Preface: (Nadeem Irshad Kayani) Programme Director Directorate of Staff Development, Punjab

Teachers’ Guide Lesson Plans: Chemistry
Preface
The Government of Punjab has a strong desire to improve the quality of teaching and learning
in the classroom. Various initiatives have been undertaken for provision of quality education
to students in the Province. Provision of quality education at secondary level is an important
step towards building an education system meant to contribute meaningfully towards
development of our society. To achieve the desired goal, activity oriented training for
secondary school teachers based on modern teaching methodologies has been considered
imperative and crucial.
Directorate of Staff Development (DSD) has been training in-service and pre-service
public school teachers and developing educational material since its inception. Considering
the quality work produced over the years, the task of development of the Teachers' Guides for
secondary school teachers in the subjects of English, Physics, Chemistry, Biology and
Mathematics was assigned to the Directorate of Staff Development by the Provincial
Government.
DSD worked in collaboration with over three hundred professionals i.e. Teachers, Book
Writers and Teacher Trainers from both public and private educational institutions in the
subject of English, Physics, Chemistry, Biology and Mathematics who worked in groups to
develop these comprehensive Teachers' Guides. These Teachers' Guides with textbooks are
aimed to achieve Students' Learning Outcomes (SLOs) through the teaching materials and
methodologies which suit varying teaching and learning contexts of Punjab. These Teachers'
Guides will help secondary school teachers to deliver and further plan their content lessons,
seek basic information on given concepts and topics, and assess students' understanding of
the taught concepts.
The DSD team acknowledges the cooperation extended by various public & private,
national and international organizations in the preparation of Teachers' Guides. DSD
recognizes the contribution made by all developers and reviewers belonging to following
organizations including German International Cooperation Agency (GIZ), Institute of
Education and Research (IER) Punjab University, Government Science College, International
School of Choueifat, Crescent Model Higher Secondary School, Punjab Textbook Board,
Lahore Grammar School, Himayat-e-Islam Degree College, SAHE, PEAS, NEEC, HELP
Foundation, Ali lnstitute of Education, Beaconhouse School System, ALBBS, The Educators,
Divisional Public School, The City School, AFAQ, Portal, LACAS, Children's Library Complex
(CLC) and GICW Lahore, Govt. Higher Secondary Schools and Govt. Colleges for Elementary
Teachers in Punjab.
( Nadeem Irshad Kayani)
Programme Director
Directorate of Staff Development, Punjab
UNIT Lesson Plan
T O P I C 1
1 Avogadro’s Number and Mole

Fundamentals of chemistry Grade IX
One mole quantities of (from left to right) the elements

copper, aluminum, sulfur and the compounds potassium
dichromate, water, and copper(II) chloride dihydrate
Students’ Learning Outcomes Information for Teacher
Students will be able to:

 relate gram atomic mass ,gram molecular  Mole is defined as atomic mass, molecular
mass and gram formula mass to mole mass or formula mass expressed in grams
(applying)  One mole of any substance always
 describe how Avogadro's number is contains a fixed number of particles just
related to a mole of any substance like one dozen of eggs will always has 12
(understanding). eggs.
 calculate the number of moles in a given  The number of particles in one mole of a
mass of a substance (applying) substance is 6.02x1023 and is called
Avogadro's numbers.
 explain the size of the mole by creating an Mass in Grams
analogy (creating) Number of moles = Atomic Molecular or formula ▓Ăℓℓ
1
Atomic Mass of copper = 64 a.m.u

Introduction Molecular mass of NaCl=58.5 a.m.u
 Now ask them to calculate number of
 For brainstorming ask following questions: moles by using following formula:
i. What is an atom? (Expected answer: The No of moles =
smallest particle of matter) mass in grams of given sampls
ii. Can you see an atom with naked eye? atomic, molecular, or formula ▓Ăℓℓ
(Expected answer: No)
iii. How will you measure such a substance Activity 2
which you cannot see?  Concept of Mole and Avogadro's
(Expected answer: No reply) Number
On the basis of last question, explain students  Ask students to name following number
that they will learn how to measure number of of items
particles in various substances e.g elements,
compounds etc. 12 Iron nails 1 dozen
Duration/Number of Periods 1 minute

60 seconds
80 min / 2 period
10 years Decade
Material/Resources Required
2 socks 1 pair
Sodium chloride (common salt),Copper
 Ask how can you name following

Development number of particles).Now write the
number 6.02 x 1023on board. (Expected
response: No reply)
Activity 1 (Calculating number of moles)
 Conclude the activity by telling them
23
 Divide students in pair or groups. that 6.02 x 10 = 1 mole.
 Give each group samples of copper,  Explain that 1 mole of a substance
23
sodium chloride contains 6.02 x 10 particles. Now write
 Ask them to weigh them on a spring the following information on board.
balance or on a digital balance and note 1. Gram Atomic mass of H = 1 gram = 1
mass. mole or we can say
23
 Now with the help of periodic table, ask 1 gms of H has 6.02 x 10 atoms of H
them to write the atomic mass and then 2. Gram Atomic mass of Cu = 64 gms = 1
find out molecular or formula mass of mole
given samples (Help them in finding or
23
atomic mass from periodic table. 64 gms of Cu has 6.02 x 10 atoms of Cu
Students sometimes select Atomic 3. Gram Formula mass of NaCl = 58.5 gms
number instead of atomic mass) or
2
23
58.5 gms of NaCl has 6.02 x 10 formula 1. What is a mole
units of NaCl. 2. What is Avogadro's number?
4. Gram Molecular mass of water = 18 gms 3. How can you relate mole and Avogadro's
= 1 mole or number?
23
1 mole of water has 6.02 x 10 molecules 4. How can you relate atomic mass,molecular
of water mass and formula mass with mole?
5. Calculate number of moles in following by
Activity 3 using formula.
 Draw the following table on board to i. 68 gms of Al (At mass = 27 gms/mole)
clear their concept about atomic, ii. 26 gms of H2SO4 (Mole mass = 98 gms/mole)
molecular and formula mass. iii. 73 gms of Nacl (Formula mass = 58.5 gms/
Substance At/ formula/ Mass of 1 mole mole)
Mol. Mass (Tell children
Tell children mole is Note: Conclude the lesson by drawing following
atmoic mass is expressed in concept map.
expressed in gms)
a.m.u) Mole
Aluminum Atomic mass = 27 gms
27. a.m.u
Atomic mass Molecular mass Formula mass
NaCl Formula mass = 58.5 gms in grams in grams in grams
(Sodium Chloride) 58.5 a.m.u
Molecular mass= 64 gms 1 mole of a substance = Avogadro’s number of

SO2 23
particle 6.02x10 (Atoms, molecules or ions)
64 a.m.u
mass in grams
Number of moles = molecular mass
Conclusion/Sum up
Follow-up
Conclude by telling children

 Find the number of moles in 2 kg of sodium
1 mole of any substance contain 6.02 x 10 23 metal (Hint: Convert KG into gms and then use
particles formula).
 Mole is a quantity as well as a number  49 g of pure sulphuric acid (H2SO4)
 It is a number as its is always equal to 6.02  64 g of methane (CH4)
x 10 23  585 gms of sodium chloride (NaCl)
 It is a quantity as it is expressed in grams Note: Make students calculate the molecular
mass by providing them with atomic mass from
Assessment periodic table)
 Guide the students to solve the exercise
problems given at the end of each unit /
 Assess student's knowledge by working chapter of textbook.
following questions.
3
UNIT Lesson Plan
T O P I C 2
2 Shells and Subshells

Structure of Atoms Grade IX
1st shell = 1 subshell
2nd shell = 2 subshells
Nucleus
3rd shell = 3 subshells
Students’ Learning Outcomes  Electrons revolve around the nucleus on fixed

certain paths which are termed as shells.
 Shells are represented by numbers (1, 2, 3, ----
 describe the presence sub shells in a shell.
--- n) that specifies the energy level, or energy
(understanding )
state of the shell.
 distinguish between shell and sub shells.
 Energy Levels with in the shell is referred as
(understanding )
subshell. These are identified by the lower
case letters s, p, d and f.
Information for Teachers  Electronic configuration shows the number of
electrons in each energy level.
 Electrons are organized within the atom into
shells, sub-shells and orbitals
4
 How many subshells exist in the 2nd

Duration/Number of Periods
shell?(2)
 How many subshells exist in the 3rd
80 mins / 2 period shell?(3)
 How many subshells would you expect
Material/Resources Required to exist in the 5th energy level?(Tell
students that Shells even more than 4
can only have maximium of 4 subshells).
Routine classroom resources
 In case they answer wrong, give chance
to some other student to answer.
Introduction  After getting their responses, draw the
following table on board and ask them
 Clarify students concepts about shell and to copy on their notebooks:
subshell by giving them following examples:
Shell Number/ Number of
 Shell is the home of electron Subshell names
Energy Level subshells
 The home has several storeys or floors called 1 1 1s
shells. Shells are represented by numbers (1,
2 2 2s,2p
2, 3, ------- n) that specifies the energy level.
 Explain them that the subshells are the rooms 3 3 3s,3p,3d
of the storey of the building. Energy Levels 4 4 4s,4p,4d,4f

with in the shell is referred as subshell. These
are identified by the lower case letters s, p, d
Activity 2
and f.
 The numbers of subshells are equal to the (Number of subshells in Shells)
shell number. If it is the first shell it has only Note:Carry on next activity only after
making sure that students have well
one subshell that is 1s.
understood the concepts explained in
 The second shell has two subshells 2s and 2p. Activity 1.Repeat the activity if they are
confused.
Development  Bring out 4 students from the class.
Classify them as shell 1,2,3,4 and ask
 How many subshells exist in the 1st
Activity 1 shell?(1)
(Number of subshells in Shells)  .How many subshells exist in the 2nd
Note:Carry on next activity only after shell?(2)
making sure that students have well  How many subshells exist in the 3rd
understood the concepts explained in shell?(3)
Activity 1.Repeat the activity if they are  How many subshells would you expect
confused. to exist in the 5th energy level?(Tell
 Bring out 4 students from the class. students that Shells even more than 4
Classify them as shell 1,2,3,4 and ask can only have maximium of 4 subshells).
 How many subshells exist in the 1st  In case they answer wrong, give chance
shell?(1) to some other student to answer.
5
 After getting their responses, draw the Explain them that the 4 subshells s,p,d,f
following table on board and ask them can have following number of electrons
to copy on their notebooks: 's' subshell can have maximum of 2 electrons
'p' subshell can have maximum of 6 electrons
'd' subshell can have maximum of 10 electrons
'f' subshell can have maximum of 14 electrons
Energy
 Explain them the Shapes of 's' and 'p'
subshells.
 Tell that s orbital is a sphere around the
nucleus and p orbitals are shaped like a
figure 8 or dumbbell.
z
1s
Activity 3
(Finding number of electrons in each shell Conclusion/Sum up
 Tell students that in the shells electrons
are filled on the basis of 2n2 rule where Teacher will draw the following concept map on
'n' is the shell number. board to sum up the lesson:
 Give only shell number and ask them to
find out number of electrons in that Atom
2.
shell by putting shell number in 2n
 After getting their responses, ask them Proton Electron Neutron
to draw this table in notebooks:
Shell (Home
Number of electrons of electron)
Shell Number
according to 2n2 rule
Sub shell
2
1 2x1 =2x1 =2 (Present within
the shell)
2 2 x 22 = 2 x 4 = 8 Shapes of
sub shell
4 2 x 32 = 2 x 9 = 18
S-Sub shell P-Sub shell
2
3 2 x 4 = 2 x 16 = 32
6
Assessment
Ask students following questions to assess their

learning:
 What are shells?
 What are subshells?
 How many subshells exist in the 1st shell?(1)
 How many subshells exist in the 2nd shell?(2)
 How can you find out number of electrons in
2
each shell?(by using 2n rule )
Follow-up
 Draw the shapes of s and p subshells?

