Teacher’s Name: Submitted to: Subject: Month: (Due on Number of Classes

Day 1) Session:
Dr. Abraham HOD: Mrs. Carballo Chemistry October 10 session per 3A
Elrington Flowers Dra. Seguro cycle

Topic: Mixtures and their separation

Conversation and SI units
Atomic structure
The periodic table and periodicity
Subtopic: Mixtures and their separation (3 sessions)
 Elements, compounds and mixtures
 Solutions, suspensions and colloids
 Solubility
 Separating mixtures
 Extraction of sucrose from sugar cane
Conversation and SI units (1 session)
 Metric Units
 Calculation of metric units
 Loss and gain of Heat
Atomic structure (2 sessions)
 The structure of atoms
 The electronic configuration of an atom
 Isotopes and radioactivity
The periodic table and periodicity (2session)
 Arrangement of elements in the periodic table
 Trends in Group II of the periodic table
 Trends in Group VII of the periodic table
 Trends in Period 3 of the periodic table

Resources/Materials Chemistry for CSEC 2nd edition Nelson Thornes Ltd in 2014
Power Point Presentation
Projector
Laptop
 White board and marker
Vocabulary
References used by Chemistry for CSEC 2nd edition Nelson Thornes Ltd in 2014
Teacher
Competency Area 1. Appreciation of the sacred nature of the human person and Character Development;
2. Emotional Intelligence and Effective Communication Skill;
4. Collaboration;
7. Understanding of and Advocacy for Sustainable Human Development.
Competency Rubrics and Curriculum Frame work
Previous At the end of the course students will be able to:
Knowledge Understand the particulate nature of matter, the three states of matter, and evidence supporting the particulate
theory. They will be familiar with elements, compounds, mixtures, and methods for separating mixtures. Basic
knowledge of metric units, heat transfer, and atomic structure is expected, including electron configuration and
isotopes. Additionally, students should grasp the arrangement and trends in the periodic table, especially in
Groups II, VII, and Period 3.
Content
Mixtures and their separation

Matter can be classified into pure substances and mixtures

● A pure substance is composed of only one type of material. it has a mixed, constant composition, its
properties are axed and constant and the component parts cannot be separated by physical means.
● Pure substances can be classified into elements and compounds
● An element is a pure substance that cannot be broken down into any simpler substances by any ordinary
chemical or physical means.
● A compound is a pure substance that contains two or more different types of element which are bonded
together chemically infixed proportions and in such a way that their properties have changed.
● A mixture consists of two or more substances combined together in varying proportions. Each component
retains its own independent properties and has undergone no chemical reaction with any other substance in the
mixture. The components of mixtures can be separated by physical means.
● Mixtures can be classified ed into homogeneous mixtures and Heterogeneous mixtures
● A homogeneous mixture is a mixture in which the properties and composition are uniform throughout the
sample and the components cannot be distinguished from each other.
● A solution is a homogeneous mixture consisting of two or more components, one of which is usually a liquid.
The particles in a solution are extremely small.
● A heterogeneous mixture is a non-uniform mixture.
● A suspension is a heterogeneous mixture in which minute, but visible, particles are dispersed in another
substance, usually a liquid.
● A colloid is a heterogeneous mixture in which the particles of one substance are dispersed in another
substance, usually a liquid. The dispersed particles are smaller than those of a suspension, but larger than those
of a solution.
● Solubility is a measure of the mass of solute which will saturate a mixed mass of solvent at a given
temperature. The unit of solubility is g per 100 g water
● A saturated solution is a solution that contains as much solute as can be dissolved at a given temperature, in
the presence of undissolved solute.
● Temperature also affects solubility. The solubility of most solids in water increases as temperature increases.
● A solubility curve is a graph showing how the solubility of a solute varies with temperature.
● The physical properties of the component parts of a mixture are used to determine the method by which a
mixture can be separated.
● Possible separation methods are infiltration, evaporation, crystallization, simple distillation, fractional
distillation, a separating funnel and chromatography.
● The extraction of sucrose from sugar cane involves the following processes: crushing, precipitation,
infiltration, vacuum distillation, crystallization and centrifugation.

