CHEMISTRY SCHEME OF WORK FOR SS2

Chemistry as a school subject deals with the properties, structures and compositions of matter and the changes they undergo. Below is the scheme of work containing what learners at the senior secondary two level are expected to learn from the subject.

CHEMISTRY SCHEME OF WORK FOR SS2 FIRST TERM

1. ALKANOLS
Types and properties
Preparation and properties of alkanols
Industrial production of alkanols by fermentation
Etherification
Uses of alkanols

Activities: The Teacher should :

Perform experiment to show oxidation of an alkanols with KMnO4

Show action of sodium on methanol
Show that methanol and ethanol are soluble in water
Explains the chemical reactions of alkanols:
-dehydration
-oxidation to:

a. alkanol
b. alkanoic acids.
Instructional Resources:
1. Ethanol
2. KMnO4
3. Water
4. H2SO4
5. Test tubes, test-tube racks, etc.
2. PERIODIC TABLE
1. Periodic law
2. Blocks of elements:-
Metals, non-metals, metalloids and transition metals.
3. Families: s-p-d-f (according to group I-VIII, i.e. group IA-Alkali
metals, Group IIA – Alkali Earth
and other family names).
Teacher: Use the periodic table template and the atomic structure of common elements to guide students to deduce the periodic law
and group elements into families based onshared characteristics.
Instructional Resource:
1. Periodic table chart of elements
2. Blank periodic table template.
3. PERIODIC TABLE CONTINUES
4. Properties:
-changes in sizes and changes down the group and across
periods and accompanying changes in properties.
5. Diagonal relationships
6. Ionization energy and electron affinity; changes down the group and across the period
Activities: The Teacher should:
Initiates and guide class discussions on:
-Atomic and ionic sizes
-Ionization energy and electron affinity
-Gradation in properties of elements down the groups and across periods.
-Diagonal relationships.
Instructional Resources:
1. Sodium metal
2. Magnesium ribbon
3. Aluminium metal
4. Heat source

5. Water
6. Glass trough
7. Beakers.
4. CHEMICAL REACTIONS
1. Basic concepts:
Reactants, products, reaction time and reaction rate.
2. Introduction to collusion theory.
Teacher: -Guide the students to identify reactants and products of chemical reaction
-Use simple experiments to illustrate:-the concept of reaction rates.
Instructional Resources: Common reagents like HCl, CuSO4,
NaCl, NH4OH, NH4Cl, etc.
Source of heat, water, test tubes and beakers.
5. CHEMICAL REACTIONS
3. Factors affecting the rate of chemical reactions:
– Nature of substance
-Concentration
-Pressure
-Temperature
-Catalyst
4. Types of chemical reactions:
-Endothermic reaction
-Exothermic reaction
Activities: The Teacher should guide the students on:
1. Effects of the nature of substances, concentration/pressure, temperature and catalyst on reaction rates, using simple
experiments to illustrate.
2. Use simple experiments also to illustrate endothermic and exothermic reactions.
3. Initiate class discussion of the energy relationships in endothermic and exothermic reactions i.e. ΔG=ΔH-TΔS (graphical
representations only).
Instructional Resources:
1. Common reagents like HCl, CuSO4, NH4Cl, NaCl, NH4OH, etc.
2. Heat source, water, test-tubes and beakers.

6. CHEMICAL REACTIONS
5. Chemical equilibrium:
Introduction using simple equations; Le chatellier’s principles.
6. Factors affecting equilibrium of chemical reactions:
-concentration
-temperature
-pressure.
Activities: The Teacher should:
1. Explain Le chatellier’s principle
2. Demonstrates the effects of changes in temperature, concentration and pressure on chemical reactions.
3. Guides students to write and balance equations for chemical reactions on equilibrium.
Instructional Resources:
Common chemical equations.
7. MASS VOLUME RELATIONSHIPS
1. Basic concepts:
Activities: The Teacher should:
1. Explain the concept of mole, molar, s.t.p. relative densities and relative molecular Mole, molar quantities, molality.
-Standard temperature and pressure (s.t.p).
-Relative densities and relative molar mass etc and their units.
2. Guide students to calculate:
-masses of reactants and products
-number of moles of reacting substances and products.
Instructional Resources:
1. Students’ textbooks and workbooks.
2. HCl, NaOH, magnesium ribbons, copper, copper oxide, etc.
8. MASS VOLUME RELATIONSHIPS
2. Calculations involving mass and volume
3. SI units of quantities i.e. length, mass, volume etc.
Activities: The Teacher should lead students to explain:
1. Relative densities of substance:
-molarity
-molality
-volumes of gas in chemical reactions
2. Give students practice questions
3. Mark and review students assignment
4. guide students to deduce the SI units of quantities.
Instructional Resources:
Students’ textbooks and workbooks.
9. ACID, BASE REACTIONS
1. Common indicators and their pH ranges
2. Simple acid-base titrations.
Activities: The Teacher should:
1. Guides students to:
-prepare standard solutions
-identify appropriate indicators for acid-basetitrations.
2. Display and explain the apparatus
necessary for carrying out simple titrations.
3. Demonstrates the process of acid-base
titration according to instructions.
4. Guide students to carry out the acid-base titration according to instructions.
5. Ensures students record properly and perform relevant calculations.
Instructional Resource:
1. Distilled water or deionized water
2. Titration apparatus. Retort stand, beaker, burettle conical falsk, pipette, white tile, etc.
3.Indicator.
4. Weighing balance
5. Acids, Bases
6. Petri-dish
7. Practical notebooks