 Write the number of electrons in 2nd and 3rd
shell?
 How many electrons can s subshell hold?
 Guide the students to solve the exercise
problems given at the end of each unit /
chapter of textbook.
7
UNIT Lesson Plan
T O P I C 3
3 Periodic Table
Periodic table and periodicity of properties Grade IX
Students’ Learning Outcomes Information for Teachers

 Elements are arranged in increasing orders of
 distinguish between a period and group in
atomic numbers (proton No.)
the periodic table. (Understanding)
 Horizontal rows are called period. There are
 state the periodic law. (Remembering)
seven period in periodic table and no. of
 determine the demarcation of the periodic period indicates the shell being filled
table into an s block and p block.
 Vertical columns are called groups, arranged
(Remembering)
in s block, p block, d block and f block
 explain the shape of the periodic elements
table,(Analyzing)
 s block elements are on left side i.e. group no.
8
1 and 2
 P block elements are on the right side i.e.
group no 3 to 8
 Between s and p block elements there are
transition elements which belong to d and f
block elements
1(a)
 Normally f block elements are given below
the periodic table in two rows
 In 1913 Mosley gave concept of atomic S P
(block (block)
number. Periodic Table was modified and d (block)
elements were arranged according to their

atomic number. f (block)
1(b)
Development
80 mins/2 period
Activity 1
(Shape of periodic table and demarcation
into Blocks)
A4 sheets, ruler, pencils, colored markers or
 Ask students to take out A4 sheets or
pencils, atomic model, periodic table
any sheet of paper
 Tell the students to draw a line of 18cm
Introduction length and divide into 18 parts
 Tell the students to make a vertical
 Tell the students that the elements are
rectangle on the left side 2cm x 6cm and
arranged in different block according to the
one on extreme right 6cm x 6cm as
sub shell being filled
shown in the diagram
 The elements in which s sub shell is being
filled are called s block element
 Elements in which p sub shell is being filled
are p block elements
 D block and f block elements are called Divide column (A) into two parts vertically
transition elements and rectangle (B) into six vertical parts
 Draw 1(a) on board and ask students to name
different blocks
 After getting their responses, fill it according
to 1(b)
 Draw a small rectangle above column 1
and column 8 and Start numbering from
9
extreme left from 1 to 8 classroom to explain shells.

I II III IV V VI VII VIII
Conclusion/Sum up
--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.-- Draw the following concept map to conclude the

 Divide column (A) and (B) in six parts lesson:
horizontally
Periodic Table
Horizontal rows Vertical columns

(L to R) periods (T to B) groups
No of shells No of electrons in
 Start filling symbols for the elements being filled outer most shell
according atomic numbers
Period Number Group number

Activity 2
(Periodic Law)
 Select 18 boxes for first 18 elements. S Block P Block
 Start filling elements according to
atomic number i.e. number of protons
in the nucleus H, He, Li, Be, in box # 1, 2, Assessment
3, 4 respectively.
 Now tell students that similarly Ask the following questions from students to
elements are arranged in periodic table assess their learning:
in order of increasing atomic number.  How elements are arranged in the periodic
table?
 Define the modern periodic law.
Activity 3  Differentiate between group & period.
(Concept of Group and Periods)  Differentiate between S & P block elements.
 Teacher will explain the group and
periods with the help of seating Follow-up
arrangement of students in the
classroom.  A, B and C are three elements in the same
st
 Students in 1 vertical row will be asked period of the periodic table. A is a non metal,
to stand up (group).
st B a metal and C is a transition metal. What will
 Students in the 1 horizontal row will be
be correct order of these elements in the
asked to stand up(period)
periodic table, moving across the period from
 Teacher will then repeat activity with
Group2 and Period 2and students will left to right?
stand accordingly.  Find out why hydrogen is placed at the top of
 Atomic model will be displayed in the group 1 of periodic table?
10
Lesson Plan
T O P I C 4
Atomic Radii and Ionization Energy

Grade IX
Trends like atomic radii and ionization enrgy effect the physical properties like melting,
boiling etc.
Students’ Learning Outcomes electron from a gaseous atom is called

ionization energy.
 The outermost electron leaves behind a
 describe how the atomic radii vary within a
positively charged ion. That is why it's called
group and within a period of the periodic
ionization.
table.
 describe how ionization energies vary  The atomic radius of an atom is the distance
within a group and within a period of the from the nucleus to the boundary of the
periodic table. surrounding cloud of electrons.
 Since the boundary is not a well-defined
physical entity, there are various non-
Information for Teachers
equivalent definitions of atomic radius.
 The energy required to remove the outermost
11
Electron
Duration/Number of Periods distribution Nonbonding
in molecule atomic radius
80 mins/2 period
A4 sheets, glue stick/glue/flip charts, circular

magnet, disc magnet/iron disc, small circle disc or
magnet, rubber band/spring balance, thread Distance
Bonding
between
band nuclei
atomic
radius, 12 d
Introduction atom?
 Explain that the radius of an atom is also
Activity measurable with the help of some other
means.
Introduce the topic by asking:  Then write the definition of atomic
 State and explain periodic law. (The radius on board and its units.
physical and chemical properties of  Atomic radius is generally stated as
elements are the periodic functions of being the total distance from an atom's
their atomic numbers). nucleus to the outermost orbital of
 Define atomic number and atomic electron.
mass. (Atomic number of the element is OR
equal to number of protons and atomic  The bonding atomic radius is defined as
mass is equal to the total number of one-half of the distance between
protons and neutrons in an element.) covalently bonded nuclei.
 On which properties of an element does
Units of Atomic Radii
periodic table depends? ( A t o m i c
The atoms sizes are measured in Angstrom
number).
Å.= 1 millimicron or picometers (pm = 10-12
 Ask students to guesswhat would be the
m).
size of an atom? Then lead students to
the next activity.
Activity 2
(Trends of Atomic Radii)
Development
 Divide students in two groups.
 Ask group 1 to draw the atomic
Activity 1 (Concept of Atomic Radii) structure of Li, Na, K (with help of the
 Ask students about the methods to periodic table given in books) on A4
measure the radius of a circle and its sheets/note book page and paste it on
units. one side of the board.
 After listening to their response, ask  Ask group 2 to draw the structure of Be,
how would we measure the size of an B and N (with help of the periodic table
12
increase in length of rubber band/spring

balance.
 Keep the magnet in circle 2 and repeat
the above procedure. You will note that
change in length is greater in circle 1 as
compared to circle 2. Assume that
magnet No. 1 is nucleus and the other is
an electron.
 After this activity, explain students that
greater expansion in length showed that
more energy was applied to pull the
magnet away from the central magnet.
given in books) on A4 sheets/note book
page and paste it on writing board.  Thus nucleus which acts like a central
magnet keeps electrons attracted
 Ask students to compare the atomic
towards it so it is difficult to remove
radii of elements in a group and in the
electrons.
period then ask the following questions.
 If we want to remove an electron then
Q1. What is the trend of atomic radius in a
we should provide enough energy to
group from top to bottom? (Increases)
overcome the attraction between a
Q2. What is the trend of atomic radius in a
nucleus and an electron. This energy is
period? (Decreases)
called ionization energy and it is
measured in kJ/mol.
Activity 3  The first ionization energy is the energy
(Concept of Ionization Energy) required to remove one electron from
 Take two magnets. Place magnet No. 1 the parent atom.
on a paper and fix it on the table.  The second ionization energy is the
 Draw circles around it at a distance of 2 energy required to remove a second
inches approximately. valence electron from the univalent ion
to form the divalent ion, and so on.
 Place another magnet No. 2/iron disc.
Tie it to a rubber band/spring balance.  Ionization energies increase moving
from left to right across a period
 First place the iron disc in circle 1 and try
(decreasing atomic radius). Ionization
to pull it away from magnet. Note the
energy decreases moving down a group
(increasing atomic radius).
Conclusion/Sum up
i. Generally, the atomic radius decreases across

a period from left to right and increases down
13
a given group. c. Both of the above

ii. Ionization energies increase moving from left d. None of the above
to right across a period (decreasing atomic 3. Atomic radius of an atom is measured in:
radius). Ionization energy decreases moving a. Millimeters
down a group (increasing atomic radius).
b. Centimeters
c. Picometers
Assessment d. All of the above
Ans: c, b, c,
Ask following questions to recap the lesson and
also to assess students understanding of the
Follow-up
taught concepts.
Q1. Atomic radius decreases as you go from
 Explain the trends of atomic radii and
left to right across a period. Why? ionization energy in periodic table.
Ans: Stronger attractive forces in atoms (as you  What are units of Ionization energy and
go from left to right) between the atomic radii?
opposite charges in the nucleus and  Give reasons Why ionization energy increases
electron cloud cause the atom to be from left to right in a period?
'sucked' together a little tighter.  Guide the students to solve the exercise
Q2. Atomic radius increases as you go down a problems given at the end of each unit/
group. Why? chapter of textbook.
Ans: Addition of a new energy levels of
electron clouds to the atom as you move
from period to period down a group,
making the each atom significantly more
massive, both is mass and volume.
Q3. Define ionization energy.
Ans: The ionization energy, or ionization
potential, is the energy required to
completely remove an electron from a
gaseous atom or ion.
Ask following MCQs:
1. I.E is measured in ____________ units.
a. KJ
b. J
c. kJ/mol
d. All of the above
2. I.E decreases along:
a. Groups
b. Periods
14
UNIT Lesson Plan
T O P I C 5
5 Allotropy of Solids
Physical States of Matter Grade IX
ALLOTROPES OF CARBON
Graphite Diamond
Students’ Learning Outcomes

allotropic forms. Sulphur, carbon, tin and
phosphorous are some of the important
Students will be able to: examples of elements which show allotropy.
 explain the allotropic forms of solids  Those solids in which atoms, ions or
(Understanding) molecules are arranged in a definite three-
 differentiate between amorphous and dimensional pattern are called crystalline
crystalline solids (Analyzing) solids.
 Amorphous substances are those whose
Information for Teachers constituent atoms, ions, or molecules do not
posses a regular orderly arrangement. The
 Allotropy is the existence of an element in best examples are plastics, glass, rubber, glue
more than one crystalline forms and these etc.
forms of the element are called allotropes or
15
Duration/Number of Period
40 mins/1period
Sodium chloride (Common Salt), Flour/Starch,

