Chemistry Grade 10 First Term Note PDF

CHEMISTRY SCHEME OF WORK & LESSON NOTES FOR FIRST TERM 2024/2025 SESSION GRADE 10 AUGUST 20, 2024 PRINCETON COLLEGE 9/33, OLATUNDE ONIMOLE STREET, SURULERE, LAGOS Week Topic 1 Introduction t...

CHEMISTRY SCHEME OF WORK & LESSON NOTES FOR FIRST TERM 2024/2025 SESSION GRADE 10 AUGUST 20, 2024 PRINCETON COLLEGE 9/33, OLATUNDE ONIMOLE STREET, SURULERE, LAGOS Week Topic 1 Introduction to Chemistry 2 Nature of matter 3 Elements 4 Particulate nature of matter 5 First Continuous Assessment Tests 6 Relative atomic mass 7 Mid-Term Break 8 Compounds 9 Second Continuous Assessment Tests 10 Mixtures 11 Revision 12 & 13 Examination Week 1 Period 1 Topic Introduction to Chemistry Objectives At the end of this lesson, you should be able to o define Chemistry o mention some branches of Chemistry o list some careers associated with Chemistry o relevance of Chemistry Reference books Extensive Chemistry for Senior Secondary Schools and Colleges. Revised Edition. Cambridge IGCSE Chemistry. Third Edition. Key words composition change matter Method of Teaching Virtual Field Trip Method The students watch a video of the relevance of Chemistry and discuss in small groups their interests. Definition of Chemistry Chemistry is the branch of science that deals with the study of the composition of matter, its properties, structures, uses, as well as the physical and chemical changes associated with matter. Chemistry as a science Chemistry is a science because it adopts the scientific approach during an inquiry. This involves making an observation, proposing a hypothesis, and testing the hypothesis. Observation: To observe is to state the problem and collect data. Hypothesis: To hypothesize is to provide a possible explanation for the observation. Experiments: To experiment is to test the hypothesis A theory is a set of hypotheses that agrees with the various observations. A theory becomes a law after a set of hypotheses agrees consistently with the various observations. The branches of Chemistry o Analytical Chemistry o Biochemistry o Industrial Chemistry o Nuclear (Radioactive) Chemistry o Physical Chemistry o Organic Chemistry The careers associated with Chemistry The careers in Chemistry span across a number of sectors ranging from health through education, manufacturing, agriculture among others. o Education Chemistry teachers in high schools; lecturers in polytechnics, universities and colleges of educations; including laboratory assistants in these institutions require a good knowledge of Chemistry. o Manufacturing industry The Industrial Chemist works to develop techniques for improving the quality of products made. o Agriculture The Agricultural Chemist works to develop methods of improving the quality and quantity of farm produce as well as preservation and disease control.  o Healthcare professionals such as pharmacists, doctors, nurses, anesthetists, medical biochemists require a good knowledge of Chemistry. o Petroleum industry The chemical engineers, petrochemical engineers and research chemists develop methods for crude oil extraction and refining. o Food Processing The food technologist develops methods for producing and preserving food. Relevance of Chemistry Chemistry is relevant in all spheres of life ranging from food, medicine, agriculture, textile, cosmetics toiletries, among others. o Medicine The treatment of diseases is possible with the use of chemical substances such as antibiotics. o Agriculture Fertilizers used for the healthy growth of crops are actually chemicals. o Food The food classes, carbohydrates, proteins, fats and oils, vitamins, mineral salts and water are all chemicals. o Textile Fabrics from which various designs are made as clothing stem from chemicals responsible for the various colours. Evaluation Stevic Chemistry Workbook. Page 4, Questions 1 and 3. Assignment Extensive Chemistry for Senior Secondary Schools and Colleges. Page 19, B Question 5 Week 2 Period 1 Topic Familiarization of Apparatus in the Chemistry Laboratory Objectives At the end of this lesson, you should be able to: o mention the composition of the laboratory apparatus o state the uses of the laboratory apparatus Reference books Extensive Chemistry for Senior Secondary Schools and Colleges. Revised Edition. Cambridge IGCSE Chemistry. Third Edition. Key words glass wood plastic metal Method of Teaching Laboratory Method The students make drawings of some of the laboratory apparatus on display. The composition of the apparatus in the Chemistry laboratory Laboratory apparatus are instruments used for scientific