Atomic structure (2 sessions)

Atoms are the basic building

● blocks of matter. An atom is the smallest identifying particle of an element that has the properties of the
element.
● Atoms consist of three fundamental particles, known as subatomic particles: protons, neutrons and electrons
● Protons and neutrons are found in the centre of the atom in an area known as the nucleus. Protons and
neutrons are collectively known as nucleons
● Electrons are found at quite a distance from the nucleus in a series of levels known as energy shells. Electrons
in the same shell have the same amount of energy.
● Protons are positively charged, electrons are negatively charged and neutrons have no charge.
● The size of the charge on a proton is equal to the size of the charge on an electron. In an atom, the number of
protons equals the number of electrons.
● The mass of a proton is equal to the mass of a neutron. An electron has a
mass of __1__ 1836 the mass of a proton or a neutron.
● Protons and neutrons are responsible for the mass of an atom. Electrons are responsible for the volume of an
atom.
● The number of protons in an atom is known as the atomic number
● The total number of protons and neutrons in an atom is known as the mass number
● The electrons are arranged in the energy shells in a special way known as the electronic configuration
● Each electron shell can hold up to a certain maximum number of electrons.
● The electronic configuration of an atom can be represented in writing using numbers or by a shell diagram.
● Electrons in the outermost shell are known as valence electrons
● The chemical properties of an element depend on the arrangement of electrons in the atoms of the element.
● Isotopes are different atoms of the same element that have the same number of protons and electrons but
different numbers of neutrons. They have the same atomic number but different mass numbers.
● Isotopy is the occurrence of atoms of the same element that have the same number of protons and electrons
but different numbers of neutrons.
● Isotopes of an element have the same chemical properties but different physical properties.
● The relative atomic mass, A is a number that compares the average mass of an atom with one-twelfth the
mass of a carbon-12 atom.
● Some isotopes have unstable nuclei. These are known as radioactive isotopes
● Radioactive isotopes have many uses. Some of these are carbon-14 dating, radiotherapy, tracers, energy
generation and pacemakers

The periodic table and periodicity (2session)

Scientists started classifying elements in the ● early 19th century.

● Dmitri Mendeleev is credited with being the creator of the version of the periodic table in 1869.
● Periodicity is the recurrence of elements with similar physical and chemical properties at regular intervals in
the periodic table.
● The elements in the modern periodic table are arranged in order of increasing atomic number.
● The periodic table consists of vertical columns called groups and horizontal rows called periods
● All elements in the same group have the same number of valence electrons. This number is the same as the
group number.
● All elements in the period have the same number of occupied electron shells. This number is the same as the
period number.
● The chemical properties of an element are determined by the arrangement of electrons, in particular, the
number of valence electrons.
● Elements in Group II have very similar properties because they all have two valence electrons.
● Group II elements all have similar reactions with oxygen, water and dilute hydrochloric acid.
● The reactivity of Group II elements, being metals, depends on the ability of their atoms to lose their valence
electrons.
● The reactivity of Group II elements increases going down the group because the ability of their atoms to lose
their valence electrons increases going down the group.
● Elements in Group VII have very similar properties because they all have seven valence electrons.
● The reactivity of Group VII elements, being non-metals, depends on the ability of their atoms to gain an
electron into their valence shell.
● The reactivity of Group VII elements increases going up the group because the ability of their atoms to gain
an electron increases going up the group.
● The elements in Group VII undergo displacement reactions. A more reactive element will displace a less
reactive element from a compound containing the less reactive element.
● Displacement reactions of Group VII elements depend on the relative oxidizing strength of the elements,
where oxidizing strength is a measure of how easily a substance takes electrons from another substance.
● The oxidizing strength of Group VII elements increases going up the group.
● Going along Period 3 from left to right, the metallic nature of the elements decreases because their ability to
lose electrons decreases.
● Going along Period 3 from left to right, the non-metallic nature of the elements increases because their ability
to gain electrons increases.
● The electronegativity of elements in Period 3 increases going from left to right.