Sugar, Charts, Markers, Board, Chalk, Glue Sugar
 Ask how do these three differ from each

Introduction
other?
 Ask students to touch and feel the
Activity texture of these solids
 Write the word solids on the board and  Explain them that sodium chloride, and
ask students to brainstorm about it. The sugar are crystalline solids. They have
students may give ideas as shown regular arrangement of atoms or
below: molecules within the structure. But
amorphous solids like flour do not.
Definite shape
 The word amorphous means shapeless.
Strong attractive Particles possess
forces between vibrational motion  Conclude the activity by telling the
particles d ef i n i t i o n s o f a m o r p h o u s a n d
Solids crystalline solids,.
 Explain the two forms in detail by
Crystalline solids non-compressible sharing properties e.g Crystalline solids
Amorphous solids have a sharp melting point, but
amorphous solids don't.
Development Activity 2
(crystalline and amorphous forms Of
Activity 1 carbon)
(Concept of crystalline and Amorphous Show them the picture of diamond and coal
Forms)
 Teacher will show few crystalline solids
like, sodium chloride, sugar and some
amorphous solids like starch & flour etc
to the students.
Salt
 Ask them how are they different?(They

flour
will explain the physical characteristics
16
e.g diamond is shiny and coal is dark and Different Allotropic forms of Carbon
dull)
 Explain them that diamond is crystalline
form of carbon and coal is amorphous
form .They both are made up of carbon
atoms.
 Diamonds are found in coal mines.
Graphite Diamond Buckyball
 Share with them the following
motivational poem
The promise of our dreams comes true
Conclusion/Sum up
When patience minds our goal
Remember that the diamond once Conclude the lesson by telling children that:
Was just a piece of coal  Solids exist in crystalline and amorphous
 Explain them that in crystalline solids, forms.
there is a repeating unit, which makes  Diamond, graphite and bucky balls are
up the entire structure, but for allotropes of carbon.
amorphous solids, a repeating unit  Coal, charcoal and carbon black are
cannot be specified. amorphous forms of carbon.
 When amorphous solids are heated and
cooled slowly, they can become Assessment
crystalline at some point.
 Teacher will further elaborate that
Ask following questions to assess students's
allotropic forms are the crystalline
learning:
forms of solids.
 What is the difference between amorphous
and crystalline forms of a solid?
Activity 3  Can you define allotropy?
(Allotropes of carbon and sulphur)  Name few elements that show allotropy?
Divide the class into two groups.  Which of the following is a crystalline
 First group will be asked to discuss allotrope of carbon:
properties and uses of allotropes of
a) Carbon black
carbon i.e diamond graphite and buck
balls. b) Bucky balls
 The second group would be asked to c) Coaltar
discuss about the allotropic forms of d) Coke
sulphur.
 Ask both groups to write important
points on chart and give presentation.
 Teacher will facilitate students while
discussion.
17
Follow-up
 Why tyres are usually black in colour?

 Separate the uses of diamond and graphite
from the list given below:
1. Lubricant
2. Dry cell
3. Ornament
4. Drilling of rocks
5. Glass cutting
6. Lead pencil
 Guide the students to solve the exercise
problems given at the end of each
unit/chapter of text book.
18
UNIT Lesson Plan
T O P I C 6
5 Charle's Law
Physical States of Matter Grade IX
o
-65oC 250 C

 explain effect on the pressure of a gas by a
change in the a. volume b. temperature.
(understanding)
 account for temperature-volume changes
in a gas using charle's law. (analyzing)
80 mins/2 period
19
 Charles's law states that if a given quantity of perpendicular to the surface of an object.)
gas is held at a constant pressure, its volume is 2. What happens to the volume of the given
directly proportional to the absolute mass of a gas when temperature is
temperature. increased? (Volume Increases).
 As the temperature of the gas increases, the
gas molecules will begin to move around Development
more quickly and hit the walls of their
container with more force.
Activity 1
 Thus the volume will increase.
Only the Kelvin temperature scale is used when Divide students in small groups; give the
working with temperature in all gas law formulas. material (dented ping pong balls, water,
Celsius temperature can be converted in to Kelvin burner) and instruct them to:
by adding 273.15  Pour water in a pot or large beaker and
heat it gently.
 Put the dented ping pong ball in the
warm water.
You need this material for each group.  Write your observations and group
Table tennis balls, water bath, Round bottom flask leader will tell group answer to the
with its mouth wrapped up with a teacher. (Dents will be removed due to
shopping/polyethene bag. increased volume)
Introduction
Ask the following questions from the students:

1. What is pressure? (Pressure is the force  Introduce the relation between volume
per unit area applied in a direction and temperature when pressure of a
20
0 0
gas is kept constant. Under condition of (25 C) to body temperature (37 C). What is
constant pressure, there is direct the volume of air exhaled?
re l a t i o n b e t w e e n v o l u m e a n d
temperature
Statement
 "The volume of a given mass of a gas at
constant pressure is directly
proportional to absolute temperature"
Activity 2
Data Given
 Take a round bottom flask with its Room temperature = 25 + 273 = 298 K
mouth wrapped up with a polyethene Body temperature = 37+ 273 = 310 K
3
bag. Volume of inhaled air V1=0.50 dm
 Place it on warm water bath. Room temperature T1=298 K
 Wait for few minutes and ask students Body temperature T2= 310 K
to observe what happens. Data Required
Result: Shopping bag will inflate as the Volume of exhaled air = ?
volume of gas is increased. Formula
Explain the students following V1/T1 = V2/T2
mathematical presentation of Charles law: V2=V1T2/T1
3
Let the volume of a gas at T Kelvin =V 0.50 dm x 310 K/298 K
VT Ans: 0.53 dm3
V = (constant) T Conclusion: Explain students that as the
V/T = constant temperature of air increases from 25 0C to
0
At T1 k 37 C,the volume of the air exhaled also
V1/T1 = k ---------------(1) increases from 0.50 dm3 to 0.53 dm3
At T2 k Graphical representation
V2/T2 = k ---------------(2)
Graph between Volume and absolute
Thus temperature of a gas at constant pressure is
V1/T1 = V2/T2
a "straight line"
By using above equation, Charles's law can
also be stated as:
"The ratio of volume to absolute
temperature of given mass of a gas at
constant pressure is always a constant"
V
Activity 3
Explain students following example with
explanation of all steps:
Example:
An average adult inhales a volume of 0.50
3
dm of air into the lungs with each breath. If
the air is warmed from room temperature TK
21
c. Kelvin
Conclusion/Sum up d. Centimeter
e. Answers: 1. b 2. a 3. a 4. c
Explain students that they have learnt
 The ratio of volume to temperature is a Follow-up
constant quantity.This is called Charles Law.
 Charles law must be used with Kelvin Solve the following problems.
o
temperature scale. A sample of gas at 15 C and 1 atm has a volume of
o
 The formula used for solving numerical 2.50 dm.3 What volume will this gas occupy at 30 C
V V
problems willbe 1  2 and 1 atm?
T! T‫ﻮ‬
Data Given
Assessment T1= 15C +273=288K
T2 =30C +273=303K
Ask following questions to recap the lesson and V1=2.50 dm3
also to assess students understanding of the Data Required
taught concepts. V2= ?
Q1: Define Charle's law. Formula Used
Q2: Ask the following MCQs V1 V2

T! T‫ﻮ‬
1. Pressure is held constant in:
a. Boyle's law Solution
b. Charles's law 2.50 = V2 V2=2.63dm 3
c. Both of the above 288 303
d. None of the above As the temperature is increasing slightly, so the
2. V1 V2
 volume should increase slightly. Ask student to
T! T‫ﻮ‬ be careful in questions like these and first convert
a. Charles's law celsius in Kelvin temperature (by adding 273) to
get the correct relationships!
b. Boyle's law
c. Avogadro's No.
d. None of the above
3. T1 stands for:
a. Initial temperature
b. Final temperature
c. Middle pressure
d. All of the above
4. Temperature is measured in:
a. Pascal
b. Newton
22
UNIT Lesson Plan
T O P I C 7
6 “Comparison of Solutions,
Solutions Suspension and Colloids” Grade IX
Fizzy drinks are a solution of carbon dioxide in liquid.

 define solution, aqueous solution, solute
 True solution colloids and suspension differ in
and solvent
their particle size.
 explain the difference between saturated,
unsaturated and dilute solution.  True solution has ions or molecules dispersed
 differentiate between solution, suspension in solvent.
and colloids.  Colloids have particles bigger than true
solution and smaller than suspension.
Duration/Number of Period  Particles of a suspension are bigger and
cannot pass through filter and settle down.
40 mins/1period
23
 Test tubes B and C have no solid salt

therefore they contain unsaturated
solution. Add again a pinch of salt and
Test Tubes, Sodium chloride, Milk (Powdered milk shake. The salt dissolves which confirm
can be used or Fe (OH)3), stainless steel spoon and unsaturation.
fizzy drink.
 Add some more water in test tube C and
ask the students what is difference
Introduction between solution in test tube B and C.
(C is dilute solution as compared to B)
Write the word solution on the board and ask
Result:
student to give their ideas about it. Write ideas on
the board. Test tube A contains saturated solution
Solute Solvent while B and C contain unsaturated solution.
Now, ask student:
Solid in solid
 In the above solution which is solvent
Gas in Solid
Gas in Liquid Solution Solid in liquid (Water)
Gas in Gas Solid in gas  How you name a solution having water
as solvent. (Aqueous Solution)
Liquid in Solid  Give example of a Saturated
Liquid in Liquid solution?(To develop their concepts
Liquid in Gas
more, explain students that thick syrup
of Gulab Jaman (Sheera) is a saturated
Development solution of Sugar.
Activity 1 Activity 1
Place 3 test tubes half filled with water Place on the table a stainless steel spoon, a
labeled as A, B, C on the table fizzy drink and empty glass.
A B C Stainless Steel Fizzy DrinkEmpty Glass