experiments. They are made up of glass, porcelain, plastic or metal. o Glass wares are mostly used for apparatus that store reagents or used for boiling or collection of chemicals. This is because reagents do not readily attack glass. o Porcelain is used for apparatus that are needed in experiments requiring prolonged heating such as the crucible and evaporating dish. o Plastics such as polythene and polyvinylchloride (PVC) are used for the production of some laboratory apparatus such as filter funnel and test tube racks because they are not affected by dilute acids and alkalis. o Metals like platinum, copper, aluminum, nickel, and silver can be used in making a number of apparatuses such as Bunsen burners, retort stand, crucible tongs and wire gauze.  Uses of the Laboratory Apparatus Apparatus Use Conical flask, flat bottom flask, They are used for performing round bottom flask, boiling tubes, chemical reaction experiments test tubes, Kipp’s apparatus Tripod stand, Bunsen burner, tongs, They are used for heating crucible, wire gauze, test tube holder, deflagrating tube. Watch glass, U-tube, desiccators, test They are used for drying salt tube rack samples Reagent bottles, wash bottles, water They serve as storage containers trough, gas jar with cover. Spatula, glass tubes, rubber tubing, They are for collection or delivering delivery tube, dropper gases or liquids Beehive shelf, retort stand with They are for supporting or holding clamp other apparatus Mortar and pestle They are for grinding or crushing solids to powdery forms Let’s examine some of the apparatus in the Chemistry laboratory. Evaluation CBT on the laboratory apparatus Assignment Stevic Chemistry Workbook. Pages 3 and 4, Questions 10, 11, 12 13, 14 and 15. Week 3 Period 1 Topic Physical and Chemical Changes Objectives At the end of this lesson, you should be able to: o define physical and chemical changes o highlight differences between physical and chemical changes o mention some examples of physical and chemical changes Reference books Extensive Chemistry for Senior Secondary Schools and Colleges. Revised Edition. Cambridge IGCSE Chemistry. Third Edition. Key words matter property composition Method of Teaching Demonstration method The students in small groups, perform some physical and chemical changes in the Chemistry laboratory. Physical changes It is the change in the physical state of a substance without a change in its composition. Matter can exist in three physical states, solids, liquids and gases. The inter-conversion of these states is shown below: Chemical changes It is the change that results in the formation of new substances due to a change in its composition. Examples includes; burning, rusting of iron, Let’s see some physical and changes. Evaluation Cambridge IGCSE Chemistry. Fourth Edition. Page 9, Question 2c. Assignment Extensive Chemistry for Senior Secondary Schools and Colleges. Page 31, B Question 3. Week 3 Period 2 Differences between Physical and Chemical changes physical changes chemical changes No new substances are formed New substances are formed Easily reversible Not easily reversible Does not involve heat change Involve heat change Melting of ice cubes, crushing a can, Burning, rusting of iron, cooking an dissolution of salt are examples egg, decay of leaves are examples Evaluation Stevic Chemistry Workbook. Page 9, Question 4. Assignment Extensive Chemistry for Senior Secondary Schools and Colleges. Page 31, B Question 2. Week 4 Period 1 Topic Element, Atoms and Molecules Objectives At the end of this lesson, you should be able to: o define elements, atoms and molecules o write the chemical symbols of the first twenty elements in the periodic table o mention the postulates of Dalton’s atomic theory and modifications Reference books Extensive Chemistry for Senior Secondary Schools and Colleges. Revised Edition. Cambridge IGCSE Chemistry. Third Edition. Key words particle proton neutron electron valency Method of Teaching Demonstration method The students write the chemical symbols of the elements with proton numbers 1 – 30. Element An element is the substance that cannot be split or broken down to smaller forms by any known chemical method. Examples of elements include Hydrogen, Oxygen, Nitrogen, Carbon, Calcium, and Iron. Atom An atom is the smallest part of an element that can take part in a chemical reaction Atoms are able to take part in chemical reactions because they consist of sub- particles, electrons. Molecule A molecule is defined as the smallest part of a substance that can exist alone, and retain the chemical