to use to gauge
remedial exercises. the various generic competences are
• To assess skills acquisition – you given in the table below.
Table 3.2 Assessment criteria
Name of COMM I&C CT RS LL PS C&I
Learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green
KEY: Red – Poor COMM – Communication in English
Green – Good I & C – Interpersonal skills & Co-operation
Yellow – Excellent CT – Critical Thinking
Blue – Average RS – Research Skills
LL – Life long skills
PS – Problems solving skills
C &I – Creativity & Innovation

83
Grade the learners based on how This unit is about matter and changes
they have scored on the various of states of matter. Matter consists
competencies and the tests given to of tiny particles which are always in
assess the various learning objectives constant motion. This is explained by
kinetic theory of matter. Change of
Background information the states of matter involve processes
Matter is anything that occupies such as melting,boiling,condensing,sol
space and has mass. Many things in idifying and subliming.
the environment are said to have
matter. These substances change from Additional information for the
one form to another under different teacher
conditions. Let the learners appreciate Sometimes it is not easy for learners
changes of matter in nature.This should to differentiate between chemical and
also motivate the learners and help physical changes. The table below will
them change their attitude towards guide learners in telling whether a
experiments and presentation of change is chemical or physical.
findings.
Table 3.3 Comparison between physical and chemical changes
Physical change Chemical change
1. There is no new substance formed. 1. A new substance is formed.
2. There is no energy in form of heat 2. Energy is usually given out or
absorbed or given out absorbed
3. The change can be reversed to get 3. The change is usually irreversible
the initial substances.
1. The change can be reversed to get 1. The change is usually irreversible
the initial substances
However, there are some chemical Ammonia + Hydrogen chloride.
reactions that can be reversed. They Just as in (a) above this is chemical
are called reversible chemical changes. change . However, it can be
Examples include: reversed as below:
a) Calcium carbonate Heat Calcium Ammonia + hydrogen chloride
oxide + Carbon dioxide. Ammonium chloride
This is a chemical reaction as 3.1 Definition of matter and
it involves absorption of heat. states of matter
However, it can be reversed as
follows: PERIOD 1: Definition of matter
and states of matter
Calcium oxide + Carbon dioxide Refer to learners book pages 34–36
Calcium carbonate
Specific objective
(b) A m m o n i u m c h l o r i d e Heat
By the end of this lesson, the learners

84
should be able to define matter and list • Guide the learners to answer the
different states of matter study questions in the activity.This
will enhance their critical thinking
Materials and learning resources and problem solving skills.
High cost Low cost/no cost • Let them appreciate the fact that
Gas cylinder Chalkboard many substances around us can
Learner’s book be referred to as matter.
Pens,water • Let learners classify learning
A piece of rock resources based on their physical
appearances.
Teaching methodologies
• Now you can define the meaning
• Case studies of matter to the whole class.
• Guided discovery
• Fast learners can take short notes
• Research
as the discussion continues. Slow
• Brainstorming
learners can write notes later. All
• Discussions
learners should try and give their
Preparation for the lesson thoughts on the questions.
This lesson will be taught in 1 period. It
Cross cutting issues covered
will involve an activity by the learners
as the teacher is engaging learners in • Inclusive learning – All learners
a discussion regarding the activity and whether with special educational
assessing learning achievements. needs or not should participate
actively in the lesson. Learners
You are required to get the various with seeing difficulties can be put
materials in advance and organize the in front of the class.
class in a way that will encourage the
• Pe a c e , v a l u e s a n d g e n d e r
teaching methods suggested.
education-Let the learners see
Suggested teaching and learning the need to accommodate other
activities/approaches people’s views in a discussion.
• Introduce the lesson by
emphasising the fact that most Generic competencies covered
of the things around us occupy • Co-operation and interpersonal
volume and have got weight. skills – as learners interact in pairs
• Tell the learners to name some of and engage in class discussion.
the things that do not have such • Communicating in English – as
properties. learners discuss the questions in
• Let the learners work in pairs Discussion Corner
and do Discussion Corner in the
• Critical thinking – As learners
learner’s book page 34-35.As they
think about their findings in the
work in pairs they improve their
Discussion Corner
co-operation and interpersonal
skills. • Research skills-As the learners
discover the objects around them

85
 and give a description of what •
Their co-operation and
they are like. interpersonal skills may be
assessed by finding out how
Formative assessments they interact with other learners
• To test understanding and during discussion and how they
knowledge ask questions on share responsibilities.
content covered • Keenly listen to the way the
• Learners acquisition of skills learners answer the questions in
can be assessed as the learners activity 3.1 to assess their attitude
classify the items in the Discussion towards the fact that almost
Corner pages 34-35 everything around us is made up
of matter.
• Listen and gauge learners
• Allocate marks for each colour
language competence during
and calculate the marks that the
class discussion and correct
learner has attained in various
accordingly as you encourage tests. Grade learners based on the
them to improve. table for assessment criteria.
Table 3.5 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners to be given more time to learners.
classify the items provided as matter and Learners with sight problems can be placed
do the experiment of filling water in a glass. in front of class.
They can then be helped to explain why the The fact that disability is not inability
glass does not take any more water. This should be driven home well.
will enable them internalize the requisite
knowledge.
Answers to Self-evaluation Test 3.2 Changes of states of matter
3.1
1. Solid, liquid and air PERIODS 2 and 3: Changes of
states of matter
2. The learners must show that they
understand what the three states Refer to learner’s book pages 36–37
of matter imply.
Specific objective
3. The learner to mention things like
light and electricity. They do not By the end of this lesson, the learners
have weight. should be able to perform experiments
to show the change of state.

86
Materials and learning resources • Guide the learners to answer the
study questions in the activities.
High cost Low cost/no cost
This will enhance their critical
Bunsen burner Chalkboard
thinking and problem solving skills.
Cooking fat Learner’s book
• Let them appreciate the fact that
Ice Candle, substances undergo changes if
Beakers, match box subjected to certain conditions.
• In the second lesson, let the
Teaching methodologies
learners carry out activity 3.1
• Case studies
as you guide them on how to
• Guided discovery
answer the questions. Emphasize
• Research
the importance of putting off the
• Brainstorming
Bunsen burner when not in use to
• Discussions
save energy.
Preparation for the lesson • Both slow and fast learners to
This periods will be taught in 2 lessons. try and give their thoughts on the
It will involve an activities by the questions.
learners as the teacher is engaging
Cross cutting issues covered
learners in a discussion regarding
the activities and assessing learning • Inclusive learning – All learners
achievements. whether with special educational
needs or not should participate
You are required to get the various
actively in the lesson. Learners
materials in advance and organize the
with seeing difficulties can be put
class in a way that will encourage the
in front of the class.
teaching methods suggested.
• Pe a c e , v a l u e s a n d g e n d e r
Suggested teaching and learning education-Let the learners see
activities/approaches the need to accommodate other
• Introduce the lesson by asking people’s views in a discussion.
the learners to name the different
states of matter. This will act as a Generic competencies covered
precursor to the change of states • Co-operation and interpersonal
of matter. skills – as learners interact in pairs
• Let learners name some of the and engage in class discussion.
things that they know can changes • Communicating in English – as
their form. learners discuss the questions in
• Let the learners work in pairs and Activity 3.1 and in the discussion
answer questions in the discussion corners.
corner.As they work in pairs they
• Critical thinking – As learners
improve their co-operation and
think about their findings in the
interpersonal skills
activity 3.1 and from the discussion
corners.
87
• Research skills-As the learners relation to financial management.
discover the objects around them • Listen and gauge learners
and give a description of what language competence during
they are like. class discussion and correct
accordingly as you encourage
Formative assessments them to improve.
• Ask learners to carry out an • Their co-operation and
experiment to show the change interpersonal skills may be
of state of matter so as to gauge assessed by finding out how
skills acquisition. they interact with other learners
• From the answers learners give during discussion and how they
to the questions in the discussion share responsibilities.
corner, assess whether learners • Keenly listen to the way the
have acquired curiousity and learners answer the questions in
inquiry in exploring physical the discussion corner to assess
phenomena in daily life. their communication skills.
• Ask them oral questions such the • Allocate marks for each colour
importance of keeping cooking fat and calculate the marks that the
properly.This way you will be able learner has attained in various
to assess their attitude towards tests. Grade learners based on the
change of states of matter in table for assessment criteria.

Table 3.6 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may be challenged to explain The teacher should ensure learners with
where hailstones go to after rainfall special needs are spread across the pairs
accompanied by hailstones so that they participate fully with other
The process of washing and hanging wet learners.
clothes on a wire can be used to help Learners with sight problems can be placed
slow learners understand the process of in front of class.
evaporation. The fact that disability is not inability
should be driven home well.
3.3 Physical and chemical Materials and learning resources
changes
High cost Low cost/no cost
PERIODS 4 and 5:Demonstration Bunsen burner Chalkboard
of physical changes Thermometer Learner’s book
Refer to learner’s book pages 38–46 Ice,iodine Tripod stand, spatula
Specific objective Naphthalene Beakers, wire gauze,
By the end of this lesson, learners water, pair of tongs
should be able to perform experiment
to show physical changes.

88
Teaching methodology • In the second period, let the
• Case studies learners carry out activity 3.2, 3.3
• Guided discovery and 3.4 as you guide them on how
• Research to answer the study questions.
• Brainstorming Emphasis on the need to take
• Discussions care while heating substances.
The learners should display
Preparation for the lesson mastery of laboratory rules as
This lesson will be taught in 2 periods. the experiment proceeds.
It will involve practical activities by the • Both slow and fast learners to
learners as the teacher is engaging try and give their thoughts on the
learners in a discussion regarding questions.
the activities and assessing learning
achievements. Cross cutting issues covered
You are required to get the various • Inclusive learning – All learners
materials in advance and organize the whether with special educational
class in a way that will encourage the needs or not should participate
teaching methods suggested. actively in the lesson. Learners
with seeing difficulties can be put
Suggested teaching and learning in front of the class.
activities/approaches • Pe a c e , v a l u e s a n d g e n d e r
• Introduce the lesson by stating education-Let the learners see
that matter undergoes two types the need to accommodate other
of change. people’s views in a discussion.
• Tell the leaners that when matter Emphasis on the need to be honest
undergoes a change, a new while recording values from an
product can be formed or not. experiment. It leads to accurate
results.
• Let the learners work in pairs
and do Activity 3.2, 3.3 and 3.4 in • Standardisation culture- Bring
learner’s book page... to the attention of learners the
importance of using quality things.
• As they work in pairs they
Let them develop a habit of using
improve their co-operation and
products approved by Rwanda
interpersonal skills
Bureau of Standards.
• Guide the learners to answer the
• Financial education – Let
study questions in the activities.
the learners appreciate the
This will enhance their critical
importance of keeping safely
thinking and problem solving skills.
some of the products we use
• Let them appreciate the fact that at home to prevent them from
physical changes does not lead to expiring fast due to changes they
formation of new substances. are likely to go.

89
Generic competencies covered • Ask them oral questions such
• Co-operation and interpersonal as characteristics of a physical
skills – as learners interact in pairs change to assess their knowledge
and engage in class discussion. and understanding.
• Communicating in English – as • Listen and gauge learners
learners discuss the questions in language competence during
Activity 3.2, 3.3 and 3.4. class discussion and correct
• Critical thinking – As learners accordingly as you encourage
think about their findings in the them to improve.
activity 3.2, 3.3 and 3.4 • Their co-operation and
interpersonal skills may be
Formative assessments assessed by finding out how
• Ask learners to carry out an they interact with other learners
experiments to demonstrate during discussion and how they
physical changes so as to assess share responsibilities.
skills acquisition.
• Allocate marks for each colour
• Be keen to find out if the learners and calculate the marks that the
appreciate the importance of learner has attained in various
following procedures during tests. Grade learners based on the
experiments. table for assessment criteria.
Table 3.7 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may be challenged to give The teacher should ensure learners with
more examples of substances which special needs are spread across the pairs
undergo physical changes in daily life. so that they participate fully with other
Slow learners should be taken through learners.
basics of drawing graphs and how to Learners with sight problems can be placed
interpret the graphs. in front of class.
Slow learners to be guided on how to The fact that disability is not inability
search information from the internet. should be driven home well.

PERIOD 6: Chemical changes Materials and learning resources

Refer to learner’s book pages 44-46 High cost Low cost/no cost
Bunsen burner Chalkboard
Specific objective Learner’s book, test
By the end of this lesson, learners tubes, magnesium
should be able to perform experiment ribbon, iron nails,,
to show chemical changes. yeast
Unripe banana, a
piece of paper

90
High cost Low cost/no cost critical thinking and problem
solving skills.
Wo o d e n s p l i n t ,
glucose, water,pair • Let them appreciate the fact that
of tongs some substances undergo change
to form new products.
Teaching methodology • Both slow and fast learners to
• Case studies try and give their thoughts on the
• Guided discovery questions.
• Research
• Brainstorming Cross cutting issues covered
• Discussions • Inclusive learning – All learners
whether with special educational
Preparation for the lesson needs or not should participate
This lesson will be taught in 1 period. actively in the lesson. Learners
It will involve practical activities by the with seeing difficulties can be put
learners as the teacher is engaging in front of the class.
learners in a discussion regarding • Pe a c e , v a l u e s a n d g e n d e r
the activities and assessing learning education-Let the learners see
achievements. the need to accommodate other
You are required to get the various people’s views in a discussion.
materials in advance and organize the • Financial education-Let the
class in a way that will encourage the learners link chemical changes to
teaching methods suggested. the reason why iron sheets are
Suggested teaching and learning painted to prevent rusting.
activities/approaches
• Introduce the lesson by stating Generic competencies covered
the fact that unlike the physical, • Co-operation and interpersonal
chemical changes leads to the skills – as learners interact in pairs
formation of new products. and engage in class discussion.
• Let the learners appreciate the • Communicating in English – as
application of this sub unit in real learners discuss the questions in
life. Activity 3.5.
• Let the learners pairs up and
• Critical thinking – As learners
discuss Activity 3.5 and discussion
think about their findings in the
corner in the learner’s book pages
activity 3.5.
44 and 45 respectively.
• As they work in pairs they Formative assessments
improve their co-operation and
• Learners may be asked to perform
interpersonal skills.
an experiment to demonstrate
• Guide the learners to answer
chemical change. This way you
the questions in the discussion
will be assessing skills acquisition.
corners. This will enhance their

91
• Some questions in self evaluation • Their co-operation and
test 3.2 can be used to assess interpersonal skills may be
acquisition of knowledge and assessed by finding out how
understanding. The learners may they interact with other learners
exchange their books, mark them during discussion and how they
as they discuss. share responsibilities.
• Listen and gauge learners • Allocate marks for each colour
language competence during and calculate the marks that the
class discussion and correct learner has attained in various
accordingly as you encourage tests. Grade learners based on the
them to improve. table for assessment criteria.

Table 3.7 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Provide daily life examples of chemical learners.
changes such as ripening of bananas rusting Learners with sight problems can be placed
of iron nails to slow learners. in front of class.
The fact that disability is not inability
should be driven home well.
Answers to Self-evalution Test Specific objective
3.2 By the end of this lesson, learners
1. To prevent it from melting. should be able to describe Kinetic
2. i. Chemical theory of matter.
ii. Physical Material s and learning resources
iii. Chemical High cost Low cost/no cost
3. i. Yellow, white, Physical change Chalkboard
ii. Purple gas, solid iodine, physical Learner’s book
4. a. True
Teaching methodologies
b. False • Guided discovery
c. True • Questions and answers
d. True • Discussions
Preparation for the lesson
3.4 Kinetic theory of matter This lesson will be taught in 1 period.
It will involve majorly discussion
PERIOD 7: Kinetic Theory of
amongst the learners as the teacher
matter
is engaging learners and assessing
Refer to learner’s book pages 46–50 learning achievements.
92
You are required to organize the • Pe a c e , v a l u e s a n d g e n d e r
class in a way that will encourage the education-Let the learners see
teaching methods suggested. the need to accommodate other
people’s views in a discussion.
Suggested teaching and learning
activities/approaches Generic competencies covered
• Introduce the lesson by explaining • Co-operation and interpersonal
that matter consist of particles skills – as learners interact in pairs
arranged in a particular way. and engage in class discussion.
• Mention that the arrangement • Communicating in English – as
of particles in different states of learners discuss in class.
matter is due to inter-particle Formative assessments
forces between them. The forces • Assess skills by asking learners
determines the movement of the to draw and describe the
particles. arrangement of particles in solids,
• Use the chalkboard for illustrate liquids and water. Let them present
this explanation. their findings.
• Fast learners to be challenged • Ask learners to answer questions
to state some of the properties in self evaluation test 3.3 so as
determined by the arrangement to gauge their knowledge and
of particles. understanding.
• From the answers learners give
• Let the learners work in pairs and to the oral questions you ask
do Activity 3.6 in the learner’s them on the kinetic theor y,
book page 46-47. As they work assess whether they developed
in pairs they improve their co- confidence in the kinetic theory.
operation and interpersonal skills. • Listen and gauge learners
• Guide the learners to answer the language competence during
study questions in the activity.This class discussion and correct
will enhance their critical thinking accordingly as you encourage
and problem solving skills. them to improve.
• Both slow and fast learners to • Their co-operation and
try and give their thoughts on the interpersonal skills may be
diagnostic questions. assessed by finding out how
they interact with other learners
Cross cutting issues covered during discussion and how they
• Inclusive learning – All learners share responsibilities.
whether disabled or normal • Allocate marks for each colour
should participate actively in the and calculate the marks that the
lesson. Learners with hearing learner has attained in various
difficulties can be made to sit in tests. Grade learners based on the
front of the class. table for assessment criteria.

93
Table 3.8 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes The teacher should ensure learners with
as they discuss while the slow special needs are spread across the pairs
learners may write notes later. so that they participate fully with other
learners.
Slow learners can be assisted using visual Learners with sight problems can be placed
aids such as charts containing some of in front of class.
the laboratory precautions and waring The fact that disability is not inability
signs. This will enable them internalize the should be driven home well.
requisite knowledge.
Slow learners to be guided on how to
search information from the internet.
Answers to Self-evaluation Test PERIOD 8: Diffusion
3.3 Refer to learner’s book pages 50–53
1. Melting, freezing.
2. C h e c k t h a t l e a r n e r s d r aw Specific objective
diagrams as those in the learner’s By the end of this lesson, the learner
book page 47 should be able to define diffusion and
3. PR – Temperature increases. Heat apply it.
energy supplied increases the Materials and learning resources
kinetic energy of solid particles
making them to vibrate faster. High cost Low cost/no cost
QR – Temperature remains Perfume Chalkboard
Learner’s book
constant. Heat energy supplied
Ink, water
is used to break the inter-particle
forces of attraction holding the Teaching methodology
solid particles together. the solid • Case studies
thus melts. • Guided discovery
RS – Temperature increases. • Research
Heat energy supplied increases • Braistorming
the kinetic energy of the liquid • Discussions
particles.They thus vibrate faster.
Preparation for the lesson
ST – Temperature remains
constant. Heat energy is used This lesson will be taught in 1 period.
to break the interparticle forces It will involve practical activities by the
of attraction holding the liquid learners as the teacher is engaging
particles together. The liquid thus learners in a discussion regarding
evaporate changing to gas. the activities and assessing learning
4. A l l a re c h e m i c a l c h a n g e s ; achievements.
Irreversible You are required to get the various
94
materials in advance and organize the perfume smell.
class in a way that will encourage the • Pe a c e , v a l u e s a n d g e n d e r
teaching methods suggested. education-Let the learners see
the need to accommodate other
Suggested teaching and learning people’s views in a discussion.
activities/approaches
• Introduce the lesson by giving Generic competencies covered
the learners a case study of how • Co-operation and interpersonal
a poisonous gas caused adverse skills – as learners interact in pairs
health effects to people in the and engage in class discussion.
environment. • Communicating in English – as
• Lead learners to linking movement learners discuss the questions in
of particles in a gas to diffusion. Activity 3.7 and 3.8.
• Let the learners work in pairs and • Critical thinking – As learners
do Activity 3.7 and 3.8, in learner’s think about their findings in the
book page 51-52. As they work activity 3.7 and 3.8.
in pairs they improve their co-
operation and interpersonal skills. Formative assessments
• Guide the learners to answer the • Use some of the questions in self
study questions in the activities. evaluation test 3.4 to test skills,
This will enhance their critical knowledge and understanding.
thinking and problem solving skills. • From the answers learners give to
• Let them appreciate the fact that the questions in the activities you
diffusion is due to movement of can assess their understanding on
particles from a region of high the factors that affect the rate of
concentration to a region of low diffusion.
concentration. • Listen and gauge learners
• Fast learners can be challenged language competence during
to give more examples of real life class discussion and correct
examples where diffusion of gases accordingly as you encourage
is applied. them to improve.
• Both slow and fast learners to • Their co-operation and
try and give their thoughts on the interpersonal skills may be
questions of the activities. assessed by finding out how
they interact with other learners
Cross cutting issues covered during discussion and how they
• Inclusive learning – All learners share responsibilities.
whether with special educational • Allocate marks for each colour
needs or not should participate and calculate the marks that the
actively in the lesson. Learners learner has attained in various
with health problems such as tests. Grade learners based on the
allergies, asthmatic conditions table for assessment criteria.
can made to stay away fro the

95
Table 3.9 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as The teacher should ensure learners with
they discuss while the slow learners may special needs are spread across the pairs so
write notes later. that they participate fully with other learners.
Slow learners can be assisted using visual Learners with sight problems can be placed
aids such as charts containing some of in front of class.
the laboratory precautions and waring
signs.This will enable them internalize the
requisite knowledge.
Slow learners to be taught Brownian The fact that disability is not inability should
motion by use of audio visual materials. be driven home well.

Consolidation Activities
not depend upon the amount of
1. What is a matter? matter contained in it
Ans: Anything that occupies space 7. What are the extensive properties of
and has mass is called a matter. matter?
For example: chalk, milk, sugar etc. Ans: The properties which depend
2. Sodium chloride and sugar have upon the amount of matter
same appearance. Are they same or contained in a substance. For
different? example mass, weight, volume,
Ans: They have different physical energy, etc.
and chemical properties. So, they 8. State the characteristics of particles
are different. of matter.
3. All substances around us are alike. Ans:
How come? (i) There is enough space
Ans: All substances can occupy between the particles of
space and have weight. matter.
4. How can we say that air is a type of (ii) The particles of matter are
matter? continuously moving about
Ans: Air occupies space and have their mean position.
weight. Hence air is matter. (iii) The particles of matter
5. State the characteristics of matter? attract each other.
Ans: Matter has mass, weight and 9. What is the effect of temperature on
occupies space. matter?
6. What are the intensive properties of Ans: Particles of matter possess
matter? kinetic energy.As the temperature
rises, kinetic energy increases.
Ans: Density, colour, melting
point, boiling point, refractive 10. The smell of hot sizzling food reaches
index etc. are the intensive us several metres away.Why?
properties of matter as they do Ans: as the rate of diffusion
96
 increases with the increase in Ans: The forces operating between
temperature. the atoms or molecules of a
11. What is diffusion? matter. The intermolecular forces
Ans: When two gases are mixed, in solid are strong. This keeps the
their molecules mix with each constituent particles very close
other due to their speed and to each other. Due to this, solids
random motion.This phenomenon are rigid and incompressible. This
is known as diffusion. also gives ordered arrangement
12. If a bottle of perfume is opened of the particles giving regular
in one corner of a room, its smell geometrical shape to the solid.
immediately spreads throughout the In liquid, inter molecular force is
room.Why? weak to give definite shape.in gas,
Ans: The molecules of a gas are intermolecular force is negligible
free to move in a chaotic motion and so its constituent’s particles
at a greater speed throughout are free to move and occupy the
the vessel in which it is contained. available space.
When the bottle of perfume is 15. Why are gases compressible but
opened in one corner of the room, liquids not?
the molecules of perfume move at Ans: The molecules of a gas are
random motion in all directions separated very far and there is a
and mix with the molecules of air lot of empty space between them.
and reaches us. Hence gases can be compressed
13. What are fluids? easily. In liquids molecules are
Ans: Substances having tendency closer to each other and can be
to flow are called fluids. Liquids brought further closer only under
and gases are fluids. very high pressure.
14. What are ‘intermolecular forces’?
How are these related to the three 16. Compare the process of boiling and
states of matter? vaporization.

Table 3.10 Comparison between boiling and vaporisation

Boiling Vaporization
(i) It is a process of changing liquids into (i) It is a process of changing liquids into
vapour. vapour.
(ii) Molecules of liquids escape from all (ii) Molecules of liquids escape from
parts of the liquid into atmosphere. upper surface of the liquid into
atmosphere.
(iii) It is a fast process. (iii) It is a slow process.
(iv) It takes place only at a fixed (iv) It takes place at all temperatures,
temperature called boiling point. even at melting point.
(v) In boiling, the vapour pressure of (v) In evaporation the vapour pressure
liquids is equal to the atmospheric of liquid is less than the atmospheric
pressure pressure.

97
Answers to Self-evaluation Test 5. If chalk dust can dissolve in
3.4 water.
1. The learners should draw well
labelled setups They should Answers to test your
also explain how Potassium competence 3
permanganate get ever y 1. a. False b. False
distributed in the water with time. c. False d. True
Water change to purple colour. 2. B
2. Let application of diffusion be 3. On heating particles making the
brought out clearly (absorption ball moves for apart. The ball
of water from the soil not ions) expands and increases in size.
3. Learners must be able to compare 4. A 5. D
movement of particles in air and
liquid. Hint: particles in air are very 6. Particles in solid become farther
far apart as compared to liquid. apart on hot days leading to
increase in size.
4. Learner to link the explanation to
Brownian motion.

Table 3.11 Extended excercises

Remedial exercise for slow learners Additional exercise for high achievers
1. Explain what makes a burning candle to 1. When iron materials are left outside
be termed as physical change. the house, they tend to change their
2. Group the following substances into appearance after some time. Explain.
matter and non matter: soccer ball, air, 2. Name the process by which iodine
water, force, electricity and books vapour turns to solid.
3.Why is ripening of bananas considered a
physical change?

Table 3.12 Answers to extended exercises

Answers to remedial exercise for slow Answers to additional exercise for
learners high achievers
1. No change occurs 1. Rusting occurs
2. electricity and force are not matter 2. Deposition
3. It is irreversible

98
 Unit Pure substances and mixtures
4
(Number of Periods - 8)
Refer to learner’s book pages 57-77

Key unit competence competence-based curriculum

embraces three categories of learning
After studying this unit, learners should
objectives that is, knowledge and
be able to separate mixtures and
understanding, skills acquisition and
determine their composition.
attitude and values. At the end of the
Unit outline lesson, the learner should be have
• Pure substances knowledge and understanding of the
• Mixtures various concept areas, acquire the
necessary skills, change their attitude
• Separation of mixtures (Include
towards various life aspects and
the criteria for the choice of a
subscribe to certain values that are
certain method and its application
acceptable in the society where they
Learning objective live. Therefore, emphasize attainment
of these three objective areas during
Unlike in knowledge-based curriculum, the learning process.

Table 4.1 Knowledge, Skills and values to be attained

Learning Objectives
Knowledge and Skills Attitudes and
Understanding values
- Differentiate between pure - Apply a suitable separation - D e v e l o p a
substances and mixtures. technique for a given mixture. responsible
- Identify different types of -Interpret a simple chromatogram. attitude to team
mixtures. wo r k i n g ro u p
- Calculate percentage
activities.
- Describe different methods composition by mass and by
of separating mixtures. volume. - Appreciate the
importance of pure
- Write a standard report of
substances in daily
the findings and present it in a
life
convincing way.

Links to other subjects percentage composition. In Biology,

The contents in this unit can be applied ultrafiltration is a process that enables
in Mathematics when calculating the kidney to separate components of
urine.
99
Assessment criteria they can apply to separate
Assessment method used should help the components. They can also
the teacher to confirm that the key draw and interpret a simple
competency of the unit has been met. chromatogram. Also, particular
It should provide avenues for assessing questions have been suggested in
knowledge acquisition, skills attainment the test your competence 4 that
and attitude change. target assessing skills acquisition.
• To a s s e s s k n o w l e d g e a n d • To assess attitude change – you
understanding of concepts – use may ask probing questions aimed
the self evaluation tests and at finding out if they appreciate
specific questions in the test your the importance of having pure
competence 4 at the end of the substances and mixtures in daily
unit. You can also formulate your life. Also, specific questions have
own questions and/or use the been provided in the test your
diagnostic assessment exercises competence 4 which target
or exercises suggested in this attitude change and societal
unit targeting bright students and values.
remedial exercises. The teacher continously assess learners
• To assess skills acquisition – you to gauge the extent of knowledge and
may present to the learners skills acquisition.
a problem and ask them to The general criteria to use to gauge
suggest the appropriate method the various generic competences are
given in the table below.
Table 4.2 Assessment criteria
Name of COMM I&C CT RS LL PS C&I
Learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green
KEY: Red – Poor COMM – Communication in English
Green – Good I & C – Interpersonal skills & Co-operation
Yellow – Excellent CT – Critical Thinking
Blue – Average RS – Research Skills
LL – Life long skills
PS – Problems solving skills
C & I – Creativity & Innovation
100
• Grade the learners based on how It works like this:
they have scored on the various Let us take a mixture of sand and
competencies and the tests given iron filings for example. To separate
to assess the various learning this, spread out the mixture on a
objectives flat surface. Run a magnet bar over
Background information the surface. You will notice that the
A pure substance is one, whose magnetic element (iron filings) will be
components cannot be separated by attracted to the magnet over it. After
physical means. Unlike pure substances, a number of runs, all the sand will be
the components of mixtures can free from any iron filings.
be separated by physical means. Separating funnel
Remind the learners that our life
is full of separated products from In this technique, two liquids that do
butter on your toast and the juice not dissolve very well in each other
glass next to it, to the petrol used to (immiscible liquids) can be separated
in a car. All these products are useful using the concept of unequal density.A
in their separated. Let the learners mixture of oil and water, for example,
appreciate the importance of having can be separated by this technique.
pure substances and mixtures in nature. It works like this:
This unit is about pure substances,
The two liquids in the mixture have
mixtures and their separation
different densities, making the heavier
techniques. Separation technique
liquid settle at the base of the container.
applied in separating components
In this setup, a funnel with a tap at the
of a mixture is determined by the
spout is placed inside a beaker. The
properties of the components. Some
mixture is poured into the funnel and
of the separation techniques include
allowed to settle. Soon, the oil, which
centrifugation, winnowing, sublimation
is heavier, settles at the base, with the
and magnetic separation.The learners
water on top of it. The tap is opened
should appreciate the application of
to allow the oil to pass, and closed as
these techniques in real life.
soon as the water reaches the spout.
Additional information for the
teacher Simple distillation
Magnetism This method is best for separating a
liquid from a solution. In a way, the
Magnetism is ideal for separating
concept is similar to evaporation, but
mixtures of two solids with one part
in this case, the vapour is collected
having magnetic properties. Some
by condensation. For example, if you
metals like iron, nickel and cobalt have
want to separate water from a salt
magnetic properties while gold, silver
solution, simple distillation would be
and aluminum do not. Metals with
great for this.
magnetic properties are attracted to
a magnet.