 Tell the students that stainless steel
 Add one table spoon full of NaCl in test spoon is a solution of chromium in steel.
tube A.
(Solid in Solid)
 Add a pinch of NaCl in tube B and C.
Shake well and observe.  Fizzy drink is a solution of CO2 in water
 Test tube A has undissolved NaCl (gas in liquid)
therefore it is a saturated solution of  Empty glass contains air which is a
NaCl at room temperature. solution of (gas in gas)
24
Activity 3
Assessment
Effect of gravity on particles of solution,
colloids and suspension.
Take test tubes C,D and E. C contains dilute Tell the student that pure gold which is 24 karats is
solution of NaCl. Add some milk in test tube soft metal. Goldsmith makes it harder by adding
D and small amount of clay in test tube E. 22 parts gold and 2 parts copper called 22 karats
Shake and observe. gold. What type of solution it is?
Assess their learning by asking following
questions:
1) Air is homogenous mixture i.e. solution of N2,
O2, other gases. Which of the following is a
solvent?
(a) O2 (b) N2
C D E
(c) Water vapours (d) No solvent
 Contents of tube C are clear and nothing 2) We cannot see through blue ink yet, nothing
settles down. (True Solution) settle down and it passes through filter
 Contents of tube D are not clear but paper unchanged, it is
nothing settles down. (Milk is colloid) (a) solution (b) colloids
 Contents of tube E are cloudy and (c) Suspension (d) amalgam
particles start settling down. 3) Hydrochloric acid in the reagent bottle is
(Suspension)
(a) Compound
Filter contents of all 5 test tubes and
(b) solution of gas in water
observe.
(c) Solution of liquid in liquid
 Only tube E leaves a residue on the filter
(d) solution of solid in liquid
paper. (particle of suspension can be
separated by filtration) 4) A solution in which solid Solute is in
equilbrium with its solution is called
(a) saturated (b) unsaturated
Conclusion/Sum up (c) super saturated (d) dilute
 Solution and colloids can be between any two

Follow-up
state of matter .i.e. solid, liquid and gas.
 Solution is always clear (may be coloured) Tell the students to look around for solution of
while colloids may or may not be cleared to Gas in Gas
naked eye.
Solid in Solid
 particles of colloids and solution does not
Solid in Gas
settle down while those of suspension settle
down and can be filtered. Liquid in Gas
25
UNIT Lesson Plan
T O P I C 8
7 Electrochemical Cells
Electrochemistry Grade IX
Electroplating Galvanic Cell

 define oxidation and reduction  Loss of Electron is oxidation (metal to cation)
(Understanding)  Gain of electron is reduction (non metal to an
 describe the nature of electro chemical ion)
process (Understanding)  Redox mean oxidation and reduction always
 sketch an electrolytic cell, label cathode take place at the same time
anode (Understanding)  In electro chemical cell inter conversion of
 distinguish between electrolytic and voltaic electrical and chemical energy take place.
cell (Analyzing)  Electro chemical reactions are always redox
 to identify the half cell in which oxidation reactions.
and half cell in which reduction take place.  Oxidation takes place at anode.
(Applying)  Reduction takes place at cathode
26
 In electrolytic cell anode is positively charged out after sometime and show to the
in galvanic cell anode carries negative students (the strip gets coated with
charge. copper metal)
 Put some iron nails or filling in beakers
B and shake with a glass rod and show
80 mins / 2 periods
Introduction
Write different oxidation states of iron and ask

the students to name step I to V in terms of
oxidation, reduction and (gain or loss of
electron).After their responses, the picture will to the students. The blue colour of
be like this: copper sulphate solution disappears.
 Tell the students that the following
Fe+2
redox reaction has taken place.
OX
(I)
ionization
LO
I
N
DA ELE
CuSO4 Cu+2+ SO4

ON
RO
S SO
TI
TI
CT
ON TRO
DA
Oxidation
LE
(II
I
Fe Fe+2 + 2e-
OX
FE
)
C
SO
REDUCTION (V) Reduction

S
Fe+2+ 2e- Cu
LO
+3
Fe Fe
GAIN OF ELECTRON
RE
I)
 Tell the students that metal ions

(II
DU
GA
N
N
RO
(cations) are reduced to their metallic

CT
IO
IN
T
IO
CT
OF
EC
form.
N
DU
EL
EL
(IV
RE
OF
EC
)
T
IN
RO
Fe+2 Activity 2
GA
N
Material/Resources Required  Dissolve approximately ten grams of

copper sulphate in 200 Cm3 water
containing few drops of dilute sulphuric
Beakers, copper and zinc electrodes, copper acid.
sulphate, zinc sulphate, stainless steel spoon,  Attach clean copper wire to the spoon
battery cell.
Development
Activity 1
 Place 2 beakers A + B containing dilute
copper sulphate Solution. Dip iron strip
(or knife) in beaker labeled A and take it
27
and another to clean copper electrode. ∙ Attach with the copper wire to volt
 Dip the spoon and the copper electrode meter as shown in the diagram
in the solution of copper sulphate.
 Connect to a cell such that negative end
The volt meter will
is attached to
indicate a potential
the spoon and
difference
positive end to
the copper
plate for five to
ten minutes.
Take out the
spoon and
observe. (It is coated with copper)
Conclusion/Sum up
This indicates the following Oxidation is loss of electron and reduction is gain
 The cell is example of electrolytic cell
+2 of electrons. Electro chemical cells are of two
 Positive ion that is CU move towards
types.
oppositely charged (-ve) electrode .i.e.
cathode and gets deposited on the I. Electrolytic Cell
spoon as copper metal (Electro plating) ii. Galvanic Cell
 At anode oxygen is released in the form Electrolytic cells are used for extraction of metals,
of small bubbles which are not clearly purification of metals, electro plating of metals
visible. etc. where as galvanic cells are used fro
Break a dry battery cell. It will provide you production of electric current.
with
 Steel cathode from its covering
Assessment
 Open and cut the cell cup. It will provide
zinc electrode
 The carbon rod provides carbon Ask the students the battery of mobile phone or a
electrode car battery act both as electrolytic cell as well as
galvanic cell, how? (It acts as both. When
Tell the students in same manner we can recharged as electrolytic cell and when used it
electroplate Ni and Cr metal on iron to acts as galvanic cell.)
avoid corrosion.
Follow-up
Activity 3 GALVANIC CELL
 Dissolve 30 grams of ZnSO4 in 200 Cm3of
Ask the student to open a dry battery cell and find
water in a beaker
out its cathode and anode.
 Dissolve 50 grams of CuSO4 in 200 Cm3 of
water in a beaker  Guide the students to solve the exercise
 Dip a zinc electrode in zinc sulphate problems given at the end of each unit
solution and copper plate in copper /chapter of textbook.
sulphate solution
28
UNIT Lesson Plan
T O P I C 9
8 Chemical Reactivity of Metals

Chemical Reactivity Grade IX

 Identify elements as an alkali metal or an
alkaline earth metal. (Applying).
 Explain the differences in ionization
energies of alkali and alkaline earth
metals. (Understanding).
 Alkali Metals are very reactive and their
Duration/Number of Period reactivity increases as we go down the group.
 Caesium in group 1 is the most reactive of all
80 mins/2 period metals.
29
 This is because the atoms become larger as with cold water.

we go down the group.  Ask students which metals are more
 As we go down the group, ionization energy reactive with cold water, alkali or alkaline
decreases The attractive force between the earth metals?
nucleus and outermost electron weakens and Ans: Alkali metals
it becomes easier for the outermost electron Reason: Alkali metals are more reactive
to escape. because they have less ionization energies
as compared to alkaline Earth metals.
 The minimum energy required to remove
outermost electron from an atom is called
ionization energy.
Development
 Pure sodium is used in sodium-vapor lamps,
which produces very efficient light. Sodium is
also used in soap as salts of fatty acids. Activity 1
Comparison of ionization energy of Alkali
Material/Resources Required and Alkaline Earth Metals
 Divide students in two groups. Give
charts and board makers.
Mg ribbon, cold water, beakers,
 It is very important that they have clear
concept of ionization energy, group and
Introduction period before the lesson is started.
 To group ONE give the following table
Activity and ask them to write this on chart for
class display.
Divide students in groups and instruct them
st
to: 1 lonization Reaction with
Metals energies kJ
 Take a small quantity water
mol-1
of cold water in a
Li 520
beaker and dip Mg
ribbon in it Na 495 Vigorous
reaction with
compeletly. Observe K 420
lots of heat
the reaction. Rb 400 evolved
 Ask what did you observe.(very slow
Cs 380
reaction)
 Now hold a piece of Mg ribbon by a pair  To the second group, give the following
of tongs and ignite it. table
 Ask students to observe the chemical  Ask which alkaline metal has greatest
reaction..What type of rection did they ionization energy? (Be)
observe?  Is ionization energy increasing or
( Ve r y fa st decreasing down the group?
reaction). (Decreasing)
 Now show the  Which element has the lowest
following figure of ionization energy.(Caesium that is why
sodium reaction it is the most reactive metal)
30
st
1 lonization Reaction with
energies kJ Conclusion/Sum up
water
mol-1
Be 899 Conclude the lesson by drawing following
Mg 737 Less violent concept map on board:
exothermic
Ca 590
reaction than Alkali and Alkaline
Sr 549 alkali metals Earth Metals
Ba 503
Chemical Ionization
Reactivity energy
Activity 2
Comparison of reactivity of Alkali and Increases down Decreases down
the group the group
Alkaline Earth Metals
 Show students following picture to
Caesium is most Beryllium has
compare the reactivity of alkali and reactive metal in highest ionization
alkaline Earth metals.Ask students periodic table energy in periodic table
 What does the picture tell you about
the density of sodium? Lesser then
water. Assessment
 Is this reaction an exothermic
reaction? Why?(Yes! Because heat is
Ask following questions to assess students
evolved in this reaction)
understanding of the taught concepts.
 When we put red litmus paper into
it,it turns blue. Explain this fact.( Q1. Which one of the following is more reactive?
Because NaOH (an alkali) is formed
which turns red litmus blue) Na or Mg (Na)
 What difference would you expect in Q2. Which one of the following has more I.E?
the above reaction if
Be or Ca (Be)
a. A piece of Li were used in place of
sodium? (Slow reaction) Q3.Which one of the following has high melting
point? Be or Rb (Be)
Follow-up
Q. Find out the flame colour of lithium, sodium

and potassium?
(lithium-red-sodium: yellow, potassium lilac)
b. A piece of Cs were used in place of Q. Make a table and write one use of all alkali &
sodium? alkaline Earth metals.
(Very vigorous reaction)
Check their answers and give feedback if
required.
31
UNIT Lesson Plan
T O P I C 10
9 Law of Mass Action

Chemical Equilibrium Grade X
The Haber process is used in the manufacture of ammonia, which is used in fertilizer and
explosive industry. This process is an application of chemical equilibrium.
Students’ Learning Outcomes cases product start reacting to give reactants

again, such reactions are called reversible
Students will be able to: reactions.
 define law of mass action (understanding)  Such reactions never go to completion.
 derive an expression for the equilibrium  Rate of reaction depends upon concentration
constants & its units (applying) of reactants.
A+B Kf Kr C+D
 write the equilibrium constant expression  In the beginning reactants (A & B) have higher
of a reaction. concentration therefore rate of forward
reaction (Rf) is fast.
Information for Teachers  When products (C&D) are formed reverse
reaction starts and its rate (Rr) begin to
 Reactants react to give products, but in some increase, because with the passage of time
32
concentration of products goes on increasing. equilibrium.