properties of the substance, be it an element or a compound. Hence, group of atoms will form a molecule. This is because some elements exist in diatomic state (mostly gases). Examples include H2, O2, N2, F2, and Cl2 Hydrogen, Oxygen, Nitrogen, Fluorine and Chlorine respectively). Meanwhile, some are in monoatomic state. Examples includes; Na, Ne, He, Mg (Sodium, Neon, Helium, Carbon and Magnesium) respectively. Constituents of the atom An atom consists of three sub-particles, namely proton, neutron & electron. The table below summarizes their characteristics. sub-particle charge mass proton positive 1 electron negative 1/1840 neutron neutral 1 Atomic model and structure Valency Valency is the combining power of an element in a given compound or radical. It can also be the number of electrons in the outermost shell of an atom. Therefore, it is important to note, that valency of many elements differ. The table below shows some elements, their symbols and valency Group I II III IV V VI VII VIII/0 compounds with NaH MgH2 AlH3 SiH4 PH3 H2S HCl nil hydrogen valency 1 2 3 4 3 2 1 0 Evaluation 1. These are basic particles from which matter could be made except A. salt B. atom C. ion D. molecule 2. A molecule is the smallest particle of A. matter that can exist in free state B an element that can exist in free state C. a radical that can exist in free state D. a lattice that can exist in free state 3. The formula 2n2 (n≥ 1), used in filling electrons in the shell when writing electronic configurations of elements was proposed by A. J.J Thomson B. John Dalton C. Ernest Rutherford D. Niel Bohr. 4. Which of these is the same in isotopes of an element? A. mass number B. number of neutrons C. number of protons D. number of electrons and neutrons 5. The theory of “Plum’s pudding” was proposed by A. Priestly B. J.J Thomson C. Moseley D. R.A Millikan. 6. An Atom of an element with the electronic configuration 2, 8, 5 must have how many protons? A. 1 B. 3 C. 5 D. 15 7. The apparatus used for separation of two or more immiscible liquids of different densities is called -------------- A. measuring cylinder B. conical flask C. separation funnel D. pipette 8. Which of these is not a constituent of an atom? A. proton B. neutron C. photon D. electron 9. In this structure, the maximum number of electrons that the 3rd shell can take is A. 2 B. 18 C. 8 D. 10 10. The valency of an element with the electronic configuration 2, 6 is --------- A. 10 B. +4 C. +6 D -2 Assignment Extensive Chemistry for Senior Secondary Schools and Colleges. Page 47, B Question 1a. Week 4 Period 2 Elements, Chemical symbols and Valency Each Element can be represented with a chemical symbol. This symbol is used during formation of compounds. The first twenty elements, their chemical symbols and valency atomic number element chemical symbol valency 1 Hydrogen H 1 2 Helium He 2 3 Lithium Li 1 4 Beryllium Be 2 5 Boron B 3 6 Carbon C 4 7 Nitrogen N 5 8 Oxygen O 6 9 Fluorine F 7 10 Neon Ne 8 11 Sodium Na 1 12 Magnesium Mg 2 13 Aluminum Al 3 14 Silicon Si 4 15 Phosphorus P 5 16 Sulfur S 6 17 Chlorine Cl 7 18 Argon Ar 8 19 Potassium K 1 20 Calcium Ca 2 Dalton’s Atomic Theory and its Modifications Dalton’s atomic theory the modification of Dalton’s theory Atoms are the smallest This theory is no longer accepted after the indivisible and indestructible Rutherford discovery, which reveals that 1 part of an element. atoms are made of sub-particle called electron, proton and neutron and not a solid piece. Atoms can neither be created This statement only holds for Chemical nor destroyed. reaction but in nuclear reaction atoms involved are disintegrated into smaller 2 unit of new elements with large release of heat energy and therefore the atoms are destroyed. Atoms of same element are This idea is proven wrong with the alike in every aspect and are discovery isotopy, because atoms of same 3 different from atoms of other element are having different mass element. number.eg chlorine 35 and 37 atoms. Atoms combine in a small This theory can only apply for in-organic whole number ratio to form a compounds, which usually contain few compound. atoms per molecule. However, organic 4 molecules undergo polymerization and form giant molecules.eg starch, cellulose. Evaluation CBT on the elements Assignment Extensive Chemistry for Senior Secondary Schools and Colleges. Page 47, B Question 2. Week 5 Period 1 Topic Relative Atomic Mass Objectives At the end of this lesson, you should be able to: o define relative atomic mass o define isotopes o determine relative atomic mass Reference books Extensive