101
It works like this: of glass or beads. The column helps
To separate pure water from a salt the rising gas to slowly condense and
solution, a beaker of the salt solution re-evaporate several times, before it is
is heated to the boiling point of the collected into the beaker. In the end, the
liquid. As it boils, the liquid turns into water is separated from the ethanol.
vapour (gas). The vapour is directed Fractional distillation takes a bit more
through tubes (condenser) connected time than the simple distillation.
to another Separation of mixtures by paper
beaker. As the vapor goes through chromatography
the tube, it is cooled down by running This method is often used in the food
cold water round the tubes.This forces industry. It is used to identify chemicals
the temperature of the vapour to fall, (coloring agents) in foods or in inks
causing the gas to turn into liquid again in printing industry. For example, if a
(condensation). The liquid is pure at scientist wants to know how many
this point, as it is free from salt. The substances are in a particular blob
process continues until all the liquid in of ink, paper chromatography can be
the solution turns into vapor, leaving used.
the salt residue. The distilled liquid is
called a ‘distillate’ Chromatography: experiment
Fractional distillation a) Laboratory Procedure:
1. Take a Whatman filter paper
Similar to simple distillation, fractional strip and draw a line with a
distillation is best for separating pencil above 4cm from one
a solution of two miscible liquids. end. Now, draw another line
(Miscible liquids are liquids that dissolve lengthwise from the centre
in each other). of the paper. Then name the
Fractional method takes advantage of point at which the two lines
the different boiling points of the two intersect as P.
liquids. These however should be close 2. With the help of a fine
otherwise simple distillation is used. capillary tube, put a drop of
the mixture of red and blue
It works like this:To separate ethanol
inks at the point P. Let it dry
from a solution of water and ethanol
in air.
In a similar set-up like in simple 3. Put another drop on the same
distillation, the heat is applied to the spot and dry again, so that
solution to raise its temperature to the the spot is rich in mixture.
boiling point of the ethanol. This will 4. Pour equal amounts of
turn the ethanol in the mixture into isopropyl alcohol and distilled
gas. Unlike in the simple distillation set- water into a chromatographic
up, there is a fraction column between chamber and mix it well using
the boiling beaker and the condensing a glass rod. It is used as the
unit. This column is made up of layers solvent.
102
 5. Suspend the filter a liquid where normal filtration does
paper ver tically in the not work well. The centrifugation is
chromatographic chamber based on the size, shape, and density of
containing solvent in such the particles, viscosity of the medium,
a way that the pencil line and the speed of rotation.The principle
remains about 2cm above the is that the denser particles are forced
solvent level. to the bottom and the lighter particles
6. Close the jar with its lid and stay at the top when spun rapidly.
keep it undisturbed. The apparatus used for centrifugation
7. Notice the rising solvent is called centrifuge. The centrifuge
along with the red and blue consists of a centrifuge tube holder
inks. After the solvent has called rotor. The rotor holds balanced
risen about 15 cm, you will centrifugal tubes of equal amounts
notice two different spots of of the solid-liquid mixture. On rapid
blue and red colors on the rotation of the rotor, the centrifuge
filter paper. tubes rotate horizontally and due
8. Take the filter paper out of to the centrifugal force, the denser
the jar and mark the distance insoluble particles separate from the
that the solvent has risen on liquid. When the rotation stops, the
the paper with a pencil. This solid particles end up at the bottom
is called the solvent front. of the centrifuge tube with liquid at
9. Dry the filter paper and put the top.
pencil marks on the centre of
Applications
red and blue ink spots.
• Used in diagnostic laboratories
10. Measure the distance of the
for blood and urine tests.
two spots from the original
line and the distance of the • Used in dairies and home to
solvent from the original line. separate butter from cream.
11. Calculate the Rf values of red • Used in washing machines to
and blue inks by using the squeeze water from wet clothes.
formula:
4.1 Pure substances
Centrifugation
PERIOD 1: Pure substances
Sometimes the solid particles in a liquid
are very small and can pass through Refer to learner’s book pages 57–58
a filter paper. For such particles, Specific objective
the filtration technique cannot be By the end of this lesson, learners should
used for separation. Such mixtures be able to define apure substance and
are separated by centrifugation. state its physical properties.
So, centrifugation is the process of
separation of insoluble materials from

103
Materials and learning resources • Let them appreciate the fact that
pure substances consists of only
High cost Low cost/no cost
one kind of components.
Chalkboard
• Put the materials you brought
Learner’s book
for study on the table, ask the
Clear water, muddy water
learners to identify those that are
Table salt, milk pure substances.
Teaching methodologies • Now you can define a pure
substance.
• Case studies
• Let them appreciate the
• Guided discovery
impor tance of having pure
• Brainstorming substances.
• Discussions • Both slow and fast learners to
try and give their thoughts on the
Preparation for the lesson
questions in the activity.
This lesson will be taught in 1 period. It
will involve an activity by the learners Cross cutting issues covered
as the teacher is engaging learners in • Inclusive learning – All learners
a discussion regarding the activity and whether disabled or normal
assessing learning achievements. should participate actively in the
lesson.
You are required to get the various
materials in advance and organize the • Pe a c e , v a l u e s a n d g e n d e r
class in a way that will encourage the education-Let the learners see
teaching methods suggested. the need to accommodate other
people’s views in a discussion.
Suggested teaching and learning
Generic competencies covered
activities/approaches
• Co-operation and interpersonal
• Introduce the lesson by stating skills – as learners interact in pairs
that many substances that we use and engage in class discussion.
in our daily life are mixtures. This • Communicating in English – as
is probably because mixtures are learners discuss the questions in
more useful to us than as pure activity 4.1.
substances. • Critical thinking – As learners
• Let the learners work in pairs and think about their findings in the
do Activity 4.1 in learner’s book activity 4.1.
page 57. As they work in pairs
they improve their co-operation Formative assessments
and interpersonal skills. Guide • The teacher may use diagnostic
the learners to answer the study questions such as difference
questions in the activities. This will between pure substances and
enhance their critical thinking and mixtures to assess knowledge and
problem solving skills. understanding.

104
• From the answers learners give to • Their co-operation and
the oral questions you ask them interpersonal skills may be
on the pure substances, assess assessed by finding out how
their attitude towards importance they interact with other learners
of pure substances. during discussion and how they
• Listen and gauge learners share responsibilities.
language competence during • Allocate marks for each colour
class discussion and correct and calculate the marks that the
accordingly as you encourage learner has attained in various
them to improve. tests. Grade learners based on the
table for assessment criteria.
Table 4.3 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
learners.
Slow learners can be assisted using visual Learners with sight problems can be placed
aids such as charts containing some of in front of class.
the laboratory precautions and waring The fact that disability is not inability
signs. This will enable them internalize the should be driven home well.
requisite knowledge.
Slow learners to be guided on how to
search information from the internet.

Teaching methodologies
4.2 Mixtures • Case studies
PERIODS 2 and 3: • Guided discovery
Mixtures • Research
• Brainstorming
Refer to learner’s book pages 58–60
• Discussions
Specific objective
Preparation for the lesson
By the end this lesson, the learners
This lesson will be taught in 1 period.
should be able to define mixtures and
It will involve practical activities by the
state types of mixtures.
learners as the teacher is engaging
Materials and learning resources learners in a discussion regarding
the activities and assessing learning
High cost Low cost/no cost achievements.
Chalkboard
Learner’s book You are required to get the various
Salt solution materials in advance and organize the
Muddy water class in a way that will encourage the
teaching methods suggested.
105
Suggested teaching and learning Generic competencies covered
activities/approaches • Co-operation and interpersonal
• Let the learners know that many skills – as learners interact in pairs
things that we use in daily life are and engage in class discussion.
mixtures. • Communicating in English –
• Give a few examples of mixtures as learners participate in the
and ask fast learners to give other discussion corner page 58.
examples. • Critical thinking – As learners
• Let learners name some things that think about their findings in the
they know . Let them brainstorm activity 4.2.
on their uses and whether it is
• Research skills – As the learners
important to have them.
discover the taste of unstirred and
• Let the learners work in pairs and stirred tea.
carry out the activity 4.2 in the
learner’s book page 58. Formative assessments
• As they work in pairs they • Use questions in self evaluation
improve their co-operation and test 4.1 to test acquisition of
interpersonal skills. knowledge and understanding.
• Guide the learners to answer the • Ask learners questions such as
study questions in the activity.This uses of mixtures in daily life to
will enhance their critical thinking assess if they appreciate the
and problem solving skills. importance of mixtures.
• Display the learning materials you • Listen and gauge learners
came with on the table and ask language competence during
learners to describe them. class discussion and correct
• Now you can define a mixture to accordingly as you encourage
the whole class. them to improve.
• Both slow and fast learners to • Their co-operation and
try and give their thoughts on the interpersonal skills may be
questions. assessed by finding out how
they interact with other learners
Cross cutting issues covered during discussion and how they
• Inclusive learning – All learners share responsibilities.
whether with special educational • Allocate marks for each colour
needs or not should participate and calculate the marks that the
actively in the lesson. learner has attained in various
• Pe a c e , v a l u e s a n d g e n d e r tests. Grade learners based on the
education – Let the learners see table for assessment criteria.
the need to accommodate other
people’s views in a discussion.

106
Table 4.4 Special needs and multi ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners can be assisted using visual learners.
aids such as charts containing some of Learners with sight problems can be placed
the laboratory precautions and warning in front of class.
signs. This will enable them internalize the The fact that disability is not inability
requisite knowledge. should be driven home well.
Slow learners to be guided on how to
search information from the internet.

Answers to Self-evaluation Test

4.1 Beakers, Conical flask, filter
paper, funnel
1. a. The learners should display Soil and water mixture
their understanding of mixtures.
b. Difference between Teaching methodology
a homogeneous and • Case studies
heterogeneous mixtures must • Guided discovery
be addressed. • Research
c. It is a mixture of sodium • Brainstorming
chloride and iodine. • Discussions

4.3 Methods of separating Preparation for the lesson

mixtures This lesson will be taught in 1 period.
It will involve activities by the learners
PERIODS 4,5 and 6: Methods as the teacher is engaging learners in a
of separating mixtures discussion regarding the activities and
(Filtration) assessing learning achievements.
Refer to the learner’s book pages 61-62 You are required to organize the
class in a way that will encourage the
Specific objective teaching methods suggested.
By the end of this lesson, learners
Suggested teaching and learning
should be able to describe filtration.
activities/approaches
Materials and learning resources • Introduce the lesson by mentioning
the fact that some materials are
High cost Low cost/no cost
only useful in uncombined states
Chalkboard
hence the need for separation.
Learner’s book
• Fast learners can be asked to
High cost Low cost/no cost
107
 state some of the properties of • Communicating in English – as
components that can determine learners discuss the questions
separation technique. in the activities and discussion
• Let the learners work in pairs corner.
and the discussion corner in • Critical thinking – As learners
learner’s book page 60. As they think about their findings in the
work in pairs they improve their activities and discussion corners
co-operation and interpersonal
skills. Formative assessments
• Guide the learners to answer the • Assess skills by asking learners
study questions in the activities. to suggest a suitable separation
This will enhance their critical technique for a given mixture.
thinking and problem solving skills. • Ask learners questions such as:
Let them appreciate the fact that a. What is Filtration?
filtration is a technique applied in b. Where do we apply filtration?
everyday life in processes such as
• From their answers, assess
when treating drinking water.
knowledge and understanding.
• Now you can lead the class in
• From the answers learners give
listing the different methods of
to the oral questions you ask
separating mixtures.
them on the filtration, assess their
• Both slow and fast learners to attitude towards application of
try and give their thoughts on the the method.
questions after the activities.
• Listen and gauge learners
Cross cutting issues covered language competence during
• Inclusive learning – All learners class discussion and correct
whether with special educational accordingly as you encourage
needs or not should participate them to improve.
actively in the lesson. • Their co-operation and
• Pe a c e , v a l u e s a n d g e n d e r interpersonal skills may be
education – Let the learners see assessed by finding out how
the need to accommodate other they interact with other learners
people’s views in a discussion. during discussion and how they
share responsibilities.
Generic competencies covered • Allocate marks for each colour
• Co-operation and interpersonal and calculate the marks that the
skills – as learners interact in pairs learner has attained in various
and engage in class discussion. tests. Grade learners based on the
table for assessment criteria.

108
Table 4.5 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners can be assisted using visual learners.
aids such as charts containing some of Learners with sight problems can be placed
the laboratory precautions and waring in front of class.
signs. This will enable them internalize the The fact that disability is not inability
requisite knowledge. should be driven home well.
Slow learners to be guided on how to
search information from the internet.

PERIOD 7 and 8: Decantation

and use of separating funnel assessing learning achievements.
Refer to learner’s book pages 63–65 You are required to organize the
class in a way that will encourage the
Specific objective teaching methods suggested.
By the end of this lesson, learners Suggested teaching and learning
should be able to describe decantation. activities/approaches
• Introduce the lesson by presenting
Materials and learning resources
the learners with a challenging
High cost Low cost/no cost case study to trigger their critical
Chalkboard and problem solving skills.
Learner’s book • L e t t h e m a p p re c i a t e t h a t
Beakers, paraffin and decantation can be used as a
water mixture cost cutting method of separating
Sand and water mixture substances while at home.
• Let the learners work in pairs and
Teaching methodology do Activity 4.4 in learner’s book
• Case studies page 63. As they work in pairs
• Guided discovery they improve their co-operation
• Research and interpersonal skills.
• Brainstorming • As learners probing questions
• Discussions like; why did we stir? Why did we
allow the mixture to settle before
Preparation for the lesson transferring water to another
This lesson will be taught in 1 period. beaker? This will enhance their
It will involve activities by the learners critical thinking and problem
as the teacher is engaging learners in a solving skills. Let them appreciate
discussion regarding the activities and the fact that decantation is a

109
 technique that is applied in our learners answer probing questions
daily life. in the various activities.
• Emphasize that decantation can • Critical thinking – As learners
also be used to separate liquids think about their findings the
that are immiscible. various activities.
• Challenge learners to give cases
in which they apply decantation Formative assessments
at home. • After activity 4.4, ask learners
• Wind up the subtopic by discussing to mention where decantation is
how to use a separating funnel applied in daily life. This way you
to separate immiscible liquids. will be testing their knowledge on
Demonstrate as shown in Activity decantation.
4.5 learners book page 64. • Keenly observe learners as they
carry out experiment 4.4, to
Cross cutting issues covered find out if they have developed a
• Inclusive learning – All learners responsible attitude to teamwork
whether with special educational in group activities.
needs or not should participate • Listen and gauge learners
actively in the lesson. language competence during
• Pe a c e , v a l u e s a n d g e n d e r class discussion and correct
education – Let the learners see accordingly as you encourage
the need to accommodate other them to improve.
people’s views in a discussion. • Their co-operation and
• Financial education – As learners interpersonal skills may be
appreciate the importance of assessed by finding out how
applying decantation while at they interact with other learners
home to cut costs. during discussion and how they
share responsibilities.
Generic competencies covered • Allocate marks for each colour
• Co-operation and interpersonal and calculate the marks that the
skills – as learners interact in pairs learner has attained in various
and engage in class discussion. tests. Grade learners based on the
• Communicating in English – as table for assessment criteria.

110
Table 4.6 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners can be assisted using visual learners.
aids such as charts containing some of the Learners with sight problems can be
laboratory precautions and waring signs. placed in front of class.
This will enable them internalize the requisite The fact that disability is not inability
knowledge. should be driven home well.
Slow learners to be guided on how to search
information from the internet.

Answers to Self-evaluation Test

4.2 • Brainstorming
Learners to mention applications such • Discussions
as treatment of water.
Preparation for the lesson
PERIOD 9: Simple distillation This lesson will be taught in 1 period.
Refer to learner’s book pages 65–66 It will involve practical activity by the
learners as the teacher is engaging
Specific objective learners in a discussion regarding
By the end this lesson, learners should the activity and assessing learning
be able to describe simple distillation. achievements.

Materials and learning resources You are required to organize the

class in a way that will encourage the
High cost Low cost/no cost teaching methods suggested.
Thermometer Chalkboard
Learner’s book Suggested teaching and learning
Beaker, stand,
activities/approaches
condenser, wire gauze, • Introduce the lesson by allowing
clamp, pieces of porous learners to brainstorm on how
pot alcohol is manufactured to trigger
Round bottomed flask, their critical thinking.
salt and water mixture • Let the learners appreciate that
Teaching methodology alcoholic drinks are manufactured
through distillation.
• Case studies
• Let the learners work in pairs and
• Guided discovery
do Activity 4.6 in the learner’s
• Research book page 65.

111
• As they work in pairs they • Critical thinking – As learners
improve their co-operation and think about their findings in the
interpersonal skills. activity 4.8.
• Guide the learners to answer the
study questions in the discussion Formative assessments
corner. This will enhance their • Ask diagnostic questions
critical thinking and problem to assess knowledge and
solving skills. Let them appreciate understanding.
the fact that simple distillation can • After activity 4.6, ask learners
be used as way of making salty to mention where simple
water fresh distillation is applied in daily life.
• Briefly explain the process and This way you will be testing their
let the learners understand what knowledge on simple distillation.
simple distillation is. • Keenly observe learners as
• Both slow and fast learners to they carry out experiment
try and give their thoughts on the 4.6, to find out if they have
questions. developed a responsible attitude
to teamwork in group activities.
Cross cutting issues covered • Listen and gauge learners
• Inclusive learning – All learners language competence during
whether with special educational class discussion and correct
needs or not should participate accordingly as you encourage
actively in the lesson. them to improve.
• Pe a c e , v a l u e s a n d g e n d e r • Their co-operation and
education – Let the learners see interpersonal skills may be
the need to accommodate other assessed by finding out how
people’s views in a discussion. they interact with other learners
• Financial education- during discussion and how they
share responsibilities.
Generic competencies covered • Allocate marks for each colour
• Co-operation and interpersonal and calculate the marks that the
skills – as learners interact in pairs learner has attained in various
and engage in class discussion. tests. Grade learners based on
• Communicating in English – as the table for assessment criteria.
learners discuss the questions in
Activity 4.6.

112
Table 4.7 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners can be assisted using visual learners.
aids such as charts containing illustration Learners with sight problems can be placed
on simple distillation.This will enable them in front of class.
internalize the requisite knowledge. The fact that disability is not inability
Slow learners to be guided on how to should be driven home well.
search information from the internet.

PERIOD 10: Fractional

learners in a discussion regarding
distillation
the activity and assessing learning
Refer to learner’s book pages 66–67 achievements.
Specific objective You are required to organize the
By the end this lesson, learners should class in a way that will encourage the
be able to apply fractional distillation. teaching methods suggested.

Materials and learning resources Suggested teaching and learning

activities/approaches
High cost Low cost/no cost
• Introduce the lesson by way of
Thermometer Chalkboard
flashback on simple distillation
Learner’s book
to trigger the learners critical
Beaker, stand, condenser,
fractionating column,
thinking.
Burnsen burner, wire • Bring to the attention of the
gauze, clamp, pieces of learners that unlike simple
porous pot distillation,fractional distillation
Round bottomed flask, is used to separate miscible liquids
ethanol and water which have close but different
mixture boiling points.
Teaching methodology • Let the learners work in pairs and
do Activity 4.7 in the learner’s
• Guided discovery
book page 66
• Brainstorming
• As they work in pairs, they
• Discussions improve their co-operation and
interpersonal skills.
Preparation for the lesson
• Guide the learners to answer the
This lesson will be taught in 1 period. study questions in the activities.
It will involve practical activity by the This will enhance their critical
learners as the teacher is engaging

113
 thinking and problem solving skills. • Critical thinking – As learners
Let them appreciate the fact that think about their findings in the
fractional distillation can be used activity 4.7.
to manufacture spirits. Challenge
them to suggest more places Formative assessments
where this separation technique • Ask diagnostic questions such as:
is applied. a. Define fractional distillation
• Briefly explain the process and b. M e n t i o n a r e a s w h e r e
let the learners understand what fractional distillation is
fractional distillation is. applied.
• Both slow and fast learners to • This way you will be assessing
try and give their thoughts on the acquisition of knowledge and
questions. understanding.
Cross cutting issues covered • Ask learners to carry out activity
4.7 so as to assess skills acquisition.
• Inclusive learning – All learners
whether with special educational • Keenly observe learners as they
needs or not should participate carry out experiment 4.7, to
actively in the lesson. find out if they have developed a
responsible attitude to teamwork
• Pe a c e , v a l u e s a n d g e n d e r in group activities.
education – Let the learners see
the need to accommodate other • Listen and gauge learners
people’s views in a discussion. language competence during
class discussion and correct
• Financial education-Remind the accordingly as you encourage
learners on the importance of them to improve.
handling the apparatus with care
to avoid damages on expensive • Their co-operation and
apparatus. interpersonal skills may be
assessed by finding out how
Generic competencies covered they interact with other learners
• Co-operation and interpersonal during discussion and how they
skills – as learners interact in pairs share responsibilities.
and engage in class discussion. • Allocate marks for each colour
• Communicating in English – as and calculate the marks that the
learners discuss the questions in learner has attained in various
Activity 4.7. tests. Grade learners based on the
table for assessment criteria.

114
 Table 4.8 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners can observe keenly as the learners.
apparatus are arranged and ask questions Learners with sight problems can be placed
where necessary. This will enable them in front of class.
internalize the requisite knowledge. The fact that disability is not inability
Slow learners to be guided on how to should be driven home well.
search information from the internet.

PERIODS 11 and 12: Paper

chromatography the activity and assessing learning
achievements.
Refer to learner’s book pages 67–68 You are required to organize the
class in a way that will encourage the
Specific objective
teaching methods suggested.
By the end this lesson, learners should
Suggested teaching and learning
be able to separate certain mixtures
activities/approaches
by paper chromatography.
• Introduce the lesson by giving
Materials and learning resources a crime related case study to
trigger their interest and critical
High cost Low cost/no cost
thinking skills.
Chalkboard • Bring to the attention of learners
Learner’s book that paper chromatography can
Beaker, filter paper, black be used in identifying suspects
ink,dropper,distilled water in a crime scenario. Encourage
and pipette
learners to think of other areas
Teaching methodology where this technique can be
• Guided discovery applied.
• Brainstorming • Let the learners work in pairs and
• Discussions do Activity 4.8 in the learner’s
• Research book page 67.
• Case study • As they work in pairs they
improve their co-operation and
Preparation for the lesson interpersonal skills.
This lesson will be taught in 1 period. • Engage learners through questions
It will involve practical activity by the like;
learners as the teacher is engaging (i) Why have we used propane
learners in a discussion regarding and not water as the solvent.

115
 (ii) Why did the dyes travel Formative assessments
different distances? • Ask diagnostic questions such as:
• Briefly explain the process and a. Define chromatography
let the learners understand what b. State two factors that
paper chromatography is. determine formation of
• Both slow and fast learners should chromatogram.
be seen to actively participate
during the lesson. This way you will be assessing acquisition
of knowledge and understanding.
Cross cutting issues covered • Ask learners to interpret a simple
• Inclusive learning – All learners chromatogram to assess skills
whether dwith special educational acquisition.
needs or not should participate • Keenly observe learners as they
actively in the lesson. carry out experiment 4.8, to
• Pe a c e , v a l u e s a n d g e n d e r find out if they have developed a
education-Let the learners see responsible attitude to teamwork
the need to accommodate other in group activities.
people’s views in a discussion. • Listen and gauge learners
• Comprehensive sexual education- language competence during
Use this opportunity to emphasize class discussion and correct
the need to always report any accordingly as you encourage
case of rape as first as possible them to improve.
o the relevant authorities in case • Their co-operation and
they occur. interpersonal skills may be
assessed by finding out how
Generic competencies covered they interact with other learners
• Co-operation and interpersonal during discussion and how they
skills – as learners interact in pairs share responsibilities.
and engage in class discussion. • Allocate marks for each colour
• Communicating in English – and calculate the marks that the
as learners attempt to answer learner has attained in various
questions in class. tests. Grade learners based on the
• Critical thinking – As learners table for assessment criteria.
think about their findings in the
activity 4.8

116
Table 4.9 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners can observe keenly as the learners.
apparatus are arranged and ask questions Learners with sight problems can be placed
where necessary. This will enable them in front of class.
internalize the requisite knowledge. The fact that disability is not inability
Slow learners to be guided on how to should be driven home well.
search information from the internet.

PERIODS 13 and 14:Magnetic You are required to organize the

class in a way that will encourage the
separation and
teaching methods suggested.
centrifugation
Refer to learner’s book pages 68–69 Suggested teaching and learning
activities/approaches
Specific objective
• Introduce the lesson by giving a
By the end this lesson, learners should case study to trigger the interest
be able to apply magnetic separation and critical thinking of the learners.
and centrifugation techniques.
• Bring to the attention of the
Materials and learning resources learners that magnetic separation
can be used to remove magnetic
High cost Low cost/no cost materials from non magnetic
Chalkboard objects. Encourage learners to
Learner’s book think of other areas where this
Magnet and iron nails technique can be applied.
Teaching methodology • Prepare a mixture of iron fillings
and sulphur. Let learners in pairs
• Guided discovery use a magnet to separate the two.
• Brainstorming • As they work in pairs they
• Discussions improve their co-operation and
• Research interpersonal skills.
• Case study • Guide the learners to answer the
study questions in the discussion
Preparation for the lesson corner on page 68. This will
This lesson will be taught in 1 period. It enhance their critical thinking and
will involve discussion by the learners problem solving skills.
as the teacher is engaging learners • Briefly explain centrifugation and
regarding the activity and assessing let the learners understand what
learning achievements. the process is.

117
• Both slow and high achievers Formative assessments
should be seen to actively • Ask diagnostic questions such as:
participate in the lesson. define the term centrifugation
Cross cutting issues covered • This way you will be assessing
acquisition of knowledge and
• Inclusive learning – All learners understanding.
whether with special educational
need or not should participate • The way learners give answers to
actively in the lesson. the discussion corner questions
will help you assess their attitude
• Pe a c e , v a l u e s a n d g e n d e r towards the use of magnetic
education-Let the learners see separation technique.
the need to accommodate other
people’s views in a discussion. • Listen and gauge learners
language competence during
Generic competencies covered class discussion and correct
• Co-operation and interpersonal accordingly as you encourage
skills – as learners interact in pairs them to improve.
and engage in class discussion. • Their co-operation and
• Communicating in English – as interpersonal skills may be
learners attempt to answer the assessed by finding out how
questions you asking class. they interact with other learners
during discussion and how they
• Critical thinking – As learners
share responsibilities.
think about their findings in the
discussion corner. • Allocate marks for each colour
and calculate the marks that the
learner has attained in various
tests. Grade learners based on the
table for assessment criteria.

Table 4.10 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learner can be given an opportunity learners.
to be secretary during discussion. This Learners with sight problems can be placed
will enable them internalize the requisite in front of class.
knowledge. The fact that disability is not inability
Slow learners to be shown pictures of a should be driven home well.
centrifuge from the internet.

118
Answers to Self-evaluation Test You are required to organize the
4.3 class in a way that will encourage the
1. a. The water contains teaching methods suggested.
magnesium,sodium and
calcium ions Suggested teaching and learning
b. Carry out fractional distillation activities/approaches
2. a. Evaporation,simple and • Introduce the lesson explaining
fractional distillation what a crystal is let them know
b. Fractional distillation that crystals are formed from
c. small stones saturated solutions.
3. Solving parental disputes • Let learners do activity 4.9 in
the learner’s book. They should
PERIOD 15: Crystallisation and then leave it in a safe place for
Evaporation observations to be done later.
Refer to learner’s book pages 69–71 • Bring to the attention of learners
that evaporation is accompanied
Specific objective by other techniques such as
By the end this lesson, learners should filtration. Encourage learners
be able to explain crystallisation and to think of areas where this
evaporation processes. technique can be applied.
• Let the learners work in pairs and
Materials and learning resources do Activity 4.10 in the learner’s
High cost Low cost/no cost book.
Chalkboard • As they work in pairs, they
Learner’s book improve their co-operation and
Beaker, conical flask,filter interpersonal skills.
funnel, glass rod, filter paper, • Guide the learners to answer the
wire gauze, sand salt study questions in the activity 4.10.
Tripod stand, evaporating This will enhance their critical
dish
thinking and problem solving skills.
Teaching methodology • Briefly explain evaporation and
• Guided discovery let the learners understand what
• Brainstorming the process is.
• Discussions • Both slow and fast learners to
try and give their thoughts on the
Preparation for the lesson questions.
This lesson will be taught in 1 period. It
Cross cutting issues covered
will involve an activity by the learners
as the teacher is engaging learners • Inclusive learning – All learners
regarding the activity and assessing whether with special educational
learning achievements. needs or not should participate
actively in the lesson.
119
• Pe a c e , v a l u e s a n d g e n d e r • Ask learners to write a report
education-Let the learners see on the findings of an experiment
the need to accommodate other they have done and present to
people’s views in a discussion. the class. During presentation,
listen and mark language used
Generic competencies covered and confidence
• Co-operation and interpersonal • Listen and gauge learners
skills – as learners interact in pairs language competence during
and engage in class discussion. class discussion and correct
• Communicating in English – as accordingly as you encourage
learners discuss the questions in them to improve.
Activity 4.10. • Their co-operation and
• Critical thinking – As learners interpersonal skills may be
think about their findings in the assessed by finding out how
activity 4.10. they interact with other learners
during discussion and how they
Formative assessments share responsibilities.
• Ask diagnostic questions such as: • Allocate marks for each colour
define the term evaporation. and calculate the marks that the
• This way you will be assessing learner has attained in various
acquisition of knowledge and tests. Grade learners based on the
understanding. table for assessment criteria.
Table 4.11 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learner can be given an opportunity learners.
to be secretary during discussion. This Learners with sight problems can be placed
will enable them internalize the requisite in front of class.
knowledge. The fact that disability is not inability
should be driven home well.
A n swe r s t o S e l f - ev a l u a t i o n solvent have different solubilities
Exercise 4.4 at the same temperature. So
1. 22.22% 2. 60% 3. 66.03% on cooling substances start to
Consolidation activities precipitate out.
1. What would happen if you were to 2. What is suspension? Write its
take a saturated solution at a certain properties?
temperature and cool it slowly? Ans: A non-homogeneous systems
Ans: Different substances in a given in which solids are dispersed in

120
 liquids.They are called suspensions is soluble in it. As the water rises
because it is a heterogeneous on the filter paper it takes along
mixture. with it the dye particles. usually, a
Properties of a suspension dye is a mixture of two or more
Suspension is a heterogeneous colours. the coloured component
mixture . The par ticles of a that is more soluble in water, rises
suspension can be seen by the faster and in this way the colours
naked eye. The particles of a get separated
suspension scatter a beam of light
passing through it and make its Answers toTestYour Competence
path visible. The solute particles 4
settle down when a suspension 1. Table salt and drinking water
is left undisturbed, that is, a 2. Copper is a pure substance while
suspension is unstable. They can common salt and tap water are
be separated from the mixture by mixtures.
the process of filtration. 3. a. Fractional distillation
4. How can we separate cream (fat) b. Simple distillation
from milk ?
4. Learners to explain application
Ans: The denser particles of centrifugation is applied in this
water are forced to the bottom context
and the lighter particles of cream/
5. By crushing off the maize grains
fats stay at the top when milk
from the husks.
is spun rapidly in a centrifuge
machine. 6. Use evaporation technique
5. How can we separate kerosene oil 7. C
from water? 8. It is a false statement. Milk contains
Ans: By using a separating funnel. a number of components such as
dissoved vitamins, mineral salts
6. How can we separate a mixture of
and water.
salt and ammonium chloride?
9. a) Solvent front
Ans: By sublimation method
sice ammonium chloride is a b) Mixture, several bands were
sublimating substance formed on separation.
7. How can we separate dyes in black c) Propane, ethanol
ink? d) C was moore soluble in the
Ans: By chromatography method. solvent and less sticky on the
paper. A was less soluble in the
8. What according to you, can be the
solvent but more sticky on the
reason for the rise of the coloured
paper.
spot on the paper strip?
10. Learner should use the following
Ans: The ink that we use has
methods in the procedure
water as the solvent and the dye

121
 • picking stones c) A – Cold water in
• filtration or decantation B – Hot water out
• Evaporation d) Ethanol. It has a lower boiling
11. a) Fractional distillation point than water.
b) (i) Fractionating column 12. Through sublimation and then
(ii) To increase the surface area deposition ammonium chloride
for condensation will be separated from the other
two. Filtration and evaporation
will separate sand and salt.
Table 4.12 Extended exercises
Remedial exercise for slow learners Additional exercise for first learners
1. State two industrial areas where 1. Suppose you do have glass beads to
fractional distillation is applied. use during fractional distillation, what
2. State two methods that can be used to will you do?
separate amixtyre of salt and water. 2. Fractional distillation is a more accurate
Write true/false for question 3 and 4 method of separating miscible liquids
3. Mixtures have fixed melting and boiling with close boiling points.
points. 3. Is milk a pure substance or mixture?
4. In filtration, the filtrate is always a pure Explain your answer.
liquid. 4. Name the appropriate techniques for
5. The following diagram shows aset up of separating leaves from a swimming
simple distillation pool?
a. Identify substance P
b. What is the function of P
c. Identify the distillate collected in the
receiver
d. Label the water in and out on the
diagram

Table 4.13 Answers to extended exercises

Answers to remedial exercise for slow Answers to additional exercise for
learners high achivers
1. Fractional distillation of liquid air and 1. Let learners appreciate the use of
industrial separation of crude oil locally availlable materials such as small
2. Simple distillation and evaporation stones.
3. False 2. With fractioanl distillation, both liquids
do not distill over at the same time.
4. False
3. Milk is a mixture of fat droplets,water
5 a. Glass beads
and proteins.
b. To ensure that boiling occurs without
4. Learners may suggest hand picking asa
jumping off.
way of removing leaves from the pool.
c. Pure water

122
 Unit Atoms, elements and compounds
5
(Number of Periods - 18)
Refer to learner’s book pages 78 - 96
Key unit competence Learning objectives
After studying this unit, learners should Unlike in knowledge-based curriculum,
be able to comprehend the structure competence-based curriculum
of an atom and relate the valency to embraces three categories of learning
the chemical formulae of compounds. objectives that is; knowledge and
understanding, skills acquisition,
Unit outline attitude and values. At the end of the
• Definition of element, atom and lesson, the learner should be able to
molecule have knowledge and understanding of
• Symbols of the first 20 chemical the various concept areas, acquire the
elements necessary skills, change their attitude
towards various life aspects and
• Main components of an atom
subscribe to certain values that are
• Atomic characteristics acceptable in the society where they
• Instability of atoms live. Therefore, emphasize attainment
• Elements and compounds of these three objective areas during
• Chemical formulae and the learning process.
nomenclature
Table 5.1 Knowledge, skills and values to be attained
Learning Objectives
Knowledge and Skills Attitudes and values
Understanding
- Name the different - Write the symbols of different - Appreciate the uniqueness
s u b - p a r t i c l e s o f chemical elements. of atoms of elements.
an atom and their
properties.
- Explain the concepts - W r i t e t h e e l e c t r o n i c - Appreciate the role of an
of isotopes. configuration of the first 20 atom as a building block or
elements in terms of energy unit of matter.
levels.
- Explain how simple - Determine the number of - Appreciate that atoms of
m o l e c u l e s a r e protons, neutrons and electrons elements combine to form
formed. from atomic numbers and mass compounds.
numbers.

123
- Distinguish between - Represent atoms of an element
an elements and by using the symbol,atomic
acompound. number and mass number.
- Use the valence of different
elements and radicals to write
the formulae and names of
chemical substances.

Links to other subjects configuration of the first 20

The contents in this unit is applicable in elements in terms of energy
Physics when studying the components levels. Certain questions have
of an atom under the atomic structure. been suggested within the unit
Geometry enables us to understand asking them to determine the
the shape and size of particles. number of protons,neutrons and
electrons. In test your competence
Assessment criteria 5, questions that target assessing
skills acquisition on writing
Assessment method used should help
formulae has been provided at
the teacher to confirm that the key
the end of the unit.
competency of the unit has been met.
It should provide avenues for assessing • To assess attitude change, you
knowledge acquisition, skills attainment may ask probing questions aimed
and attitude change. at finding out if they appreciate
the uniqueness of an atom and
• To a s s e s s k n o w l e d g e a n d
its role as the building block of
understanding of concepts, use
matter. Specific questions have
the self evaluation tests and
been provided in the test your
specific questions in the test
competence 5 which targets
your competence 5 at the end of
attitude change and societal
the unit. You can also formulate
values.
your own questions or use the
diagnostic assessment exercises • The teacher should continously
or exercises suggested in this assess learners to guage the
unit targeting bright students and extent of knowledge and skills
remedial exercises. acquisition.
• To assess skills acquisition, ask • The general criteria to use
learners to write the symbols of to gauge the various generic
different chemical elements. They competences are given in the table
can also write the electronic below.

