Chemistry

Teachers’
Grade
IX-X Guide

D S D

Directorate of Staff Development, Wahdat Colony, Lahore.

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
 Table of Contents

1 Introduction i

2 Lesson Plans 1

Topic 1: Avagadro’s Number and Mole 1

Topic 2: Shell and Subshells 4

Topic 3: Periodic Table 8

Topic 4: Atomic Radii and Ionization Energy 11

Topic 5: Allotropy of Solids 15

Topic 6: Charle’s Law 19

Topic 7: Comparison of Solutions, Suspension & 23

Colloids
Topic 8: Electrochemical Cells 26

Topic 9: Chemical Reactivity of Metals 29

Topic 10: Lao of Mass Action 32

Topic 11: pH Scale 35

Topic 12: Acids and Bases 40

Topic 13: Lipids 43

Topic 14: Functional Groups 46

Topic 15: Air Pollutants, Ozone Depletion & its effects 49

Topic 16: Solvary’s Process 55

 Table of Contents

3 Self Reflection 59

4 Further Learning, Reading and References 60

5 Glossary 61

6 Students’ Learning Outcomes from 63

National Curriculum for Chemistry for Grades IX-X
7 List of Contributors 87
Teachers’ Guide Lesson Plans: Chemistry
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:

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

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Teachers’ Guide Lesson Plans: Chemistry

Atomic Mass of copper = 64 a.m.u

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

Ÿ 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)
Ÿ Conclude the activity by telling them
23
Ÿ Divide students in pair or groups. that 6.02 x 10 = 1 mole.
Ÿ Give each group samples of copper, Ÿ Explain that 1 mole of a substance
23
sodium chloride contains 6.02 x 10 particles. Now write
Ÿ 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
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Ÿ 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
number instead of atomic mass) gms or

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Teachers’ Guide Lesson Plans: Chemistry

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?
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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.
Ÿ 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

1 mole of any substance contain 6.02 x 10 23
particles
Ÿ Mole is a quantity as well as a number
Ÿ It is a number as its is always equal to 6.02
x 10 23
Ÿ It is a quantity as it is expressed in grams
Assessment
Ÿ Assess student's knowledge by working
following questions.
Ÿ Find the number of moles in 2 kg of sodium
metal (Hint: Convert KG into gms and then use
formula).
Ÿ 49 g of pure sulphuric acid (H2SO4)
Ÿ 64 g of methane (CH4)
Ÿ 585 gms of sodium chloride (NaCl)
Note: Make students calculate the molecular
mass by providing them with atomic mass from
periodic table)
Ÿ Guide the students to solve the exercise
problems given at the end of each unit /
chapter of textbook.

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Teachers’ Guide Lesson Plans: Chemistry
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 Ÿ Electrons revolve around the nucleus on fixed

certain paths which are termed as shells.
Students will be able to:
Ÿ Shells are represented by numbers (1, 2, 3, ----
Ÿ describe the presence sub shells in a shell.
--- n) that specifies the energy level, or energy
(understanding )
state of the shell.
Ÿ distinguish between shell and sub shells.
Ÿ 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 Ÿ Electronic configuration shows the number of
electrons in each energy level.
Ÿ Electrons are organized within the atom into
shells, sub-shells and orbitals

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Teachers’ Guide
Duration/Number of Periods
80 mins / 2 period
Material/Resources Required
Routine classroom resources
Introduction
Ÿ Clarify students concepts about shell and
subshell by giving them following examples:
Ÿ Shell is the home of electron
Ÿ The home has several storeys or floors called
shells. Shells are represented by numbers (1,
2, 3, ------- n) that specifies the energy level.
Ÿ Explain them that the subshells are the rooms
of the storey of the building. Energy Levels
with in the shell is referred as subshell. These
are identified by the lower case letters s, p, d
Activity 2
and f.
Ÿ The numbers of subshells are equal to the
shell number. If it is the first shell it has only
one subshell that is 1s.
Ÿ The second shell has two subshells 2s and 2p.
Development
Activity 1
(Number of subshells in Shells)
Note:Carry on next activity only after
making sure that students have well
understood the concepts explained in
Activity 1.Repeat the activity if they are
confused.
Ÿ Bring out 4 students from the class.
Classify them as shell 1,2,3,4 and ask
Ÿ How many subshells exist in the 1st
shell?(1)
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Lesson Plans: Chemistry
Ÿ How many subshells exist in the 2nd
shell?(2)
Ÿ How many subshells exist in the 3rd
shell?(3)
Ÿ How many subshells would you expect
to exist in the 5th energy level?(Tell
students that Shells even more than 4
can only have maximium of 4 subshells).
Ÿ In case they answer wrong, give chance
to some other student to answer.
Ÿ After getting their responses, draw the
following table on board and ask them
to copy on their notebooks:
Shell Number/ Number of
Subshell names
Energy Level subshells
1 1 1s
2 2 2s,2p
3 3 3s,3p,3d
4 4 4s,4p,4d,4f
(Number of subshells in Shells)
Note:Carry on next activity only after
making sure that students have well
understood the concepts explained in
Activity 1.Repeat the activity if they are
confused.
· Bring out 4 students from the class.
Classify them as shell 1,2,3,4 and ask
· How many subshells exist in the 1st
shell?(1)
· .How many subshells exist in the 2nd
shell?(2)
· How many subshells exist in the 3rd
shell?(3)
· How many subshells would you expect
to exist in the 5th energy level?(Tell
students that Shells even more than 4
can only have maximium of 4 subshells).
· In case they answer wrong, give chance
to some other student to answer.
Teachers’ Guide Lesson Plans: Chemistry

· After getting their responses, draw the
following table on board and ask them
to copy on their notebooks:
Energy
Explain them that the 4 subshells s,p,d,f
can have following number of electrons
'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
· 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
1 2 x 12 = 2 x 1 = 2 (Present within
the shell)

2 2 x 22 = 2 x 4 = 8 Shapes of
sub shell
4 2
2 x 3 = 2 x 9 = 18
S-Sub shell P-Sub shell
3 2
2 x 4 = 2 x 16 = 32

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Teachers’ Guide Lesson Plans: Chemistry

Assessment

Ask students following questions to assess their

learning:
Ÿ What are shells?
Ÿ What are subshells?
Ÿ How many subshells exist in the 1st shell?(1)
Ÿ How many subshells exist in the 2nd shell?(2)
Ÿ How can you find out number of electrons in
each shell?(by using 2n2 rule )

Follow-up

Ÿ Draw the shapes of s and p subshells?

Ÿ Write the number of electrons in 2nd and 3rd
shell?
Ÿ How many electrons can s subshell hold?
Ÿ Guide the students to solve the exercise
problems given at the end of each unit /
chapter of textbook.

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Teachers’ Guide Lesson Plans: Chemistry
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

Students will be able to:

· 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.

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Teachers’ Guide Lesson Plans: Chemistry

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)
Duration/Number of Periods
Development
80 mins/2 period
Activity 1
Material/Resources Required
(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

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Teachers’ Guide Lesson Plans: Chemistry

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). B a metal and C is a transition metal. What will
st
· 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
left to right?
Group2 and Period 2and students will
stand accordingly. · Find out why hydrogen is placed at the top of
· Atomic model will be displayed in the group 1 of periodic table?

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