Chemistry for Senior Secondary Schools and Colleges. Revised Edition. Cambridge IGCSE Chemistry. Third Edition. Key word isotope Method of Teaching Demonstration method The students compare by simulation the relative atomic mass of some elements Relative atomic mass The word relative means comparison. Hence, relative atomic mass, Ar implies the mass of an atom compared with the mass of another atom. Isotopes Isotopes are atoms with same atomic number but of different mass number. Some examples include the isotopes of chlorine, 3517Cl, 3717 Cl, oxygen, 168O, 188O, and hydrogen, 11H, 21H, 31H. Determination of Relative Atomic Mass The relative atomic mass of an element is calculated as shown below (Isotopic abundance of first isotope × mass number of first isotope) + (Isotopic abundance of second isotope × mass number of second isotope) Illustration Given that isotopes of chlorine (35 17Cl, 37 17Cl,), has isotopic abundances of 75% and 25% respectively. Determine the relative atomic mass of chlorine. Ar = (75 % × 35) + (25 % × 37) = 26.25 + 9.25 Ar = 35.5 Evaluation Stevic Chemistry Workbook. Page 22, Question 14. Assignment Extensive Chemistry for Senior Secondary Schools and Colleges. Page 32, B Question 11. Week 6 Period 1 Topic Compounds Objectives At the end of this lesson, you should be able to: o define compounds o write the chemical formula of compounds Reference books Extensive Chemistry for Senior Secondary Schools and Colleges. Revised Edition. Cambridge IGCSE Chemistry. Third Edition. Key words element chemical combination Method of Teaching Laboratory method The students use the periodic table to write the chemical formula of some compounds. Compounds A compound is the combination of two or more elements chemically. Compounds can be either organic (naturally occurring) or inorganic (synthetic or man-made). Examples of organic compounds include glucose, plastics, rubber Examples of inorganic compounds include water, sand, sodium chloride Chemical formulae A chemical formula is a representation of compounds using chemical symbols. Writing chemical formulae 1. Write the valency of the element after the chemical symbol of the elements 2. Exchange the valency with the chemical symbol and write the chemical formula of the compound. Radicals Radicals are group of electrically charged atoms. They be positively charged or negatively charged. Examples include NH4+, NO3-, SO42-, CO32-, PO43-, MnO4- Evaluation CBT on the compounds Assignment Extensive Chemistry for Senior Secondary Schools and Colleges. Page 47, B Question 1b and 2. Week 8 Period 1 Topic Nomenclature of compounds Objectives At the end of this lesson, you should be able to: o mention the rules for assigning oxidation number o name inorganic compounds Reference books Extensive Chemistry for Senior Secondary Schools and Colleges. Revised Edition. Cambridge IGCSE Chemistry. Third Edition. Key word naming Method of Teaching Discussion method The students write the names of inorganic compounds. Rules for assigning oxidation number The name IUPAC means International Union of Pure and Applied Chemistry. This body governs the rules for naming compounds globally. They determine the system of naming compounds. The system of naming is called nomenclature. The following rules are helpful in the naming of inorganic compounds, o The oxidation number of an uncombined element is zero. o The sum of the oxidation number of the elements in a compound is zero. o When naming binary compounds, the electropositive element should be named before the non-metal. o When naming compounds containing more than two elements, the name of the compound depends on whether it is an acid, base or salt. If it is an oxyacid, the number of oxygen atoms is named first [2-Di, 3-Tri, 4-Tetra] followed by “oxo” Then followed by the central atom which may be a metal  or non-metal, and conclude as –ate, followed by the oxidation number in roman numeral in brackets. The word acid ends the name. An example is H2SO4 is named tetraoxosulphate (VI) acid. An exception to this rule is hydrochloric acid. (HCl). If it is a salt, the name of the metal is named first. Examples include NaCl, sodium chloride, Ca(NO3)2, calcium trioxonitrate (v), AlCl3, aluminum chloride Evaluation CBT on the nomenclature of compounds Assignment Name the following compounds 1. H3PO4 2. Na2CO3 Week 9 Period 1 Topic Mixtures Objectives At the end of this lesson, you should be able to: o define mixtures o mention the types of mixtures with examples Reference books Extensive Chemistry for Senior Secondary Schools and Colleges. Revised