124
Table 5.2 Assessment criteria
Name of COMM I&C CT RS LL PS C&I
Learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green
KEY: Red – Poor COMM – Communication in English
Green – Good I & C – Interpersonal skills & Co-operation
Yellow – Excellent CT – Critical Thinking
Blue – Average RS – Research Skills
LL – Life long skills
PS – Problems solving skills
C &I – Creativity & Innovation
Grade the learners based on how of them have two neutrons. These
they have scored on the various different versions of hydrogen are
competencies and the tests given to called isotopes. So if you change the
assess the various learning objectives number of protons in an atom,you
change the type of an element. If you
Background information change the the number of neutrons
An atom is the smallest particle into an atom has, you make an isotope
which an element can be divided of an that element. Let the learners
without losing the properties of the appreciate the uniqueness of atoms of
element. An atom is made up of sub- elements.
atomic particles namely; electrons and This unit is about atoms, elements
nucleons i.e protons and neutrons. A and compounds. Atoms of the same
particular atom will have the same element combine to form a molecule
number of protons and electrons and while atoms of different elements
most have atleast as many neutrons combine to form compounds. Examples
as protons. An element is a pure of compounds include; water, table salt
substance that cannot be split into and chalk.
simpler substance by chemical process.
An element is a substance that is Additional information for the
made entirely from one type of atom. teacher
If a sample of hydrogen atoms are The search for an atom began long
observed, you would notice that most time ago with the greek philosophers.
of the atoms have no neutrons, some This was as early as 400 B.C. Some
of them have one neutron and a few
125
greek philosophers proposed that Preparation for the lesson
matter is made up of indivisible building This lesson will be taught in 2 periods.
blocks known as ‘atoms’. Later several It will involves an activity by the
scientists came up with theories to learners.The teacher engages learners
describe the atom. These include: on the activity and assesses learning
(i) J. J. Thomson achievements.
(ii) Rutherford You are required to organize the
(iii) Neil Bohr class in a way that will encourage the
(iv) Chadwick and Erwin Schrodinger teaching methods suggested.
Learners will learn different theories Suggested teaching and learning
proposed by these scientists in higher activities/approaches
levels. However, mentioning them will
enable learners appreciate the work of • Introduce the lesson by asking
these early scientists. the learners to remember what
matter is.
5.1 Definition of element, atom • Using guided discovery, let the
and molecule learners appreciate the fact
that the atom is the smallest
PERIODS 1, 2 and 3: Definition particle into which an element
of element, atom and can be divided without losing its
molecule properties.
Refer to learner’s book pages 78–79 • Let the learners work in pairs to
answer questions in the discussion
Specific objective corner on page 79 of the learner’s
By the end this lesson, learners should book.
be able to define element, atom and • As they work in pairs they
molecule. improve their co-operation and
interpersonal skills.
Materials and learning resources
• Briefly explain the meaning of
High cost Low cost/no cost atom, element and a molecule and
Chalkboard let the learners understand what
Learner’s book they mean.
Inflated balloons • Suggest to the learners an activity
Small pieces of paper in which each one of them rubs a
balloon on their hair and clothes.
Teaching methodology Let them bring the balloons slowly
• Guided discovery towards small pieces of paper and
• Brainstorming note the observations.
• Discussions • When balloons are rubbed on hair,
they become negatively charged,
when brought near pieces of

126
 paper, electrons are repelled and Activity 5.1
move away from the balloon, • Critical thinking – As learners
leaving a positive area in papers think about their findings in the
leading to attraction. activity 5.1
• After the activity’ bring to the
attention of learners that protons Formative assessments
are positively charged and • Assess attitudes and values by
electrons are negatively charged finding out if they appreciate the
hence, the two attract each other. role of an atom as the building
• Learners should be able to explain unit of matter. Also be keen to
that balloons and small pieces of assess their interest to find out if
papers attract each other due to they appreciate the uniqueness of
presence of charged particles. an atom.
• Both slow and fast learners to • Ask diagnostic questions such
try and give their thoughts on the as; define an atom, element and
questions. a molecule. This way you will be
• Wind up the lesson by asking assessing acquisition of knowledge
learners to research on what and understanding.
compounds are. • Listen and gauge learners
Cross cutting issues covered language, competence during
• Inclusive learning – All learners class discussion of activity 5.1
whether with special educational and correct accordingly as you
needs or not should participate encourage them to improve.
actively in the lesson. • Their co-operation and
• Pe a c e , v a l u e s a n d g e n d e r interpersonal skills may be
education-Let the learners see assessed by finding out how
the need to accommodate other they interact with other learners
people’s views in a discussion. during discussion and how they
share responsibilities.
Generic competencies covered
• Allocate marks for each colour
• Co-operation and interpersonal and calculate the marks that the
skills – as learners interact in pairs learner has attained in various
and engage in class discussion. tests. Grade learners based on the
• Communicating in English – as table for assessment criteria.
learners discuss the questions in

127
Table 5.3 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners can be given remedial learners.
excercises.This will enable them internalize Learners with sight problems can be placed
the requisite knowledge. in front of class.
The fact that disability is not inability
should be driven home well.

5.2 S y m b o l s o f c h e m i c a l teaching methods suggested.

elements
Suggested teaching and learning
PERIOD 2 and 3: Symbols of activities/approaches
chemical elements • Introduce the lesson through
Refer to learner’s book pages 79–81 guided discover y to enable
learners create linkage between
Specific objective specific names of people and
By the end this lesson, learners should symbols of elements.
be able to write the symbols of the first • Bring to the attention of learner’s
20 elements. that just like names are specific to
people, symbols too are specific to
Materials and learning resources elements.
High cost Low cost/no cost • Let the learners work in pairs.
Chalkboard Participate in answering questions
Learner’s book in the discussion corner on page
79–80 of the learner’s book.
Teaching methodology • As they work in pairs they
• Guided discovery improve their co-operation and
• Brainstorming interpersonal skills.
• Discussions • Guide the learners to answer the
study questions you ask on the
Preparation for the lesson content covered.This will enhance
This lesson will be taught in 2 periods. their critical thinking and problem
It will involve an activity by the learners solving skills.
as the teacher is engaging learners • Briefly guide the learners in
regarding the activity and assessing writing symbols of some chemical
learning achievements. elements.
You are required to organize the • Both slow and fast learners to
class in a way that will encourage the try and give their thoughts on the
questions.

128
Cross cutting issues covered b. Name the element
• Inclusive learning where all represented by symbol Fe.
learners whether with special • Assess skills acquisition by asking
educational needs or not should learners to write symbols of
participate actively in the lesson. different chemical elements
• Peace, values and gender education • Assess attitudes and values by
allows the learners see the need finding out if they appreciate the
to accommodate other people’s use of symbols in representing
views in a discussion. elements.
• Listen and gauge learners
Generic competencies covered language competence when they
• Co-operation and interpersonal answer the discussion questions
skills is seen as learners interact and correct them accordingly as
in pairs and engage in class you encourage them to improve.
discussion. • Their co-operation and
• Communicating in English as interpersonal skills may be
learners discuss the questions in assessed by finding out how
the discussion corners. they interact with other learners
• Critical thinking as learners during discussion and how they
think about their findings in the share responsibilities.
discussion corner. • Allocate marks for each colour
and calculate the marks that the
Formative assessments
learner has attained in various
• Ask diagnostic questions to assess tests. Grade learners based on the
knowledge and understanding. table for assessment criteria.
Such questions may include:
a. Write the symbol of copper
and cobalt

Table 5.5 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners can be given an assignment learners.
on writing chemical symbols. This will Learners with sight problems can be placed
enable them internalize the requisite in front of class.
knowledge. The fact that disability is not inability
should be driven home well.

129
5.3 Main components of an • Use blackboard illustrations
atom to explain to the learners the
positions of neutrons, protons
PERIOD 4: Main components of and electrons in an atom. Allow
an atom them to discuss what they have
understood in pairs.
Refer to learner’s book pages 81–82
• As they work in pairs they
Specific objective improve their co-operation and
interpersonal skills.
By the end this lesson, learners should
be able to describe the components of • Briefly highlight the components
an atom. an atom, the relative masses and
charges.
Materials and learning resources • Ask the learners to point out the
High cost Low cost/no cost differences and similarities among
Chalkboard the sub-atomic particles.
Learner’s book • Wind up the lesson by asking
Oranges learners to research on what
First Aid kit compounds are.

Teaching methodology Cross cutting issues covered

• Guided discovery • Inclusive learning – All learners
• Brainstorming whether with special education
• Discussions needs or not should participate
actively in the lesson.
Preparation for the lesson • Pe a c e , v a l u e s a n d g e n d e r
This lesson will be taught in 1 period. It education – Learners should see
will involve an activity by the learners the need to accommodate other
as the teacher is engaging learners people’s views in a discussion.
regarding the activity and assessing Generic competencies covered
learning achievements. • Co-operation and interpersonal
You are required to organize the skills should be seen as learners
class in a way that will encourage the interact in pairs and engage in
teaching methods suggested. class discussion.
• Communicating in English as
Suggested teaching and learning
learners attempt to answer
activities/approaches
questions in class.
• Introduce the lesson by guiding the
learners towards understanding Formative assessments
the components of an atom • Ask diagnostic questions to assess
and how the components are knowledge and understanding. For
arranged. example; Name the sub-atomic

130
 particles and state where they are covered and correct accordingly
found in an atom. as you encourage them to improve.
• Assess skills acquisition by asking • Their co-operation and
learners to write the charges of interpersonal skills may be
the sub-atomic particles assessed by finding out how
• Assess attitudes and values by use they interact with other learners
of open minded questions such as; during discussion and how they
An atom is the smallest particle share responsibilities.
that takes part in a reaction, • Allocate marks for each colour
explain. and calculate the marks that the
• Listen and gauge learners learner has attained in various
language competence during tests. Grade learners based on the
class discussion when answering table for assessment criteria.
questions you ask on the content

Table 5.6 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners can be asked to name the learners.
sub atomic particles during discussion as Learners with sight problems can be placed
away of emphasis. This will enable them in front of class.
internalize the requisite knowledge. The fact that disability is not inability
should be driven home well.

5.4 Atomic characteristics Teaching methodology

• Guided discovery
PERIODS 5 and 6: • Brainstorming
Atomic characteristics • Discussions
Refer to learner’s book pages 82–83
Preparation for the lesson
Specific objective
This lesson will be taught in 2 periods. It
By the end this lesson, learners should will involve an activity by the learners.
be able to define atomic number, mass The teacher will engage leaners
number and isotope. on the activity and assess learning
achievements.
Materials and learning resources
You are required to organize the
High cost Low cost/no cost class in a way that will encourage the
Chalkboard teaching methods suggested.
Learner’s book

131
Suggested teaching and learning Generic competencies covered
activities/approaches • Co-operation and interpersonal
• Introduce the lesson by reminding skills should be seen as learners
learners of the components of an interact in pairs and engage in
atom. class discussion.
• Let the learners create a link • Communication should be in
between the proton number and English as learners discuss the
the atomic number.Then introduce questions in the discussion corner.
the concept of mass number and
isotope. Formative assessments
• Let the learners work in pairs and • Ask diagnostic questions to assess
attempt to answer questions in knowledge and understanding.
the discussion corner. • Assess skills acquisition by asking
• As they work in pairs they learners to :
improve their co-operation and a. Determine the mass and
interpersonal skills. atomic numbers.
• Guide the learners to answer the b. D e t e r m i n e t h e nu m b e r
study questions. In the discussion of protons,neutrons and
corner. This will enhance their electrons from the mass and
critical thinking and problem atomic numbers.
solving skills. • Assess attitudes and values by
• Briefly explain the meaning of finding out if they appreciate the
proton number, atomic number existance of isotopes. Use analogy
and mass number. of a family sharing a common
• Let the learners internalize the name.
symbols of the atomic number and • Listen and gauge learners
mass number. language competence during
• Let the learners find the number class discussions and correct
of neutrons and protons in given accordingly as you encourage
examples. them to improve.
• Their co-operation and
Cross cutting issues covered interpersonal skills may be
• Inclusive learning – All learners assessed by finding out how
whether with special educational they interact with other learners
needs or not should participate during discussion and how they
actively in the lesson. share responsibilities.
• Pe a c e , v a l u e s a n d g e n d e r • Allocate marks for each colour
education – Let the learners see and calculate the marks that the
the need to accommodate other learner has attained in various
people’s views in a discussion. tests. Grade learners based on the
table for assessment criteria.

132
Table 5.7 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
learners.
Slow learners can be given simple questions Learners with sight problems can be placed
on finding number of neutrons and protons in front of class.
in an atom during discussion. This will The fact that disability is not inability should
enable them internalize the requisite be driven home well.
knowledge.

5.5 Electronic configuration in You are required to organize the

an atom class in a way that will encourage the
teaching methods suggested.
PERIODS 7 and 8: Electronic
configuration in an atom Suggested teaching and learning
activities/approaches
Refer to learner’s book pages 83–87
• Introduce the lesson by simulation
Specific objective i.e guided discovery to enable
learners understand how the
By the end this lesson, learners electrons are arranged in the
should be able to write the electronic energy levels.
configuration of the first 20 elements
• Let the learners understand
in terms of energy levels.
that there are unique energy
High cost Low cost/no cost levels that carry more than the
Chalkboard expected number of electrons .
Learner’s book • Draw an energy level diagram of
sodium on the board. Let learners
Teaching methodology
in pairs discuss the diagram.
• Guided discovery
• As they work in pairs they
• Questions and answers improve their co-operation and
• Discussions interpersonal skills.
• Explain to the learners how
Preparation for the lesson
electrons are distributed in the
This lesson will be taught in 2 periods. It energy levels.
will involve an activity by the learners. • Ask the learners to write electronic
The teacher will engage learners configuration of some of the
on the activity and assess learning elements.
achievements.

133
Cross cutting issues covered configuration of the following
• Inclusive learning where all elements.
learners whether with special a. Silicon
educational needs or not should b. Helium
participate actively in the lesson. • Assess skills acquisition by asking
• Peace, values and gender education learners to write electronic
allows the learners to see the configuration of the first 20
need to accommodate other elements in terms of energy levels.
people’s views in a discussion. • Listen and gauge learners
Generic competencies covered language competence during
• Co-operation and interpersonal class discussion and correct
skills should be seen as learners accordingly as you encourage
interact in pairs and engage in them to improve.
class discussion. • Their co-operation and
• Communication should be in interpersonal skills may be
English as learners discuss in pairs. assessed by finding out how
they interact with other learners
• Critical thinking as learners think during discussion and how they
about the distribution of electrons share responsibilities.
in energy levels.
• Allocate marks for each colour
Formative assessments and calculate the marks that the
• Ask diagnostic questions to assess learner has attained in various
knowledge and understanding. For tests. Grade learners based on the
example; Write the electronic table for assessment criteria.

Table 5.8 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners can be given remedial learners.
exercise to be marked later.This will enable Learners with sight problems can be placed
them internalize the requisite knowledge. in front of class.
The fact that disability is not inability
should be driven home well.

5.6 Elements and compounds

PERIOD 9: Elements and compounds

Refer to learner’s book pages 87–88

134
Specific objective • Guide the learners to answer the
By the end this lesson, learners should study questions in the discussion
be able to establish the relationship corner. This will enhance their
between elements and compounds. critical thinking and problem
solving skills.
Materials and learning resources • Briefly explain the meaning of
elements and compounds.
High cost Low cost/no cost
Chalkboard Cross cutting issues covered
Learner’s book
• Inclusive learning where all
Teaching methodology learners whether with special
• Guided discovery educational needs or not should
participate actively in the lesson.
• Brainstorming
• Peace, values and gender education
• Discussions
allows the learners to see the
Preparation for the lesson need to accommodate other
people’s views in a discussion.
This lesson will be taught in 1 period.
It will involve an activity by the learners. Generic competencies covered
The teacher will be engaging learners
• Co-operation and interpersonal
regarding the activity and assessing
skills – as learners interact in pairs
learning achievements.
and engage in class discussion.
You are required to organize the • Communicating in English – as
class in a way that will encourage the learners discuss the questions in
teaching methods suggested. the discussion corner.
Suggested teaching and learning • Critical thinking – As learners
activities/approaches think about their answers on the
discussion corner.
• Let the learners recall the meaning
of atom and molecule as you Formative assessments
introduce the lesson. • Assess knowledge and
• Bring to the attention of learners understanding by use of self
that the atoms of an element evaluation test 5.1.
make up a molecule and different • Assess skills acquisition by asking
atoms may combine to form learners to classify molecules
compounds. and compounds given a list of
• Let the learners work in pairs substances.
and discuss the questions in the • Assess if they appreciate the fact
discussion corner. that molecules can be compounds
• As they work in pairs they but compounds cannot be
improve their co-operation and molecules. Do this by asking
interpersonal skills. diagnostic questions.

135
• Listen and gauge learners they interact with other learners
language competence during during discussion and how they
class discussion of activity 5.6 share responsibilities.
and correct accordingly as you • Allocate marks for each colour
encourage them to improve. and calculate the marks that the
• Their co-operation and learner has attained in various
interpersonal skills may be tests. Grade learners based on the
assessed by finding out how table for assessment criteria.

Table 5.9 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners can be given a list of learners.
substances from which they classify them Learners with sight problems can be placed
into elements and compounds. This will in front of class.
enable them internalize the requisite The fact that disability is not inability
knowledge. should be driven home well.

Answers to Self-assessment Test Specific objective

5.1 By the end this lesson, learners should
1. Understanding the meaning of be able to describe formation of ions.
elements and compounds will
Materials and learning resources
enable the learner to classify the
substances. High cost Low cost/no cost
2. Mastery of chemical elements is Chalkboard
required for the learner to answer Learner’s book
this question corectly.
Teaching methodology
3. a. Pb is the chemical symbol of
• Guided discovery
Lead
• Brainstorming
b. Lead is poisonous
• Discussions
c. Recycling
5.7 Instability of atoms and Preparation for the lesson
tendency to gain or lose This lesson will be taught in 3 periods.
electrons It will involve an activity by the learners
as the teacher is engaging learners
PERIODS 10,11,12 and 13:
regarding the activity and assessing
Instability of atoms
learning achievements.
Refer to learner’s book pages 88–91

136
You are required to organize the Generic competencies covered
class in a way that will encourage the • Co-operation and interpersonal
teaching methods suggested. skills – as learners interact in pairs
and engage in class discussion.
Suggested teaching and learning • Communicating in English – as
activities/approaches learners discuss the questions in
• Introduce the lesson by the discussion corner.
emphasising the fact that atoms • Critical thinking – As learners
react in order to attain stability. think about their findings in the
• Introduce the concept of noble gas discussion corner.
electronic configuration. The teacher should emphasize
• Let the learners work in pairs the purpose of sharing within
and discuss the questions in the our communities since it fosters
discussion corner. national unity.
• As they work in pairs they Formative assessments
improve their co-operation and • Ask diagnostic questions and
interpersonal skills. self evaluation test 5.2 to assess
• Guide the learners to answer the knowledge and understanding.
study questions in the discussion • Assess skills acquisition by asking
corner. This will enhance their learners to illustrate ion formation
critical thinking and problem in given examples.
solving skills. • Assess attitudes and values by
• Briefly explain the meaning of the finding out if they appreciate the
terms ionization energy,electron need for sharing in our everyday
affinity, cations and anions. life.
• Let the learners internalize the • Listen and gauge learners
concept of noble gas electron language competence during
configuration by doing more class discussions and correct
examples. accordingly as you encourage
them to improve.
Cross cutting issues covered
• Their co-operation and
• Inclusive learning where all interpersonal skills may be
learners whether with special assessed by finding out how
educational needs or not should they interact with other learners
participate actively in the lesson. during discussion and how they
• Peace, values and gender education share responsibilities.
allows the learners to see the • Allocate marks for each colour
need to accommodate other and calculate the marks that the
people’s views in a discussion. learner has attained in various
tests. Grade learners based on the
table for assessment criteria.

137
Table 5.10 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learner can be given an opportunity to learners.
be secretary while others can ask questions Learners with sight problems can be placed
during discussion. This will enable them in front of class.
internalize the requisite knowledge. The fact that disability is not inability
should be driven home well.

Answers to self assessment test Materials and learning resources

5.2 High cost Low cost/no cost
1. Duplet implies the state of an Chalkboard
atom having 2 electrons in the Learner’s book
outermost energy level while
octet is when an atom has 8 Teaching methodology
electrons in the outermost energy • Guided discovery
level. • Brainstorming
2. Losing 2 electrons enables • Discussions
magnesium to gain stability easily.
3. Aluminium is unstable, it needs Preparation for the lesson
to lose 3 electrons to acquire This lesson will be taught in 2 periods.
stability. It will involve discussion activity by the
4. Learners need to remember that learners while the teacher is engaging
nonmetals react by losing valence learners on the activity and assessing
electrons. learning achievements.

5.8 Radicals and valence of You are required to organize the

class in a way that will encourage the
elements
teaching methods suggested.
PERIODS 14 and 15: Radicals Suggested teaching and learning
and valence of elements activities/approaches
Refer to learner’s book page 91 • Introduce the lesson by reminding
the learners on the formation of
Specific objective ions.
By the end this lesson, learners should • Let the learners appreciate that
be able to define radicals and valence atoms can occur in groups and
of elements. each group has its charge. In this
state, they are called radicals.

138
• Guide the learners in discussing Formative assessments
radicals and giving more examples. • Ask diagnostic questions and
This way, their co-operation questions from self evaluation
and interpersonal skills are test 5.3 to assess knowledge and
improved. understanding.
• Let the learners state the valencies • Assess skills acquisition by asking
of some radicals. learners to represent atoms
• In the second period guide the of certain elements using the
learners in finding the valencies symbols, atomic numbers and
of elements. mass numbers.
• Ask learners to find the valencies • Assess attitudes and values by
by giving out questions. finding out if they appreciate the
Cross cutting issues covered fact that it is the valence electrons
that actually takes part in a
• Inclusive learning where all
reaction.
learners whether with special
educational needs or not should • Listen and gauge learners
participate actively in the lesson. language competence during
class discussion and correct
• Peace, values and gender education
accordingly as you encourage
allows the learners to see the
them to improve.
need to accommodate other
people’s views in a discussion. • Their co-operation and
interpersonal skills may be
Generic competencies covered assessed by finding out how
• Co-operation and interpersonal they interact with other learners
skills – as learners interact and during discussion and how they
engage in class discussion. share responsibilities.
• Communicating in English as • Allocate marks for each colour
learners discuss in class. and calculate the marks that the
• Critical thinking – as learners learner has attained in various
state the valencies of radicals tests. Grade learners based on the
from their formulae. table for assessment criteria.
Table 5.11 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
Slow learners can be given an opportunity learners.
to be secretary during discussion. This Learners with sight problems can be placed
will enable them internalize the requisite in front of class.
knowledge. The fact that disability is not inability
should be driven home well.

139
5.9 Chemical formulae electrically charged and can bond
with atom of the opposite charge
PERIOD 16: Chemical formulae hence forming chemical formulae.
Refer to learner’s book pages 91–94 • Guide the learners in discussing
how chemical formulae of different
Specific objective compounds are formed. Use
By the end this lesson, learners should chalkboard for llustrations.
be able to use the valence of different • As they discuss they improve their
elements and radicals to write the co-operation and interpersonal
formulae and names of chemical skills.
substances. • Give learners more questions and
ask them to write their chemical
Materials and learning resources formulae.
High cost Low cost/no cost
Cross cutting issues covered
Chalkboard
Learner’s book • Inclusive learning where all
learners whether with special
Teaching methodology educational needs or not should
• Guided discovery participate actively in the lesson.
• Brainstorming • Peace, values and gender education
• Discussions allows the learners to see the
need to accommodate other
Preparation for the lesson people’s views in a discussion.
This lesson will be taught in 1 period. Generic competencies covered
It will involve discussion activity by the
• Co-operation and interpersonal
learners while the teacher is engaging
skills is seen as learners interact
learners on the activity and assessing
and engage in class discussion.
learning achievements.
• Communication in English as
You are required to organize the learners discuss in class.
class in a way that will encourage the
teaching methods suggested. Formative assessments
• Ask diagnostic questions such as
Suggested teaching and learning
the difference between a molecule
activities/approaches
and a compound.This is to assess
• Introduce the lesson by asking knowledge and understanding.
the learners to explain why
• Assess skills acquisition by asking
atoms lose or gain electrons as
learners to write chemical
previously learnt.
formulae of certain elements.
• Emphasize the fact that although
• Assess attitudes and values by
atoms attain stability after losing
finding out if they appreciate the
or gaining electrons, they become
fact that sharing brings forth or
140
 improves peace and stability in assessed by finding out how
our community. they interact with other learners
• Listen and gauge learners during discussion and share
language competence during responsibilities.
class discussion and correct • Allocate marks for each colour
accordingly as you encourage and calculate the marks that the
them to improve. learner has attained in various
• Their co-operation and tests. Grade learners based on the
interpersonal skills may be table for assessment criteria.

Table 5.12 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they The teacher should ensure learners with
discuss while the slow learners may write special needs are spread across the pairs
notes later. so that they participate fully with other
learners.
Slow learners can be given an opportunity
to ask questions during discussion. This Learners with sight problems can be placed
will enable them internalize the requisite in front of class.
knowledge.
The fact that disability is not inability
should be driven home well.
Consolidation activities 3. Why are atoms referred to as neutral?
1. Why is it important to use symbols in Ans: The number of electrons
naming elements other than just use and protons in an atom are
words? equal. Since protons are positively
Ans: Symbols are known and charged and electrons negatively
acceptable internationally. They charged, the charges cancel out
also provide an easy way of making the atom neutral.
writing chemical equations. 4. Why does an atom become negatively
2. Electrons are always freely moving charged after gaining an electron
around in the energy levels. What and becomes positively charged after
makes them not detach from the losing an electron.
atom and disappear? Ans: When an atom loses an
Ans: Electrons are negatively electron, the number of protons
charged. They are therefore (positively charged particles)
attracted to the protons that becomes more than that of
are found in the nucleus and are electrons (negatively charged
positively charged. particles). On the other hand,
when an atom gains an electron,

141
 the number of electrons exceeds Answers toTestYour Competence
that of the protons. 5
5. Chlorine has an electron configuration 1. Mark correct formulae only
of 2.8.7. 2. i. Let learners give names and
a) Does it gain stability by not symbols
gaining or losing electrons? ii. Mark correct formula only
b) Explain your answer in (a) 3. True
above. 4. Isotopes
c) H o w d o y o u e x p e c t 5. Oxygen exists as a molecule
aluminium with an electron consisting of the same atoms.
configuration of 2.8.3 to gain 6. Protons,electrons and neutrons
stability?
7. c
Ans: Chlorine gains stability by
8. c
gaining one electron to feel its
outermost energy level. This is 9. Learner’s should show all the
because it requires less energy steps.
to gain one electron than to lose 10. Number of = Number of
seven of them. Aluminium on the protons electrons
other hand, gains stability by
Electron
losing the three electrons in the
configuration of X = 2.8.8.1
outermost energy level.
Therefore number = 19
of protons

Table 5.13 Extended excercises

Remedial exercise for slow learners Additional exercise for first learners
1. An element with different atoms can 1. Given the chemical symbol of an
have a different number of? element, what kind of information will
2. What is the relationship between you obtain?
atomic number, number of protons and 2. Group VIII elements are inert. Explain.
electrons in an atom. 3. Give the symbol and the number of
3. Name an element with the following electrons in an atom of:
numbers of particles. a. Oxygen
(a) 0 neutrons b. Carbon
(b) 11 electrons 4. The atomic number tells you the number
4. In the Periodic table, no two different of ______ in an atom of an element. It
elements will have the ______ atomic also tells you the number of ______
number. in a neutral atom of that element. The
atomic number gives the “identity” of
an element as well as its location on
the Periodic Table.
5. What is special about valence electrons?

142
Table 5.14 Answers to extended exercises
Answers to remedial exercise for slow Answers to additional exercise for
learners first learners
1. Neutrons. 1. Mass number and atomic number.
2. Atomic, proton and atomic numbers 2. Let learners appreciate that group VII
are equal. atoms does lose or gain electrons.
3. a. Hydrogen 3. a. O-8
b. Sodium b. C-6
4. Same 4. Protons, electrons
5. Used in bonding.

143
 Unit Arrangement of Elements in the
6 Periodic Table
(Number of Periods- 6)
Refer to learner’s book pages 97–108

Learning objective
Key unit competence
Unlike in knowledge-based curriculum,
After studying this unit, learners should
competence-based curriculum
be able to use the atomic number,
embraces three categories of learning
valence electrons and number of shells
objectives that is; knowledge and
to classify the first 20 elements in the
understanding, skills acquisition,
Periodic Table.
attitude and values. At the end of the
Unit outline lesson, the learner should be have
knowledge and understanding of the
• Early classification of elements.
various concept areas, acquire the
• Dobereiner’s Triads and Newlands necessary skills, change their attitude
• Historical development of the towards various life aspects and
modern Periodic Table subscribe to certain values that are
• Metallic and non-metallic trend in acceptable in the society where they
the Periodic Table live. Therefore, emphasize attainment
of these three objective areas during
the learning process.
Table 6.1 Knowledge, Skills and values to be attained
Learning Objectives
Knowledge and Skills Attitudes and values
Understanding
- Describe the historical - Deduce the position - Appreciate the importance
evolution of the modern of an element in the of classifying elements in
Periodic Table. Periodic Table from its the Periodic Table.
- State the trends in electronic configuration. - Appreciate the contribution
m e t a l l i c a n d n o n - Relate metallic and non- of scientists such as
metallic character metallic properties of Mendeleev and Mosley in
of elements across a e l e m e n t s f ro m t h e i r the development of the
period and down a position on the Periodic modern Periodic Table.
group on the Periodic Table.
Table.
Links to other subjects
The content in this unit is related collection of distinct objects considered
to Mathematics whereby a set is a as an object on its own.

144
Assessment criteria Also, Let them relate metallic
Assessment method used should help and non-metallic properties of
the teacher to confirm that the key elements to their position on
competency of the unit has been met. the Periodic Table. Particular
It should provide avenues for assessing questions have been suggested in
knowledge acquisition, skills attainment the test your competence 6 that
and attitude change. target assessing skills acquisition.
• To a s s e s s k n o w l e d g e a n d • To assess attitude changes you
understanding of concepts, use may ask probing questions aimed
the self evaluation tests and at finding out if they appreciate the
specific questions in the test importance of classifying elements
your competence 6 at the end of in the Periodic Table. Also, specific
the unit. You can also formulate questions have been provided
your own questions or use the in the test your competence 6
diagnostic assessment exercises which target attitude change and
and exercises suggested in this societal values.
unit targeting bright students and The teacher should continuously
remedial exercises. assess learners to guage the extent of
• To assess skills acquisition, you knowledge and skills acquisition.
may present learners with The general criteria to use to gauge
electronic configuration of certain the various generic competences are
elements and ask them deduce given in the table below.
their positions in the Periodic Table.

Table 6.2 Assessment criteria

Name of COMM I&C CT RS LL PS C&I

Learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green
KEY: Red – Poor COMM – Communication in English
Green – Good I & C – Interpersonal skills & Co-operation
Yellow – Excellent CT – Critical Thinking
Blue – Average RS – Research Skills
LL – Life long skills
PS – Problems solving skills
C &I – Creativity & Innovation
145
• Grade the learners based on how and boiling points. They also have
they have scored on the various shiny, lustrous, metallic appearance.
competencies and the tests given Chemical properties for transition
to assess the various learning elements include;
objectives (i) Ability to form complexes.
Background information (ii) Tendency to form coloured
compounds.
Pe r i o d i c Ta b l e i s t h e t a b u l a r
arrangement of elements in order of (iii) Having catalytic properties.
atomic number, usually in rows, so that 6.1 Dobereiner’s triads and
elements with similar atomic structure Newlands octave
appear in vertical columns.
This unit is about arrangement PERIODS 1 and 2: Dobereiner’s
of elements in the Periodic Table. triads and Newlands
Attempts by early Chemists to classify octaves
elements that is Dobereiner’s triads
and Newlands octaves as part of Refer to learner’s book pages 98–99
development of the Periodic Table, Specific objective
metallic and non-metallic trend in the
By the end this lesson, learners should
Periodic Table. The learners should
be able to describe Dobereiner’s triads
appreciate the contribution of scientists
and Newland’s octaves.
such as Mendeleev and Moseley in the
development of the modern Periodic Materials and learning resources
Table.
High cost Low cost/no cost
Additional information for the Chalkboard
teacher Learner’s book
Transition elements are elements that
make up groups III through XII of the Teaching methodology
periodic table. These elements are all • Guided discovery
metals. They include some of the best • Brainstorming
known names on the periodic table like • Discussions
iron, gold, silver, copper, mercury, zinc,
nickel, chromium and platinum amont Preparation for the lesson
others. Other transition elements This lesson will be taught in 2 periods.
might be unfamiliar. They however It will involve discussion activity by the
find application in industry. They learners as the teacher is engaging
include titanium, vanadium, manganese, learners and assessing learning
zirconion, molebdenum, palladium and achievements.
tungsten. You are required to organize the
Mercury is unique as it is the only liquid class in a way that will encourage the
metal. All others have high melting teaching methods suggested.