 After some time a stage is reached when rate  Water molecules coming off the water
of forward reaction becomes equal to rate of vapours returning back into the water.
backward reaction  Help them to learn the statement of the law. It
Rf =Rr states that “the rate of a chemical reaction is
Therefore, concentration of reactants and directly proportional to the product of the
products become constant and thus molar concentrations of the reactants at a
equilibrium is established. given temperature.
 It is not necessary that at the time of A +B ---> C+ D
equilibrium concentration of reactants and Rf [A] [B]
products are same, they may be in any ratio. Rf = kf [A] [B]
Rr [C] [D]
Duration/Number of Periods Rr = kr [A] [B]
At equilibrium state
80 mins/2 period The rate of forward reaction= rate of reverse
reaction
Rf =Rr
Material/Resources Required kf [A] [B] = kr [A] [B]
kf/ kr = [C] [D] / [A] [B]
2 vessels (or 1000ml beakers), 250ml beaker, kc = [C] [D] / [A] [B]
100ml beaker, water where k is equilibrium constant and c means
equilibrium constant in terms of molar
concentrations
Introduction  Students can ask why we call equilibrium
constant a constant?
 Put a beaker half-full of water in front of the  Explain them that if the concentration of any
class. reactant or product is changed, equilibrium of
 Ask them what would happen if I place it here reaction will be disturbed for the time being.
for 2 -3 months. (The expected responses: it But after sometime the equilibrium is again
will evaporate) established and we will get the same value of
 Ask students what if I cover it with another Kc. That's why it is called equilibrium
large size beaker? (The H2O molecules will still constant.
be evaporating and accumulating in the space
between two beakers. Increase in vapour Development
pressure will make them to return into the
beaker again.
 Tell students that we can say that an Activity 1
equilibrium established here between the
 Take potassium dichromate solution in a
water molecules.
beaker.
 It means that the rate at which the molecules
are coming out of the water is equal to the  Note its colour (bright orange)
rate at which they are going back into the  Now add small amount of base in it.
beaker.  It will convert into potassium chromate.
 State that its an example of dynamic The change can be seen by the change
33
of colour from orange to yellow.

Conclusion/Sum up
 After some time, equilibrium will be
attained where colour of solution is in
 Law of mass action provides relationship
between orange and yellow.
among the concentration of reactants and
K2 Cr2 O7 + OH------> 2K2 CrO4 +H+ products of a system at equilibrium stage.
Orange yellow  The value of equilibrium constant can predict
 Now if we add few drops of acids the direction and extent of a chemical
equilibrium will shift to left that is reaction.
conversion of dichromate to chromate.
 If we add few drops of base solution will Assessment
become yellow (equilibrium shifts to
right).
Ask following questions from students to assess
their learning
Activity 2  What is dynamic equilibrium?
 Dissolve small amount of BiCl3 in HCl in a  How is equilibrium constant expression
test tube. expressed?
 This will give clear transparent solution  Why at equilibrium state reaction does not
of bismuth salt. stop?
 Now add few drops of water in this
Follow-up
solution.
 The reaction will go in backward
1. Write the equilibrium constant expressions
direction and then turn milky according for the following reactions:
to the following equation. a) CH3COOH(aq)+C2H5OH <--> CH3COOC2H5 + H2O
 Now add few drops of HCl in the test
b) N2 + 3H2 <--> 2NH3
tube and observe the change occurring
c) H2 + I2 <--> 2HI
in the test tube. Solution will become
clear.
 Ask students In which direction the
equilibrium has shifted?
 Ans. Backward direction.
 Add few drops of water in the test tube
and observe the change. Also suggest
the direction of equilibrium.
 Solution will become milky. The
equilibrium will shift to forward
direction.
34
UNIT Lesson Plan
T O P I C 11
10 pH Scale
Acids, Bases and Salts Grade X
Preservatives are used to prevent food spoilage and maintain pH. They are harmful as
they can destroy nutrients and can cause allergies & cancer.

 given the hydrogen ion or hydroxyl ion  pH is defined as the negative logarithm of
concentration, Classify a solution as the hydrogen ion concentration
neutral, acidic or basic(applying).  pH scale is a set of numbers used to
 write the equation for the self indicate whether a solution is acidic or
ionization of water.(Remembring) basic
 Alkaline foods include:
All green vegetables
Duration/Number of Periods  Acidic foods include:
Coffee, tea, soft drinks, burgers
60 mins/1.5 period
35
Q. How can we express this concentration?

Tell students that
Beakers, pH paper  Pure water has a hydrogen ion
concentration of 0.000,000,1
moles/liter. Concentration is expressed
Introduction with brackets [H+]
+
So, [H ] of water = 0.000,0001 M or in
Warm up Activity scientific notation,
+ -7
 Draw '3' beakers on the board. [H ] of water = 1 ×10 M ……………1
 Tell students that it was difficult even for
the scientists to work with these small
numbers. So, they developed a scale
+
called pH scale to represent [H ]
 Tell the definition of pH and write
mathematical expression for it i.e.
+
pH = - log[H ] -----2
 Now, ask following questions. + -7
 Put value of [H ] = 1×10 from 1 into 2
 Can you tell which one of the solutions -7
pH = - log 1×10
in the beakers have the greatest, least
and medium concentration of H+ions? pH = -(-7)
pH = 7
 The discussion will be concluded by the
facts that HCl has the highest Thus the pH of water= 7
concentration of hydrogen ions.It  Since pH is the negative logarithm, an
ionizes completely i.e increase in pH means decrease in [H+]
HCl(aq) H+(aq)+CI-(aq) and vice versa.
The basic solution has the least  Since its scientific notation is in base
concentration of hydrogen ions and the ten, a change in one of the pH
+
water has the medium concentration of represents a ten times change in [H ]
hydrogen ions.
Explain children that substances which
ionize incompletely are called weak Development
electrolytes. Give them example of
water and write equation for its Activity 1 (pH-Scale)
autoionization on board:
+ -  Show pH paper & pH scale to the
H2O H +OH
students and tell the pH values of
BOARDWORK + DISCUSSION neutral, acidic and basic solutions.
Q. Do you know the concentration of  Draw pH scale and tell its definition.
hydrogen ions in water?
 Ask students to classify the given list of
36
chemicals as acidic, basic and neutral. 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Acidic foods 7.36 Basic foods
Ask following questions:

Q. What is the importance of pH in our
bodies?( An acidic body pH is like a
magnet for all kinds of illnesses. Explain
them that the body fluids, such as
blood, spinal and saliva, of the healthy
Chemicals Ph Nature
are alkaline (high pH), whereas the body
Battery acid 1 fluids of sick are acidic .so pH is very
important for a healthy body.)
Lemon juice 2
Q. What should be the ratio of acid and
Vinegar 3 alkaline foods to maintain pH. (In order
to maintain suitable pH balance,
Beer 4 nutritionists suggest 80% of our diet
5
should be alkaline and 20% acidic.
Coffee
what is the pH value of our bodies?( The
Egg yolks 6 perfect pH balance for the human body
is 7.3 to 7.4)
Water 7
Q. How can we maintain the pH value of
Sea–water 8 our bodies?(By drinking plenty of water,
eating fresh vegetables and fruits)
Detergents 9
 Tell them the importance of acid/base
Soapy water 10 balance in the bodies.
11
 Describe them how different foods
House hold Ammonia
disturb this balance.
Oven cleaner 13  Hold a discussion about the healthy &
junk foods.(Tell them fast foods and
Drain cleaner 14
fizzy drinks are acidic in nature.
 Give examples of Acids & Basic foods (as
Activity 2 shown in the chart below)
 Ask them how can they measure pH Of
(Importance of pH and pH dependent their bodies?( pH test strips can
foods.) determine saliva pH, which is generally
 Draw pH scale on the board and write a good indicator of how acid or alkaline
the pH value of human body in the your total body pH is. When saliva pH is
middle of the scale. continuously between 7.0 and 7.5 it
means body is functioning in a healthy
37
range)
Conclusion/Sum up
 Ask students to list down different food
items they take in a day.
 pH scale is used to describe the hydrogen ion
 Ask them to analyze and give
concentration of a solution by taking the
suggestions to further improve their
negative logarithm of the actual [H+]
eating habits.
 pH 7 is arbitrary described as neutral
 Ask students to plan a well-balanced pH +
 Solutions with pH below 7 have a higher [H ] &
diet for you based on the information are therefore acidic.
given in the chart above.  Solutions with pH, above 7 have a lower [H+] &
pH4 pH7 pH10 are therefore basic.
Strong Acids Mild Acids Mild Alkaline Strong Alkaline
CONCEPT MAP
pH
White Bread Meat/Fish Fruits Asparagus
ph=log[H+] pH dependent
food
Alcohol Legumes Vegetables Cayenne Pepper
Scale Alkaline Acid

