CHEMISTRY SCHEME OF WORK FOR SS3

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 three level are expected to learn from the subject.

CHEMISTRY SCHEME OF WORK FOR SS3 FIRST TERM

1. METALS AND THEIR COMPOUNDS
1. Metals:
– chemical characteristics
– relative abundance
2. Compounds of metals
3. Principles of extraction of metals:
– electrolysis
– reduction of oxides
– reduction of chlorides
– reduction of sulphates
4. The alkali metal (General properties)
5. Sodium:
– extraction of sodium
– properties of sodium
– uses of sodium.
Teacher should:
i. Explains the general characteristics of metals.
ii. Lead the students to identify parts of the periodic table containing metals.
iii. Show on charts the relative abundance of metals in nature with emphasis on the occurrence of certain metals as minerals in
Nigeria (i.e. Tin, iron etc).
iv. Discuss using diagrams the principles of extraction of metals with tin-mining and iron and steel as examples (emphasis on Nigeria).
Instructional Resources:
i. samples of metals and their compounds.
ii. periodic table of elements.
iii. charts of mineral ore distribution in Nigeria.

2. METALS AND THEIR COMPOUNDS
6. The alkali earth metals (general properties)
7. Calcium:
Teacher should:
v. list and explain the general properties of alkali and alkali earth metals.
vi. Discuss the extraction, properties and uses of sodium, calcium, aluminium and tin.

extraction of calcium
– properties of calcium
– compounds of calcium
– uses of calcium
8. Aluminium:
– extraction of aluminium
– uses of aluminium
Instructional Resources: list of mining and
metal-related industries in Nigeria.
3. METALS AND THEIR COMPOUNDS
9. Tin:
– extraction of tin
– uses of tin
10. Transition metal
– properties of transition metals (the first transition series only)
Teacher should:
vii. Explains the general properties of transition
metals: list the 1st transition series and explain their electronic configuration. – discuss the oxidation states and complex formation for the 1st transition series.
4. METALS AND THEIR COMPOUNDS
11. Copper:
– extraction of copper
– uses of copper
Teacher should:
viii. Discuss the extraction and uses of copper and iron.
ix. explain the rusting of iron and methods of its prevention.
x. Discuss the general reaction of metals.
xi. Show samples of various metal ores to thestudents.
5. IRON
Extraction
Uses
Rusting of iron and methods of prevention
Teacher should: perform experiment to show:
i. brown ring test
ii. rusting of iron
iii. corrosion of iron nails
iv. Take students to visit the iron and steel industry at Ajaokuta, Nigeria if possible.
Instructional Resources:
i. iron
ii. water
iii. paint or oil, grease
iv. Rusted nails, keys, spoons, etc.
6. FATS & OIL
1. Sources
2. Physical and Chemical
properties
3. Reactions of fats and oil, (saponification)
Teacher should:
i. guides students to identify the sources of fats and oils
ii. perform simple demonstrations to show the properties of fats and oils.
iii. takes students on visit to a local vegetable