146
Suggested teaching and learning Formative assessments
activities/approaches • Ask diagnostic questions for
• Introduce the lesson by asking example:
the learners to define the Periodic a. What is a triad?
Table as previously learnt. b. Why was triads discarded
• Emphasize the contribution of as a a way of arranging and
J. W Dobereiner and John A. R classifying elements?
Newlands towards classification
of elements. This way you will be assessing
knowledge and understanding.
• Guide the learners in discussing
the triads and the octaves. Use • Assess attitudes and values by
chalkboard for illustrations. listening to their answers to
the discussion corner questions.
• As they discuss, they improve This will help you to find out if
their co-operation and they appreciate the importance of
interpersonal skills. classifying elements in the Periodic
• Use diagnostic questions to Table
enhance critical thinking and • Listen and gauge learners
problem solving skills. language competence during
Cross cutting issues covered class discussion and correct
• Inclusive learning where all accordingly as you encourage
learners whether with special them to improve.
educational needs or not should • Their co-operation and
participate actively in the lesson. interpersonal skills may be
• Peace, values and gender education assessed by finding out how
allows the learners to see the they interact with other learners
need to accommodate other during discussion and how they
people’s views in a discussion. share responsibilities.
• Assess their critical thinking and
Generic competencies covered problem solving skills from the
• Co-operation and interpersonal way they answer questions in the
skills is seen as learners interact discussion corner.
and engage in class discussion. • Allocate marks for each colour
• Communicating in English as and calculate the marks that the
learners discuss in the class. learner has attained in various
tests. Grade learners based on the
table for assessment criteria.

147
Table 6.3 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may explain how the law of The teacher should ensure learners with
Triads was used to classify elements. special needs are spread across the pairs
Slow learners may be asked diagnostic so that they participate fully with other
questions to reinforce their learning. This learners.
will enable them internalize the requisite Learners with sight problems can be placed
knowledge. in front of class.
The fact that disability is not inability should
be driven home well.

6.2 Historical development of You are required to organize the

the modern Periodic Table class in a way that will encourage the
teaching methods suggested.
PERIOD 3: Historical
development of the modern Suggested teaching and learning
Periodic Table activities/approaches
• Introduce the lesson by creating
Refer to learner’s book pages 99–100 a connection between the early
Specific objective attempts to classify elements and
the work of Mendeleev Dmitri.
By the end this lesson, learners should
• Emphasize the periodic law i.e the
be able to describe development of the
properties of the elements and the
modern Periodic Table.
function of their atomic weight as
Materials and learning resources stated by Mendeleev.
• Guide the learners in discussing
High cost Low cost/no cost how Mendeleev came up with
Chalkboard
periods. Ensure co-operation
Learner’s book
and interpersonal skills are
Periodic Table
enhanced among the learners
Teaching methodology during discussion.
• Guided discovery • Bring to the attention of the
learners the discovery of the
• Brainstorming
atomic number by Henry G
• Discussions Moseley.
• Research
Cross cutting issues covered
Preparation for the lesson
• Inclusive learning where all
This lesson will be taught in 1 period. It learners whether with special
will involve an activity by the learners educational needs or not should
as the teacher is engaging learners and participate actively in the lesson.
assessing learning achievements.

148
• Peace, values and gender education discovery in the development of
allows the learners to see the the Periodic Table led to another.
need to accommodate other • Assess attitudes and values by
people’s views in a discussion. stating the major contributions of
• Environment, conservation and Henry Moseley and Mendeleev in
sustainibility – Ask learners to the development of Periodic Table.
name some of the newly created • Listen and gauge learners
elements that poses danger to the language competence during
environment. class discussion and correct
accordingly as you encourage
Generic competencies covered them to improve.
• Co-operation and interpersonal • Their co-operation and
skills is seen as learners interact interpersonal skills may be
in pairs and engage in class assessed by finding out how
discussion. they interact with other learners
• Communicating in English as during discussions and how they
learners discuss in the class. share responsibilities.
Formative assessments • Allocate marks for each colour
and calculate the marks that the
• Ask diagnostic questions and use
learner has attained in various
self evaluation test 6.1 to assess
tests. Grade learners based on the
knowledge and understanding.
table for assessment criteria.
• Assess skills acquisition by asking
learners to mention how one

Table 6.4 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may be asked to state and The teacher should ensure learners with
explain the periodic law. special needs are spread across the pairs
so that they participate fully with other
Slow learner can asked to state the learners.
contribution of Mendeelev Dmitri and
Henry G. Moseley towards development Learners with sight problems can be placed
of the Periodic Table. This will enable them in front of class.
internalize the requisite knowledge.
The fact that disability is not inability
should be driven home well.

149
Answers to Self-evaluation Test Preparation for the lesson
6.1 This lesson will be taught in 1 period. It
1. The learner must show the will involve an activity by the learners
importance of Newland’s octave as the teacher is engaging learners and
and Mendleev’s periodic law. assessing learning achievements.
2. His arrangement of elements You are required to get the various
could not allow spaces for the materials in advance and organize the
missing elements. class in a way that will encourage the
3. By discovering the position of teaching methods suggested.
elements in the table, it became
easy to predict the position of the Suggested teaching and learning
missing elements. activities/approaches
4. Let the learners show appreciation • Introduce the lesson by revisiting
for arrangement of things in a M e n d e l e e v ’s i d e a o n t h e
shop i.e easy access to certain development of Periodic Table.
products. • Guide the learners in discussing
the principal characteristics of the
6.3 The modern Periodic Table modern Periodic Table. As they
work in pairs, their co-operation
PERIOD 4:The Periodic Table and interpersonal skills are
Refer to learner’s book pages 100–101 enhanced.
• Emphasize the importance of
Specific objective Periodic classification of elements
By the end of this lesson, learners i.e there is always consistency of
should be able to describe the Periodic properties in a group. This will
Table based on Mendeleev’s original make them appreciate the work
idea. of the modern periodic function.
Materials and learning resources Cross cutting issues covered
High cost Low cost/no cost • Inclusive learning where all
Chalkboard learners whether with special
Learner’s book education needs or not should
Periodic Table participate actively in the lesson.
• Peace, values and gender education
Teaching methodologies
allows the learners to see the
• Guided discovery need to accommodate other
• Brainstorming people’s views in a discussion.
• Discussions

150
Generic competencies covered assess their attitude towards the
• Co-operation and interpersonal importance of classifying elements
skills should be seen as learners in the Periodic Table.
interact and engage in class • Listen and gauge learners
discussion. language competence during
• Communicating in English as class discussion and correct
learners discuss in the class accordingly as you encourage
• Critical thinking as learners them to improve.
think about the answers to the • Their co-operation and
diagnostic questions. interpersonal skills may be
assessed by finding out how
Formative assessments they interact with other learners
• The teacher may use diagnostic during discussion and how they
questions and self evaluation share responsibilities.
test 6.2 to assess knowledge and • Allocate marks for each colour
understanding. Reinforce where and calculate the marks that the
necessary. learner has attained in various
• From the answers learners give tests. Grade learners based on the
to the oral questions you ask table for assessment criteria.
them on the pure substances,

Table 6.5 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may be asked to state the The teacher should ensure learners with
atomic number and symbol of an element special needs are spread across the pairs
from the Periodic Table. so that they participate fully with other
Slow learners can be assisted using visual learners.
aids such as Periodic Table.This will enable Learners with sight problems can be placed
them internalize the requisite knowledge. in front of class.
Slow learners to be guided on how to The fact that disability is not inability
search information from the internet. should be driven home well.

Answers to Self-evaluation Test c. 8 periods and 7 groups.

6.2 2. a. As one move from left to right
1. a. Let the learner appreciate the elements become less
Mendeleev’s periodic law and metallic.
table consisting of groups and b. Alkali metals, Alkaline earth
periods. metals, Halogens and noble
b. Elements in a group have gases.
similar properties.They form
a family.

151
3. Having completely filled outermost Suggested teaching and learning
energy level makes it stable hence, activities/approaches
member of the noble gases. • Introduce the lesson by creating
linkage with the previous lesson
6.4 R e l a t i o n s h i p b e t we e n of the Periodic Table.
electronic structure of • Emphasize the fact that from the
elements and their position electronic configuration we can
on the Periodic Table locate the position of elements in
the Periodic Table.
PERIOD 5: Electronic structure • Let the learners work in pairs and
of elements and their do Further activity in the learner’s
position on the Periodic book page 102-103.
Table • As they work in pairs they
Refer to learner’s book pages 101–104 improve their co-operation and
interpersonal skills.
Specific objective
• Guide the learners to answer
By the end this lesson, learners should the diagnostic questions. This will
be able to locate the position of an enhance their critical thinking
element from its electronic structure. and problem solving skills.
Materials and learning resources • Learners should state elements
with the same number of electrons
High cost Low cost/no cost in the outermost energy level and
Chalkboard those with the same number of
Learner’s book energy levels.
Periodic Table
Cross cutting issues covered
Teaching methodology • Inclusive learning where all
• Guided discovery learners whether with special
• Brainstorming educational needs or not should
• Discussions participate actively in the lesson.
• Peace, values and gender education
Preparation for the lesson allows the learners to see the
This lesson will be taught in 2 periods. need to accommodate other
It will involve an activity by the learners people’s views in a discussion.
as the teacher is engaging learners Generic competencies covered
regarding the activity and assessing
• Co-operation and interpersonal
learning achievements.
skills should be seen as learners
You are required to organize the interact in pairs and engage in
class in a way that will encourage the class discussion.
teaching methods suggested. • Communicating in English as
learners discuss in the class.

152
• Critical thinking as learners • Listen and gauge learners
think about the answers to the language competence during class
diagnostic questions. discussion in the Further activity
and correct accordingly as you
Formative assessments encourage them to improve.
• Ask diagnostic questions to assess • Their co-operation and
knowledge and understanding. interpersonal skills may be
• Assess skills acquisition by asking assessed by finding out how
learners to : they interact with other learners
a. determine the position of an during discussion and how they
element from its electronic share responsibilities.
configuration. • Allocate marks for each colour
b. classify elements which and calculate the marks that the
belong to the same group learner has attained in various
from a list. tests. Grade learners based on the
table for assessment criteria.
Table 6.6 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may be given a Periodic The teacher should ensure learners with
Table containing some elements and asked special needs are spread across the pairs
to state their atomic number and their so that they participate fully with other
configuration. learners.
Slow learners can be given simple questions Learners with sight problems can be placed
such as selecting elements which belong to in front of class.
the same group, given a list.This will enable The fact that disability is not inability
them internalize the requisite knowledge. should be driven home well.

Answers to Self-evaluation Test 3. The learners should know that

6.3 elements in a group display similar
1. (a) Assess the skill of writing properties.
electronic configuration. 4. Sometimes materials can be
The learners should show a r r a n g e d f o r c o nve n i e n c e
how they arrived at the purposes.
answers.
PERIOD 6: Metallic and non-
(b) Atomic number enables one
metallic trend
to locate the position of the
element in the Periodic Table. Refer to learner’s book pages 104–105
2. The answers provided should show Specific objective
appreciation for the uniqueness of
By the end of this lesson, learners
the hydrogen element.
should be able to describe the metallic

153
and non-metallic trend in the Periodic group it becomes easier to lose
Table. valence electrons while across the
Period from left hand side to the
Materials and learning resources right hand side it becomes difficult
High cost Low cost/no cost to lose valence electrons hence
Chalkboard decrease in metallic properties.
Learner’s book
Cross cutting issues covered
Teaching methodologies • Inclusive learning where all
• Role playing learners whether with special
• Guided discovery educational needs or not should
participate actively in the lesson.
• Brainstroming
Learners with seeing difficulties
• Discussions can be put in front of the class.
Preparation for the lesson • Peace, values and gender education
allows the learners to see the
This lesson will be taught in two need to accommodate other
periods. It will involve discussion people’s views in a discussion.
activity by the learners as the teacher
• Financial education should put
is assessing learning achievements.
emphasis on the economical use
You are therefore required to get
of energy.
the various materials in advance and
organize the class in a way that will Generic competencies covered
encourage the teaching methods
• Co-operation and interpersonal
suggested.
skills should be seen as learners
Suggested teaching and learning interact in pairs and engage in
activities/approaches class discussion.
• Bring to the attention of learners • Communicating in English as
that across the Period, from learners discuss study questions.
left to right, metallic character • Critical thinking as learners
decreases. think about the answers of the
• Also emphasize that down the diagnostic questions.
group, there is increase in metallic
Formative assessments
character.
• You may ask learners some
• Let the learners work in pairs and
diagnostic assessment questions
answer the study questions.
in the course of the lesson to
• As they work in pairs, they gauge their knowledge and
improve their co-operation and understanding of the arrangement
interpersonal skills. of elements in the Periodic Table.
• Guide the learners in discussing • Learners acquisition of skills can
the fact that, down a metallic be assessed by asking the learners

154
 oral questions to find out if they they interact with other learners
can relate metallic and non- during discussion and how they
metallic properties of elements share responsibilities.
to their position on the periodic • Use certain diagnostic questions
table. to assess their attitude towards
• Listen and gauge learners the criteria of choosing the
language competence during appropriate fuel to use while at
class discussion and correct school and at home.
accordingly as you encourage • Allocate marks for each colour
them to improve. and calculate the marks that the
• Their cooperation and learner has attained in various
interpersonal skills may be tests. Grade learners based on the
assessed by finding out how table for assessment criteria.

Table 6.7 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may be asked to explain why The teacher should ensure learners with
metallic properties increases from right to special needs are spread across the pairs
left across the period and down a group. so that they participate fully with other
Slow learners can be asked to name the learners.
metallic and non-metallic groups. This Learners with sight problems can be placed
enables them internalize the requisite in front of class.
knowledge. The fact that disability is not inability
should be driven home well.

Answers to Self-evaluation Test Ans: Silicon is a grey solid at

6.4 room temperature with very
1. a. It tells us the group and high melting point and boiling
period of an element. point. It loses or gains 4 electrons
hence have both metallic and
b i. Increases (check the
non-metallic properties so it is
explanation given),
classified as metalloid.
ii. Decreases from left to
2.Why do inert gases have zero valence?
right hand side. (check the
explanation given). Ans: It is because inert gases
have 2 or 8 electrons in outermost
2. It enables electricians to choose
energy level.
the best conductor to use as
cables. 3. How is valenc y of an element
determined?
Consolidation activity Ans: The valency of an element
measures its ability to combine
1.Why is silicon is classified as metalloid? with other elements. The valency
is determined by knowing its place
155
 in periodic table. All the elements Ans: it is because he could not
in group VII have eight electrons arrange all elements in triads.
in their outer shells, and thus have 7. Oxygen (O, 8) and sulphur (S, 16)
a valency of zero (highly stable). belong to group 16 of the Periodic
Elements in group I just have one Table.
valence electron in their outer (i) Write the electronic configuration
shells and thus have a valency of and valency of these two elements?
one.
Ans (i) Oxygen (O, 8) = 2,6 ;
4. Why could no fixed position be given valency =2 ; Sulphur (S, 16) = 2,8,6
to hydrogen in Mendeleev’s Periodic ; valency =2
Table?
Ans: Hydrogen is placed in the
first column above alkali metals. 8. How does electronic configuration
It is because hydrogen and alkali of atoms change in a period with
metals have similar properties. increase in atomic number?
However, hydrogen also resembles Ans: On moving across a period
halogens. Like halogens, hydrogen from left to right, the atomic
is a gas, and exists as a diatomic number of the elements increases,
molecule (H2). It forms covalent therefore, the number of electrons
compounds like halogens unlike in the valence shell increases
alkali metals. Hence, it can also be from 1 to 8, i.e, the first element
placed above the halogen group. in the given period will have one
Therefore, Mendeleev was not electron in its valence shell and
able to explain the position of the last element in the same
hydrogen. period will have eight electrons.
5. In modern Periodic Table, the isotopes 9. Why is chlorine (atomic number 17)
of chlorine Cl-35 and Cl-37 have more electronegative than sulphur
different atomic masses hence will be (atomic number 16) ?
kept in different slots or they would be Ans: The nucleus of chlorine has
assigned same position on the basis more tendency to attract an
of their chemical properties? Give extra electron than the nucleus
reasons in support of your answer of sulphur because chlorine needs
Ans: It is because periodic table only one 1 electron to complete
is based on the atomic numbers of its shell. Hence, chlorine is more
the element and both the isotopes electronegative than sulphur.
of chlorine have the same atomic 10. An element has electronic configuration
number (z = 17). 2, 8, 3.What is the atomic number of
6. Why was dobereiner’s system of this element? To which (i) group and
classification of elements into triads (ii) period does this element belong?
not found to be useful? Ans: Atomic Number = 13, Group
3 Period 3

156
Answers toTest Your Competence 3. a. B b. E
6 c. A d. C and F
1. a. The learners must know the 4. The skill of deducing the position
real names of the scientists. of an element in the Periodic Table
b. All elements with one electron is required for correct answering
in the outermost energy level. of a, b and e.
c. All elements with same 5. Atomic number, relative atomic
number of energy levels. masses
2. i. P, S 6. a. 2.8.7
ii. P, Q b. Halogens
iii. The knowledge of writing 7. a. The learner can name another
the electronic configuration element from the same group
is required here. b. Let the learner mention
its adverse effect to the
environment.
8. d
Table 6.8 Extended excercises
Remedial excercises for slow learners Additional exercises for high achievers
1. Element V has an atomic number 14. 1. Account for the contribution of Henry
Write its electronic configuration. Moseley’s towards development of the
2. When carbon reacts, does it lose or gain Periodic Table.
electrons? Exlain. 2. What makes two elements to belong to
the same group?

Table 6.9 Answers to extended exercises

Answers to extended exercises Answers to additional exercises
1. 2.8.4 1. He proposed that atoms be arranged
2. Carbon atoms reacts by gaining electrons. based on their numbers.
Carbon is a non-metal. 2. Possession of the same number of
valence electrons in the outermost
energy level.

157
 Unit Water and its composition
7
(Number of Periods - 8)
Refer to learner’s book pages 109 – 119

Key unit competence Learning objective

After studying this unit, learners should Unlike in knowledge-based curriculum,
be able to state standard requirements competence-based curriculum
for different categories of water embraces three categories of learning
and explain steps involved in water objectives that is, knowledge and
treatment. understanding, skills acquisition and
attitude and values. At the end of the
Unit outline lesson, the learner should be have
• Sources of water. knowledge and understanding of the
• Physical properties of pure water. various concept areas, acquire the
• Testing for the presence of water necessary skills, change their attitude
using anhydrous copper(II) towards various life aspects and
sulphate and cobalt(II) chloride subscribe to certain values that are
• Characteristics of different acceptable in the society where they
categories of water. live. Therefore, emphasize attainment
• Treatment and purification of of these three objective areas during
water. the learning process.
• Uses of water
• Water cycle
Table 7.1 Knowledge, Skills and values to be attained
Learning Objectives
Knowledge and Skills Attitudes and values
Understanding
- State the physical properties - Perform experiments to - Develop the sense for
of pure water. the show properties of importance of managing
water. natural resources
correctly.
- Outline the steps involved - Test for the presence - Appreciate the value
in the treatment and of water in any given of clean water for our
purification of water. substance in the health.
laboratory.
- Explain the water cycle - Illustrate the water
and its importance in cycle through a labelled
daily life. diagram.

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- Differentiate between - Relate the characteristics
pure water and clean of water to its uses.
water. - Write a standard report of
field visits and research.
Present findings in a
convincing way.
Links to other subjects learners can perform experiments
The content in this unit is related to show properties of water. Also,
to Mathematics whereby a set is a Let them test for the presence of
collection of distinct objects considered water in agiven substance. They
as an object on its own. can also be asked to illustrate
water cycle through a labelled
Assessment criteria diagram. Furthermore, particular
questions have been suggested in
Assessment method used should help
the test your competence 7 that
the teacher to confirm that the key
target assessing skills acquisition.
competency of the unit has been met.
It should provide avenues for assessing • To assess attitude change -
knowledge acquisition, skills attainment you may ask probing questions
and attitude change. aimed at finding out if they have
developed a sence of managing
• To a s s e s s k n o w l e d g e a n d
resources correctly. Also, specific
understanding of concepts – use
questions have been provided
the self evaluation tests and
in the test your competence 7
specific questions in the test your
which target attitude change and
competence 7 at the end of the
societal values.
unit. You can also formulate your
own questions and/or use the The teacher should continuously
diagnostic assessment exercises assess learners to guage the extent of
or exercises suggested in this knowledge and skills acquisition.
unit targeting bright students and The general criteria to use to gauge
remedial exercises. the various generic competences are
• To assess skills acquisition – given in the table below.
Table 7.2 Assessment criteria
Name of COMM I&C CT RS LL PS C&I
Learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green

159
KEY: Red – Poor COMM – Communication in English
Green – Good I & C – Interpersonal skills & Co-operation
Yellow – Excellent CT – Critical Thinking
Blue – Average RS – Research Skills
LL – Life long skills
PS – Problems solving skills
C &I – Creativity & Innovation
• Grade the learners based on how atmospheric temperature).
they have scored on the various This unit is about sources of water, it’s
competencies and the tests given physical properties, chemical test of
to assess the various learning water in the laboratory, treatment and
objectives purification of water, uses of water and
Background information the water cycle.

Water is an odourless, tasteless and Additional information for the

transparent liquid. It is colourless in teacher
small amounts but exhibits a bluish Water conservation
tinge in large quantities. It is the most
familiar and abundant liquid on earth. It Water conservation involves the
covers about 70% of the earth’s surface. policies, strategies and activities
Water is also a major component of made to manage fresh water as a
tissues of living organisms. sustainable resource, to protect the
water environment and to meet current
Water has interesting thermal and future human demand. Increase in
properties. When heated from 0°C to population has increased demand
4°C it contracts and becomes denser for water. Climate change brought
unlike other substances which expand about by some human activities have
and become less dense. Conversely, increased pressure in water demand for
when water is cooled within this manufacturing and irrigation.
temperature range, it expands, as a
result, ice is less dense than water and The following aer the goals of water
floats on it. conservation:
(a) To ensure availability of water for
Because of hydrogen bonding between future generations.
water molecules, the latent heats
(b) To protect habitat for acquatic
of fusion, evaporation and the heat
animals like fish.
capacity of water are usually high.
Due to these reasons, water serves (c) To preserve water for energy
both as a heat transfer medium(ice generation.
for cooling and steam for heating) The strategies to conserve water can
and as a temperature regulator( the be summarised as below:
water in lakes and oceans help regulate

160
1. Avoiding water loss – This can be You are required to organize the
done by harvesting rain water, class in a way that will encourage the
closing taps after use, use of teaching methods suggested.
modern irrigation methods that
save water like drip and use of Suggested teaching and learning
swimming pool covers. activities/approaches
2. Avoiding any damage to water • Introduce the lesson by asking
quality – Avoid activities that learners to mention places where
pollute water for example dumping they get water for domestic
wastes in water bodies. purposes.
3. Improving water management • Emphasize the need to drink
practices that will reduce or treated water to avoid contracting
enhance the beneficial use of water. waterborne diseases.
• Guide the learners in discussing
7.1 Sources of water the sources of water. Remind them
PERIOD 1 Sources of water of the importance of conserving
water resouces.
Refer to learner’s book page 110
• As they discuss they improve their
Specific objective co-operation and interpersonal
skills.
By the end of this lesson, learners
• Use diagnostic questions to
should be able to state and briefly
enhance critical thinking and
explain sources of water.
problem solving skills.
Materials and learning resources
Cross cutting issues covered
High cost Low cost/no cost • Inclusive learning – All learners
Chalkboard whether with special educational
Learner’s book needs or not should participate
Charts actively in the lesson.
Teaching methodology • Pe a c e , v a l u e s a n d g e n d e r
education – Let the learners see
• Guided discovery the need to accommodate other
• Brainstorming people’s views in a discussion.
• Discussions
Generic competencies covered
Preparation for the lesson • Co-operation and interpersonal
This lesson will be taught in 1 period. skills – as learners interact and
It will involve discussion activity engage in class discussion.
by the learners as the teacher is • Communicating in English – as
engaging learners in assessing learning learners discuss in the class.
achievements.

161
Formative assessments • Their co-operation and
• Ask diagnostic questions for interpersonal skills may be
example; state and briefly explain assessed by finding out how
three sources of water. This way they interact with other learners
you will be assessing knowledge during discussion and how they
and understanding. share responsibilities.
• Assess attitudes on conservation • Assess their critical thinking and
of resources by listening to the problem solving skills from the
answers they provide to the oral way they answer questions in the
questions you ask them. discussion corner.
• Listen and gauge learners • Allocate marks for each colour
language competence during and calculate the marks that the
class discussion and correct learner has attained in various
accordingly as you encourage tests. Grade learners based on the
them to improve. table for assessment criteria.

Table 7.3 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may explain why it is The teacher should ensure learners with
important to treat water before drinking. special needs are spread across the pairs
Slow learners may be asked diagnostic so that they participate fully with other
questions to reinforce their learning. This learners.
will enable them internalize the requisite Learners with sight problems can be placed
knowledge. in front of class.
The fact that disability is not inability
should be driven home well.

7.2 Physical properties of pure Materials and learning resources

water High cost Low cost/no cost
Bunsen burner Chalkboard
PERIOD 2: Physical properties
Learner’s book
of pure water Boiling tube, tripod stand,
Refer to learner’s book pages 111-112 wire gauze, thermometer,
matchbox,sample of
Specific objective water
By the end this lesson, learners should Teaching methodology
be able to state the physical properties
• Guided discovery
of pure water.
• Demostration
• Brainstorming
• Discussions

162
Preparation for the lesson Generic competencies covered
This lesson will be taught in 2 periods. • Co-operation and interpersonal
It will involve practical activity by the skills – as learners interact and
learners as the teacher is engaging engage in class discussion.
learners and assessing learning • Communicating in English – as
achievements. learners discuss in the class.
You are required to organize the Formative assessments
class in a way that will encourage the
teaching methods suggested. • Ask diagnostic questions for
example:
Suggested teaching and learning a. What is the colour of water?
activities/approaches b. Describe the test of water?
• Introduce the lesson by asking • This way you will be assessing
learners to describe the water knowledge and understanding.
they use at home.
• Assess skills acquisition by asking
• Provide the learners with the
learners to perform experiments
apparatus and let them determine
to show properties of water.
the boiling point of water.
• Guide the learners in discussing • Listen and gauge learners
the questions in the discussion language competence during
corner. As they discuss they class discussion and correct
improve their co-operation and accordingly as you encourage
interpersonal skills. them to improve.
• Use diagnostic questions to • Their co-operation and
enhance critical thinking and interpersonal skills may be
problem solving skills. assessed by finding out how
they interact with other learners
Cross cutting issues covered during discussion and how they
• Inclusive learning – All learners share responsibilities.
whether with special educational • Assess their critical thinking and
needs or not should participate problem solving skills from the
actively in the lesson. way they answer questions in the
• Pe a c e , v a l u e s a n d g e n d e r discussion corner.
education – Let the learners see • Allocate marks for each colour
the need to accommodate other and calculate the marks that the
people’s views in a discussion. learner has attained in various
• Financial education – Let the tests. Grade learners based on the
learners display caution while table for assessment criteria.
using thermometer to avoid
breakage.

163
Table 7.4 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may be asked to state the The teacher should ensure learners with
physical properties of pure water. special needs are spread across the pairs
Slow learners may be asked diagnostic so that they participate fully with other
questions i.e State the colour, smell and learners.
taste of pure water. Learners with sight problems can be placed
in front of class.
The fact that disability is not inability
should be driven home well.

7.3 Testing the presence of as the teacher is engaging learners

water in a given substance regarding the activity and assessing
learning achievements.
PERIOD 3: T e s t i n g t h e You are required to organize the
presence of water in a given class in a way that will encourage the
substance teaching methods suggested.
Refer to learner’s book pages 112–113
Suggested teaching and learning
Specific objective activities/approaches
By the end this lesson, learners should • Introduce the lesson by way of
be able to test for the presence of flashback. Let learners mention
water in any given substance. the physical properties of water.
• Tell the learners that there are
Materials and learning resources certain reagents that can be used
to test for the presence of water
High cost Low cost/no cost
in a substance.
Chalkboard
Learner’s book • Let the learners work in pairs
Colourless liquid, test tubes and do activity 7.3 in the learner’s
A n hy d r o u s c o p p e r ( I I ) book page 112–113,
sulphate, cobalt (II) chloride • As they work in pairs they
improve their co-operation and
Teaching methodology interpersonal skills.
• Guided discovery • Guide the learners to answer
• Brainstorming discussion corner questions.
• Discussions This will enhance their critical
• Demonstration thinking and problem solving skills.
• Emphasize the effect of water on
Preparation for the lesson anhydrous copper (II) sulphate
This lesson will be taught in 1 period. It and cobalt (II) chloride.
will involve an activity by the learners

164
Cross cutting issues covered example; When cobalt(II) chloride
• Inclusive learning – All learners is dipped in a certain clear liquid in
whether with special educational a beaker, it changes to pink.What
needs or not should participate can you conclude about the liquid?
actively in the lesson. • Assess skills acquisition by asking
• Pe a c e , v a l u e s a n d g e n d e r learners to test for the presence
education-Let the learners see of water in a given substance.
the need to accommodate other • Listen and gauge learners
people’s views in a discussion. language competence during class
discussion of the Further activity
Generic competencies covered and correct accordingly as you
• Co-operation and interpersonal encourage them to improve.
skills – as learners interact in pairs • Their co-operation and
and engage in class discussion. interpersonal skills may be
• Communicating in English – as assessed by finding out how
learners discuss in the class. they interact with other learners
• Critical thinking – As learners during discussion and how they
think about the answers to the share responsibilities.
diagnostic questions. • Allocate marks for each colour
and calculate the marks that the
Formative assessments learner has attained in various
• Ask diagnostic questions to assess tests. Grade learners based on the
knowledge and understanding for table for assessment criteria.

Table 7.5 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may be given an opportunity The teacher should ensure learners with
to test for presence of water in a given special needs are spread across the pairs
substance. so that they participate fully with other
Slow learners can be asked to state the learners.
colour changes when water is added to Learners with sight problems can be placed
anhydrous copper(II) sulphate. This will in front of class.
enable them internalize the requisite The fact that disability is not inability
knowledge. should be driven home well.

7.4 Characteristics of different

categories of water
Specific objective
PERIOD 4: Characteristics of
By the end this lesson, learners should
different categories of water
be able to state characteristics of
Refer to learner’s book pages 113–114 different categories of water.

165
Materials and learning resources Cross cutting issues covered
High cost Low cost/no cost • Inclusive learning – All learners
Bunsen burner Chalkboard whether with special educational
Learner’s book needs or not should participate
actively in the lesson.
Teaching methodology • Pe a c e , v a l u e s a n d g e n d e r
• Guided discovery education – Let the learners see
• Brainstorming the need to accommodate other
people’s views in a discussion.
• Discussions
• Research Generic competencies covered
• Co-operation and interpersonal
Preparation for the lesson
skills – as learners interact and
This lesson will be taught in 1 period. engage in class discussion.
It will involve research and discussion • Communicating in English – as
activity by the learners as the teacher learners discuss in the class.
is engaging learners and assessing
learning achievements. Formative assessments
You are required to organize the • Ask diagnostic questions for
class in a way that will encourage the example:
teaching methods suggested. a. State the characteristics of
distilled water?
Suggested teaching and learning
b. What is the main difference
activities/approaches
between distilled water and
• Introduce the lesson by mineral water.
emphasizing the fact that water
• This way you will be assessing
from different sources have
knowledge and understanding.
different characteristics.
• Listen and gauge learners
• Encourage learners to appreciate
language competence during
the need for boiling tap water if
class discussion and correct
its portability is in doubt.
accordingly as you encourage
• Guide the learners in discussing them to improve.
the findings of their research. As
• Their co-operation and
they discuss, they improve their
interpersonal skills may be
co-operation and interpersonal
assessed by finding out how
skills.
they interact with other learners
• Use diagnostic questions to during discussion and how they
enhance critical thinking and share responsibilities.
problem solving skills.

166
• Assess their critical thinking and • Allocate marks for each colour
problem solving skills from the and calculate the marks that the
way they answer questions in the learner has attained in various
discussion corner. tests. Grade learners based on the
table for assessment criteria.
Table 7.6 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may be asked to differentiate The teacher should ensure learners with
between mineral water and distilled water. special needs are spread across the pairs
Slow learners may be asked diagnostic so that they participate fully with other
questions. learners.
Learners with sight problems can be placed
in front of class.
The fact that disability is not inability
should be driven home well.

7.5 Treatment and purification of Preparation for the lesson

water This lesson will be taught in 2 periods.
Refer to learner’s book pages 114–115 It will involve an activity by the learners
as the teacher is engaging learners
PERIOD 5: Treatment and regarding the activity and assessing
purification of water learning achievements.
Specific objective You are required to organize the
class in a way that will encourage the
By the end this lesson, learners should
teaching methods suggested.
be able to outline the steps involved in
the treatment and purification of water. Suggested teaching and learning
activities/approaches
Materials and learning resources
• Introduce the lesson by
High cost Low cost/no cost emphasizing the fact that
Chalkboard contaminated water spreads
Learner’s book disease causing microorganisms.
Any relevant Chemistry
• Organize a field trip to an industry
book
that purify and pack water. After
Teaching methodology the visit, let them write a report
and present it to the class.
• Guided discovery
• Guide the learners in discussing
• Brainstorming
the steps involved in the treatment
• Discussions of water.

167
• As they discuss they improve Formative assessments
their co-operation and • Ask diagnostic questions to assess
interpersonal skills. knowledge and understanding for
• Guide the learners in answering example;
diagnostic questions. This will a. W h a t h a p p e n s a t t h e
enhance their critical thinking coagulation stage in the
and problem solving skills. treatment and purification of
Cross cutting issues covered water?
• Inclusive learning – All learners b. What is the function of
whether with special educational chlorine in the treatment of
needs or not should participate water?
actively in the lesson. • Through diagnostic questions find
• Pe a c e , v a l u e s a n d g e n d e r out if they appreciate the value of
education – Let the learners see clean water for our health.
the need to accommodate other • Listen and gauge learners
people’s views in a discussion. language competence during
Generic competencies covered class discussion and correct
accordingly as you encourage
• Co-operation and interpersonal them to improve.
skills – as learners interact in pairs
and engage in class discussion. • Their co-operation and
interpersonal skills may be
• Communicating in English – as assessed by finding out how
learners discuss in the class. they interact with other learners
• Critical thinking – As learners during discussion and how they
think about the answers to the share responsibilities.
diagnostic questions. • Allocate marks for each colour
• Problem solving skills – As the and calculate the marks that the
learners discuss the steps involved learner has attained in various
in water treatment, their skills are tests. Grade learners based on the
sharpened. table for assessment criteria.
Table 7.7 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may explain the reason why The teacher should ensure learners with
chemicals such as sulphur dioxide and lime special needs are spread across the pairs
may be added to water during treatment. so that they participate fully with other
Slow learners can be asked to state the learners.
importance of these steps in the treatment Learners with sight problems can be placed
of water. in front of class.
a. Sedimentation b. Filtration The fact that disability is not inability
This will enable them internalize the should be driven home well.
requisite knowledge.