Colas/Sodas Nuts Avocados Melons (1-14) food foods
Sugar Dairy Almonds

Assessment
Activity 3 Ask the students following questions to assess

(determining pH-level) their learning:
 Give students pH paper and ask them to 1. If a solution has too many hydrogen ions, it is
check the pH value of their saliva. called
 Match your pH strip with the pH color a. basic
chart. b. acidic
 What is your pH level? c. neutral
 How will you improve the pH level of d. None of the above
your body?
2. The pH of Battery acid is
a. 1
pH Chart
b. 2
1 2 3 4 5 6 7 8 9 c. 3
d. 4
ACIDIC ALKALINE 3. The pH of human body is
a. 7.365
b. 7.568
38
c. 8.50
d. 3.205
4. What is the pH of a 0.00001 molar HCl
solution?
a. 1
b. 9
c. 5
d. 4
5. An acidic solution could have a pH of
a. 7
b. 10
c. 3
d. 14
Follow-up
1. Lemon juice has a [H+] of 1×10-3M. What is the

pH of lemon juice?
2. House hold bleach has a pH of 13. What is the
[H+] of house hold bleach?
3. Stomach acid has a [H+] of .01M. What is the
pH of stomach acid?
Answers:
1. pH=3
-13
2. 1×10 M .0000000000001M
-2
3. 0.01M or 1×10 M, pH=2
39
UNIT Lesson Plan
T O P I C 12
10 Acids and Bases

Acids, Bases and Salts Grade X
Students’ Learning Outcomes hydrogen ions in aqueous solution and bases

donate hydroxyl ions in aqueous solution
Students will be able to:  According to Bronsted and Lowry concept:
 define and give examples of Arrhenius acid acids are proton donor while bases are proton
and bases.(Understanding)
acceptor groups. This concept is independent
 use the Bronsted-Lowry theory to classify
of nature of the solvent.
substances as acids or bases, or as proton
donors or proton acceptors.(Applying)  Those groups which have greater tendency to
accept a proton are strong bases and those
groups which have greater tendency to lose a
Information for Teachers proton are strong acids.
 Every Bronsted acid has a conjugate base
 According to Arrhenius concept acids donate which differ from its acid by one proton.
40
Duration/Number of Period H2SO4aq →H1+aq + HSO41-aq

 Explain about ammonia that it reacts
80 mins/2period with water to produce ammonium ions
and hydroxide ions:
NH3(aq)+ H2O(1) → NH4+(aq) + OH -(aq)
2
 Explain them the limitation of Arrhenius
theory that it is restricted to solutions in
Test tubes sodium sulphide, copper sulphate,
ammonia solution, sodium chloride and sulphuric water only and did not extend to other
acid solvents.
Activity 2
Introduction
(Bronsted – Lowry Concept)
 Explain students that will learn about  Tell Students the concept of acid and
conceptual definition of acids and bases. base according to Bronsted–Lowry
 Explain the students there are three concepts  An acid is a proton (hydrogen ion) donor
of acids and bases and a base is a proton (hydrogen ion)
1. Arrhenius concept of Acid and Bases. acceptor.
2. Bronsted concept of Acid and Bases.  Give the concept of conjugate acid
3. Lewis concept of Acid and Bases formed by accepting a proton by a base.
 Give the concept of conjugate base
formed by donating a proton by an acid.
Development
 Elaborate concept by these activities:
 Ask students to take few crystal of NaCl
Activity 1 in a test tube add few drops of
2 4
(Arrhenius concept of Acid and Bases) concentrated H SO .
Tell them the concept of acid and base  A gas is evolved. Test the gas with a rod
according to Arrhenius dipped in ammonia solution.
 An acid is a compound which dissociates  Dense white fumes of NH4Cl show the
+
in water to give hydrogen ions: H presence of HCl.
+ -
 A base is a compound which dissociates NaCl → Na + Cl
-
in water to give hydroxide ions: OH Cl- + H2SO4 → Hcl + HSO4-
 Write formulas of these compounds on Base Acid Conjugate Acid Conjugate Base
the board H2SO4, and NH3 
-
In this case Cl has accepted a proton
 Ask students to sort out into acids and from H2SO4.
bases according to Arrhenius concept.  Therefore it is a Bronsted base.
 Explain them thatH2SO4 is Arrhenius acid  In the product HCl is conjugate acid and
and is known as sulphuric acid .When HSO4 is conjugate base of H2SO4
dissolved in water gives hydrogen H1+ion
41
Activity 3
Conclusion/Sum up
 Ask students to add few crystal of
sodium sulphide in a test tube.  According to Arrhenius concept, acids donate
 Then add dilute H2SO4. hydrogen ions in aqueous solution
 A gas which smells like rotten eggs is  Bases donate hydroxyl ions in aqueous
given out according to following solution
reaction.  According to Bronsted and Lowry concept.
+ -2 Acids are proton donating while bases are
Na2S → Na + S
proton acceptor. This concept is independent
S-2 + H2SO4 → H2S + HSO4- of nature of the solvent.
Base Acid Conjugate Acid Conjugate Base  Every Bronsted acid has a conjugate base
which differ from its acid by one proton
Activity 4
Assessment
 Explain students that strong Acid have
weak conjugate bases while weak acids Ask following questions to assess students
have strong conjugate bases. learning
 Explain that in this activity they will HA + H2O ═ H3O+ + A1-
compare the strength of conjugate acid  Which substance is donating a proton
and base.  Which substance is accepting proton?
+ +
 Take solution of sodium chloride and  What do you think about H3O ? Can H3O
donate proton?
sodium sulphide in a test tube 1- 1-
 What do you think about A ? Can A accept
 Add few drops dilute sulphuric acid. proton? What is your answer?
 H2S gas is given out Answers
 The following reaction takes place.  HA is donating proton
+ -2  H2O is accepting proton
Na2S --> Na + S
 H3O+ is Bronsted acid because it can donate
NaCl --> Na+ + Cl- proton
S-2 + H2SO4 + Cl- --> H2S + HSO4- + Cl  A1- is Bronsted base because it can accept a
1-
 The above reaction shows that sulphide proton. A is the conjugate base of an acid HA
ion has greater tendency to accept a
proton as compared to chloride ions. Follow-up
 Therefore according to Bronsted
concept sulphide ions are stronger base Make the acid base conjugate pairs of the
than chloride ions following substances
H3PO4, CH3COO1- , HCO31-, H2PO41-, CH3COOH, CO32-
 Remember that sulphide ions are
ANSWER ACID- BASE CONJUGATE PAIRS
conjugate base of weak acid and
chloride ion is a conjugate base of a
strong acid.
42
UNIT Lesson Plan
T O P I C 13
11 Functional groups
Organic Chemistry Grade X
Fruits contain natural esters. Sweet smell from bananas,pineapples and other fruits is due to
presence of esters.

1. define functional group (Remembering)
2. differentiate different organic compounds
on the basis of their functional group.
(Analyzing)
3. recognize and identify a molecule's
functional group.
80 mins/2 periods
43
 Atoms or group of atoms that determines the

 Show duster to the students and ask
chemical properties of whole organic
them about its use. (Cleaning). If we
molecule.
remove the cloth attached to it, can it be
 We single out carbon for special study
used as a duster? (No). Tell them that it
because of the ability of carbons atoms to is the presence of cloth which makes
form strong covalent with one another. the piece of wood a duster.
 Carbon atoms may join together into straight
 Also show a pencil with a rubber
chains, branched chains and rings. attached to it. Ask them about the
 For systematic study of Organic compounds, function of rubber when it is attached to
functional group plays key role. the pencil and when it is not attached.
 Generally an organic compound consists of Explain that the uses and properties
two parts: (functions) are changed due to the
a) Hydrocarbon Part addition/removal of certain things.
b) Remaining part of the compound other than  So we can say these substances/things
functional group is generally represented by impart certain characteristics to the
R. (The alkyl group) observed substances. Tell them the
definition of functional groups.
 Also mention other examples. Write
some functional groups on board
(ethane, ethene, ethyne, ethanol,
Duster, a piece of wood with cutter, pencil with a
ethanoic acid, ethyl amine etc) and
rubber, pencil with an inserted nail, 3 plastic
explain how the name changes with
bottles/gas jars/titration flasks containing lemon
respect to functional groups.
juice/orange juice, glucose solution and spirit
which are all covered.
Development
Introduction
Activity 1
Activity
Check students' prior knowledge about  On smooth table, put the beakers/
organic chemistry by asking: bottles having lemon juice/orange juice,
1. Define organic chemistry ? glucose/sugar solution in the 2nd, and
methylated spirit in third one. Ask the
Ans: Branch of Chemistry which deals with
following questions.
the carbon compounds, hydrocarbons
and its derivatives is called organic 1. Tell the taste of lemon/orange juice?
chemistry. (Sour)
2. Name some organic compounds. 2. You have tasted sugar/glucose solution
(Petrol, diesel, medicines etc.) so many times. What is its taste?
(Sweet).
Show students the following material and
ask: 3. Spirit is to be handled very carefully.
44
Why? (Dangerous and flammable).

S.NO Examples Formulae
4. Are these all organic compounds? (Yes)
5. If they are all organic compounds, why 1 Ethene
they are different? (Due to functional
groups). 2 Ethyl amine
 Tell them that carboxylic acid is present
in lemon/orange juice, aldehyde group 4 Ethanol
is in glucose, and alcohol in spirit.
5 Propanone
 Ask: Name the functional group is in nail
polish? (Ketone). 6 Ethanoic acid
 Give the following handout to the
students and tell that how the name of
an organic compound changes.
Conclusion/Sum up
Chemical
Group Suffix Example
class In organic chemistry, functional groups are
Double bond specific groups of atoms within molecules that
Alkene (alkenyl-) -ene Ethene
are responsible for the characteristic chemical
Alkyne Triple bond -yne
reactions of those molecules.
(alkynyl-) Ethyne
Alcohol Hydroxyl -ol Ethanol Assessment
Ketone Carbonyl -one Ethanone Ask following questions to recap the lesson and
also to assess students understanding of the
Aldehyde Aldehyde -al Ethanal taught concepts.
Q1: Define alkenes. (Organic compounds with
Carboxylic Ethanoic
acid
Carboxyl- -oic acid
acid
double bonded carbon atoms).
Q2: Encircle and name the functional groups in
Methyl
Amine Amine -amine
amine
the following:
a) CH3-C-H
b) CH3-C-CH3
Activity 2
Draw the following table on board and ask Follow-up
students to write formulae of the given
organic compound. Name the functional groups present in:
 Check their structures and give
Polythene (Ethene)
1-propanol (alcohol)
feedback if required.
1-pentanoic acid (carboxylic acid)
 Ans: CH2 = CH2, CH3CH2NH2  Guide the students to solve the exercise
C2H5OH CH3COCH3 CH3COOH problems given at the end of each unit /
chapter of textbook.
45
UNIT Lesson Plan
T O P I C 14
13 Lipids
Biochemistry Grade X
Vegetable oils containing lipids are used to make Bio diesel. It produces about 60% less carbon
dioxide and is non-toxic and biodegradable.
Students’ Learning Outcomes water. Lipids include oils, fats and waxes.
 The group also includes sterols, triglyceride
and phospholipids.
 differentiate between fats and oil.
 Fats are solid and semi-solids, where as oils
(Applying)
are liquid at room temperature.
 explain the sources and uses of lipids.
(understanding)  Lipids are esters of fatty acids and glycerol.
 Saturated fatty acids (e.g present in ghee) are
long chain organic acids in which, there are
single covalent bonds between carbon-
Information for Teachers carbon chains.
 Unsaturated fatty acids (present in oil) are
 A heterogeneous group of naturally occurring those in which there are one or more than one
organic compounds that do not dissolve in double covalent bonds.
46
Duration/Number of Periods obtained from animal source, it is

classified as “Fat”
40 mins/1 period
Samples of fats and oils, butter and margarine,

corn, peanuts and sunflowers or their seeds
Activity 2
Introduction
Paste the following picture on another chart
 Draw the following concept map on board and show this to the students, or bring corn,
and explain students that they will learn sunflowers seeds or peanuts in the class and
about lipids show them to the students.
Lipids
Types Uses
Fats Oils Energy