4. Uses industry.
Instructional Resources:
i. samples of fats and oils
ii. paper.
7. SOAP AND DETERGENTS
1. Soap:
– preparation
– structure
2. Action of soap as an emulsifying agent.
Teacher should:
i. demonstrates the preparation of soap
ii. explain the cleansing action of soap.
Instructional Resources:
Vegetable oil
Caustic soda or potash
Wood ash
Containers/reaction vessels.
8. SOAP AND DETERGENTS
3. Detergents:
Preparation
Mode of action of detergents
4. Differences between soap and detergents.
Teacher should:
i. explains the cleansing action of detergents
ii. takes students on a visit to a local soap factory and guide them to identify the raw materials and process for making soap and detergents.
iii. assign students in groups to make soaps from locally available materials.
Instructional Resources:
Water
Thermometer
NaCl
9. GIANT MOLECULES
Sugars:
1. sources
2. classification as:
a. monosaccharide
– disaccharides
– polysaccharides.
b. as reducing and non-reducing sugars.
Teacher should:
i. guides students to:
– identify sources of sugar and starch
– classify sugars as mono-, di-and polysaccharides.
– differentiate between reducing and non-reducing sugars.
– state the uses of sugar and starch.
Instructional Resources:
i. samples of glucose
ii. starch
iii. sugarcane
iv. dilute acids
v. Source of heat
10. GIANT MOLECULES
3. Hydrolysis of sucrose and starch.
Teacher should:
i. performs simple experiments to demonstrate the hydrolysis of starch and sucrose to produce glucose.
ii. takes students on a visit to a local sugar factory.
iii. guides students to test for sugars and starch.
Instructional Resources:
i. containers e.g. beaker
ii. iodine
iii. Fehlings solution
iv. Benedict’s solution
v. Concentrated H2SO4
11. GIANT MOLECULES
4. Test for starch and sugars
5. Uses of starch and
glucose:
– proteins
– sources
– structure and properties
– test for protein
– uses of proteins
Teacher should:
i. Guides students to:
– list sources of protein
– give examples of proteins
– state the uses of proteins
ii. Explains the structure of proteins to students
iii. Performs simple experiments to:
Illustrate the chemical and physical properties of proteins
Test for proteins.
Instructional Resources:
1. Samples of food containing protein
2. Test reagents:
– million’s reagent
– HNO3
3. Biuret
4. Test – tubes
5. Source of heat etc.
12 Revision Revision
13 Examinations Examinations
14 Examinations Examinations

CHEMISTRY SCHEME OF WORK FOR SS3 SECOND TERM

1. ETHICAL, LEGAL AND SOCIAL ISSUES
1. Chemical wastes
2. Industrial pollutant
3. Roles of governments in
preventing chemical degradation:
– legislation
– setting of minimum standard
– Enforcement of stand.
Teacher should:
i. Name some chemical industries in Nigeria.
ii. Teach students about the adverse effects of chemical waste on the environment.
iii. Sensitize the students about the hazards of working in chemical industries.
iv. Take students on a visit to chemical industry.
v. Guide the students to discuss:
– ways of preventing chemical degradation

The role of government in preventing
chemical degradation.
2. QUANTITATIVE AND QUALITATIVE ANALYSIS
1. Acid/Base titrations (neutralization) continued.
2. Redox titrations involving KMnO4, Fe2+, C2O4, I2, kI, S2O3 2-
3. Test for oxidants and reductants.
Teacher should:
i. Carry out titration to determine:
– percentage purity
– heat of neutralization
– water of crystallization etc.
ii. Guide students to test for oxidants in redox reactions.
Instructional Resources:
i. Indicator extract from flowers
ii. Bomb calorimeter
iii. Relevant acids and bases.
3. QUANTITATIVE AND QUALITATIVE ANALYSIS
4. Identification of ions (Fe2+NH4+, Fe3+, Cu2+, Pb2+, etc);
chlorides, nitrates, sulphates, sulphide, bicarbonates, carbonates, sulphate etc.
5. Test for hydrogen NH3, HCl, NO3, Oxygen, CO2, Cl (bleaching
action).
Teacher should:
i. Guides students to identify ions (cations and anions)
ii. Guides students to test for simple sugars, fats and oils, proteins, starch, etc.
iii. Identification of fats & oils, simple sugar, proteins, starch.
Instructional Resources:
i. Relevant salts
ii. Relevant acid and bases Starch, fats and oils, protein etc.
4. Revision of SS 1 work
5. Revision of SS 1 work
6. Revision of SS 1 work
7. Revision of SS 1 work
8. Revision of SS 2 work
9. Revision of SS 2 work
10. Revision of SS 2 work
11. Revision of SS 2 work
12. Examinations

For those who don’t have learning materials for this subject, do note that fully developed lessons on this scheme will be made available here shortly. So stay connected to myschoollibrary for update learning. Good luck as you make your way to higher institutions of learning.

13. Examinations