8. Measuring cylinder and funnel.
10. ACID, BASE REACTIONS
3. Simple acid-base titration continued.
Activities: The Teacher should guide the students on previous instructions.
Instructional Resources:
Same as the previous one.
11. ACID, BASE REACTIONS
4. Heat of neutralization (introductory)
5. Construction of wooden retort stand.
Activities: The Teacher should:
Make arrangement for students to visit the introductory technology workshop to construct wooden retort stands.
12 Revision Revision
13 Examinations Examinations
14 Examinations Examinations
CHEMISTRY SCHEME OF 2 SECOND TERM

1. WATER
1. Structure of water
2. Solubility (Basic concepts: solute, solvent, solution)
3. Solubility of different substances
4. Factors that affect solubility/uses of solubility curves.
Activities: The Teacher should:
-Perform experiment to help students to determine the solubility of substances (use sodium chloride in water at room temperature).
-Demonstrates the application of solubility (removal of stains from cloth using kerosene).
-Demonstrate the removal of hardness inwater: using washing soda, boiling.
Instructional Resources:
1. Samples of hard water
2. washing soda
3. source of heat
4. sodium chloride
5. kerosene
2. WATER
5. Hardness of water and removal of hardness
6. Purification of water
7. Municipal water supply
8. Production of distilled water
Activities: The Teacher should:
-Explains the various stages in water treatment for consumption
– Leads students on excursion to water works (observe water distillation process)
-Demonstrates the laboratory distillation of water.
Instructional Resources:

1. Weighing balance
2. Evaporating dish
3. Water bath
4. Distillation apparatus
5. Bath water
3. AIR
1. Air:
– constituents
– percentage composition
2. Properties of air
3. Flame
Activities: The Teacher should perform experiments to show:
-composition of air
– properties of air
-lights the Bunsen burner, regulate the flame so as to produce the different zones of flame.
-guides students to draw and label the flame correctly.
Instructional Resources:
-Bunsen burner
-Sources of gas
-Match stick/box
-Candle stick
-magnesium ribbon
-alkaline pyrogallol.
4. HYDROGEN
1. Hydrogen:
-configuration and possible oxidation numbers
-isotopes of hydrogen
-unique position of hydrogen in the periodic table
2. Laboratory preparation of hydrogen
3. Industrial preparation of hydrogen
4. Physical and chemical properties of hydrogen
5. Uses of hydrogen.
Teacher:-Should guide students to write and draw the electronic configuration of hydrogen.
-should guide students to:
Name isotopes of hydrogen and write their electronic configuration.
-Explain the unique position of hydrogen on the periodic table.
-Sets up apparatus for the laboratory preparation of hydrogen using an active metal (e.g. zinc) and an acid (e.g. H2SO4)
-Performs simple experiments to show the physical and chemical properties of hydrogen
-Guides class discussion of the uses of hydrogen.
Instructional Resource:
-periodic table
-charts (hydrogen ballon, welders at work, etc.)
-laboratory apparatus for the preparation of hydrogen.
5 OXYGEN
1. General properties of oxygen group
Teacher should:
1. Explain the general properties of oxygen group in the periodic table