(Saturated) (Unsaturated) Source
Solid liquids
Source Source Keep the

Energy
Animal Plant body warm
Source
Development
Activity 1
 Paste the following pictures on the chart
and ask the following questions.
 What information do you get from these
picture?(A woman is churning the curd
to get butter.)
 What is butter? (Butter is a fat from
milk).
 What is its physical state?( Solid )
 Teacher may conclude by saying that as
its solid at room temperature and
47
Now Ask the following questions

 When these seeds are pressed what do Conclusion/Sum up
we get?(Oils)
 Explain that from corn, sun flowers seed Conclude lesson by telling students
and peanuts we get oils used in cooking  Lipids are naturally occurring organic
 What is the physical state of oil? compounds of animal and plant origin.
(Expected answer: Liquid)  They are soluble in organic solvents and
 Explain students that lipids which are insoluble in water.
mostly liquids at room temperature are
 Fats are solids and oils are liquids at room
called “Oils”. They are usually obtained
temperature.
from plant sources.
Activity 3 Assessment
 Show students samples of margarine
and ghee Assess student's learning by asking
Ask them  Which functional group is present in fatty
 Can we convert oil into margarine? (Yes acids? (Expected answer: Carboxylic acid)
by a process called hydrogenation in  Are fats soluble or insoluble in water?
which hydrogen is added) (Expected answer: Insoluble in water, soluble
 Show them picture to elaborate the in ether)
concept.
 What types of fatty acids are present in  Which functional group is present in fats?
fats? (Expected answer: Ester)
 (Answer: Saturated fatty acid).  Olive oil contains saturated or unsaturated
 What types of fatty acids are present in fatty acids.(Unsaturated fatty acids)
oil? (Expected Answer: Unsaturated  What does hardening of oils mean?(Addition
fatty acids). of hydrogen)
general Hydrogenation Process  Plants are source of oil. Justify?
MOTOR
Follow-up
Nickel
Hydrogen
Gas catalyst
slurry  Draw a table to show differences between
fats and oils. Give examples.
Hydrogen gas is Nickel
added under catalyst is
 Make a chart and show important uses of
Oil
pressure in the temperature
added in an lipids?
increases
from of tiny once the oil slurry.
hydrogenation
bubbles at the process
begins
base of the (exothermic
agitator. reaction).
48
UNIT Lesson Plan
T O P I C 15
14 Air Pollutants
Ozone Depletion and its Effects
Environmental Chemistry Grade X
Students’ Learning Outcomes directly enters the air e.g. SO2

 A secondary pollutant is a chemical
Students will be able to: compound formed as a result of reaction
 describe sources and effects of air between a primary pollutant and some other
pollutants (understanding) compound in the air. e.g., SO2 reacts with O2 in
 describe ozone depletion and its effects the air to produce SO3 a Secondary air
 describe global warming (understanding)
pollutant. The SO3 then reacts with water
vapours in the air to form H2SO4 which is also
another Secondary pollutant.
Information for Teachers  Acid rain is the mixture of Sulphuric and Nitric
acids. pH value of acid rain is less than 5.6
 Global warming is caused due to the
 A Primary air pollutant is a chemical that accumulation of excessive heat energy under
49
the thick layer of atmosphere. The thickness

 Explain students that they will focus in
of atmospheric layer is caused due to
detail about them.
accumulation of CO2 gas a primary air
pollutant and Chloro fluoro Carbons (CFS's)
under the surface of atmosphere.
 Green house gases include, CO2, CFC's, CH4 Development
and water vapours.
0
 The average earth temperature is 58 F. Activity 1
 Ozone is a pale blue gas and absorbs 99% of
U.V radiation.  Divide the class into small groups and
distribute photocopies of following
Duration/Number of Periods photographs. Ask them what is wrong
with the following pictures:
120 mins/3 period
Material/resources: Pictures of sources of

pollution & Green House Effect
Introduction
Warm up Activity  Explain students that most paints give

 Paste the picture of Coughing Earth on off fumes that evaporate in the air
the board and then initiate discussion causing a variety of symptoms from
about pollution. headache to trouble breathing.
 Children may ask that should we stop
painting our homes?
 Explain them that being chemistry
students they should read paint labels
and make sure that they don't have
mercury or lead component in them.
 Write the word pollution on board and

collect students ideas about it.
50
 Ask students that they must have seen minimized?

the statement written over Garbage  Ask what alternative ways could be
collecting containers? followed to prevent environment from
 Why trash should not be burned? further damage?
 Explain them that Pollutants in trash  Once the students have discussed it
when burned in the open air release among themselves in groups. They will
many toxic materials which are harmful share it with the rest of the class.
for health and environment.  Conclude and facilitate discussion by
elaborating about sources, and effects
of various pollutants through the
following pictures.
Activity 2
 Paste the following pictures of Earth on
the board to initiate discussion about
Global warming.
 Explain children that air pollution is

increasing in urban areas and the major
source of this problem is transport
sector.
 Maintenance of vehicles and
monitoring systems are relatively  Now ask, what is causing global
unsatisfactory, warming?
 Making people aware about proper  What is the mechanism of global
maintenance of vehicles and warming?
 Explain that quality of fuel should help  Ask, why do gardeners place plants in a
overcome this problem. green house?
 Inspection on road and air quality
monitoring programmes should be
launched by the government.
 Now ask students to think of all
activities that they do or see people
doing that cause damage to the
environment.
 Tell students to list down all those
activities.
 Ask them how can such practices be
51
 Show pictures of a green house and  Ask 5-6 students to make a circle around
compare it with the mechanism of heat the earth to represent green house
trapping by Earth shown in the picture gases
below: (as shown in fig)
 Now ask 4-5 students acting as u.v
radiations will reach the earth from the
sun and when they want to go out, they
will be trapped by green houses gases.
 Explain that as the number of trapped
u .v ra d i at i o n s i n c re a s e s t h e
temperature of earth also increases.
 Explain, just as the green house  Earth would say that my temperature is
increases the inner temperature, by increasing that causes my glaciers to
trapping sun's heat, the pollutants in air melt. I am facing big hurricanes and
(mainly CFC's, methane, the CO2 and tornadoes. My sea level is rising. Please
water vapours) absorb and re-emit the do not produce green house gases.
sun's radiations. This results in Please protect me.
increasing the overall temperature of
earth and thus causes global warming.
This effect is known as green house Activity 4 (Ozone layer depletion)
effect. Draw picture on the board to  Explain the depletion of ozone layer by
further elaborate the concept. drawing this diagram on the board.
Activity 3 (Role Play)

 Teacher will ask 12 volunteers from the
class to participate in the role-play
 One of the students will be asked to
stand in the middle to act as an earth
(as shown in figure)
52
destruction rate is increased by

chemical reactions with pollutants in
the stratosphere (e.g, NO, CH4 and CFCs)
Destruction of Ozone with CFC's
CFCl3 + UV Light -----> CFCl2 + Cl
Cl + O3 -----> ClO + O2
ClO + O -----> Cl + O2
Destruction of Ozone with Nitrous oxide
O3 + NO -----> O2+NO2
The reactions above lower the
concentration of Ozone.
Conclusion/Sum up
Teacher will recap the lesson by making the

concept map on the board
Air Pollutants
Sources Effects
(Harmful)
Automobiles
vehicles Health
Industrial Property
effluents
 Explain the mechanism of ozone layer Plants &

Electric power vegetation
formation and depletion by writing generation
these reactions on the board. Ozone layer
Volcanic
Formation of Ozone Eruptions
destruction
a) O2 + hυ (u.v) ---> O. + O. Global
.
b) O + O2 ---> O3 Pesticides / warming
chemical sprays
Destruction of Ozone
.
a) O3 + hυ (u.v) ---> O2+ O
Assessment
 Explain that the rates of formation and
destruction result in a steady state
concentration of Ozone in the Assess student learning by asking these
st rato s p h e re , b u t t h i s n at u ra l questions:
1. Which of the following is an example of
53
secondary pollutant?
a) SO2
b) CO2
c) H2SO4
d) NO
2. Acid rain is the mixture of the two acids
a) H2SO4 + HNO3
b) HCl + HNO3
c) H2SO4 + HCl
d) H2SO4+ H2CO3
3. Most of the Ozone formation takes place in
this layer
a) Thermosphere
b) Mesosphere
c) Stratosphere
d) Troposphere
Answers:
1. b
2. a
3. c
Follow-up
Write a letter to the local government explaining

about the harmful effects of air pollution caused
by transportation and Industries / any other in
your city. Give suggestions to improve the
saturation.
54
UNIT Lesson Plan
T O P I C 16
16 Solvay's Process
Chemical industries Grade X
Students will be able to:  It was invented by the Belgian chemist Ernest
 make a list of raw materials for Solvay Solvay (1838–1922).
process(Applying)  It is an industrial process, also known as the
 outline the basic reactions of Solvay ammonia-soda process, for the manufacture
process.(Applying) of sodium carbonate.
 develop a flow sheet diagram of Solvay  Sodium chloride (common salt), ammonia,
process.(Creating) carbon dioxide, and water react to give
precipitated sodium bicarbonate, which on
heating gives sodium carbonate also called
Soda Ash.
55
 The word "soda" originally referred to certain

plants that grow in salt marshes; it was Development
discovered that the ashes of these plants
yielded the useful alkali "soda ash."
Activity 1
Duration/Number of Periods (Explanation of Raw Materials)