Edition. Cambridge IGCSE Chemistry. Third Edition. Key words physical combination elements compounds Method of Teaching Laboratory method The students prepare different mixtures consisting of elements only, elements and compounds, and compounds only. Mixtures A mixture is the combination of two or more substances physically. Types of mixtures Mixtures are either homogeneous or heterogeneous. Homogeneous mixtures Homogeneous mixtures can be defined as uniform mixtures that consist of solute and solvent to form a solution. Usually, the solute and solvent may or may not be of the same state of matter. The solvent is usually more than the solute. Examples of homogeneous mixtures include brine (table salt solution), sugar solution, acidified water. Heterogeneous mixtures Heterogeneous mixtures can be defined as non-uniform mixtures. There are two types of heterogeneous mixtures: suspensions and colloids. Evaluation Extensive Chemistry for Senior Secondary Schools and Colleges. Page 91, B Question 6. Assignment Extensive Chemistry for Senior Secondary Schools and Colleges. Page 92, C Question 2. Week 9 Period 2 Colloids Colloids are heterogeneous mixtures in which the particles are too small to be seen, and they appear to be dissolved in a dispersion medium. Examples of colloids include the cloud, fog, smoke, sol, gel, emulsion, aerosol sprays. The table below summarizes the colloids and their dispersion medium. colloid dispersion medium dispersed substance fog gas liquid smoke gas solid foam/lather liquid Gas emulsion liquid liquid sol liquid solid gel solid liquid Suspension Suspension is a heterogeneous mixture of insoluble particles in a given medium. The particles are visible to the eyes and can eventually settle down while left on standing. An example of a suspension is mist mag. Evaluation Extensive Chemistry for Senior Secondary Schools and Colleges. Page 90, A Question 17, page 91 Question 20 and 22. Assignment Stevic Chemistry Workbook. Page 36, Questions 3. Week 10 Period 1 Topic Separation Techniques Objectives At the end of this lesson, you should be able to: o mention the separation techniques o conditions on the use of the separation techniques Reference books Extensive Chemistry for Senior Secondary Schools and Colleges. Revised Edition. Cambridge IGCSE Chemistry. Third Edition. Key words physical properties Method of Teaching Laboratory method Separation techniques Mixtures can be easily separated through various means, which are called separation techniques. Various separation techniques include: Filtration This involves the use of a filter paper and filter funnel to separate a mixture of insoluble solids from its solution. At the end the process, the solvent that was filtered is called filtrate while the insoluble particles left behind, the residue. Sand can be separated from a mixture of sand and water by filtration Evaporation It is a separation technique that requires the continuous heating of a mixture (solution), such that all the liquid part is evaporated leaving behind the solid part of the mixture. Table salt can be separated from a mixture of table salt and water (brine solution) by evaporation Use of separation funnel A separation funnel is a special device used in the laboratory or industry for separation of immiscible liquids of different densities. Water can be separated from a mixture of kerosene and water using a separating funnel. Evaluation Stevic Chemistry Workbook. Page 36, Question 5. Assignment Extensive Chemistry for Senior Secondary Schools and Colleges. Page 90, A Questions 10, 14, 15, 17 and 21. Week 10 Period 2 Simple distillation This technique is applied when separating mixtures of a liquid from a solution. Water can be separated from a mixture of sand and water by simple distillation. Fractional distillation This technique is used when separating mixtures of miscible liquids with close boiling points. Crude oil can be separated by thus technique. Air can also be separated using this method. Air is made up of different gases like, oxygen, carbon (IV) oxide, nitrogen, rare gases. Chromatography This technique is employed when separating mixtures of colours. It can as well be used in ascertaining if a substance is pure or impure. There are different types of chromatography, namely: liquid chromatography, gas chromatography, column chromatography. Colourful pigments in plant leaves can be separated using chromatography. ink, dye can also be separated by this technique. Evaluation CBT on the separation of mixtures Assignment Cambridge IGCSE Chemistry. Fourth Edition. Page 250, Question 23d.