2. The electronic structure and bonding capacity of oxygen
3. Laboratory and industrial preparation of oxygen
4. Physical and chemical properties of oxygen
5. Reaction of oxygen (oxidation)
6. Compounds of oxygen
7. Uses of oxygen.
2.Teacher should Guides students to:
-write and draw the electronic configuration of oxygen.
3. Set up apparatus and demonstrate the laboratory preparation of oxygen using hydrogen peroxide and manganese (iv) oxide as catalyst.
4. Demonstrate the test for oxygen using a glowing splint.
5. Performs simple experiments to demonstrate the physical and chemical properties of oxygen.
Instructional Resources:
Periodic table
Picture showing a welder at work
Laboratory apparatus and reagents for the preparation of oxygen. Matches, Splint.
6. HALOGENS
1. Electronic configuration of halogens
2. Physical properties of halogens and gradation down the group.
3. Chemical properties of halogens and gradation down the group.
Teacher Should:
1. Guides the students to write and draw the electronic configuration of some halogens
2. Set up the apparatus and demonstrate the laboratory preparation of chlorine
3. Performs simple experiments to illustrate the physical and chemical properties of halogens.
Instructional Resources:
1. Periodic table
2. Table showing physical properties of halogens and similarities among halogens
3. Litmus paper (red and blue).
7. HALOGENS
4. Compounds of halogens
5. Uses of halogens (Cl2, Br2, I2)
6. Preparation of chlorine.
Teacher should:
1. Explains the gradation of these properties down the group
2. Illustrate the bleaching action of chlorine.
3. Leads class discussion on the uses of halogens.
Instructional Resources:
1. Water
2. Apparatus and reagents for the preparation of chlorine gas.
3. Bromine

4. Iodine.
8. NITROGEN
1. General properties of nitrogen family group V elements
2. Laboratory preparation of nitrogen.
Teacher should:
1. Explains the general properties of the nitrogen family
2. Demonstrates the laboratory preparation of nitrogen.
Instructional Resources:
1. Charts tabulating the properties of nitrogen group, laboratory preparation of nitrogen, nitrogen cycle
2. Periodic table.
9. NITROGEN
1. Industrial preparation of nitrogen from liquid air
2. Properties of nitrogen
Teacher should:
1. Guides students to record, observe and draw appropriate diagrams on the laboratory preparation of nitrogen.
2. Explains the industrial preparation of nitrogen from liquid air.
Instructional Materials: Same as previous week’s topic.
10. NITROGEN
Uses of nitrogen
Nitrogen cycle
Teacher should:
1. Guides the students to:
-find out the uses of nitrogen and their gradation down the group.
-find out the use of nitrogen from text book, internet etc.
Instructional Resources:
Books, virtual libraries (internet).
11. NITROGEN
1. Compounds of nitrogen:
a. oxides of nitrogen
b. ammonia
2. Test for ammonia.
Teacher should:
1. Guides the students to:
-identify and name other compounds of nitrogen
2. Demonstrates the test for ammonia gas using:
a. a damp red litmus paper
b. conc. HCl
3. Demonstrates removal of stains on wood work using liquid ammonia.
Instructional Resources:
-Glass with grease
-Painted wood work
-Samples of fertilizer
-Chemicals containing nitrogen e.g. HNO3, conc. HCl etc.
12. Revision
13. Examination

CHEMISTRY SCHEME OF WORK FOR SS2 THIRD TERM
1. SULPHUR
1. General properties of group VI A elements
2. Electronic structure of sulphur
3. Allotropes of sulphur
4. Uses of sulphur
Teacher should:
1. Explain the general properties of group VIA elements.
2. Guide students to write the electronic configuration of sulphur.
3. Explain the meaning of allotropy and guides students to identify allotropes of sulphur and their uses.
Instructional Resources:
1. Chart showing the allotropes of sulphur
2. Sulphur ointment
3. Sulphur pellets or flower of sulphur
2. SULPHUR
1. Compounds of sulphur
2. Industrial preparation of H2SO4
3. Uses of H2SO4
Teacher should:
1. Guides the students to draw correctly and explain the contact process for the manufacture of H2SO4
2. Lead students on excursion to a tyre manufacturing industry.
Instructional Resources:
i. chart on the contact process for the preparation of H2SO4
ii. H2SO4 (car battery acid).
iii. Matches
3. OXIDATION-REDUCTION (REDOX) REACTIONS
1. Oxidation: definition
2. Reduction: definition
3. Redox Reactions
4. Oxidation numbers of central elements in some compounds.
Teacher should:
i. Guides students to define oxidation and reduction
ii. Calculate oxidation numbers, using the rules set under objectives (e.g. to calculate oxidation number of central atom in H2SO4, HNO3, KClO3) and hence give their IUPAC names.
Instructional Resources:
i. Students textbooks
ii. chalk board
iii. flip-charts
4. OXIDATION-REDUCTION (REDOX) REACTIONS
Teacher should:

1. Connection of oxidation numbers with IUPAC name
2. Oxidizing and Reducing agents
3. Redox equation
i. Name inorganic compounds x e.g. Pb(NO3)2, FeSO4, 7H2O, [Cu(NH3)4] 2+ etc.
ii. Identify the process of oxidation and reduction in a given redox reaction e.g. –X 4 +Y- >X2++Y2+
iii. Write the formula of a compound giving its IUPAC name e.g. iron(II) trioxosulphate (iv).
-identify reductants and oxidants in a redox reaction.
-Write equations for half reactions and overall reactions using IUPAC system.
-Balance redox equations.
Instructional Resources:
i. Iron(ii) oxide
ii. KMnO4, etc.
5. IONIC THEORY
1. Electrovalent and covalent compounds.
2. Electrolytes and non-electrolytes
3. Weak and strong electrolytes
4. Electrochemical series
5. Factors affecting the preferential discharge of ions.
Teacher should:
i. Guides students to distinguish between:
-electrovalent and covalent compounds.
-electrolytes and non-electrolytes
ii. Demonstrates experiments on:
-movement of ions in solution
-strong and weak electrolytes
iii. Guide students in the discussion of the relationship between the nature of ions and their ranking in the electrochemical series.
iv. Explain the factors affecting the preferential discharge of ions in solution.
Instructional Resources:
1. Samples of electrovalent and covalent compounds.
2. Apparatus for electrolytes
3. Sample of weak and strong electrolytes.
6. ELECTROLYSIS
1. Meaning of electrolysis
2. Terminologies:
-electrodes
-electrolyte
-electrolytic cell
-electrochemical cells, etc.
3. Electrolysis of acidified water, copper (ii) sulphates
(CUSO4) and brine.
Teacher should:
1. Guide students to:
-define electrolysis
-distinguish between strong and weak electrolytes.
-construct electrolytic and electrochemical cells.
2. Demonstrates electrolytes of:
-acidified water using Hoffmans’ voltammeter
-brine
-copper sulphate.
Instructional Resources:

1. An electrolytic cell apparatus
2. Hoffman’s voltammeter
3. An electrochemical cells apparatus.
4. Copper sulphate solution
5. Dilute H2SO4
6. Brine
7. ELECTROLYSIS
1. Faraday’s laws of electrolysis and the calculations
2. Uses of electrolysis: purification, extraction and electroplating of metals.
Teacher should:
1. Explain the Faraday’s first and second laws of electrolysis
2. Demonstrate the uses of electrolysis
3. Guide students to calculate amount of substances librated or deposited at electrodes during electrolysis.
Instructional Resources:
i. Student textbooks
ii. Students workbook
iii. Copper sulphate solution
8. QUANTITATIVE AND QUALITATIVE ANALYSIS
1. Acid-base titrations (neutralization) continued.
2. Redox titrations involving KMnO4, Fe2+, C2O4, I2, KI, S2O32-
Teacher should:
1. Carryout titrations to determine:
-percentage purity
-heat of neutralization
-water of crystallization, etc.
Instructional Resources:
i. Indicator extract from flowers.
ii. Bomb calorimeter
iii. Relevant acids and base.
9. QUANTITATIVE AND QUALITATIVE ANALYSIS
Test for oxidants reductions.
Teacher should:
i. Analyze substances and test for:
-cations and anions (e.g. Fe2+, Cu2+, NH4+,SO42-, SO32-, etc.
ii. Guides students to:
-test for oxidants in redox reactions
Instructional Resources:
Relevant salts.
10. QUANTITATIVE AND QUALITATIVE ANALYSIS
1. Identification of ions (Fe2+,NH4+, Fe3+, Cu2+, Pb2+, etc)
chlorides nitrates, sulphates, sulphide, bicarbonates, carbonates, sulphite, etc.
Teacher should:
Guide students to identify ions (cations and anions)
Instructional Resources: Relevant salts.
11. QUANTITATIVE AND QUALITATIVE ANALYSIS
Teacher should:
Guide students to:

1. Test for hydrogen, NH3, HCl, NO3, Oxygen, CO2, Cl (bleaching action)
2. Identification of fats and oils, simple sugar, proteins, starch.
-test for oxidants and reductants in redox reactions
-test for simple sugars. fats and oils, proteins, starch etc.
Instructional Resources:
-Relevant salts.
-Starch, fats and oils, proteins etc.
12 Revision Revision
13 Examinations Examinations
14 Examinations Examinations

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