 Explain Students that Raw materials
used in the process are cheap and in
80 mins/2 period
abundant.
 Tell them the names of Raw materials
Material/Resources Required and their use in the process.
Raw Materials
A4 sheets, glue stick/glue/ charts, black/white 1. Sodium Chloride: A saturated solution
board of sodium chloride is prepared which is
also known "BRINE".
2. Lime Stone (CaCO3):it is heated to
Introduction
produce Carbon dioxide. Quick
lime(CaO) is also produced which is
Activity converted to Slaked Lime for use
 Explain students that Sodium carbonate Ammonia recovery step.
is also called as Soda ash and its formula 3. Ammonia
is Na2CO3.
 It is called soda ash as it was extracted Activity 2
from the ash of different plants. The (Steps of preparation)
solution of ash in hot water was used for
 First Write just names of all steps and
cloth washing
give students a summary of the process.
 Explain students that why are they
 If you will try to teach them all the
Studying Solvay process.
details at once, they would not be able
 Write the word Soda Ash on board and to absorb and understand it well.
ask students about its Uses
 Once they have learnt names of all steps
 Explain students that Solvay process is and raw materials ,direct them to
the cheapest method to form soda ash. detailed explanation
 Ask them to open the text book and
Cleaning
of Air practice equations related to each step
Step I–Preperation of ammonical Brine
Detergents In first step, ammonia gas is mixed with
Glass Soda & per
Manufacture Ash products b rin e. This pro cess is carried in
Ammoniation Tower.
Step II-carbonation of ammoniated Brine
Soft ening
of water In this step, ammoniated brine is mixed with
carbon dioxide in a tower called
56
carbonating tower.
 Ask them to draw four boxes first. They
 Ammoniated Brine is fed from the top
will represent Lime kiln ,Carbonating
where as carbon dioxide ascends from tower, Ammonia Recovery tower and
the bottom. Ammoniating tower.
 Tell Students that by the end of this step
 Now ask them to write the reactions
Sodium bicarbonate will be formed.
that occur in each tower.
 Ask students to open text book and
 Let them draw it themselves. Guide
study reactions involved
them but don't ask them to learn it from
 Call Students on board and ask them to the book.
write the reaction at each step.
 After they have developed the flow
Step III - Production of Soda Ash sheet diagram, draw it on the board and
Sodium bicarbonate is heated in a long iron make students do the corrections.
tube to obtain anhydrous sodium carbonate
or Soda Ash.
This carbon dioxide is recycled to the Solvay Conclusion/Sum up
tower. This hydrated sodium carbonate is
also called washing soda. Conclude the lesson by telling students that they
Recovery of Ammonia have learnt
Ammonia gas is recovered from the  Solvay's Process is a process to produce
remaining solution by treating it with sodium carbonate. The steps in the Solvay's
Calcium Hydroxide. process are:
2NH4Cl + Ca(OH)2 ----> CaCl2 + 2H2O + NH3  Brine Purification
Ask the following questions  Sodium Hydrogen Carbonate Formation
1. How can Ammonia be recovered in this  Sodium Carbonate Formation
process in Solvay's process?
 Ammonia Recovery
(Ammonia Recovery Tower)
2. How is sodium carbonate obtained from Assessment
sodium bicarbonate?(Decomposition)
Ask following questions to recap the lesson and

Activity 3 also to assess their understanding of the taught
concepts.
(Development of Flow sheet diagram)
 What is meant by ammoniated brine? (Brine
 Explain students that solvay process is a solution saturated with ammonia gas
cheap process as carbondioxide and  Name two chemicals that are re-used in
ammonia are recovered and can be Solvay's process.(NH3 and CO2gasses)
used again and again  What is the formula for sodium
 Now ask them to draw a Flow sheet carbonate?(Na2CO3)
diagram. Tell that its just a summary of  What is the commercial name of sodium
all steps or a recap of the process carbonate?(Soda ash/washing soda)
 Explain the uses of soda ash
57
 What is the use of slaked lime in the

process(To recover ammonia)
Follow-up
Arrange a Solvay Contest

 Ask students to demonstrate the main steps
and reactions of Solvay process with the help
of charts and give presentation.
 Whole class could be made a part of it by
making it a group task. All members of group
will take part in the presentation by explaining
one step each
 Guide the students to solve the question at
the end of exercise.
58
Glossary
Words Meaning
Acid Rains The rain containing acids produced by human activity and natural
phenomena give rise to acid precipitation also known as acid deposition or
acid rain
Air Pollution Addition of unwanted substances in the atmosphere is called air pollution
Alkanes Alkanes are saturated hydrocarbons and have single bond in them. They
are also called paraffin means least reactive. Their general formula is
CnH2n+2.
Alkenes The compounds which have double covalent bonds between carbon atom s
are called
Alkynes The compounds which have double covalent bonds between carbon atoms
are called alkynes. Their general formula is CnH2n-2 where ‘n’ is number of
carbon.
Alloys Mixtures of metals are called alloys.
Amino acids Amino acids are the compounds containing an amino group (-NH2), and a
carboxylic group (COOH).
Arrhenius Acid A chemical compound which gives proton (H +( in water.
Atmosphere A layer of gases surrounding the earth is called atmosphere.
Bronsted Acid A compound which can donate proton
Bronsted Base A compound which can accept proton
Concentration The finely crushed ore is concentrated by Forth-Floatation process.
Environmental The branch of chemistry is which we study about the various chemical
chemistry phenomena taking place in the environment is called environmental
chemistry
Fats Fats consist of a wide range of compounds that are generally soluble in
organic solvents and largely insoluble in water
Functional group An atom or a group of atoms in a molecule that imparts characteristic
chemical properties to the molecule is called a functional group.
Hydrocarbons The compounds which contain only carbon and hydrogen in them are
called hydrocarbons.
Irreversible The reactions which only carbon and hydrogen in them are called
Reaction hydrocarbons.
Irreversible The reactions which only proceed in the forward direction to give the
Reaction products are called irreversible reactions.
IUPAC IUPAC stands for International Union of Pure and Applied Chemistry called
IUPAC syst em of nomenclature.
Law of Mass This law states that the rate at which the reaction proceeds is directly
Action proportional to the product of the active masses of the reactants.
61
Lawis Acid A substance which can accept an electron pair

Lew is Base An acid which ionizes completely in water
Neutralization Acids and bases react together to form salts and water, this process is
called neutralization reaction
Organic It is the branch of chemistry in which we study about hydrocarbons and
Chemistry their compounds
Ozone Depletion The destroying of ozone layer over Antarctic region is called ozone
depletion.
Ozone Hole The hole formed due to the depletion of ozone is called ozone hole.
pH Scale The negative log of hydrogen ion (H +) concentration present in a solution.
Pollutant Sometimes unwanted substances are added in the environment by the
human or natural activities. These unwanted things are called pollutants.
Pollutant The unwanted gases put adverse effects on the environment and are called
pollutants.
Primary The pollutants which are directly emitted in the atmosphere such as CO,
Pollutants NO2 and SO2 etc are called primary pollutants.
Reversible The reactions which go in the forward and the backward direction
Reaction simultaneously, under the similar conditions are called as reversible
reactions
Saturated Hydrocarbons with single bonds between carbon atoms are known as
Hydrocarbons saturated hydrocarbons.
Secondary These are the pollutants which are derived from the primary pollutants
Pollutants such as ozone and photochemical smog etc.
Solvay’s process: Solvay’s process is an industrial process for producing sodium carbonate
from brine, ammonia and carbon dioxide.
Smelting Roasted ore is melted in the blast furnace along with mixture of cal and
sand.
States of A state of reversible reaction which two opposing reactions occur at the
Equilibrium same rate and the concentration of reactants and products don’t change
with time is called as state of chemical equilibrium or dynamic equilibrium.
Stratosphere The region above the troposphere is called stratosphere.
Strong Acid An acid which ionizes partially in water
Strong base A base which can ionize completely in water giving excess of hydroxide ions
Unsaturated The hydrocarbons which have multiple bonds (double or triple) in them are
Hydrocarbons called unsaturated hydrocarbons.
Weak Acid An acid which ionizes partially in water
Weak Base A base which ionizes partially in water.
62

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Teachers’ Guide Lesson Plans: Chemistry

1 Avogadro’s Number and Mole

One mole quantities of (from left to right) the elements

Students’ Learning Outcomes Information for Teacher

Students will be able to:

Atomic Mass of copper = 64 a.m.u

Duration/Number of Periods 1 minute

 Ask how can you name following

Molecular mass= 64 gms 1 mole of a substance = Avogadro’s number of

Conclude by telling children

2 Shells and Subshells

1st shell = 1 subshell

2nd shell = 2 subshells

3rd shell = 3 subshells

Students’ Learning Outcomes  Electrons revolve around the nucleus on fixed

 How many subshells exist in the 2nd

of the storey of the building. Energy Levels 4 4 4s,4p,4d,4f

Ask students following questions to assess their

 Draw the shapes of s and p subshells?

Students’ Learning Outcomes Information for Teachers

Students will be able to:

elements were arranged according to their

extreme left from 1 to 8 classroom to explain shells.

--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.-- Draw the following concept map to conclude the

Horizontal rows Vertical columns

Period Number Group number

Atomic Radii and Ionization Energy

Students’ Learning Outcomes electron from a gaseous atom is called

A4 sheets, glue stick/glue/flip charts, circular

increase in length of rubber band/spring

i. Generally, the atomic radius decreases across

a given group. c. Both of the above

Students’ Learning Outcomes

Sodium chloride (Common Salt), Flour/Starch,

 Ask how do these three differ from each

 Ask them how are they different?(They

 Why tyres are usually black in colour?

Students’ Learning Outcomes Information for Teachers

Students will be able to:

Ask the following questions from the students:

Fizzy drinks are a solution of carbon dioxide in liquid.

Students’ Learning Outcomes

 Test tubes B and C have no solid salt

A B C Stainless Steel Fizzy DrinkEmpty Glass

 Solution and colloids can be between any two

Electroplating Galvanic Cell

Students’ Learning Outcomes Information for Teacher

Students will be able to:

Write different oxidation states of iron and ask

CuSO4 Cu+2+ SO4

REDUCTION (V) Reduction

 Tell the students that metal ions

(cations) are reduced to their metallic

Material/Resources Required  Dissolve approximately ten grams of

8 Chemical Reactivity of Metals

Students’ Learning Outcomes

 This is because the atoms become larger as with cold water.

Q. Find out the flame colour of lithium, sodium

9 Law of Mass Action

Students’ Learning Outcomes cases product start reacting to give reactants

concentration of products goes on increasing. equilibrium.

of colour from orange to yellow.

Students’ Learning Outcomes