168
PERIOD 6: Differences between • Guide the learners in discussing
pure water and clean water the characteristics of pure and
clean water. Remind them of the
Refer to learner’s book pages 115-116
importance of conserving water
Specific objective resources.
• As they discuss the questions
By the end this lesson, learners should in the discussion corner, they
be able to differentiate between pure improve their co-operation and
water and clean water. interpersonal skills.
• Use diagnostic questions to
Materials and learning resources
enhance critical thinking and
High cost Low cost/no cost problem solving skills.
Chalkboard
Cross cutting issues covered
Learner’s book
• Inclusive learning – All learners
Charts
whether with special educational
Teaching methodology needs or not should participate
actively in the lesson.
• Guided discovery
• Pe a c e , v a l u e s a n d g e n d e r
• Brainstorming education – Let the learners see
• Discussions the need to accommodate other
people’s views in a discussion.
Preparation for the lesson
This lesson will be taught in 1 period. Generic competencies covered
It will involve discussion activity • Co-operation and interpersonal
by the learners as the teacher is skills – as learners interact and
engaging learners in assessing learning engage in class discussion.
achievements. • Communicating in English – as
You are required to organize the learners discuss in the class.
class in a way that will encourage the
Formative assessments
teaching methods suggested.
• Ask diagnostic questions to assess
Suggested teaching and learning knowledge and understanding.
activities/approaches • Listen and gauge learners
• Introduce the lesson by giving language competence during
learners samples of water and class discussion and correct
asking them to pick the clean and accordingly as you encourage
pure samples. Ask them to state them to improve.
how they would differentiate pure • Their co-operation and
water from clean water. interpersonal skills may be
• Emphasize the need to drink assessed by finding out how
treated water to avoid contracting they interact with other learners
waterborne diseases.

169
 during discussion and how they • Allocate marks for each colour
share responsibilities. and calculate the marks that the
• Assess their critical thinking and learner has attained in various
problem solving skills from the tests. Grade learners based on the
way they answer questions in the table for assessment criteria.
discussion corner.

Table 7.8 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may explain the difference The teacher should ensure learners with
between pure water and clean water. special needs are spread across the pairs
so that they participate fully with other
learners.
Slow learners may be asked diagnostic Learners with sight problems can be placed
questions to reinforce their learning. This in front of class.
will enable them internalize the requisite
knowledge.
The fact that disability is not inability
should be driven home well.

7.6 Water Cycle Preparation for the lesson

This lesson will be taught in 2 periods.
PERIOD 7 Water cycle
It will involve discussion activity by the
Refer to learner’s book pages 116–117 learners as the teacher is engaging
learners in a discussion regarding
Specific objective the activity and assessing learning
By the end this lesson, learners should achievements.
be able to explain the water cycle and You are required to organize the
its importance in daily life. class in a way that will encourage the
teaching methods suggested.
Materials and learning resources
High cost Low cost/no cost Suggested teaching and learning
Chalkboard activities/approaches
Learner’s book • Introduce the lesson by asking
Chart learners to reflect upon certain
occurences to trigger their
Teaching methodology interest and critical thinking skills.
• Guided discovery • Bring to the attention of learners
• Brainstorming the importance of conserving the
• Discussions environment.
• Research • Lead the learners in discussing the
water cycle.
170
• Let them work in pairs and answer and engage in class discussion.
the discussion corner questions. • Communicating in English – as
This way, they improve their co- learners discuss the questions in
operation and interpersonal skills. class.
• Guide the learners to answer the
discussion corner questions. This Formative assessments
will enhance their critical thinking • Ask diagnostic questions such
and problem solving skills. as definition of transpiration
• Both slow and fast learners to and precipitation. This way you
try and give their thoughts on the will be assessing acquisition of
questions. knowledge and understanding.
• Listen and gauge learners
Cross cutting issues covered language competence during
• Inclusive learning – All learners class discussion and correct
whether with special educational accordingly as you encourage
needs or not should participate them to improve.
actively in the lesson. • Their co-operation and
• Pe a c e , v a l u e s a n d g e n d e r interpersonal skills may be
education – Let the learners see assessed by finding out how
the need to accommodate other they interact with other learners
people’s views in a discussion. during discussion and how they
• Environmental conservation and share responsibilities.
sustainibility – Let the learners • Allocate marks for each colour
appreciate the need to conserve and calculate the marks that the
environment. learner has attained in various
Generic competencies covered tests. Grade learners based on the
• Co-operation and interpersonal table for assessment criteria.
skills – as learners interact in pairs

Table 7.9 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning

Fast learners may be asked to explain how The teacher should ensure learners with
precipitation occurs. special needs are spread across the pairs
Slow learners can be asked to state so that they participate fully with other
the three phases water undergo during learners.
the water cycle. This will enable them Learners with sight problems can be placed
internalize the requisite knowledge. in front of class.
Slow learners should be guided on how to The fact that disability is not inability
search information from the internet. should be driven home well.

171
PERIOD 8: Uses of water in pairs they improve their co-
operation and interpersonal skills
Refer to learner’s book page 117
• Guide the learners in discussing
Specific objective uses of water. This should be
By the end of this lesson, learners accompanied by diagnostic
should be able to state the importance questions aimed at reinforcing
of water. critical thinking skills.
• Both slow and fast learners should
Materials and learning resources
try and give their thoughts on the
High cost Low cost/no cost questions.
Chalkboard
Learner’s book Cross cutting issues covered
• Inclusive learning – All learners
Teaching methodology whether with special educational
• Case studies needs or not should participate
• Guided discovery actively in the lesson.
• Research • Pe a c e , v a l u e s a n d g e n d e r
• Brainstorming education – Let the learners see
• Discussions the need to accommodate other
people’s views in a discussion.
Preparation for the lesson • Environmental conservation and
This lesson will be taught in 1 period. sustainibilty – As learners see
It will involve activities by the learners the essence of conserving water
as the teacher is engaging learners in a sources..
discussion regarding the activities and Generic competencies covered
assessing learning achievements. • Co-operation and interpersonal
You are required to organize the skills – as learners interact in pairs
class in a way that will encourage the and engage in class discussion.
teaching methods suggested. • Communicating in English – as
learners discuss in class
Suggested teaching and learning
activities/approaches • Critical thinking – As learners
think about diagnostic questions
• Introduce the lesson by asking the
asked in class.
learners to state some of the uses
of water they know. Formative assessments
• Let them appreciate the • Some of the questions in the
importance of water in everyday test your competence 7 can be
life. used to test their knowledge on
• Let the learners work in pairs decantation.
and answer the questions in the • Keenly listen to learners as they
discussion corner. As they work discuss uses of water to find out if

172
 they have developed a responsible assessed by finding out how
attitude towards sustainable use they interact with other learners
of resources. during discussion and how they
• Listen and gauge learners share responsibilities.
language competence during • Allocate marks for each colour
class discussion and correct and calculate the marks that the
accordingly as you encourage learner has attained in various
them to improve. tests. Grade learners based on the
• Their co-operation and table for assessment criteria.
interpersonal skills may be

Table 7.10 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning

Fast learners may be asked to explain The teacher should ensure learners with
how water molecules move through the special needs are spread across the pairs
water cycle and why water is considered so that they participate fully with other
a universal solvent. learners.

Slow learners can be assisted using visual Learners with sight problems can be placed
aids such as charts containing an illustration in front of class.
of the water cycle. This will enable them
internalize the requisite knowledge.
Slow learners should be guided on how to The fact that disability is not inability
search information from the internet. should be driven home well.

Table 7.11 Extended excercises

Remedial excercises for slow learners Additional exercises for fast learners
1. Water exists in three states. Name these 1. Why is water considered a “strange”
states. chemical substance?
2. Name the term used to describe 2. How does temperature affect water?
movement of water throughout the 3. Explain how pollution and water are
environment. related.
4. Ice does not sink in water. Explain.

173
Consolidation activities the floatable solids like oil, grease
1. State various uses of water. etc. The clear water so obtained
Ans: Water is used for: drinking, is called clarified water. Air is
cooking, washing clothes & utensils, pumped into clarified water to
generating electricity, bathing, help aerobic bacteria to grow.
habitat for various organisms, etc. The bacteria then consume the
2. What are the various causes of water unwanted matter still present in
pollution? clarified water. The suspended
microbes settle at the bottom &
Ans: Water is polluted by various
the water is removed from the top.
factors like:
6. Why should chemicals not be released
- Bathing of cattle in river bodies.
in the drains?
- Washing of clothes & utensils by
Ans: Chemicals like paints,
people in rivers.
solvents, insecticides among
- Discharging wastes from others should not be thrown down
factories, industries in nearby the drain as it may kill the useful
river bodies & ponds. microbes that help to decompose
3. When is world water day celebrated? the water present in the sewage
Ans: World water day is & purify water.
celebrated on 22nd March every 7. Why should used tea leaves, solid food
year. remains, etc. not be released in the
4. Name any two chemicals that are drains?
used to disinfect water. Ans: Used tea leaves, solid food
Ans: Chlorine & ozone. remains etc. should not be thrown
5. Discuss the various steps involved in down the drain as they may choke
water treatment. the drain.
Ans: The processes involved in 8. What do you understand by the term
water treatment are grouped into “sewerage”?
physical, chemical & biological Ans: Sewerage is like a transport
processes. system that carries sewage
- Wastewater is passed through from the point where it is being
bar screens to remove big objects generated to the point of disposal
like cans, sticks, rags, etc. i.e. treatment plant.
-The liquid material is then passed 9. List five ways to control sewage
through sedimentation tank where generation.
solid waste like faecal matter, sand Ans: Ways to control sewage
and grit settles down. generation are:
- This solid matter is then removed • Leakage in sewer lines should be
with the help of a scrapper. This checked & repaired regularly.
is the sludge. A skimmer removes • Do not defecate, spit or scatter
litter in public places.

174
 • Used tea leaves, solid food remains, toys, towels etc should not be thrown
in water pipe because these materials may choke the pipe.

Table 7.12 Answers to extended exercises

Answers to extended exercises Answers to additional exercises
1. Solid, liquid, gas 1. Answer should be towards this effect i.e
2. Water cycle. It defies gravity and constantly changes
form.
2. At low temperatures i.e below 0°C, water
molecules move slowly. As temperature
rises, they start to move faster and at
100°C, it boils and evaporates.
3. As a universal solvent, many chemicals
can dissolve in it and carried to water
sources.
4. Water expands as it freezes i.e air spaces
in between the crystals makes ice less
dense.

Answers to Test Your Competence 7

1. a. Let the learners display procedural use of copper(II) sulphate or cobalt(II)
chloride in testing for the presence of water.
b. Water has definite boiling and freezing points.
2. Drinking helps us to quench thirst
Dissolved mineral salts are necessary for our bodies.
3. Let the learners clearly explain the steps in the treatment of water.
4. Checking its expiry date and a tag from Rwanda Standards Board.
5. By periodically replacing water and adding chlorine for disinfection.
6. Determine the micro-climate of an area (learners should explain).
7. Ensure treatment of water before drinking.
8. To close the tap always. Water is an imported resource.
9. D
10. Learner’s should give all the benefits of water to living organisms (plants
and animals).

175
 Unit Air Composition and Pollution
8
(Number of Periods - 9)
Refer to learner’s book pages 120–127

Key unit competence Learning objective

After studying this unit, learners should Unlike in knowledge-based curriculum,
be able to assess the components of air competence-based curriculum
and analyse the causes of air pollution embraces three categories of learning
and its prevention. objectives that is; knowledge and
understanding, skills acquisition,
Unit outline attitude and values. At the end of
• Components of air the lesson, the learner should have
• Oxygen as the active part of air knowledge and understanding of the
various concept areas, acquire the
• Importance of air
necessary skills, change their attitude
• Definition of pollution towards various life aspects and
• Major pollutants of air and their subscribe to certain values that are
sources acceptable in the society where they
• Ways of preventing air pollution live. Therefore, emphasize attainment
of these three objective areas during
the learning process.

Table 8.1 Knowledge, Skills and values to be attained

Learning Objectives
Knowledge and Skills Attitudes and values
Understanding
- State the main components - Perform experiments to - Develop a culture
of air and their percentages. determine the percentage of managing natural
- Define air pollution. o f o x y g e n i n t h e resources.
atmosphere. - Develop confidence in
- State the major air pollutants
and their sources. - Write a standard report the presentation of
a n d p re s e n t i t i n a reseach work.
- Discuss the different ways
convincing way.
of preventing air pollution.

Links to other subjects contact with the human body i.e they
The content in this unit is related to can cause cancer and genetic disorders.
Physics whereby radioactive pollutants Biologically, many chemical processes
are considered hazardous when in take place in the presence of oxygen.

176
In Geography, we learn that some to determine the prcentage of
human activities such as burning of oxygen in the atmosphere. Also,
charcoal causes air pollution. Let them write a report and
present it in a convincing way.
Assessment criteria Furthermore, particular questions
Assessment method used should help have been suggested in the test
the teacher to confirm that the key your competence 8 that target
competency of the unit has been met. assessing skills acquisition.
It should provide avenues for assessing • To assess attitude change –
knowledge acquisition, skills attainment you may ask probing questions
and attitude change. aimed at finding out if they have
• To a s s e s s k n o w l e d g e a n d developed a sense of managing
understanding of concepts – use resources. Also, specific questions
the self evaluation tests and have been provided in the test
specific questions in the test your your competence 8 which target
competence 8 at the end of the attitude change and societal
unit. You can also formulate your values.
own questions and/or use the The teacher should continuously
diagnostic assessment exercises assess learners to guage the extent of
or exercises suggested in this knowledge and skills acquisition.
unit targeting bright students and
remedial exercises. The general criteria to use to gauge
the various generic competences are
• To assess skills acquisition – given in the table below.
learners can perform experiments

Table 8.2 Assessment criteria

Name of COMM I&C CT RS LL PS C&I
Learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green
KEY: Red – Poor COMM – Communication in English
Green – Good I & C – Interpersonal skills & Co-operation
Yellow – Excellent CT – Critical Thinking
Blue – Average RS – Research Skills
LL – Life long skills
PS – Problems solving skills
C &I – Creativity & Innovation
177
• Grade the learners based on how risks:
they have scored on the various 1. Employing clean technology that
competencies and the tests given will reduce smoke emissions,
to assess the various learning improved management of urban
objectives and agricultural waste etc.
Background information 2. Shifting to clean modes of power
The atmosphere contains air. Air is a generation, cleaner heavy duty
mixture of several components with diesel vehicles and low emission
varying percentage composition. Air vehicles and fuels. This includes
is important since it is responsible for fuels with reduced suplhur content.
life processes such as respiration of 3. Improving the energy efficiency
living organisms. The constituent of of buildings in urban areas and
air which supports such activities is making cities more compact hence
called oxygen.Air is a raw material for energy efficiency.
chemical industries and also determines 4. Increased use of low-emissions
climate of an area. fuels and renewable combustion
Examples of air pollutants include free power sources (like solar, wind
sulphur dioxide,exhaust gases from and hydro-power).
vehicles, gaseous release from idustries, 5. Coming up with strategies for
dust particles and CFCs waste reduction, waste separation,
This unit is about sources of air recycling and re-use of waste. Also
composition and pollution. We need using anaerobic waste digestion to
to prevent air pollution so as to make produce biogas.
environment safe and habitable.
8.1 Components of air
Additional information for the
teacher PERIOD 1: Components of air

Health risks associated with air Refer to learner’s book page 121
pollution Specific objective
Air pollution is a major environmental By the end this lesson, learners should
risk to health. Reducing air pollution be able to state the main components
can reduce the burden of diseases like of air and their percentages.
stroke, heart disease, lung cancer and
both chronic and acute respiratory Materials and learning resources
diseases including asthma. The lower
the level of air pollutin, the better the High cost Low cost/no cost
cardiovascular and respiratory health Chalkboard
of a population. Learner’s book
Air
The following policies can help reduce
air pollution and associated health

178
Teaching methodology needs or not should participate
• Guided discovery actively in the lesson.
• Brainstorming • Pe a c e , v a l u e s a n d g e n d e r
• Discussions education – Let the learners see
the need to accommodate other
Preparation for the lesson people’s views in a discussion.
This lesson will be taught in 1 period. It Generic competencies covered
will involve an activity by the learners • Co-operation and interpersonal
as the teacher is engaging learners skills – as learners interact in pairs
regarding the activity and assessing and engage in class discussion.
learning achievements.
• Communicating in English – as
You are required to organize the learners discuss in class.
class in a way that will encourage the
teaching methods suggested. Formative assessments
• Ask diagnostic questions aimed at
Suggested teaching and learning assessing acquisition of knowledge
activities/approaches and understanding.
• Introduce the lesson by • Listen and gauge learners
emphasizing the fact that air is a language competence during
mixture and not a pure substance. class discussion and correct
• Using guided discovery, let the accordingly as you encourage
learners appreciate the existance them to improve.
of other components of air. • Their Co-operation and
• Guide the learners in discussing interpersonal skills may be
the percentage composition of air. assessed by finding out how
• As they discuss, they improve their they interact with other learners
co-operation and interpersonal during discussion and how they
skills. share responsibilities.
• Ask them oral questions that will • Allocate marks for each colour
enhance their critical thinking and and calculate the marks that the
problem solving skills. learner has attained in various
tests. Grade learners based on the
Cross cutting issues covered
table for assessment criteria.
• Inclusive learning – All learners
whether with special educational

179
Table 8.3 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may asked to differentiate The teacher should ensure learners with
between a mixture and a compound. special needs are spread across the pairs
Slow learners can be asked to: so that they participate fully with other
learners.
a. State the component of air that sustains
life. Learners with sight problems can be placed
in front of class.
d. State component of air used during
combustion. The fact that disability is not inability
should be driven home well.
This will enable them internalize the
requisite knowledge.

8.2 Oxygen as the active part It will involve demonstration activity

of air by the learners as the teacher is
engaging learners and assessing
PERIOD 2 and 3: Oxygen as an learning achievements.
active part of air You are required to organize the
Refer to learner’s book pages 121–122 class in a way that will encourage the
teaching methods suggested.
Specific objective
By the end this lesson, learners should Suggested teaching and learning
be able to determine the percentage activities/approaches
of the most active part of air. • Introduce the lesson by
emphasizing the fact that oxygen
Materials and learning resources is the active part of air.
High cost Low cost/no cost • Encourage learners to appreciate
Bunsen burner, Chalkboard the need for following procedure
syringes in an experiment.
Learner’s book, Chart • Guide the learners in discussing
Combustion tube the findings of the activity 8.2. As
Copper turnings,glass they discuss, they improve their
wool, air co-operation and interpersonal
skills.
Teaching methodology
• Use diagnostic questions to
• Guided discovery
enhance critical thinking and
• Brainstorming problem solving skills.
• Discussions • Display the chart on the percentage
• Demonstration composition.This way, you will be
reinforcing understanding of slow
Preparation for the lesson learners.
This lesson will be taught in 1 period.

180
Cross cutting issues covered • The teacher can assess skill
• Inclusive learning – All learners acquisition by providing certain
whether with special educational apparatus to the learners and
needs or not should participate asking them to determine the
actively in the lesson. Disabled active part of air.
learners to be intergrated in all • Assess attitude change towards
groups so that they learn with managing natural resources by
others. asking questions such as; explain
• Pe a c e , v a l u e s a n d g e n d e r the importance of reafforestation.
education-Let the learners see • Listen and gauge learners
the need to accommodate other language competence during
people’s views in a discussion. class discussion and correct
• Financial education – Let learners accordingly as you encourage
use delicate apparatus such as the them to improve.
combustion tube carefully to avoid • Their co-operation and
unnecessary costs. interpersonal skills may be
• Standardization culture- The assessed by finding out how
apparatus and chemicals used they interact with other learners
must be those approved by during discussion and how they
Rwanda Bureau of Standards. share responsibilities.
• Assess their critical thinking and
Generic competencies covered problem solving skills from the
• Co-operation and interpersonal way they answer questions in the
skills – as learners interact and discussion corner.
engage in class discussion. • Allocate marks for each colour
• Communicating in English – as and calculate the marks that the
learners discuss in the class. learner has attained in various
tests. Grade learners based on the
Formative assessments table for assessment criteria.
• Ask diagnostic questions to assess
knowledge and understanding.
Table 8.4 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Fast learners may be asked to research on The teacher should ensure learners with
an alternative way of how the percentage special needs are spread across the pairs
of oxygen in the atmosphere can be so that they participate fully with other
determined. learners.
Slow learners may be asked to name the Learners with sight problems can be placed
main components of air. in front of class.
The fact that disability is not inability
should be driven home well.

181
8.3 Importance of air and in industries.
• Lead the learners in discussing
PERIOD 4: Importance of air various areas where air is applied.
Refer to learner’s book pages 122–123 • As they discuss, they improve
their co-operation and
Specific objective interpersonal skills.
By the end this lesson, learners should • Ask learners certain probing
be able to explain the importance of air questions during the lesson.
This will enhance their critical
Materials and learning resources thinking and problem solving
High cost Low cost/no cost skills.
Chalkboard • Let them appreciate that we can
Learner’s book tap wind and use it to generate
Air wind power, a non pollutant and
renewable source of energy.
Teaching methodology
Cross cutting issues covered
• Guided discovery
• Inclusive learning – All learners
• Brainstorming
whether with special educational
• Discussions needs or not should participate
actively in the lesson.
Preparation for the lesson
• Pe a c e , v a l u e s a n d g e n d e r
This lesson will be taught in 1 period. It education-Let the learners see
will involve discussion activity by the the need to accommodate other
learners as the teacher is engaging people’s views in a discussion.
learners in a discussion regarding
• Environmental conservation and
the activity and assessing learning
sustainibility- Wind can be tapped
achievements.
and used to generate electricity.
You are required to organize the
Generic competencies covered
class in a way that will encourage the
teaching methods suggested. • Co-operation and interpersonal
skills – as learners interact in pairs
Suggested teaching and learning and engage in class discussion.
activities/approaches • Communicating in English – as
• Introduce the lesson by bringing to learners discuss in class
attention of learners the fact that • Research skills- As learners
life would not be possible without gather information from various
air. materials on the importance of air,
• Let the learners carry out a their reseach skills are sharpened.
research and then do a Formative assessments
presentation on the importance • Ask diagnostic questions such as:
and application of air in daily life Why do you think air transport

182
 is faster than land or water • Listen and gauge learners
transport. This way you will be language competence during
assessing acquisition of knowledge class discussion and correct
and understanding. accordingly as you encourage
• Assess skills acquisition by keenly them to improve.
looking at the format of the report • Their co-operation and
if it is of standard. Also find out if interpersonal skills may be
they have developed confidence assessed by finding out how
during their presentation. they interact with other learners
• Keenly observe and listen to during discussion and how they
learners as they discuss to find share responsibilities.
out if they have developed a • Allocate marks for each colour
responsible attitude towards and calculate the marks that the
teamwork in group activities. learner has attained in various
tests. Grade learners based on the
table for assessment criteria.

Table 8.5 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may take short notes as they
The teacher should ensure learners with
discuss while the slow learners may writespecial needs are spread across the pairs
notes later. so that they participate fully with other
learners.
Slow learners should be guided on how to Learners with sight problems can be placed
search information from the internet. in front of class.
The fact that disability is not inability
should be driven home well.
8.4 Air pollution
Teaching methodology
PERIOD 5: Air pollution • Guided discovery
• Brainstorming
Refer to learner’s book pages 123–124
• Discussions
Specific objective • Demonstration
By the end this lesson, learners should Preparation for the lesson
be able to define air pollution and state
This lesson will be taught in 1 period. It
the sources of major air pollutants.
will involve a practical activity by the
Materials and learning resources learners as the teacher is engaging
learners in a discussion regarding
High cost Low cost/no cost the activity and assessing learning
Chalkboard achievements.
Learner’s book
Chart on air pollution

183
You are required to organize the them of the fact that equitable
class in a way that will encourage the distribution of resources leads
teaching methods suggested. to peaceful coexistance among
communities.
Suggested teaching and learning • Environmental conservation and
activities/approaches sustainability- Let the learners
• Introduce the lesson by asking appreciate the need to conserve
learners to brainstorm on the environment. Let them suggest
meaning of pollution. how this can be done.
• Bring to the attention of learners
the importance of conserving the Generic competencies covered
environment. • Co-operation and interpersonal
skills – as learners interact in pairs
• Let them work in pairs and answer and engage in class discussion.
the discussion corner questions.
This way, they improve their co- • Communicating in English – as
operation and interpersonal skills. learners discuss the questions in
class.
• Guide the learners to answer the
discussion corner questions. This • Critical thinking – As learners
will enhance their critical thinking think of the responses of the
and problem solving skills. questions in the discussion corner.
• Both slow and fast learners should Formative assessments
try and give their thoughts on the • Ask diagnostic questions such
questions. definition of air pollution and
• Lead the learners in an interactive sources of air pollutants.This way
discussion on air pollutants as you will be assessing acquisition of
you try to gauge their language knowledge and understanding.
competence. • Assess attitude change through
• Remind learners of the risks questions such as; Which natural
involved in smoking cigarettes. resources do you think is being
mismanaged in Rwanda? Explain
Cross cutting issues covered how you expect the resources to
• Inclusive learning – All learners be managed.
whether with special educational
needs or not should participate • Listen and gauge learners
actively in the lesson. language competence during
class discussion and correct
• Pe a c e , v a l u e s a n d g e n d e r accordingly as you encourage
education-Let the learners see them to improve.
the need to accommodate other
people’s views in a discussion. Let • Their co-operation and
the learners work harmoniously interpersonal skills may be
and with mutual respect during assessed by finding out how
the discussion. Also remind they interact with other learners

184
 during discussion and how they learner has attained in various
share responsibilities. tests. Grade learners based on the
• Allocate marks for each colour table for assessment criteria.
and calculate the marks that the

Table 8.6 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may be asked to explain the The teacher should ensure learners with
terms greenhouse effect and photochemical special needs are spread across the pairs
smog. so that they participate fully with other
Slow learners can be asked to name other learners.
forms of environmental pollution apart Learners with sight problems can be placed
from air pollution. Let them also state the in front of class.
common air pollutants around their school The fact that disability is not inability
and homes.This will enable them internalize should be driven home well.
the requisite knowledge.
Slow learners to should guided on how to
search information from the internet.

8.5 Ways of preventing air • Discussions

pollution • Demonstration

PERIODS 6 and 7: Ways of Preparation for the lesson

preventing air pollution This lesson will be taught in 2 periods.
Refer to learner’s book pages 124–126 It will involve an activity by the learners
as the teacher is engaging learners in
Specific objective a discussion regarding the activity and
assessing learning achievements.
By the end this lesson, learners should
You are required to organize the
be able to discuss different ways of
class in a way that will encourage the
preventing air pollution.
teaching methods suggested.
Materials and learning resources
Suggested teaching and learning
High cost Low cost/no cost activities/approaches
Chalkboard • Introduce the lesson by asking
Learner’s book learners to research on various
Charts on air pollutants, ways of preventing air pollution.
their effects and prevention Let them do a presentation on
measures. their findings.
Teaching methodology • Let them work in pairs and answer
the discussion corner questions.
• Guided discovery
This way, they improve their co-
• Brainstorming

185
 operation and interpersonal Generic competencies covered
skills. • Co-operation and interpersonal
• Guide the learners to answer skills – as learners interact in pairs
the discussion corner questions. and engage in class discussion.
This will enhance their critical • Communicating in English –
thinking and problem solving as learners answer discussion
skills. corner questions in class, during
• Both slow and fast learners to presentation
try and give their thoughts on the • Critical thinking – As learners
questions. think of the responses of the
• Display the chart and let the questions in the discussion corner.
learners compare their findings
• Lifelong skills – As learners
with the information on the chart.
respond to some questions in test
Cross cutting issues covered your competence 8, for example
• Inclusive learning – All learners importance of planting trees, they
whether with special educational acquire a lifelong skill.
needs or not should participate
Formative assessments
actively in the lesson.
• Ask diagnostic questions such
• Pe a c e , v a l u e s a n d g e n d e r
the effects of excess release of
education – Let the learners see
carbon dioxide to the atmosphere.
the need to accommodate other
This way you will be assessing
people’s views in a discussion. Let
acquisition of knowledge and
the learners work harmoniusly
understanding.
and with mutual respect during
the discussion. Also remind them • Assess attitude change by listening
of the fact that prevention of air and observing the learners present,
pollution can help foster peace gauge their confidence.
among individuals and nations. • Assess skill acquisition by finding
• Environmental conservation and out if the learners have written
sustainibility – Let the learners a standard report. Also keenly
appreciate the need to prevent air follow their presentations to
pollution. Let them suggest how gauge their confidence and if their
this can be done. findings are convincing.
• Financial education – As learners • Listen and gauge learners
understand the effects of air language competence during
pollution on property such as class discussion and during
buildings, they appreciate the need presentation of their findings.
to prevent air pollution. Correct accordingly as you
encourage them to improve.

186
• Their co-operation and • Allocate marks for each colour
interpersonal skills may be and calculate the marks that the
assessed by finding out how learner has attained in various
they interact with other learners tests. Grade learners based on the
during discussion and how they table for assessment criteria.
share responsibilities.

Table 8.7 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Fast learners may be asked the following The teacher should ensure learners with
questions: special needs are spread across the pairs
a. How is acid rain formed? so that they participate fully with other
learners.
b. What are the effects of acid rain on the
environment? Learners with sight problems can be placed
in front of class.
c. Explain how recycling helps control
pollution. The fact that disability is not inability
should be driven home well.
d. Recycling helps control pollution. Explain.
Slow learners can be asked state how dust
causes air pollution.
Slow learners to be guided on how to
search information from the internet.

Consolidation activities Ans: Ozone (O3) is a gas in the

1. Nitrogen constitutes about 78% of air. atmosphere that filters ultraviolet
What is the importance of the high rays from the sun preventing most
percentage? of them from reaching the surface
of the earth. Ultraviolet radiations
Ans: Due to its inert nature,
are harmful to living organisms
nitrogen keeps away explosions
and can lead to diseases like
from different reactions.
cancer.
2. What role does carbon dioxide play
4. What are the main compounds that
in living organisms?
destroy the ozone layer?
Ans: Carbon dioxide is a raw
Ans: The main substances
material in photosynthesis which
that destroy the ozone are
is a process by which green
chlorofluorocarbons (CFCs).
plants make their own food.When
These react with ozone releasing
animals consume plants, they
molecular oxygen hence reducing
benefit from the stored food in
the amount of ozone in the
plant tissues.
atmosphere.
3. What is the role of ozone to living
5. What is global warming and what
organisms?
causes it?

187
 Ans: Global warming is the Answers toTest Your Competence
increase in the temperature of the 8
earth due to the accumulation of 1. The learner should display
certain gases in the atmosphere, u n d e r s t a n d i n g o f w ay s o f
especially gases that retain the preventing air pollution.
solar energy reflected by the
2. Knowledge of all components of
earth’s surface.The main gas that
air is required.
causes global warming is carbon
dioxide, CO2₂. Other gases include 3. The learner should be able to
methane, CH3₄, and nitrous oxide, explain the effects of acid rain to
N3O.The exaggerated increase of the crops, soil and roofs.
carbon dioxide in the atmosphere 4. The role of trees in the water cycle
has been caused by the burning of should be brought out clearly.
fossil fuels (mainly oil and coal) in 5. a. The learner should be able
industrial and urban societies and to explain the importance of
by forest fires gaseous exchange in trees
b. Recycling reduces pollutants
Answers to Self-evaluation Test 6. Let the learners appreciate the
8.0 fact that the 3Rs does not add any
1. The teacher to check on accuracy pollutant to the environment.
of facts and confidence during 7. Learners can suggest solutions
presentation. such as installation of biogas plant
2. Inform them of the adverse effects
of smoking.
Table 8.3 Extended excercises
Remedial excercises for slow learners Additional exercises for fast learners
1. Why is oxygen reffered to as active 1. A candle was burnt in a trough of
part of air? sodium hydroxide and covered with a
2. Name other components of air apart measuring cylinder of capacity 80cm3.
from the main components. After some time the candle went off and
the final volume was found to be 64cm3.
a. State any other observation in this
experiment
b. Caculate the percentage of the active
part of air used in combustion.
Table 8.4 Answers to extended exercises
Answers to extended exercises Answers to additional exercises
1. It supports combustion 1a. The level of sodium hydroxide rises up
2. Water vapour, dust . the measuring cylinder.
b. The learners to display manipulative skill
as they calculate the percentage of air
that supports cmbustion

188
 Unit Waste Materials
9
(Number of Period - 4)
Refer to learner’s book pages 128–134

Key unit competence Unit outline

• Definition of waste
After studying this unit, learners should
• Types of waste materials
be able to minimise and properly
• Sources of wastes
manage waste materials.
• Sources of waste materials at
school level and their management
• Hazards of wastes to environment

Table 9.1 Knowledge, skills and values to be attained

Knowledge and Skills Attitudes and values
understanding
By the end of the unit, By the end of the unit, learners By the end of the unit,
learners should be able to: should be able to: learners should develop
• Define a waste material. • Categorise waste materials a sense of responsibility
according to their nature and to maintaining a clean
• Identify different types of
sources. environment.
wastes.
• Identify the hazards of • Identify the solid, liquid and
wastes to people and gaseous wastes in the school
the environment. environment.
• Identify different sources • Identify different sources of
of waste materials. waste materials in the school
environment.
• Manage waste materials
around homesteads and the
school environment.

Links to other subjects Formative assessment criteria

The contents in this unit can be Assessment method used should help
applied in Biology, Ecology and the teacher to confirm that the key
Geography. In Biology, the processes competency of the unit has been met.
of decomposition and the components It should provide avenues for assessing
of various materials are considered. knowledge acquisition, skills attainment
and attitude change.

189
• To a s s e s s k n o w l e d g e a n d • To assess attitude change -
understanding of concepts – you may ask probing questions
use the knowledge checks and aimed at finding out if they have
specific questions in the Test your developed confidence in writing
Competence at the end of each and interpreting chemical formula
unit. You can also formulate your and equations. Also, specific
own questions and/or use the questions have been provided at
diagnostic assessment exercises the end of unit in the competence
or exercises suggested in this test which targets attitude change
unit targeting fast learners and and societal values.
remedial exercises. The teacher should decide whether to
• To assess skills acquisition – you assess learners at the end of the lesson
may present to the learners or at any other appropriate time when
a problem and ask them to enough content has been covered.
suggest the methods of writing
balanced chemical equations. You can also continuosly assess learners
Also, particular questions have to guage the extent of knowledge and
been suggested in the Test your skills acquisition.
Competence that target assessing The general criteria to use to gauge
skills acquisition. the various generic competences are
given in the table below.
Table 9.2 Assessment criteria

Name of COMM I&C CT RS LL PS C&I

learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green
KEY: Red – Poor COMM – Communication in English,
Green – Good I & C – Interpersonal skills & Co-operation
Yellow – Excellent CT – Critical Thinking
Blue – Average RS – Research Skills
LL – Lifelong skills
PS – Problems solving skills
C & I – Creativity & Innovation

190
Allocate marks for each colour and and litter prevention/control aimed at
calculate the marks that the learner reducing the production of waste in
has attained. Grade the learners the first place. Some communities also
based on how they have scored on engage in waste-to-energy plants and
the various competencies and the tests hazardous waste disposal programs.
given to assess skills acquisition and Under this unit we will specifically
attitude change. tackle types of waste materials, Sources
of waste materials at school level, their
Background information management and hazards of waste to
Waste has been a major environmental the environment.
issue everywhere since the industrial
revolution. Besides the waste we create Additional information for the
at home, school and other public places, teacher
there are also those from hospitals, What exactly is a landfill?
industries, farms and other sources. A landfill is a specially designed facility
Humans rely so much on material for the burial of municipal solid waste. In
things and they all (almost) end up as the past, landfills were poorly designed,
waste. poorly managed garbage dumps
Waste are items we (individuals, offices, that created ongoing environmental
schools, industries, hospitals) don’t problems as chemicals leached into
need and discard. Sometimes there are the soil and air. Today’s landfills are
things we have that the law requires us designed in such a way that leachates
to discard because they can be harmful. cannot leak down through the soil into
Waste comes in infinite sizes, some can the water table.This is accomplished by
be as small as an old toothbrush, or as a layer of clay-like soil at the bottom
large as the body of a school bus. of the landfill. The next layer up is a
Everyone creates waste, although some synthetic lining, usually made of plastic.
people are environmentally conscious All remaining layers alternate between
and create very little. Likewise, some soil and garbage.
countries do a very good job creating How does the trash in a landfill
less waste and managing the rest. decompose?
Others are pretty horrible and have There are three classes of bacteria and
created huge environmental problems fungi that work to degrade garbage.
for the people and animals living there. Cellulolytic microbes initiate the
All over the world, communities handle process by breaking down the cellulose
their waste or trash differently. Some in paper, wood, and other plant wastes.
common methods of managing their Then acidogens ferment these sugars
waste include landfilling, recycling into acids, which methanogens then
and composting. Other communities convert into methane gas and carbon
strongly embark on waste reduction dioxide.

191
What types of materials are put Loose waste is another problem. It
in landfills? attracts disease carrying vermin of
Municipal solid waste landfills are all types, and it can fly away in the
filled with everything we throw away, breeze. At the end of every working
from glass bottles to grass clippings day, a “daily cover” must be applied
and other yard wastes. The latter to minimize these problems. Once the
constitutes nearly 20% of all garbage landfill stops accepting waste, a final
landfilled. Disposable and non-durable multi-layer cover must be applied to
products are major culprits in the keep liquids away from the waste.
growth of waste. In just one day, Vegetation is then planted to reduce
Americans throw away 150,000 tons the effects of erosion.
of packaging material. This would fill Are there products in my house
10,000 tractor trailer trucks, which that should not be sent to a
would stretch 120 miles end to end. landfill?
(Source: Garbage magazine) Many of the products we use in our
What are the three main problems homes are considered hazardous
o r e nv i ro n m e n t a l c o n c e r n s materials. A hazardous material is one
associated with landfills? that is toxic or will corrode metal, burn,
Methane Gas, leachate, and loose or explode. Materials like oven cleaner,
waste are the three main challenges batteries, motor oil, paints, varnishes,
for landfills today. Methane gas is thinners, fluorescent bulbs, mercury
produced in a landfill by anaerobic switches, etc., should not be sent to
decomposition. It can be collected landfills because they are considered
using current technology and then hazardous.
used to generate electricity, or it These materials should be taken to a
can be purified and used as a power hazardous waste drop-off site. If every
generating fuel. citizen convinces him or herself that
Leachate is a thick liquid that forms “my hazardous materials are so small
when garbage decomposes.At its best, they won’t matter,” the total problem
it is similar to very strong sewage remains enormous.
water; at its worst, it carries hazardous • Compost yard and organic wastes.
materials with it that were dissolved Use them as nutrients for other
from the waste. Newer landfills have plants.
synthetic liners above a clay-like soil • Mulch leaves and grass clippings.
that help to prevent the leachate from • Buy recycled paper products and
leaking into the groundwater, causing products with less packaging.
contamination. Older landfills do • Buy durable products rather than
not utilize this type of liner, and are disposable ones.
therefore a threat to our groundwater
especially to nearby places. • Reuse jars and containers.
• Recycle oil and old tires.

192
9.1 Definition of waste & 9.2 • You will engage learners in
Types of waste materials d i s c u s s i o n s re g a r d i n g t h e
Refer to learner’s book pages 129-130 activities and assessing learning
achievements.
PERIODS 1 & 2: Definition and • You are therefore required to get
types of waste materials the various reference materials,
equipment and chemicals in
Specific objective advance and organise the class
By the end of these lessons, learners in a way that will encourage the
should be able to: teaching methods suggested.
• Define a waste material Suggested teaching and learning
• Identify different types of wastes activities/approaches

Suggested materials and learning Period 1

resources • Introduce the unit by asking
learners to name various wastes
High cost Low cost/no cost
they know. Ask them to do
Learner’s The surrounding
Activity 9.1. They can do it in
book Various types of waste groups of 4.
materials
• Begin a class discussion on wastes.
Suggested teaching methodology Allow learners to participate
• Case studies actively.
• Guided discovery Period 2
• Brainstorming
• Start the lesson by asking learners
• Discussions
to do Activity 9.1 followed by 9.2.
• Role play
• Allow a few learners to present
Suggested preparation for the their findings to the whole class.
lesson Build on their findings to explain
• These are practical and discussion the various types of waste
lessons that will involve many materials.
activities by the learners. They • Let the session be open such that
include practicals, field visits and learners can freely interact and
class debates. participate fully in the learning
process.
Table 9.2 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning

• Slow learners should be closely • All learners whether disabled or able
monitored during the activities should participate actively in the lesson.

193
• Fast learners can be given additional • Physically challenged learners to be
task of classifying all the waste from given priority during discussions.
school and from home. • Learners with sight problems can be
placed in front of the class.
• Remember Disability is not inability!
Cross cutting issues covered • Lifelong skills - As learners perform
• Inclusive learning – All learners experiments as directed.
whether with special educational
needs or not should be given a Formative assessment
chance to participate actively in 1. Find out if learners are able to:
the lesson. • Define a waste material
• Gender education – Let all learners • Identify different types of wastes
participate in the activities. Girls
2. Test learner’s attitude towards
should not shy away from the
waste management as they work
practical.
in groups.
• Environment, climate change
and sustainability – Emphasise 3. Check learner’s skills as they
to learners that conservation of relate what they already know
natural resources is important with what they have learnt in
for sustainable development.They class.
should also avoid throwing away 4. Gauge learners based on their
rubbish carelessly but rather competence and grade them
deposit it in designated places. accordingly.
• Financial education – Advise 5. Allocate marks for each colour
learners to always buy things and calculate the marks that
that are long-lasting. These items the learner has attained. Grade
should also be environment the learners based on how they
friendly. have scored on the various
competences and the tests given
Generic competencies covered
to assess skills acquisition and
• Co-operation and interpersonal attitude change.
skills – As learners interact in pairs
and engage in class discussions. 9.3 Sources of wastes
• Communicating in English – As
learners interact during group Period 3: Sources of wastes
work. Refer to learner’s book page 131
• Critical thinking – As learners
By the end this lesson, the learners
think about their findings in the
should be able to identify different
activity.
sources of waste materials.
• Problem solving skills – As the
learners discuss and solve given
tasks.
194
Suggested materials and learning • You are therefore required to get
resources the various reference materials
and computers with internet
High cost
connection can also be helpful.
Learner’s Book
Suggested teaching and learning
Suggested teaching methodology activities/approaches
• Case studies • Begin the lesson by asking learners
• Guided discovery to state the various sources of
wastes they know. Build on the
• Research
answers the learners will have
• Brainstorming given in order to begin a class
• Discussions discussion.
• The class discussion should be as
Suggested preparation for the
interactive as possible, allowing
lesson
learners to ask questions and
• You will engage learners in a contribute as much as they can.
discussion regarding sources of • End the lesson by asking learners
wastes. to attempt Self-evaluation Test 9.1.
Table 9.3 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Give slow learners an assignment of • All learners whether disabled or able
finding out all sources of wastes at should participate actively in the lesson.
home. • Physically challenged learners to be
• Fast learners can be given additional given priority during discussions.
task of finding out ways of reducing • Learners with sight problems can be
kitchen and classroom wastes. placed in front of the class.
• Remember Disability is not inability!

Cross cutting issues covered • Cooperation and interpersonal

• Inclusive learning – All learners skills – As learners interact in pairs
whether with special educational and engage in class discussion.
needs or not should participate • Communicating – as learners
actively in the lesson. interact during a discussion.
• Pe a c e , v a l u e s a n d g e n d e r • Research skills – As the learners
education – Let the learners see observe record and interpret their
the need to accommodate other findings.
people’s views in a discussion.
Formative assessment
Generic competencies covered 1. Find out if learners are able to
• Lifelong skills – As learners carry identify different sources of waste
out an experiments and interact. materials.
195
2. Check learner’s attitude and PERIOD 4: Hazards of wastes
interest during the class discussion. and waste management
Assess the questions they ask and
Refer to learner’s book pages 131-132
the answers they give to the
questions you ask. Specific objective
The following are some sample By the end of this lesson, learners
questions you can ask learners: should be able to identify the hazards of
- What happens after you wastes to people and the environment.
throw something away in the Suggested materials and learning
trash? Where does it go? resources
- What is a landfill?
High cost
- What is the name of the Learner’s book
landfills used by the Kigali
city or any other place in Suggested teaching methodology
Rwanda? • Case studies
3. Gauge learners based on their • Guided discovery
competence and grade them
• Brainstorming
accordingly.
4. Allocate marks for each colour • Discussions
and calculate the marks that • Role play
the learner has attained. Grade
Suggested preparation for the
the learners based on how they
lesson
have scored on the various
competencies and the tests given • This is a discussion lesson that will
to assess skills acquisition and involve an activity by the learners.
attitude change. • You will engage learners in a
discussion regarding the activity
Answers to Self-evaluation Test 9.1 and assess their learning
1. Allow learners to be creative at achievements.
this point and base their categories • You are therefore required to get
in any form they want. the various reference materials in
2. Biodegradable waste – can be advance and organise the class
decomposed by micro-organisms in a way that will encourage the
like bacteria. In most cases it teaching methods suggested.
enriches the soil.
Non-biodegrable waste – cannot Suggested teaching and learning
be broken down by micro- activities/approaches
organisms. Pollutes the soil. • Begin the lesson by asking learners
about the hazards of wastes.
9.4 Hazards of wastes to the • Engage them in a class discussion
environment and waste and make it as interactive as
management possible.

196
• Put learners into groups of 4 • Use examples in the learner’s
and ask them to do Activity 9.3. book to show learners how to
Give them time to present their manage wastes.
answers. • End the unit by instructing learners
• Summarise by giving details on to attempt Test your competence
how to manage wastes. 9.
Table 9.3 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Fast learners can be given an extra task • All learners whether disabled or able
of finding out all diseases that can be should participate actively in the lesson.
caused by poor waste disposal. • Physically challenged learners to be
• Let slow learners give reasons as to why given priority during discussions.
we should keep the school compound • Learners with sight problems can be
free of litter. placed in front of the class.
• Fast learners can be given additional • Remember Disability is not inability!
exercises.

Cross cutting issues covered Formative assessment

• Inclusive learning – All learners 1. Find out if learners are able to
whether with special educational identify the hazards of wastes
needs or not should participate to people and the environment.
actively in the lesson. Use structured questions and the
• Pe a c e , v a l u e s a n d g e n d e r examples in the learner’s book.
education – Let the learners see 2. Test learner’s confidence in
the need to accommodate other their knowledge about waste
people’s views in a discussion. management.
3. Gauge learners based on their
Generic competencies covered competence and grade them
• Cooperation and interpersonal accordingly.
skills – As learners interact in pairs 4. Allocate marks for each colour
and engage in class discussion. and calculate the marks that
• Communicating – As learners the learner has attained. Grade
interact during group work. the learners based on how they
• Critical thinking – As learners have scored on the various
think about their findings in the competencies and the tests given
activity. to assess skills acquisition and
• Problem solving skills – As the attitude change.
learners discuss and solve given
tasks.

197
Extended exercises and their answers

Table 9.4 Extended exercises and activities

Remedial exercises for weak Extended exercises for bright learners
learners
1. Waste has to go somewhere. 1. What are the components or features of
a) True integrated waste management?
b) False 2. Governments alone can win the war against
waste.
2. What harm can come from
uncontrolled dumping of garbage? 3. How has technology contributed to integrated
waste management?
3. How can we help reduce wastes?
4. Why is a country’s economy related ability to
its ability to limit the impact of waste on the
environment?

Consolidation activities substances. Most of it is water,

1. What is wastewater? which has dissolved & suspended
impurities, which may pollute the
Ans: The dirty water which
water bodies and also harm the
contains various impurities like
aquatic plants & animals.
dust, polythene bags, vegetable
peels, kitchen waste, oil & water 5. What is sludge? How is it treated?
that goes down the drains from Ans: Solid faecal matter which
sinks, showers, toilets, laundries, is generated after the water is
etc. Wastewater cannot be used treated. The sludge is transferred
further. to a separate tank where it
2. What is sewage? is decomposed by anaerobic
bacteria. The biogas produced
Ans: The wastewater that is being
can be used as a fuel and the
generated at homes, industries,
dried sludge is used as manure
agricultural activities, human
for replenishing the nutrients of
activities etc are called sewage.
the soil.
3. What do we mean by “sewage
6. Untreated human excreta are a
treatment”?
health hazard. Justify the statement.
Ans: Sewage treatment is a
Ans: Untreated human excreta is
process of removing pollutants
a health hazard as it may cause
before it enters a water body or
water pollution. It pollutes both
is refused.
surface water as well as ground
4. Explain why it is harmful to discharge water. Since ground water is a
untreated sewage into water bodies? source of water for wells, tube
Ans: It is harmful to discharge the wells, etc. Therefore, it leads to
untreated sewage into the water waterborne diseases like cholera,
bodies as it contains harmful jaundice, typhoid etc.

198
7. What are the harmful effects of Ans: A manhole is a covered vertical
sewerage? hole in the ground, pavement
Ans: Accumulation of sewerage or road above the underground
leads to: sewer pipeline. If there is any
- Spread of various diseases. leakage or blockage in the
underground sewer pipeline, the
- Water pollution.
sanitary worker can go down,
- Discharge of sewerage up to these sewer pipelines for
in water bodies leads to cleaning or any repair work.
excessive growth of algae.
10. Suggest alternative arrangement
8. What is the function of bar screens for sewage disposal.
in wastewater treatment plant?
Ans: To improve sanitation, low
Ans: The bar screen removes cost onsite sanitation sewage
the large objects like rags, sticks, disposals are being made. For
cans, plastics packets etc. from the example: septic tanks, composting
sewage. pits, etc.
9. What is a manhole? Why are
manholes made?

Table 9.5 Answers to Extended exercises and activities

Remedial exercises for weak Extended exercises for bright learners
learners
1. a) True 1. Recycling, use of landfills and converting
2. Water pollution, air pollution and waste to energy.
disease infections 2. Allow learners to engage in a debate
3. Recycling, reusing and reducing about the statement.
3. Integrated waste management consists of
evaluating the options of reuse, recycling,
composting, landfilling, and waste-to-
energy and then selecting those that fit
into the community’s needs and budget.
Technological changes have allowed
facilities that manage waste to be more
environmentally protective than their
predecessors.
4. A country must have a strong economy
in order to place a high priority on the
protection of the environment and the
proper management of waste.

199
Answers toTest your Competence 7. Most of the waste is biodegrable
9 hence enriches the soil. Soil is
1. Discuss answers with learners. home to many organisms. Plants
grow on the soil. We use soil for
2. Discuss and listen to the creative
agriculture.
views of learners.
8. (a) Can provide clean farmyard
3. (a) Industries
manure.
(b) Houses and offices
(b) With fertile soils enough food
4. Engage learners in a debate and is provided.
let them give their views.
(c) Diseases caused by poor
5. There has to be special areas for waste disposal are kept away.
all these to be deposited.
6. They are non-biodegrable hence
pollutes the soil.

200
 Unit Chemical equations
10
(Number of Periods - 18)
Refer to learner’s book pages 135-151

Key unit competence Unit outlines

• Chemical equations
After studying this unit, learners should
• Balancing chemical equations
be able to write and use balanced
• Interpreting and translating word
chemical equations.
equation into chemical equations

Table 10.1 Knowledge, Skills and values to be attained

Knowledge and Skills Attitudes and values
Understanding
By the end of the unit By the end of the unit learners By the end of the unit
learners should be able to: should be able to: learners should be able to:
• State the law of • Relate a chemical equation • Develop a team
conservation of mater. to a chemical reaction. approach when
• Explain how a chemical • Write balanced chemical performing experiments
equation relates to the reactions with state in a group.
law of conservation of symbols. • Develop confidence in
matter. • Translate a word equation writing and interpreting
• State the rules of into a chemical equation chemical formula and
balancing equations. and vice-versa. equations.
• Experimentally verify the
law of conservation of
matter.

Links to other subjects competency of the unit has been met.

The contents in this unit can be applied It should provide avenues for assessing
in Mathematics when calculating knowledge acquisition, skills attainment
algebraic equations using symbols. In and attitude change.
Biology, respiration involves oxygen • To a s s e s s k n o w l e d g e a n d
and carbon dioxide while chemicals understanding of concepts –
of life: carbohydrates, proteins and use the knowledge checks and
vitamins are formed from elements. specific questions in the ‘Test your
Competence’ at the end of each
Assessment criteria unit. You can also formulate your
Assessment method used should help own questions and/or use the
the teacher to confirm that the key diagnostic assessment exercises

201
 or exercises suggested in this and equations. Also, specific
unit targeting fast learners and questions have been provided
remedial exercises. in the ‘unit competence test’
• To assess skills acquisition – you targeting attitude change and
may present to the learners societal values.
a problem and ask them to The teacher should decide whether to
suggest the methods of writing assess learners at the end of the lesson
balanced chemical equations. or at any other appropriate time when
Also, particular questions have enough content has been covered.
been suggested in the Test your
Competence that target assessing You can also continuously assess
skills acquisition. le arners to guage the extent of
knowledge and skills acquisition.
• To assess attitude change - you
may ask probing questions aimed The general criteria to use to gauge
at finding out if learners have the various generic competences are
developed confidence in writing given in the table below.
and interpreting chemical formula
Table 10.2 Assessment criteria
Name of COMM I&C CT RS LL PS C&I
Learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green
KEY: Red – Poor COMM – Communication in English,
Green – Good I & C – Interpersonal skills & Co-operation
Yellow – Excellent CT – Critical Thinking
Blue – Average RS – Research Skills
LL – Lifelong skills
PS – Problems solving skills
C & I – Creativity & Innovation
Allocate marks for each colour and the various competencies and the tests
calculate the marks that the learner given to assess skills acquisition and
has attained. Grade the learners attitude change.
based on how they have scored on
202
Background information By the way, a skeleton equation is not
A chemical equation should convey the wrong; it just hasn’t been balanced yet.
following information. Presenting it as being balanced would
be wrong.
• Reactants and products involved
in the reaction. 10.1. Chemical reactions
• Symbols and formulae of all
Refer to learner’s book pages 135–141
substances involved in the reaction.
• Relative number of reactants PERIODS 1-6: Chemical
and product participating in the reactions
reaction.
• Relative masses of reactants and Specific objective
products. By the end of this lesson, learners
• Physical states of reactants and should be able to
products. • Define what a chemical reaction
is?
Additional information for the
teacher • Write word equations
• Write chemical equations
A chemical equation is the symbolic
representation of a chemical reaction • Write chemical equations with
in the form of symbols and formulae, state symbols.
wherein the reactant entities are given Materials and learning resources
on the left-hand side and the product
entities on the right-hand side. High cost Low cost/no cost
Reference Chalkboard
Chemical equations give information materials and
in two major areas. First, they tell us textbooks
what substances are reacting (those Laboratory Learner’s book
being used up) and what substances are equipment and
products (those being made).Second, chemicals
the coefficients of a balanced equation Clear water, muddy
tell us in what ratio the substances water
react or are produced. Table salt, milk
Chemical equations usually do not Teaching methodology
come already balanced. Making sure • Case studies
they are balanced must be done • Guided discovery
before the equation can be used in • Brainstorming
any chemically meaningful way.It is an • Discussions
unbalanced equation (sometimes also • Role play
called a skeleton equation).This means
Preparation for the lesson
that there are unequal numbers at least
one atom on each side of the arrow. • These are practical and discussion
lessons that will involve many

203
 activities by the learners. They be represented in a chemical
include practical experiments in equation.
the laboratory, demonstrations, • Show how chemical equations
obser vations and recording obey the law of conservation of
among others. matter.
• Yo u w i l l e n g a g e l e a r n e r s • Introduce Activity 10.2. Let it be a
in a discussion regarding the class demonstration. Move on to
activities and assessing learning activity 10.3
achievements. • Caution them to be careful during
• You are therefore required to get experiments like this that produce
the various reference materials heat.
and laboratory equipment and • Emphasise the differences between
chemicals in advance and organise the product and reactants.
the class in a way that will Learner’s should appreciate this.
encourage the teaching methods • Use this activity to explain to
suggested. the learner the different changes
that occur when reactants are
Suggested teaching and learning conver ted to products in a
activities/approaches chemical reaction.
• Introduce the unit by asking • Thereafter let learners attempt Self
learners to name some processes – evaluation Test 10.1. check their
going on in their surroundings knowledge and understanding
for example rusting, weathering on writing word equations.
among others. Tell them that
• Organise learners in pairs and let
the processes involve chemical
them research on other common
reactions. Also inform them that
types of reactions. From their
there are chemical reactions that findings explain how to write
take place in our bodies. word equations.
• Let learners form groups of 2 to • Introduce task (b) of writing
6. Let them carry out Activity 10.1 chemical equations using symbols.
as directed in the learner’s book. Let learners perform Activity 10.4
• Guide them through the activity as they discuss and compare in
as they find out how chemical groups.
reactions take place and their • Thereafter explain to them how
effect on substances. to write chemical equation using
• Allow learners to present their symbols. Use the examples in the
findings to the whole class. Build learner’s book.
on their findings to explain the • Introduce task (c) of writing
nature of chemical reactions and chemical equations using state
the observations made. symbols. Remind learners of the
• Explain what reactants and states of matter and how they are
products are and how they can used in chemical equations.
204
• Let learners in pairs carry out symbols. Use examples in the
Activity 10.5. it will enable them learner’s book.
understand the necessity of states • Instruct learners to carry out Self-
of matter in chemical equations. evaluation Test 10.2.
• Show them how to write chemical
equations while indicating state

Table 10.3 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
• Slow learners can be given easy guiding • All learners whether disabled or able
questions on how to write chemical should participate actively in the lesson.
equations from products to reactants • Physically challenged learners to be
while indicating state symbols. given priority during discussions.
• Give slow learners additional home work • Learners with sight problems can be
on chemical reactions and their symbols. placed in front of the class.
• Fast learners can be given additional task • Remember Disability is not inability!
of writing chemical reactions with their
state symbol.

Cross cutting issues covered • Lifelong skills-as learners perform

experiments as directed.
• Inclusive learning – All learners
whether with special educational Formative assessment
needs or not should participate 1. Find out if learners are able to:
actively in the lesson. • Define what chemical
• Gender education – Let all learners equations are. Use structured
participate in the activities. Girls questions to test for this.
should not shy away from the • Write word equations - use
practical. examples in the Learners
book.
Generic competencies covered
• Write chemical equations-
• Co-operation and interpersonal use self –evaluation Test 10.2
skills – as learners interact in pairs to test for this.
and engage in class discussion.
• Write chemical equations
• Communicating in English – as with state symbols-use
learners interact during group questions in task 2
work.
2. Test learner’s attitude during
• Critical thinking – As learners experiments as they work in
think about their findings in the groups and interpret chemical
activity. formula and equations.
• Problem solving skills – As the 3. Check learner’s skills as they
learners discuss and solve given relate chemical equations to a
tasks. chemical reaction.
205
4. Gauge learners based on their the learners based on how they
competence and grade them have scored on the various
accordingly. competencies and the tests given
5. Allocate marks for each colour to assess skills acquisition and
and calculate the marks that attitude change.
the learner has attained. Grade

Answers to Self-evaluation Test 10.1

1. a. hydrogen + oxygen water
b. Iron + Sulphur iron sulphide
c. carbon + oxygen carbon monoxide
2. Sodium + chlorine sodium chloride
Calcium + oxygen calcium oxide
Copper + iodine copper iodide

Answers to Self-evaluation Test 10.2

1. Chemical reaction is a process while a chemical equations shows how a
certain reaction takes place.
2. a) Sulphur + Oxygen Sulphur dioxide
S(s) + O2(g) SO2(g)
b) Methane + Oxygen Carbon dioxide + Water
CH4(g) + O2(g) CO2(g) + H2O(l)
c) Zinc + Hydrochloric acid Zinc chloride + Hydrogen gas
Zn(s) + HCl(aq) ZnCl2(aq) + H2(g)
d) Copper oxide + Hydrogen gas Copper + Water
CuO(s) + H2(g) Cu(s) + H2O(l)
3. a. False
b. True
c. False
5. Never use substandard products they can be hazardous
6. a. NaOH(aq) + HCl(aq) NaCl (aq) + H2O
b. KCO3(s) + HNO3 KNO3(aq) + CO2(g) + H2O(l)
c. Na(s) + H2O(l) NaOH(aq) + H2(g)
d. Pb(NO3)2 (aq)+ Na2SO4(aq) PbSO4(aq) + 2NaNO3(aq)

206
10.2. B a l a n c i n g c h e m i c a l activities and assessing learning
equations achievements.
Refer to learner’s book pages 141-146 • You are therefore required
to get the various reference
PERIODS 6-12: Balancing materials, laboratory equipment
chemical equation and chemicals in advance. Also,
By the end this lesson, the learners organise the class in a way that
should be able to explain: will encourage the teaching
methods suggested.
• Rules of balancing chemical
equation. Suggested teaching and learning
• The law of conservation of matter. activities/approaches
• Begin the lesson by Activity 10.6.
Materials and learning resources
Let learners form pairs to carry
High cost Low cost/no cost out the activity.
Reference materials Chalkboard • This activity will enable learners
and textbooks appreciate balancing and be
Laboratory Learner’s book able to relate it to balancing an
apparatus and
equation. Use equations in the
reagents
learner’s book to show them how
Salt solution
to balance equations.
Muddy water
• Go step by step as enumerated
Teaching methodology in the learner’s book, as you
• Case studies guide them on how to balance
• Guided discovery equations.
• Research • Let learners attempt Activity
• Brainstorming 10.7 in pairs. Build up from their
findings to come up with a list of
• Discussions
rules to follow when balancing
Preparation for the lesson chemical equations. Use many
• These are practical and discussion examples for them to understand.
lessons that will involve many • Check learner’s knowledge and
activities by the learners. They understanding by instructing them
include practical experiments in to attempt Self-evaluating Test
the laboratory, demonstrations, 10.3.
obser vations and recording • Introduce the law of conservation
among others. of matter; tell learners a brief
• Yo u w i l l e n g a g e l e a r n e r s histor y of Antoine Laurent
in a discussion regarding the Lavoiser and his discovery.

207
Table 10.4 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Guide slow learners in balancing • All learners whether disabled or able
chemical equations. should participate actively in the
• Give slow learners additional home lesson.
work on balancing chemical equations. • Physically challenged learners to be
• Fast learners can be given additional given priority during discussions.
task of writing balanced chemical • Learners with sight problems can be
equations. placed in front of the class.
• Remember Disability is not inability!

Cross cutting issues covered Use examples in the learner’s

• Inclusive learning – All learners book and Self-evaluation Test
whether with special educational 10.3.
needs or not should participate • Explain the law of
actively in the lesson. conservation of energy and
• Pe a c e , v a l u e s a n d g e n d e r how it relates to chemical
education – Let the learners see equations. use structured
the need to accommodate other questions to test for this.
people’s views in a discussion. 2. Check learner’s attitude and
interest during experiments as
Generic competencies covered they work in groups and balance
• Lifelong skills – as learners carry chemical equations.
out an experiments and interact. 3. Check learner’s skills as they
• Co-operation and interpersonal experimentally verify the law
skills – as learners interact in pairs of conservation of matter. Look
and engage in class discussion. for participation during the
• Communicating – as learners experiment and their presentation
interact during a discussion. in class.
• Critical thinking – As learners 4. Gauge learners based on their
think about their findings in the competence and grade them
activity 10.2. accordingly.
• Research skills-As the learners 5. Allocate marks for each colour
observe record and interpret their and calculate the marks that
findings. the learner has attained.Grade
the learners based on how they
Formative assessment have scored on the various
1. Find out if learners are able to: competencies and the tests given
• Describe the rules of to assess skills acquisition and
balancing chemical equations. attitude change.

208
Answers to self –evaluation Test 10.3
1. a. CH4(g) + 2O2(g) CO2(g) + 2H2O(l)
b. ZnO(s) + 2HCl(aq) ZnCl2(aq) + H2O(l)
c. NaCl(aq) + AgNO3(aq) NaNO3(aq) + AgCl(s)
2. i. Li(s) + H2O(l) LiOH(aq) + H2(g)
ii. MgO(s) + 2HNO3(aq) Mg(NO3)2(aq) + H2O(l)
iii. 2KOH(aq) + H2SO4 (aq) K2SO4(aq) + 2H2O(l)
iv. ZnCO3(s) + 2HCl(aq) ZnCl2(aq) + CO2(g) + H2O(l)

Answers to self–evaluation Test 10.4

1. a. Matter is neither created nor destroyed during a chemical reaction.
b. Any experiment whereby the states of reactants are different from those
of products.
c. number of kinds of atoms on the reactants side are the same as those
on the products side.
2. a. 2Ca(s) + O2(g) 2CaO(s)
b. CuO(s) + H2SO4(aq) CuSO4(aq) + H20(g)
c. 2PbNO3(s) 2PbO(s) + 2NO(g) + O2(g)
d. BaCl2 (aq) + Na2SO4(aq) BaSO4(s) + 2NaCl(aq)
3. a. 2H2(g) + O2(g) 2H2O(l)
b. N2 (g) + 3H2(g) 2NH3(g)
c. 4Cu(s) + 2NO2 (g) 4CuO(s) + N2(g)
d. 3CuO(s) + 2NH3(g) 3Cu(s) +3H2O(l) + N2(g)

209
10.3. I n t e r p r e t i n g a n d Suggested teaching and learning
translating word equations activities/approaches
into chemical equations • Begin the lesson by revisiting the
Refer to learner’s book pages 146-150 elements of the periodic table
already covered. Jog learner’s
PERIOD 13-18: Interpreting and memory as they relate it to
translating word equations chemical equations.
into chemical equations • Introduce Activity 10.8. Organise
learners into groups of between 2
Specific objective to 6.
By the end of this lesson, learners should • Let them discuss as directed in
be able to interpret and translate word the learners book. They will also
equation into chemical equations. write a report on their findings
and individually do a presentation
Materials and learning resources
in class.
High cost Low cost/no cost • Build on their presentation as
R e f e r e n c e Chalkboard you explain translation of word
materials and
equations into chemical equations.
textbooks
Learner’s book • Bring to learners’ attention Table
10.1 and 10.2 on charged ions and
Teaching methodology radicals.This table is crucial during
• Case studies the formation and interpretation
of chemical equation. Leaners
• Guided discovery
should study the tables carefully.
• Brainstorming
• Introduce the steps used in deriving
• Discussions chemical formulae of compounds.
• Role play Take them through the steps
one by one as you explain and
Preparation for the lesson engage them.You will use various
• This is a discussion lesson that will examples for them to understand
involve an activity by the learners. the concept clearly.
• Yo u w i l l e n g a g e l e a r n e r s • Use examples in the learner’s
in a discussion regarding the book to show learners how to
activities and assessing learning convert word equations into
achievements. chemical equations and vice versa.
• You are therefore required to get • End the unit by instructing learners
the various reference materials in to attempt ‘Test your competence
advance and organise the class 10’.
in a way that will encourage the
teaching methods suggested.

210
Table 10.5 Special needs and multi-ability learning
Support for multi-ability learning Suppor t for special needs
learning
• Assist slow learners in deriving chemical • All learners whether physically
formulae of compounds. challenged or not should
• Take slow learners stepwise in converting word participate actively in the lesson.
equations to chemical equations. Also guide • Physically challenged learners to
them in understanding the tables. be given priority during discussions.
• Give slow learners additional home work • Learners with sight problems can
in converting word equations to chemical be placed in front of the class.
equations. • Remember disability is not inability!
• Fast learners can be given additional exercises.

Cross cutting issues covered word equation into a chemical

• Inclusive learning – All learners equation and vice-versa.
whether with special educational 4. Gauge learners based on their
needs or not should participate competence and grade them
actively in the lesson. accordingly.
5. Allocate marks for each colour
Generic competencies covered and calculate the marks that
• Co-operation and interpersonal the learner has attained.Grade
skills – as learners interact in pairs the learners based on how they
and engage in class discussion. have scored on the various
• Communicating – As learners competencies and the tests given
interact during group work. to assess skills acquisition and
• Critical thinking – As learners attitude change.
think about their findings in the
activity. Consolidation activities
• Problem solving skills – As learners Balance the following chemical
discuss and solve given tasks.
equations:
Formative assessment 1. C5H12 + O2 CO2 + H2O
1. Find out if learners are able to Ans: There are five carbons on
interpret and translate word the left but only one on the right,
equations into chemical equations. and on each side the carbon is in
Use structured questions and the a single chemical species. Put a 5
examples in the learner’s book. in front of the CO2 on the right
2. Test learner’s confidence in hand side.
writing and interpreting chemical C5H12 + O2 5CO2 + H2O
formulae and equations. There are twelve hydrogens on
3. Check learner’s skills in translating the left but only two on the right
hand side, and hydrogen is in a
211
 single species on each side. Put a 7. Al2(CO3)3 + H3PO4 AlPO4 + CO2 + H2O
6 in front of the H2O on the right Ans:
hand side. Al2(CO3)3 + 2H3PO4
C5H12 + O2 5CO2 + 6H2O 2AlPO4 + 3CO2 + 3H2O
Finally, there are only two oxygens 8. Translate the following chemical
on the left hand side but 16 of equations into word equations:
them on the right hand side. So a) Co(NO3)2(aq) + Na2CO3(aq)
put a 8 in front of the O2 on the CoCO3 + 2NaNO3
left hand side.
b) KI(aq) + Pb(NO3)2(aq) PbI2 (S) +2KNO3
C5H12 + 8O2 5CO2 + 6H2O
c) CuSO4 (aq) + LiNO3(aq)
The equation is now a balanced Cu(NO3)2 + Li2SO4
chemical equation.
d) Na(NO3)2(aq) + Na3PO4(aq)
2. Zn + HCl ZnCl2 + H2
Na3(PO4)2 +3 NaNO3
There are two chlorines on the
e) K2SO4 (aq) + Ba(NO3)2(aq)
right but only one on the left, and
BaSO4 + 2KNO3
the chlorine is in a single chemical
species on each side. Put a 2 in Answers toTest Your Competence
front of the HCl on the left hand 10
side.
1. i. Carbon + Oxygen
Zn + 2HCl ZnCl2 + H2 Carbon dioxide
And if you look carefully, you will ii. Hydrogen + Oxygen
see that the equation is now Water
balanced, with one Zn on each
iii. S o d i u m h y d r o x i d e +
side, two hydrogens on each side
hydrochloric acid
and two chlorines on each side.
sodium chloride + water
Some examples can be rather
easy! iv. Methane + Oxygen
Carbon dioxide + Water
3. Ca(OH)2 + H3PO4 Ca3(PO4)2 + H2O
2. i. N2(g) +3H2(g) 2NH3(g)
Ans:
ii. S(g) + O2(g) SO2(g)
3Ca(OH)2 + 2H3PO4 Ca3(PO4)2 + 6H2O
iii. S(g) + Fe(s) FeS(s)
4. FeCl3 + NH4OH Fe(OH)3 + NH4Cl
3. i. 2Li (s) + O2(g) Li2O(s)
Ans:
ii. – vi. Discuss with the learners
FeCl3 + 3NH4OH Fe(OH)3 + 3NH4Cl
4. i. Sodium + Chlorine
5. S8 + F2 SF6
Sodium Chloride
Ans:
ii. – iv. Discuss with the learners
S8 + 24F2 8SF6
5. Refer to Learner’s book pages
6. C2H6 + O2 CO2 + H2O 135-138.
Ans: 6. Check that formulae are correct.
2C2H6 + 7O2 4CO2 + 6H2O The two methods should be used.

212
 Unit Acids, Bases and pH
11
(Number of Periods - 9)
Refer to learner’s book pages 152 -168

Key unit competency • Indicators of acids and alkalis

found in nature and in common
After studying this unit learners should
products.
be able to:
• Definition of pH
• Extract indicators from flowers.
• pH scale and pH meter
• Use indicators to test the
observable properties of acids • pH of common commodities in our
and bases in common domestic life.
substances. • Application of acids and bases
• Drugs associated with acids and
Unit outlines bases.
• Properties of acids and alkalis.

Table 11.3 Knowledge, Skills and Values to be attained

Knowledge and Skills Attitudes and values
understanding
By the end of this unit By the end of this unit learners By the end of this unit
learners should be able to: should be able to: learners should be able
• Describe the existence • Test acidity and alkalinity to:
of acids and bases in solution using indicators • Develop orderliness
nature. • Extract indicators from flowers and carefully approach
• State applications of when handling acids
• Us e comm o n l ab o r ato r y
acids and bases in daily and bases.
indicators such as litmus and
life. phenoalystithalein and methyl • Respect the procedures
• Understand the orange. described for carrying
difference between a out experiments
• Use universal indicators and pH
base and an alkali. involving acids and
paper to measure acidity and
bases.
• Explain the PH scale. alkalinity of solutions.
• Compare the properties • Use pH water to measure
of acids and bases. the acidity and alkalinity of
• State the dangers solutions.
associated with handling • Relate pH values to the acidity,
bases and acids. alkalinity and neutrality of
different solutions.

213
Link to other subjects: learners and remedial exercises.
The contents of this unit are linked to: • To assess skills acquisition – you
• Agriculture where Soil pH is vital may present to the learners a
in crop production. problem and ask them to suggest
the methods of extracting juices
• Biology where body fluids such from flowers to form indicators.
as: gastric juice, blood, urine Also, particular questions have
and other body fluids require a been suggested in the Test your
narrow pH range to be able work Competence that target assessing
efficiently. skills acquisition.
• Ecological studies where air • To assess attitude change -
pollution leads to acid rain which you may ask probing questions
destroys buildings and harms aimed at finding out if they have
organisms. developed orderliness and a
Formative Assessment Criteria careful approach when handling
acids and bases. Also, specific
Assessment method used should questions have been provided in
help you to confirm that the key the end of unit competence test
competency of the unit has been met. which target attitude change and
It should provide avenues for assessing societal values.
knowledge acquisition, skills attainment
and attitude change. You should continously assess learners
to gauge the extent of knowledge and
• To a s s e s s k n o w l e d g e a n d
skills acquisition.
understanding of concepts –
use the knowledge checks and You can also decide whether to assess
specific questions in the Test Your learners at the end of the lesson or
Competence at the end of each at any other appropriate time when
unit. You can also formulate your enough content has been covered.
own questions and/or exercises The general criteria to use to gauge
suggested in this unit targeting fast the various generic competences are
given in the table below.
Table 11.2 Assessment criteria

Name of COMM I&C CT RS LL PS C&I

learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green

214
KEY: Red – Poor COMM – Communication in English,
Green – Good I & C – Interpersonal skills & Co-operation
Yellow – Excellent CT – Critical Thinking
Blue – Average RS – Research Skills
LL – Lifelong skills
PS – Problems solving skills
C & I – Creativity & Innovation

Allocate marks for each colour and J.N. Brønsted (Denmark) working
calculate the marks that the learner independently in 1923, defined an acid
has attained. Grade the learners as a material that donates a proton
based on how they have scored on and a base is a material that can accept
the various competencies and the tests a proton.
given to assess skills acquisition and The Arrhenius definition serves well
attitude change. for a limited use.The Lowry- Brønsted
definition is broader, including some
Background Information ideas that might not initially seem to
A solution is said to be acidic when be acid and base types of interaction.
the pH is less than 7 and alkaline when Every ion dissociation that involves a
the pH is above 7. A litmus paper is hydrogen or hydroxide ion could be
used to determine acidity or alkalinity considered an acid- base reaction. Just
of a substance. Typically litmus paper as with the Arrhenius definition, all the
turns red in acid and blue in alkali. familiar materials we call acids are also
Additionally, acids taste sour and bases acids in the Lowry - Brønsted model.
taste bitter. The G.N. Lewis (1923) idea of acids
and bases is broader than the Lowry -
Additional information for the
Brønsted model. The Lewis definitions
teacher
are: Acids are electron pair acceptors
Svante Arrhenius (Sweden) in 1884 and bases are electron pair donors.
defined an acid as a material that can
release a proton or hydrogen ion (H+). 11.1 & 11.2 Acid and bases
Hydrogen chloride in water solution Refer to learner’s book pages 152–156
ionizes and becomes hydrogen ions
and chloride ions. If that is the case, a
PERIODS 1-3: Definition and
base, or alkali, is therefore a material properties of acids and bases
that can donate a hydroxide ion (OH). Specific objective
Sodium hydroxide in water solution By the end of the lesson, learners
becomes sodium ions and hydroxide should be able to:
ions.
• Define an acid and an alkali in
T h o m a s L ow r y ( E n g l a n d ) a n d terms of H and OH ions.

215
• Describe the properties of acids Let the learners come up with
and alkali. substances that contain acids and
bases.
Materials and learning resources 2. From the substances they name,
No cost/ Low cost High cost discuss with them the use of either
Water, Oranges, Lemon, Reference the acid or base contained in the
paper, sour milk materials and named substance.
Wall charts textbooks 3. Organise the learners in the
Laborator y classroom into pairs to carry out
equipment Activity 11.1. Provide them with
and chemicals the necessary materials and let
them carry out the activity as
Suggested teaching methodology directed in the learner’s book.
• Case studies Encourage them to work as a
• Role playing team and share dtasks, listen to
• Guided discovery others opinion and also air their
views. This will improve their
• Research
communication, team work
• Brianstorming and interpersonal skills.
• Discussions Caution them not to eat anything in the
• Games laboratory.
4. Allow them to present their
Lesson preparation findings to the class. From their
• This is a practical lesson that will presentation build up on it as you
involve mainly activities by the explain what acid and bases are.
learners. Use examples to show this and
• You will engage the learners differentiate between an acid and
in a discussion regarding the a base.
activities and assessing learning 5. Go ahead and classify the acids as
achievements. natural or commercial acids citing
• You are therefore required to examples.
get the various materials and 6. Discuss with them the nature of
equipment and also reference bases citing examples too.
materials in advance and organise 7. Introduce properties of acids and
the class in a way that will alkali by Activities 11.2 and 11.3.
encourage the teaching methods These are laboratory practicals.
suggested. Organise learners into groups of
between 2 to 6 and then provide
Suggested teaching/learning them with the necessary materials.
activities/approach Let them carry out the activity as
1. Introduce the unit by asking directed in the Learner’s book.
learners to suggest substances They can do the experiments in
that contain acids and bases. rotation.

216
8. Instruct them to record their come up with a summary of the
observations in a table format. properties of acids and bases.
Allow them to do a presentation 10. End the lesson by instructing
on their findings to the class. learners to attempt Self-evaluation
9. Thereafter engage them in a Test 11.1.
discussion about their finding and

Table 11.3 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
• Assist slow learners when testing for • All learners whether physically
acidity and alkalinity. challenged or not should participate
• Fast learners can be given additional task actively in the lesson.
of finding out the different definition of • Physically challenged learners to be
acid and bases. given priority during discussions.
• Learners with sight problems can be
placed in front of the class.
• Disability is not inability.
Cross cutting issues covered Formative Assessment
• Inclusive learning – All learners 1. Find out if learners are able to:
should participate actively in all • Describe the existence of acids and
class activities. bases in nature. Use structured
• Peace and values education – questions to test for this
Bring to the attention of learners • State applications of acids and
the need to accommodate other bases in daily life. Ask them to
people’s views. Discipline should name various uses of acids and
be observed at all times in these bases.
groups since some cases can • U n d e r s t a n d t h e d i f fe re n c e
distract learners from the main between a base and an alkali. Use
objectives. a comparison table to test for this.
Generic competencies covered 2. Check learner’s ability to test
• Critical thinking – As learner’s use for acidity and alkalinity during
guiding questions to study subject Activities 11.2 and 11.3.
content. 3. Assess learners attitudes in how
• Problem solving skills – As learners they develop orderliness and a
solve the given tasks. careful approach when handling
• Cooperation and interpersonal acids and bases and their respect
skills – As learners interact for procedures when carrying out
through group work. experiments.
• Communication – As learners 4. Allocate marks for each colour
discuss and interact during group and calculate the marks that
work. the learner has attained.

217
 Grade the learners based on how Wall charts Ethanol
they have scored on the various Water Motor and pestle, source
competencies and the tests given of heat
to assess skills acquisition and Laboratory equipment
attitude change. and chemicals
Answers to Self-evaluation Test Reference materials and
11.1 textbooks

1. a. An acid is substance that dissolves Suggested teaching methodology

in water and dissociates to give • Case studies
hydrogen ions while a base gives
• Role playing
hydroxyl ions.
• Guided discovery
b. Kills germs
• Research
2. • Commercial
• Brainstorming
• Natural, commercial
• Discussions
• Commercial
• Games
• Commercial
• Commercial Lesson preparation
3. Neutral but slightly acidic • This is a practical lesson that will
involve activities by the learners.
4. base – toothpaste, limewater,
They will carry out laboratory
baking soda
experiments to test for acids and
Acid – pineapple, lime juice bases.
11.3. Simple acid-base Indicators • You will also engage the learners
in a discussion regarding the
Refer to learner’s book pages 156–161 activities and assessing learning
PERIODS 4 & 5: Indicators achievements.
Specific objective • You are therefore required to
get the various materials and
By the end of the lesson, learners reference materials in advance
should be able to, and organise the class in a way
• Extract indicators from flowers. that will encourage the teaching
• Use common laboratory methods suggested. Arrange for
indicators. learners to use the laboratory in
advance.
Materials and learning resources
No cost /Low High cost Suggested teaching/learning
cost activities/approach
Flowers Phenolphthalein 1. Begin the lesson by Activity 11.5.
indicator Let learners discuss in groups
Red cabbages Methyl orange using the guiding questions in the
indicator activity.
218
2. Use the analogy in the activity to activity. Discuss the various types
explain the meaning of indicator. of indicators citing examples.
Thereafter tell learners what 6. Introduce Activity 11.7. Let
indicators are, ways of preparing learners determine colour
them and their uses. changes in indicators through this
3. With that, introduce Activity 11.6 experiment. Allow them to form
on how to prepare acid-base groups of four and follow the laid
indicators. down procedures.
4. Organise learners into groups of 7. They should tabulate their findings.
four and let them carry out the Thereafter engage them in a
activity as directed in the learner’s discussion on the colour changes
book. Instruct them to tabulate with different solutions tested.
their observations. 8. End the lesson by instructing them
5. Engage learners in a discussion to attempt Self–evaluation Test
based on their findings from the 11.2.

Table 11.4 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
• Guide slow learners through the activity • A l l l e a r n e r s w h e t h e r p hy s i c a l ly
to differentiate colour changes in acids challenged or not should participate
and bases. actively in the lesson.
• Fast learners can be given additional • Physically challenged learners to be given
exercises of finding various indicators priority during discussions.
and their colour changes. • Learners with sight problems can be
placed in front of the class.
• Disability is not inability.
Cross cutting issues covered • Critical thinking-As learners use
• Inclusive learning – All learners guiding questions tocome up with
should participate actively in class. subject content.
• Financial education – Bring to • Problem solving skills-As learners
learners attention the need to solve the given tasks.
make use of laboratory apparatus • Cooperation and interpersonal
and chemicals efficiently to prevent skills-As learners interact through
damages and misuse. group work.
• Health check – Make learners
aware of the dangers of • Communication – As learners
mishandling chemicals especially interact during the activities.
acids. Formative Assessment
Generic competencies covered 1. Find out if learners can test
• Lifelong skills-As learners test for for acidity and alkalinity using
acidity and alkalinity during the indicators. Observe this during the
experiment. practical experiments.
219
2. Check learners’ attitude and Materials and learning resources
i n t e re s t s by t h e i r l eve l o f
No cost /Low High cost
participation during the activities. cost
3. Allocate marks for each colour Rain water, tap Laboratory equipment
and calculate the marks that water and chemicals
the learner has attained. Grade Wall charts Indicators.
the learners based on how they Reference materials
have scored on the various
competencies and the tests given Suggested teaching methodology
to assess skills acquisition and • Case studies
attitude change. • Role playing
• Guided discovery
Answers to Self –evaluation Test
• Research
11.2
• Brianstorming
1. Refer to Learner’s Book pages
157-158 • Discussions
2. a. & b Phenolphthalein • Games
(colourless-pink), methyl Lesson preparation
blue (pink-yellow), litmus • This is a practical lesson that will
paper (red-blue) involve activities by the learners.
3. To determine the kind of reactions They will carry out laboratory
that might take place. experiments to test for acids and
bases.
11.4. pH of a solution
• You will also engage the learners
Refer to Learner’s Book pages 161–164 in a discussion regarding the
activities and assessing learning
PERIODS 6 & 7: pH of a solution achievements.
Specific objective • You are therefore required to
get the various materials and
By the end of the lesson, learners
reference materials in advance
should be able to:
and organise the class in a way
• Define pH of a solution. that will encourage the teaching
• Explain the pH scale and pH methods suggested. Arrange for
metre. learners to use the laboratory in
• Describe pH of common advance.
commodities in daily life.
Suggested teaching/learning
activities/approach
1. Begin the lesson by introducing
activity 11.8. Let learners do
a research using the guiding
questions.
220
2. They will write a report which 5. Discuss with the learner’s the pH
they will present in class. Link the values and their categories as
presentation to measuring pH of strong, weak and neutral citing
a solution. examples.
3. Organise learners to carry out 6. Explain the pH scale and the
Activity 11.9. Let them determine colours observed.
pH of various solutions as directed 7. Show learners how to use pH-
in the learner’s book. Instruct metre in Activity 11.10. Organise
them to present their observation them into groups and take them
sin a table format. through the procedure as directed
in the learner’s book. Thereafter
4. Using their observations explain engage the learners in a discussion
the use of a universal indicator to involving the pH metre.
determine the pH values using a 8. End the lesson by instructing
pH chart. learners to attempt Self-evaluation
Test 11.3

Table 11.5 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
• Assist slow learners during the • All learners whether physically
determination of pH of solutions. challenged or not should participate
• Give fast learners additional exercises. actively in the lesson.
• Physically challenged learners to be
given priority during discussions.
• Learners with sight problems can be
placed in front of the class.
• Disability is not inability.

Cross cutting issues covered • Problem solving skills-As learners

• Inclusive learning – All learners solve the given tasks.
should participate actively in class • Cooperation and interpersonal
activities. skills-As learners interact through
• Financial education – learners group work.
should use chemicals efficiently to • Communication – As learners
avoid wastage. discuss the meaning and
importance of a pH meter and a
• Health check – learners should be universal indicator.
careful when handling chemicals
and laboratory equipment. Formative Assessment
1. Find out if learners can use
Generic competencies covered universal indicators, pH paper and
• Critical thinking – As learners use pH metre to measure acidity and
guiding questions to study subject alkalinity of solutions. Observe this
content. during the practical experiments.

221
2. Check learners’ attitude and • Role playing
i n t e re s t s by t h e i r l eve l o f • Guided discovery
participation during the activities. • Research
O b s e r ve t h e i r o rd e r l i n e s s , • Brainstorm
a p p ro a c h a n d re s p e c t fo r • Discussions
procedures. • Games
3. Allocate marks for each colour
and calculate the marks that Lesson preparation
the learner has attained. Grade • This is a discussion lesson that will
the learners based on how they involve activities by the learners.
have scored on the various • You will also engage the learners
competencies and the tests given in a discussion regarding the
to assess skills acquisition and activities and assessing learning
attitude change. achievements.
• You are therefore required to get
Answers to Self –evaluation Test the various reference materials in
11.3 advance and organise the class
in a way that will encourage the
Discuss the answers with the learners teaching methods suggested.
11.5. & 11.6 Application and Suggested teaching/learning
dangers of acids and bases activities/approach
Refer to learner’s book pages 164–167 1. Begin the lesson by Activity 11.11.
Show them pictures, for example
PERIOD 8: Application and of medicines, preserved food etc.,
dangers of acids and bases and let them suggest what they
are and what they are made of.
Specific objective 2. Let them carry out the activity as
By the end of the lesson, learners directed in the learner’s book.They
should be able to: should come up with application
of acids and bases in our daily
• Describe the application of acid
lives.
and bases.
3. From their presentations, discuss
• Explain the dangers associated with them the applications of acids
with acid and bases. and bases as they take notes.
4. Ask learners about the dangers
Materials and learning resources
associated with acids and bases.
No cost /Low High cost Allow them to brainstorm and
cost come up with ideas on how acid
Wall charts Reference materials and bases affect our lives.
and textbooks 5. From their suggestions build on it
as you explain the dangers acids
Suggested teaching methodology
and bases possess to organisms
• Case studies and the environment.
222
6. End the lesson by instructing learners to attempt self-evaluation test 11.4
and Test your competence 11.

Table 11.6 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
• Guide slow learners during the • All learners whether physically
discussions, make sure they participate challenged or not should participate
actively. actively in the lesson.
• Fast learners can be given additional • Physically challenged learners to be
research work of the dangers given priority during discussions.
associated with abuse of drugs. • Learners with sight problems can be
placed in front of the class.
• Disability is not inability.

Cross cutting issues covered Formative Assessment

• Inclusive learning – All learners 1. Find out if learners are able to
should participate actively in class explain the applications and
activities. dangers associated with acid and
• Environment and sustainability – bases. Use structured and probing
Make learners aware of the need questions to test for this.
to take care of the environment 2. Assess learner’s attitude and
to prevent effects of acidic rain. interest in the lesson by their level
• Standardisation culture – Bring to of participation.
learners attention the need to go 3. Check learner’s skills during class
for quality products. discussions and presentation.
4. Allocate marks for each colour
Generic competencies covered and calculate the marks that
• Critical thinking – As learners use the learner has attained. Grade
guiding questions to study subject the learners based on how they
content. have scored on the various
• Problem solving skills – As the competencies and the tests given
learners solve given tasks. to assess skills acquisition and
• Cooperation and interpersonal attitude change.
skills – As learners interact
through group work and sharing Consolidation activities
a dictionary. 1. Which element is common to all
• Communication – As learners acids?
interact during class activities. 2. What is common name of water
soluble bases?

223
3. What name is gives the reaction 9. What is the role of pH in our daily
between acids and bases life?
4. Two solutions A and B have pH 10. What happens when?
values 3.0 and 9.5 respectively. (a) Solid sodium hydrogen
Which of these will turn litmus carbonate is heated
solution from blue to red and (b) Chlorine gas is passed through
which will turn phenolphthalein dry slaked lime
from colourless to pink.
5. Name the raw material used for
the production of caustic soda.
Answers to Self –evaluation Test
6. a man found that the cake 11.4
prepared by him is hard and small
1. a. The degree of acidity or
in size. Which ingredient has he
alkalinity of a solution.
forgotten to add that would have
made the cake fluffy? Give reason. b. Acid-A, B, C Bases-D, E
7. a white powder was heated c. i. E
strongly until no further change ii. A
and formed a yellow powered on iii. F
heating , when cooled it turned iv. B,C
to white again. Name the white
2. a. true
powder and yellow solid.
b. False
8. a compound x of sodium forms a
white powder. it is a constituent c. False
of baking powder and is used d. False
in some antacid prescriptions. e. False
When heated, x gives out a gas 3. a. Preservative
and steam. the gas forms a white
b. Fertiliser production
precipitate with lime water.Write
the chemical formula and name c. C h e m i c a l p r o d u c t i o n
of x and the chemical equation industries
for its decomposition on heating. d. Cleaning agent
What is its role in baking powder 4. The gas is poisonous; one can
in antacids? wear a fascial mask.

224
Answers toTest Your Competence 5. Apply an alkaline solution to the
11 site of the sting
1. A substance that gives a visible 6. a. H+
sign due to colour change in acid
or a base. b. OH-
2. a. Acid rain that leads to 7. a. Violet
destruction of vegetation b. 6.0
and buildings. c. Violet–preferred pH range
b. Use clean source of energy 5.0-7.5
or put smoke scrubbers. d. Addition of lime to raise the
3. Refer to learner’s book pH.
4. a. True
b. False
c. False
d. True

225
 Unit Inorganic Salts and their Properties
12
(Number of Periods - 15)
Refer to learner’s book pages 169–185

Key unit competency • Electric conductivity

After studying this unit the learner • Action of heat on carbonates,
should be able to analyse properties hydrogen carbonates, sulphates
of different types of salts. and nitrates.

Unit outline Learning objectives

• Definition of salts. C o m p e t e n c e b a s e d c u rr i c u l u m
• Nomenclature and chemical embraces three categories of learning
formula of simple salts ie chlorides, objectives namely; knowledge and
nitrates and sulphates. understanding, skills acquisition,
attitude and values. This guide has
• Physical properties of inorganic
been structured in a way that a teacher
salts:
will be able to ensure that learners
♦ Physical state achieve these objectives. The table
♦ Colour below summarizes the key objectives
♦ Solubility in water of this unit.

Table 12.1: Knowledge skills and values to be attained

Knowledge and Skills Attitudes and values
understanding
• By the end of this unit • By the end of this lesson, the • By the end of this unit, the
the learner should be learner should be able to: learner should:
able to: • Classify salts into soluble • Develop a keen eye for
• Define the term salt. and insoluble by dissolving detail when obser ving
• Distinguish between them in water. experiments.
soluble and insoluble • Perform experiments to • Get into the habit of
salts. show the effect of heat on repeating an experiment
• State the physical solid salts. incase of any doubts.
properties of salts. • Demonstrate
• Describe the effect of experimentally the electric
heat on different salts. conductivity of salt
solutions.
• Write a standard report of
the experimental findings.

226
Links to other subjects activities suggested in this unit
The content in this unit is related to targeting bright students and slow
the study of salts in Geography. This learners respectively can also be
includes the study of soil formation used to assess the knowledge and
and types of rocks. In Biology, salts are understanding of the different
covered under digestion and enzyme categories of learners.
activity. • To assess skills acquisition,
observe how learners go about
Formative assessment criteria the different activities in this
The Formative assessment method unit. Some questions in the self
used should helps the teacher confirm evaluation tests and the ‘test
that the key competency of the unit has your competence’ also test skills
been met. It therefore should provide acquisition.
avenues for assessing knowledge • To assess attitude change you
acquisition, skills attainment and can ask probing questions. These
attitude change. are meant to establish if learners
• To a s s e s s k n o w l e d g e a n d understand the impor tance
understanding of concepts – of keenness when observing
use the self evaluation tests experiments.
and specific questions in the The general criteria to use to gauge
‘Test your Competence’ at the learner’s achievement in the various
end of each unit. You can also generic competencies are given in the
formulate other examples to test table below.
the understanding of the learners.
Extended exercises and remedial
Table 12.2: Knowledge skills and values to be attained
Name of COMM I & C CT RS LL PS C&I
learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green
Key: Red-poor COMM-Communication
Blue-Average I & C - Co-operation and interpersonal skills.
Green-Good CT-Critical thinking
Yellow-Excellent RS-Research skills

227
Background information 5. R e a c t i n g m e t a l ox i d e s o r
Most people think that the term salt hydroxides with non-metal oxides.
only means table salt (sodium chloride). CaO(s) + CO2(g) CaCO3(s)
In chemistry, the term salt is widely used. 2KOH(aq) + CO2(g) K2CO3(s) +
Salts are formed when the hydrogen H2O(l)
ions in an acid are replaced by a metal
or ammonium ion. In this unit, different 12.1: Nomenclature and
types of salts and how they are formed definition of salts
has been discussed. Also discussed are Refer to the learner’s book pages 169 -172
the physical properties of salts and the
action of heat on the different salts. PERIODS 1, 2 &3 Definition and
nomenclature of salts
Additional information for the Specific objectives
teacher By the end of this lesson, learners
Preoaration of salts should be able to:
• Define salts
The method used to prepare a particular • Understand the criteria used to
salt depends on the solubility of the salt name salts
in water. Some of the methods used to Materials and learning resources
prepare salts include:
High cost Low cost/no cost
1. Reacting an acid with a metal.
Reference materials Chalkboard
Examples of salts prepared by this and textbooks
method include: Different organic Learner’s book
Zn + 2HCl(aq) ZnCl2(aq) + H2(g) acids
Mg(S) + H2SO4(aq) MgSO4(aq) + H2(g) Different salts Handouts and
pamphlets
2. Reacting an acid and a base Internet access
H2SO4(aq) + 2NaOH(aq) Teaching methodology
Na2SO4(aq) +H2O(l) • Guided discovery
2HNO3(aq) + CuO(s) • Brainstorming
• Discussions
Cu(NO3)2(aq) + H2O(l)
• Role play
3. Precipitation - this involves the Preparation for the lesson
formation of an insoluble salt The three periods can be divided
when two soluble salts are mixed. into two sessions. This should be an
Pb(NO3)2(aq) + ZnCl2(aq) interactive lesson where learners
PbCl2(s) + Zn(NO3)2(aq)
participate fully in discussion activities.
4. Synthesis - This involves the direct • Ensure that learners have access
combination of elements to form to internet. You may also provide
salts. some of the salts available in your
chemistry lab so that learners can
Mg(s) + Cl2(g) MgCl2(aq)
physically handle them.
228
• Ensure that the class arrangement • Monitor how learners are doing
is that which allows learners to the activity. Assist learners that
involve themselves in discussions. cannot assess information.
• Let learners try filling the blank
Suggested teaching and learning spaces. They should first discuss
activities/approaches and make a conclusion before filling
• Introduce the lesson by asking the gaps. Discussion will boost
learners to name other types of cooperation and interpersonal
salts other than table salt. Let skills of the learners.
learners mention the importance • After the activity, ask learners to
of table salt. Do they know the present their group findings and
chemical name of the salt? Inquire how they have filled the table.This
from them. will boost communication skills of
• Now allow learners to do the the learners.
research activity 12.1 in the • After learners presentations guide
learners book page 169–170 them through an all inclusive
Provide pamphlets and handouts discussion of the facts in the
to help them research. This is learners’ book page 170–171
meant to introduce learners into as you answer questions that
the world of research and hence learners might ask.
boost their research skills.

Table 12.3 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
• Guide slow learners on how to derive • All learners whether physically
the name of a salt from the name of the challenged or not should participate
acid forming it. actively in the lesson.
• Fast learners should use their • Physically challenged learners to be
understanding of the lesson to given priority during discussions.
differentiate a normal and acid salt by • Learners with sight problems can be
definition. placed in front of the class.
• Remember Disability is not inability!

Formative assessment from. Also give them different

1. Find out if learners are able to: metals and acids and ask them
♦ Define a salt. to mention the name of the salts
formed by each combination.
♦ Differentiate between
acid, normal, dibasic and 3. Obser ve as learners search
monobasic acids information from the internet or
other reference materials. Watch
2. Give learners different salts and
their body language.
tell them to identify the acids
from which they were derived

229
4. Let learners do self evaluation test 2. a) Both normal and acid salts.
12.1. Mark in class and revise. See b) Normal salts only.
the kind of answers that learners c) Both normal and acid salts.
are writing.
d) Normal salts.
Answers to Self-evaluation Test 3. a) Sodium nitrate
12.1 b) Calcium hydrogen carbonate.
1. a) This is an acid with three c) Ammonium chloride.
replaceable hydrogen ions. d) Potassium hydrogen sulphate.
b) Nitrates, Chlorides,
Carbonates, Sulphates.
Name of salt Formulae of salt Salt (acid)
Zinc nitrate ZnNO3 Nitric acid
Potassium sulphate K2SO4 Sulphuric acid
Ammonium sulphate NH4SO4 Sulphuric acid

12.2. Physical properties of • Brainstorming

inorganic salts • Discussions
Refer to learner’s book page 172 - 176 Preparation for the lesson
These lessons involve experiments.
PERIODS 4 to 9: Physical
Ensure therefore that the required
properties of inorganic
materials are available in time. The
salts experiments can be done in groups of
By the end this lesson, the learners to learners. Four lessons can be used
should be able to: in performing the experiments and two
• Explain the properties of salts; in discussing the observations.
Solubility, colour and electrical
conductivity. Suggested teaching and learning
• Analyze results to after an activities/approaches
experiment. a) Colour, solubility and physical states
of salts
Materials and learning resources
• Introduce the lesson by informing
High cost Low cost/no cost learners that different salts have
Different salts Distilled water different properties.
Means of heating Learner’s book • Put learners in groups of four and
Graphite electrodes let them do the activity 12.2 in
Weighing balance the learners’ book page 172–173.
Teaching methodology Monitor how the learners go
• Laboratory experiments about the activity and guide them
• Research where they find it difficult.
• Let learners discuss their results

230
 in groups. This boosts their • Ask learners to mention the
cooperation and interpersonal molecules or particles used to
skills. conduct electricity.
• Ask learners to present their • Ask learners to sit in their groups
findings to the rest of the class. and do the activity 12.3.Monitor
This is meant to boost their learners to see how they go about
communication skills. the experiment.
a) Electrical conductivity of salts • Allow learners to discuss their
• Introduce the lesson by asking results. The secretaries of the
learners to name some substances groups should then present their
that conduct electricity. results to the rest of the class.

Table 12.4 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
• Ensure that slow learners are mixed with • All learners whether disabled or normal
fast learners in groups so that they can should participate actively in the lesson.
assist them in mmaking the electrical • Physically challenged learners should be
conductivity setup. given priority during observations.
• Guide slow learners on how to write • Learners with sight problems can be
the report. allowed to sit at appropriate positions
where they won’t strain to see.
• Remember Disability is not inability!

Formative assessment to assess skills acquisition and

1. Check learner’s attitude and attitude change.
interest during experiments as Answers to Self –evaluation Test
they work in groups. Check also 12.2
how active they are in group work.
1. Calcium reacts with sulphuric
2. Check learner’s skills as they make acid forming an insoluble layer of
the set up to test conductivity of calcium sulphate that coats the
salts. Check if they are able to metal hence preventing further
solve a problem in case the setup reaction.
doesn’t work.
2. a) Calcium sulphate is insoluble
3. Let learners do the self evaluation in water while lead II chloride
test 12.2. Mark in class and revise dissolves in warm water and
with the learners. not cold water.
4. Allocate marks for each colour b (i) Magnesium sulphate
and calculate the marks that
(ii) Sodium hydrogen
the learner has attained. Grade
carbonate
the learners based on how they
have scored on the various 3. a) Graphite rods or any other
competencies and the tests given conductor.

231
 b) The bulb lights. Specific objective
c) It is a good conductor of By the end of these lessons, learners
electricity. should be able to describe the action
of heat on carbonates, hydrogen
12.3. Action of heat on salts
carbonates, sulphates and nitrates.
Refer to learner’s book pages 176 -182
PERIODS 10 to 15: Action of Materials and learning resources
heat on salts
High cost Low cost/no cost
1. Test tubes, spatulas, wooden splints,Match box, zinc carbonate, Chalkboard
lead II carbonate, test tubes, calcium hydroxide solution
2. Hydrated copper II sulphate, hydrated iron II sulphate, test Learner’s book
tubes, Bunsen burner
3. Potassium nitrate, sodium nitrate, copper II nitrate, lead II
nitrate, silver nitrate, test tubes, Bunsen burner, moist litmus
paper, glowing splint.

Teaching methodology during the experiment.

• Laboratory experiments • Let learners in groups do activity
• Guided discovery 12.4 of the learners book page
s176-177. Be keen to see how
• Brainstorm active learners are during the
• Discussion experiment.
Preparation for the lesson • Ensure that learners follow
This lesson involves several experiments. the procedure keenly. Remind
Ensure therefore that the required learners to be keen in making
materials are available in time .Ensure observations. Remind them that
also that the lab is free to be used observation is a lifelong skill for
during the lesson. Two lessons can be scientists.
used for each type of salt; carbonates • After the experiment, allow
and hydrogen carbonates, sulphates learners to engage in the
and nitrates discussion corner. This will
boost their cooperation and
Suggested teaching and learning interpersonal skills.
activities/approaches
• Allow group leaders to present
a) Action of heat on carbonates and
hydrogen carbonates
their results and then lead them
through a discussion of the facts in
• Allow learners to sit in groups of the learners’ book pages 177-178
4 to 6 learners. Ensure that each
group has all the materials listed b) Action of heat on sulphates
in number 1 of the table above. • Inform learners of the precautions
• Inform learners of the precautions to take during the lesson.
232
• In the same groups they did 12.6 on page 180–181 of the
activity 12.4, let learners carry out learners’ book.
the experiment. They should then • Monitor how they go about the
engage in the discussion corner in experiment. After the experiment,
the learners’ book page 179. let learners discuss their
• Let group leaders present observations.This will boost their
their findings to the rest of the cooperation and interpersonal
class. Guide learners through skills.
a discussion of the facts in the • Allow group leaders to present
learners’ book. their findings to the rest of the
c) Action of heat on nitrates class.
Special needs and multi-ability
• Let learners in groups do activity learning
Support for multi-ability learning Support for special needs learning
• Slow learners should carry out simple • All learners whether physically
procedures like heating salts in a spatula. challenged or not should participate
• Bright learners should be keen on making actively in the lesson.
observations. • Physically challenged learners should
be given priority during observations.
• Learners with sight problems can be
placed in front of the class.
• Remember Disability is not inability!

Cross cutting issues covered • Critical thinking – As learners try

• Inclusive learning – All learners to derive the name of a salt from
whether disabled or normal an acid used to prepare it.
should participate actively in the • Problem solving skills – As the
lesson. learners discuss and solve given
• Gender education – Let all tasks.
learners par ticipate in the • Lifelong skills-as learners use the
activities. Learners should work internet to research and get the
in groups that are balanced in correct information.
terms of gender. Formative assessment
Generic competencies covered 1. Monitor the ability of learners
• Co-operation and interpersonal to follow procedures. Check
skills – as learners interact in pairs also that they are able to take
and engage in class discussion. precautions to avoid accidents in
• Communicating in English – the lab.
as learners interact during 2. Ask oral questions on action of
group work and during class heat on salts. Mention a salt and
presentations let learners say how it’s affected

233
 by heat.They also should give the oxide and sulphur trioxide
products. gas.
3. To a s s e s s k n o w l e d g e a n d b) White solid of anhydrous iron
understanding, let learners do II sulphate forms on gentle
self evaluation test 12.4. Mark in heating. On strong heating a
class and award marks. Revise the red brown iron II solid forms
exercise with the learners and a mixture of sulphur
dioxide and sulphur trioxide
Answers to Self-evaluation Test gases forms.
12.4 heat
c) CuSO4 .5H2O(S)
1. a) Po t a s s i u m a n d s o d i u m CuSO4(s) + 5H2O (l)
carbonates. CuSO4(s)
heat
CuO(s) + SO3 (g)
b) (i) zinc oxide and carbon IV heat
FeSO4. 7H2O(s)
oxide
FeSO4(s) + 7H2O(l)
(ii) lead oxide and carbon IV heat
2FeSO4(S)
oxide
heat Fe2O3 (g) +SO2(g) +SO3 (g)
c) ZnCO3(s) ZnO(s) + O2 (g)
heat 3. (i) Calcium oxide, nitrogen (IV)
PbCO3 (s) ZnO(s) + O2 (g) oxide and oxygen.
heat
d)NaHCO3 (s) (ii) Magnesium oxide, nitrogen
NaCO3(s) + CO2(g)+H2O(g) (IV) oxide and oxygen.
2. a) On gentle heating it heat
b) 2Ca(NO3)2(s)
loses water of crystallization 2CaO(s) +4NO2(g) +O2(g)
to form white anhydrous heat
(c) 2Mg(NO3)2(s)
copper (II) sulphate. On
2Mg(s) + 4NO3(g) +O2(g)
strong heating it decomposes
to form a black copper II
Table 12.5 Extended exercises/Activities
Remedial exercises for slow learners Additional exercises for fast learners
1. When zinc carbonate is heated a 1. Sodium nitrate decomposes on heating to
white solid is formed. Name the solid. give sodium nitrite and oxygen gas while
2. Name two gases produced when lead silver nitrate gives silver nitrogen IV oxide
nitrate is heated and oxygen. Explain this difference.
2. Write a chemical equation to show
decomposition of ammonium nitrate by
heat.
3. What do you think would happen if
water was added on anhydrous copper II
sulphate? Explain.

234
Consolidation activities example calcium carbonate.
1. After a substance X was heated in a • Some salts are used as
test tube, a yellow substance Q was fertilizers. An example is
formed which turned white on cooling. ammonium sulphate.
Suggest the identity of substances X • Some salts are used in
and Q. industries. Sodium hydrogen
Ans: X is zinc carbonate while Q carbonate is used in the
is zinc oxide. baking the industry.
2. When potassium nitrate is heated, it 4. Sodium chloride salt does not conduct
decomposes to potassium nitrite and electricity in solid state but conducts
oxygen. However, heating zinc nitrate electricity in solution form. Explain.
yields zinc oxide, nitrogen dioxide and Ans: In solid form the ions are not
oxygen gas. Explain. mobile. In solution form, the ions
Ans: Potassium is more reactive become free and so carry electric
than zinc and hence forms a current.
more stable nitrate that does not 5. When calcium metal was reacted
decompose completely. with dilute sulphuric acid, the reaction
3. Give two importances of salt to the continued for sometime but eventually
economy of our country. stopped. Explain.
Ans: Ans: The reaction stopped due to
• Some salts are used the formation of an insoluble layer
to regulate soil pH for of calcium sulphate that coats the
agricultural practices for metal preventing further reaction.

Table 12.6 Answers to extended exercises/Activities

Remedial exercises for slow learners Additional exercises for fast learners
1. Zinc oxide 1. Sodium is higher in the reactivity
2. Nitrogen IV oxide and oxygen gas. series than silver and hence its nitrate
decompose only partially.
heat
2. NH4NO3(s) N2O(g) +2H2O(g)
3. Crystals of blue hydrated copper II
sulphate would form. The reaction is a
reversible chemical reaction.

Answers toTest Your Competence (b) A m m o n i u m s u l p h a t e

12 (NH4)2SO4)
1. (a) Learners may give different (2) (i) On gentle heating blue hydrated
definitions. Check that the copper II sulphate changes
definitions are related to the to white anhydrous copper II
knowledge learnt in this unit. sulphate. On strong heating a

235
 black solid is formed. 6. (a) White
heat (b) (i) The bulb lights.
(ii)CuSO4.5H2O(S)
CuSO4(s) + 5H2O(l) (ii) Graphite
heat
CuSO4(s) CuO (s) + SO3 (g) (iii) It is a good conductor of
3. (i) Carbon dioxide gas electricity
(ii) Zinc oxide 7. a) Normal
(iii) white b) Acid
(iv) Zinc c) Normal
4. (a) Sodium carbonate, carbon d) Normal
dioxide and water. 8 .
heat Soluble Insoluble
(b) 2NaHCO3(s)
Na2CO3(s) +H2O(l) + CO2(g) ZnNO3 CaCO3
5. (a) Nitrates AgNO3 AgCl
MgSO4 BaSO4
(b) Carbonates
NaHSO4 BaSO4
(c) Sulphates
NB: Lead chloride is soluble in warm
water.

236
 Unit Preparation of Oxygen and its
13 properties
(Number of Periods - 12)
Refer to learner’s book pages 186-207
Key unit competency • Methods of collecting gases
• Uses of oxygen
After studying this unit, the learners
• Ozone
should be able to:
• Recall the physical properties of Learning objectives
oxygen.
Unlike in knowledge-based curriculum,
• Describe the reaction of oxygen
competence-based curriculum
with metals and non-metals.
embraces three categories of learning
• Describe different methods of gas
objectives that is, knowledge and
collection and explain when they
understanding, skills acquisition
are appropriate.
attitude and values. At the end of the
• Explain the importance of O2 and lesson, the learner should be have
O3 in daily life. knowledge and understanding of the
• Explain the consequences of various concept areas, acquire the
ozone layer depletion. necessary skills, change their attitude
towards various life aspects and
Unit outline
subscribe to certain values that are
• M e t h o d s o f O x y g e n g a s acceptable in the society they live in.
preparation. Therefore, emphasise attainment of
• Physical properties of oxygen these three objective areas during the
• Chemical properties of oxygen learning process.
Table 13.1 Knowledge, Skills and values to be attained
Knowledge and understanding Skills Attitudes and values
• By the end of this unit, learners • By the end of this • By the end of this unit
should be able to: unit learners should learners should be able to:
• Recall the physical properties of be able to: • Develop a sense of
oxygen. • Prepare and test responsibility when
• Describe the reaction of oxygen oxygen gas. carrying out experiments.
with metals and non-metals. • Collect gases • Develop orderliness in
• Describe different methods of using appropriate handling apparatus and
gas collection and explain when methods. chemicals.
they are appropriate. • Write equations • Appreciate the importance
• Explain the importance of O2 and for the reactions of of oxygen gas and the
O3 in daily life. oxygen with other ozone layer in daily life.
• Explain the consequences of elements. • Develop a sense of
ozone layer depletion. environmental protection.

237
Link to other subjects may present to the learners a
The contents of this unit are linked problem and ask them to suggest
to Biology. This will be seen when the methods of extracting juices
discussing topics such as respiration from flowers to form indicators.
and photosynthesis. Also, particular questions have
been suggested in the Test your
Formative assessment criteria Competence that target assessing
skills acquisition.
Assessment method used should
• To assess attitude change -
help you to confirm that the key
you may ask probing questions
competency of the unit has been met.
aimed at finding out if they have
It should provide avenues for assessing
developed orderliness and a
knowledge acquisition, skills attainment
careful approach when handling
and attitude change.
acids and bases. Also, specific
• To a s s e s s k n o w l e d g e a n d questions have been provided at
understanding of concepts – the end of unit, in the Test your
use the knowledge checks and competence test which target
specific questions in the Test attitude change and societal
your Competence at the end of values.
each unit. You can also formulate You should continously assess learners
your own questions or exercises to guage the extent of knowledge and
suggested in this unit targeting fast skills acquisition.The general criteria
learners and remedial exercises. to use to gauge the various generic
• To assess skills acquisition – you competences are given in the table
below.
Table 13.2 Assessment criteria
Name of COMM I&C CT RS LL PS C&I
Learner
A Red Blue Yellow Blue Red Green Yellow
B Yellow Red Blue Yellow Blue Red Blue
C Green Blue Red Yellow Blue Red Yellow
D Yellow Green Yellow Red Yellow Yellow Green
E Red Blue Yellow Blue Yellow Red Blue
F Blue Yellow Red Yellow Blue Green Red
G Yellow Green Blue Yellow Red Blue Green
KEY: Red – Poor COMM – Communication in English,
Green – Good I & C – Interpersonal skills & Co-operation
Yellow – Excellent CT – Critical Thinking
Blue – Average RS – Research Skills
LL – Lifelong skills
PS – Problems solving skills
C &I – Creativity & Innovation
238
Allocate marks for each colour and ends up in the Arctic region.
calculate the marks that the learner Human health
has attained. Grade the learners
Air pollution is a risk factor in to
based on how they have scored on
humans health.Tuberculosis, bronchitis,
the various competencies and the tests
heart and chest diseases, stomach
given to assess skills acquisition and
disorders, asthma and cancers can
attitude change.
all be traced to chemicals in the air.
Background Information Pesticides and fertilisers release gases
and particles into the air that are
Green plants produce oxygen during poisonous people and kill animals.
photosynthesis and make it available
to the animals. Plants and animals use Imagine that the Earth has a sunshade
oxygen for respiration. around it protecting it from the heat
of the sun. This is called the ozone
Aw a y f ro m t h e e a r t h i n t h e layer but the sunshade has holes so
stratosphere, there is the ozone layer, that harmful rays get through, causing
O3, which is an allotrope of oxygen. cancer. To prevent it, we wear sun
This layer protects living organisms glasses to protect our eyes, and sun
from harmful radiations from the cream to protect our skin. Ling So Low,
sun. Human activities leading to air Malaysia.
pollution cause depletion of the layer.
Ozone depletion
When this layer is depleted, the harmful
radiations reach the earth surface and For years, chlorofluorocarbons (CFCs)
can cause skin cancer, eye problems were used as a cooling device in
and damage to crops. freezers and air conditioners. Scientists
discovered, however, that CFCs
It is hence important that we keep the
destroy the ozone layer (the layer
atmosphere free of pollution.
that filters ultraviolet radiation from
Additional information for the the sun). Ultraviolet radiation causes
teacher eye damage and skin cancer. An
international agreement commonly
Air pollution
called the Montreal Protocol, signed in
Our planet is becoming choked with 1989 (see page 62), has helped stop the
poisonous gases mostly from our daily production of CFCs. If we keep to this
activities like driving cars, warming our agreement, ozone-depleting substances
houses and running power stations.The will stop being produced and the ozone
problem is worst in Latin America and layer will begin to repair itself over the
Asia. In cities like Seoul and Mexico City, next 100 years.
the air is so bad, some people wear face Global warming
masks to filter the air they breathe. In
cities like Beirut and Damascus, dust The world is warming up because
storms make it even worse! Pollution carbon dioxide (CO2) from smoke and
from factories and power stations in car exhausts collects in the atmosphere
Europe, North America and Russia and traps some of the heat from going

239
back to space, like a greenhouse. Refer to Learner's Book pages 187-190
CO2 and other greenhouse gases are PERIODS 1, 2 & 3: Methods of
expected to raise global temperature preparation of Oxygen gas
by an average of 2°C by the year
2100 causing the polar icecaps to melt, Specific objective
sea levels to rise and freak weather
By the end of these lessons, learners
conditions which may cause millions
should be able to prepare and test
of deaths.
oxygen gas.
13.1 Methods of preparation of
Suggested materials and learning
Oxygen gas resources

No cost/ Low cost High cost

Water, beaker, stopper, delivery tube, flat- Bunsen burner
bottomed flask, dropping funnel, matches, Reference materials and textbooks
splints, litmus paper, gas jars, hydrogen
Laboratory equipment and chemicals
peroxide, manganese dioxide, boiling tube,
trough, test tubes, delivery tube, wooden
splints, wet blue and red litmus paper.
Wall charts

Suggested teaching methodology encourage the teaching methods

• Case studies suggested.
• Role playing • You can use the first two lessons
• Guided discovery to do the experiment and then
• Research reser ve the last lesson for
• Briainstorming discussions.
• Discussions
• Games Suggested teaching/learning
activities/approach
Suggested lesson preparation
Period 1
• This is a practical lesson that will
1. Introduce the unit by asking
involve mainly activities by the
learners to explain their
learners.
understanding of oxygen and
• You will engage the learners how important they think it is.
in a discussion regarding the 2. From their answers, begin a
activities and assess their learning discussion on preparation of
achievements. oxygen. Ask them to do Activity
• You are therefore required to 13.1.
get the various materials and 3. Organise the learners in the
equipment and also reference classroom into pairs to carry out
materials in advance and organise the Discussion corner coming
the class in a way that will after the activity. These help to
240
 instil communication, team equation of the reactants.
work and interpersonal skills. 3. Have them do Activity 13.3, again
Caution them not to eat or taste anything in groups of 6. End the lesson and
in the laboratory ask learners to take notes of the
4. Allow them to present their results and prepare to present
findings to the class. From their their findings in the next lesson.
presentation, build up on it as you
Period 3
explain how oxygen is prepared.
Use examples to show this. 1. Allow learners to discuss their
findings of Activity 13.3.
5. Begin a class discussion and give
learners an opportunity to share 2. Begin a general class discussion
ideas. and help learners to balance the
chemical equation.
6. End the class. If a double lesson,
proceed on with lesson 2. 3. Instruct them to record their
observations in a table format.
Period 2 Allow them to do a presentation
1. Ask learners to do Activity 13.2. on their findings to the class.
They should do this in groups of 4. End the lesson by instructing
6 with your supervision. learners to attempt self-evaluation
2. Explain on the reactants and have test 13.1.
learners attempt to balance the

13.3 Special needs and multi-ability learning

Support for multi-ability learning Support for special needs learning
Assist slow learners in testing for acidity All learners whether physically challenged
and alkalinity. or not should participate actively in the
Fast learners can be given additional task lesson.
of finding out the different definitions of Physically challenged learners showed be
acid and bases. given priority during discussions.
Learners with sight problems can be placed
in front of the class.
Disability is not inability.

Cross cutting issues covered groups since some cases can make
• Inclusive learning – All learners learners diverge from the main
participate actively in all class objectives.
activities. • Environment, climate change
• Peace and values education – and sustainability – Emphasise
Bring to the attention of learners to learners the need to properly
the need to accommodate other dispose of used chemicals and
people’s views. Discipline should any other products to protect the
be observed at all times in these environment.

241
Generic competencies covered 2. (a) Allow learners to have a
• Critical thinking – As learner’s use debate on this question.
guiding questions to study subject Hint: Some organisms are
content. anaerobic.
• Problem solving skills – As the (b) This is because lead is
learners solve given tasks. poisonous.
• Cooperation and interpersonal 3. Ask learners to research on the
skills – As learners interact preparation of oxygen using
through group work. sodium nitrate.
• Communication – As learners 13.2 Physical properties of
discuss and interact during group oxygen
work.
Refer to learner's book pages 190-191
Formative Assessment
1. Find out if learners are able to Period 4 & 5: Physical properties
prepare and test oxygen gas. of oxygen
2. C h e c k l e a r n e r ’s a b i l i t y t o
Specific objective
effectively do Activities 13.1, 13.2
and 13.3. By the end of the lesson, learners
3. Assess learners’ attitudes in how should be able to recall the physical
they develop orderliness and a properties of oxygen.
careful approach when handling
Suggested materials and learning
reactants and their respect for
resources
procedures when carrying out
experiments. No cost /Low cost High cost
4. Allocate marks for each colour Distilled water Litmus papers
and calculate the marks that Trough
Two test tubes full of
the learner has attained. Grade
oxygen
the learners based on how they
have scored on the various Suggested teaching methodology
competencies and the tests given • Case studies
to assess skills acquisition and • Role playing
attitude change. • Guided discovery
Answers to self-evaluation test • Research
13.1 • Brainstorming
1. (a) Learners should apply the • Discussions
knowledge learnt in activity • Games
13.2.
Lesson preparation
(b) Check that diagrams are
correctly arranged and • This is a practical lesson that will
labelled. involve activities by the learners.

242
 They will carry out laboratory Let learners do the activity in
experiments to find out properties groups of 6 using the guiding
of oxygen. procedure in the activity.
• You will also engage the learners 2. Guide learners as they go through
in a discussion regarding the the activity.
activities and assess their learning 3. Give them time to engage in the
achievements. discussion corner.
• You are therefore required to 4. Have an open discussion on the
get the various materials and Discussion corner and allow
reference materials in advance learners to freely contribute
and organise the class in a way during the lesson.
that will encourage the teaching 5. End the lesson by asking learners
methods suggested. Arrange for to do Self-evaluation Test 13.2.
learner to use the laboratory in
Period 2
advance.
Let learners exchange their notebooks
Suggested teaching/learning and mark each other’s books. Let it be
activities/approach a discussion and any difficulties should
Period 1 be discussed during the lesson.
1. Begin the lesson by Activity 13.4.
Table 13.4 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Guide slow learners through the activity All learners whether physically challenged
to differentiate colour changes in acids or not should participate actively in the
and bases. lesson.
Fast learners can be given additional Physically challenged learners should be
exercises of finding various indicators and given priority during discussions.
their colour changes. Learners with sight problems can be placed
in front of the class.
Disability is not inability.

Cross cutting issues covered

• Inclusive learning – All learners mishandling chemicals especially
should participate actively in class. acids.
• Financial education – Bring to Generic competencies covered
learners’ attention the need to
• Lifelong skills – as learners test
make use of laboratory apparatus
for acidity and alkalinity during
and chemicals efficiently to prevent
the experiment.
damages and misuse.
• Critical thinking – as learner’s use
• Health check – Make learners
guiding questions to come up with
aware of the dangers of
subject content.

243
• Problem solving skills – as the • Research
learners solve given tasks. • Questions and answers
• Cooperation and interpersonal • Discussions
skills-as learners interact through • Games
group work. Lesson preparation
• Communication – as learners • This is a practical lesson that will
interact during the activities. involve activities by the learners.
They will carry out laboratory
Answers to Self-evaluation Test experiments to test for acids and
13.2 bases.
• You will also engage the learners
1. Discuss with learners to find out
in a discussion regarding the
what they know.
activities and assessing learning
2. Oxygen will have no effect on red achievements.
or blue litmus papers. • You are therefore required to
get the various materials and
13.3 Chemical properties of
reference materials in advance
oxygen and organize the class in a way
that will encourage the teaching
methods suggested. Arrange for
Periods 6, 7 & 8: Chemical learners to use the laboratory in
properties of oxygen advance.
• You can decide to use the first
Specific objective two lessons in carrying out the
By the end of the lesson, learners experiments and reserve the last
should be able to; lessons for explaining the results
• Define pH of a solution. to the learners.
• Explain the pH scale and pH Suggested teaching/learning
metre. activities/approach
• Describe pH of common Period 6
commodities in daily life. 1. Begin the lesson by introducing
activity 13.5. Let learners follow
Materials and learning resources the procedure in groups of 6.
No cost /Low cost High cost 2. Allow them to engage in Discussion
C a n d l e , t ro u g h , Sodium hydroxide corner, still in their groups. Have
match box and gas a class discussion afterwards and
jar. guide them through it.
3. Organise for learners to carry out
Suggested teaching methodology
activity 13.6. Provide them with
• Case studies
the apparatus they will need and
• Role playing
divide them into groups of 6 so as
• Guided discovery
to do the activity.
244
4. Tell them to prepare to present Period 8
their findings during the next 1. Ask learners to do Activity 13.7.
lesson. Let learners follow the procedure
in groups of 6.
Period 7
2. Allow them to engage in Discussion
1. Guide them in handling the
corner, still in their groups. Have
Discussion.
a class discussion afterwards and
2. Help leaners in balancing the guide them through it.
equations. Discuss the reactants
3. Ask learners to do Self-evaluation
and products of each of the
Test 13.3 as a home assignment.
experiments.
3. Explain each of the reactants.
Table 13.5 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
Guide slow learners through the activity All learners whether physically challenged
to differentiate colour changes in acids or not should participate actively in the
and bases. lesson.
Fast learners can be given additional Physically challenged learners to be given
exercises of finding various indicators and priority during discussions.
their colour changes. Learners with sight problems can be placed
in front of the class.
Disability is not inability.
Cross cutting issues covered through group work.
• Inclusive learning – All learners • Communication – As learners
should participate actively in class discuss the meaning and
activities. importance of Biology.
• Financial education – learners
should use chemicals efficiently to Answers to Self-evaluation 13.3
avoid wastage. Discuss the answers with the learners
• Health check – learners should be
careful when handling chemicals 13.4 Methods of collecting gases
and laboratory equipment.
Generic competencies covered
Period 9, 10 & 11: Methods of
• Critical thinking – As learner’s
collecting gases
use of guiding questions to study
subject content. Specific objective
• Problem solving skills – As the
By the end of the lesson, learners
learners solve given tasks.
should be able to describe different
• Cooperation and interpersonal methods of gas collection and explain
skills – As learners interact when they are appropriate.

245
Suggested materials and learning • You are therefore required to get
resources the various reference materials in
advance and organise the class
High cost
in a way that will encourage the
Reference materials and textbooks
teaching methods suggested.
Suggested teaching methodology • Two lessons can be used in
• Case studies preparing and collecting some
• Guided discovery gases. the other lesson can be
• Research used in discussing the facts.
• Brainstorming Suggested teaching/learning
• Discussions activities/approach
• Games
1. Begin the lesson with a class
Lesson preparation discussion on the methods of
• This is a discussion lesson that will collecting gases.
involve activities by the learners. 2. Help learners to draw each of the
• You will also engage the learners methods.
in a discussion regarding the 3. End the lesson by instructing
activities and assessing learning learners to attempt self-evaluation
achievements. test 13.4.
Table 13.6 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Guide slow learners during the • All learners whether physically challenged
discussions, make sure they participate or not should participate actively in the
actively. lesson.
• Fast learners can be given additional Physically challenged learners should be
•
given priority during discussions.
research work on the dangers
• Learners with sight problems can be placed
associated with abuse of drugs.
in front of the class.
• Disability is not inability.
Cross cutting issues covered
Generic competencies covered
• Inclusive learning – All learners
should participate actively in class • Critical thinking – As learner’s use
activities. guiding questions to study subject
content.
• Environment and sustainability –
make learners aware of the need • Problem solving skills – As the
to take care of the environment learners solve given tasks.
to prevent effect of acidic rain. • Cooperation and interpersonal
• Standardisation culture – bring to skills – As learners interact
learners attention the need to go through group work and sharing
for quality products. a dictionary.

246
• Communication – As learners Suggested materials and learning
interact during class activities. resources
High cost
Answers to Self-evaluation Test Reference materials and textbooks
13.4
Suggested teaching methodology
1. Density and solubility in water.
2. (a) Collection over water. • Case studies
• Guided discovery
(b) Collection by downward
delivery. • Research
• Brainstorming
(c) Collection by upward delivery.
• Discussions
3. Check that learners draw the
• Games
diagrams correctly.
Lesson preparation
Formative assessment • This is a discussion lesson.
1. Find out if learners can prepare • You will also engage the learners
oxygen and collect it as required. in a discussion regarding the
2. Test their understanding of the activities and assess their learning
various properties of oxygen by achievements.
asking probing questions. • You are therefore required to get
3. Allocate marks for each colour the various reference materials in
and calculate the marks that advance and organise the class
the learner has attained. Grade in a way that will encourage the
the learners based on how they teaching methods suggested.
have scored on the various • Wisely divide the lesson so that
competencies and the tests given there is enough time for learner's
to assess skills acquisition and to discuss among themselves and
attitude change. also for your remarks on the sub-
unit.
13.5 Uses of Oxygen gas & 13.6
Ozone Suggested teaching/learning
activities/approach
Period 12: Uses of oxygen and 1. Begin the lesson with a class
ozone layer discussion on the methods of
collecting gases.
Specific objective 2. Help learners to draw each of the
By the end of the lesson, learners methods.
should be able to: 3. End the lesson by instructing
• Explain the importance of O2 and learners to attempt self-evaluation
O3 in their daily lives. test 13.5.
• Explain the consequences of
Ozone layer depletion.

247
Table 13.7 Special needs and multi-ability learning
Support for multi-ability learning Support for special needs learning
• Guide slow learners during the • All learners whether physically
discussions, make sure they participate challenged or not should participate
actively. actively in the lesson.
• Fast learners can be given additional • Physically challenged learners should be
research work of the dangers associated given priority during discussions.
with abuse of drugs. • Learners with sight problems can be
placed in front of the class.
• Disability is not inability.

Cross cutting issues covered dioxide?

• Inclusive learning – All learners Ans: Manganese dioxide acts
should participate actively in class as a catalyst to speed up the
activities. decomposition process.
• Environment and sustainability – 2. Galvanising is used to protect metals
make learners aware of the need from rusting.
to take care of the environment a) What is galvanisation?
to prevent effect of acidic rain. b) What is rust?
• Standardisation culture – Bring to c) Explain how galvanising prevents
learners attention the need to go rusting?
for quality products.
Ans: Galvanisation is the process
Generic competencies covered of coating iron with zinc to protect
it from corrosion. Rust is an oxide
• Critical thinking – As learner’s
of iron. Zinc is more reactive than
use of guiding questions to study
iron. It thus reacts with oxygen on
subject content.
behalf of iron hence preventing the
• Problem solving skills – As the iron from rusting.
learners solve given tasks.
3. Oxygen is collected over water.
• Cooperation and interpersonal However, ammonia and hydrogen
skills – As learners interact chloride cannot be collected over
through group work and sharing water.
a dictionary.
a) Why is it so?
• Communication – As learners
b) What is the best way to
interact during class activities.
collect ammonia and
hydrogen chloride gas?
Consolidation activities
c) Why do you think the method
1. The decomposition of hydrogen
you have mentioned in (b)
peroxide is one of the methods used
above is the best?
to prepare oxygen in the laboratory.
In this process, manganese dioxide is Ans: Ammonia and hydrogen
added.What is the role of manganese chloride gases are very soluble

248
 in water. They are collected by Answers to Self-evaluation Test
upward delivery because they are 13.5
less dense than air. 1. Ask learners to research and
4. Why is it not advisable for a mountain present their answers.
climber to go up the mountain very 2. This helps in replenishing the
fast? lost oxygen and using up the
Ans: Oxygen concentration accumulating carbon dioxide in
decreases with increase in altitude. the atmosphere.
Climbing slowly enables them to 3. Oxygen is the main element used
acclimatise to the low oxygen in many activities that support life
concentration levels. here on earth.

Table 13.8 Extended exercises/Activities

Remedial exercises for slow learners Additional exercises for fast learners
1.why is oxygen important? 1.How can we reduce global warming?
2. why should we plant trees? 2. How is the ozone layer depleted?

Table 13.9 Answers to extended exercises/Activities

Remedial exercises for slow learners Additional exercises for fast learners
1. It supports life and other life-supporting 1. Recycling gases that cause air pollution.
activities.
2. Trees help by using carbon dioxide and 2. Through use of chlorofluorocarbons.
emitting oxygen which we breathe in
for respiration.
Answers to Test Your Competence 13

1.a) i) Managanese (IV) oxide - A mixture of oxygen and

ii) Flat bottomed flask, gas jar. acetylene is used in welding.
b) i) It is slightly soluble in water. 2. a) (i) 2Mg(s)+O2(g) 2MgO(s)

ii) Collection over water (ii) Fes + O2(g) Fe2O3(s)

c) i) Introduce a glowing splint (b) (i) Sodium burned with a

at the mouth of the delivery bright flame and white
tube.The glowing splint will substance was formed.
relight. (ii) Red litmus paper turned
ii) - Used in hospitals to aid blue but there was no
patients with breathing effect on blue litmus paper.
problems. Sodium oxide is basic oxide.
- Used by mountain climbers iii) Na(s) + O2(g) Na2O2(s)
and deep sea divers. 3. a) O3

249
 b) It absorbs most of the sun’s b) Nitrogen
ultraviolet rays that would 6. (a) To remove air from the water
otherwise cause skin diseases. (b) It helps to prevent air from
c) Aerosols entering into the water
4. a) A. Over water B. Upward (c) It helps to dry the air.
delivery (d) They rusted
b) A. Oxygen and nitrogen (e) The presence of oxygen and
B. Hydrogen and ammonia moisture
c) A. It is slightly (or not) 7. SO2
soluble to water.
8. To supplement the less oxygen
B. It is less denser than air. available.
5. a) 21%

250