Conversation and SI units (1 session)

Scientific Notation
● The general form for Scientific Notation is: C x 10n
● Where C is the coefficient and is a number between 1 and 9
● n represents the number of tens places that apply
● A positive exponent means the value is greater than 1, if it is a negative number means the value is less than 1
● In scientific notation, the coefficient will show the number of significant figures
 “The Stuff” of Chemistry
● Mass
○ Anything that takes up space and has weight
○ A measured amount of material in an object
○ Measured in grams (g)
○ Weight is determined by the mass of the object and the force of gravity of the Earth
Volume
○ A three-dimensional measure of the space occupied by matter
○ Typically measured with a pipet or graduated cylinder
○ Typically measured in milliliters (mL)
○ However in a clinical setting, it is usually measured in calibrated syringes and in cc or cm3
○ One mL = one cc
Density (d)
○ A comparison of substance’s mass (m) to its volume (V)
○ One gram of water has a volume of 1 mL, therefore the density of water is 1 g/mL
○ A piece of wood will float, therefore having a lower density than water ○ A piece of metal will sink,
therefore?
○ Density does not change, and therefore can be used as a conversion factor to attain the mass or volume of any
substance.

Learning Outcomes
Introduction
Session 1: Solutions, Suspensions, and Colloids

Introduction:
The teacher will begin with a practical example: "When you mix salt with water, what happens? How is that
different from mixing oil and water?" Students will be asked to think about the differences. If no one
volunteers, the teacher will ask a student. Afterward, the teacher will explain the differences between solutions,
suspensions, and colloids, setting the stage for deeper exploration.
Teacher will after commence the topic for the day.
Session 2: Solubility & Separating Mixtures

Introduction:
The teacher will ask, "What everyday substances can be dissolved in water, and what cannot?" Students will be
encouraged to list some examples. If no one volunteers, the teacher will pick a student. The teacher will then
introduce the concepts of solubility and methods of separating mixtures, using everyday examples such as sugar
in tea and oil in water.
Teacher will after commence the topic for the day.

Session 3: Metric Units, Calculation of Metric Units, and Loss and Gain of Heat

Introduction:
The teacher will ask the class, "When you weigh something in a grocery store, do you know what unit is used?"
Students will be encouraged to answer. If no one responds, the teacher will select a student. The teacher will
then explain the concept of metric units, how to calculate them, and introduce the concept of heat transfer, using
relatable examples.
Teacher will after commence the topic for the day.

Session 4: The Structure of Atoms and the Electronic Configuration of an Atom

Introduction:
The teacher will start the session by asking, "What do you think the smallest part of any material is?" Students
will be encouraged to share their ideas. If no one volunteers, the teacher will call on a student. Afterward, the
teacher will introduce the structure of atoms and explain how electronic configuration works, using visual aids
to clarify the arrangement of electrons.
Teacher will after commence the topic for the day.
Session 5: Isotopes and Radioactivity

Introduction:
The teacher will ask, "Have you ever heard of carbon dating? How do scientists know the age of ancient
artifacts?" Students will be encouraged to share their knowledge. If no one volunteers, the teacher will choose a
student. The teacher will then explain the concept of isotopes and radioactivity, linking it to real-world
applications such as carbon dating.
Teacher will after commence the topic for the day.

Session 6: Arrangement of Elements in the Periodic Table & Trends in Group II of the Periodic Table

Introduction:
The teacher will ask, "What do you notice when you look at a periodic table? How are the elements organized?"
Students will be encouraged to discuss their observations. If no one responds, the teacher will call on a student.
After that, the teacher will explain the arrangement of elements in the periodic table and discuss the trends in
Group II.
Teacher will after commence the topic for the day.

Session 7: Trends in Group VII and Period 3 of the Periodic Table

Introduction:
The teacher will pose the question, "What do you think happens to elements as you move across the periodic
table?" Students will be asked to share their thoughts. If no one volunteers, the teacher will pick a student. The
teacher will then explain the trends in Group VII and Period 3, setting the foundation for understanding how
these trends influence the properties of elements.
Teacher will after commence the topic for the day.
Development /
Activity /Pedagogy/ Session 1: Elements, Compounds, and Mixtures
Performance
Criteria Development:

 The teacher will define and differentiate between elements, compounds, and mixtures using a
PowerPoint presentation.
 Students will be introduced to common examples of elements (like oxygen), compounds (like water),
and mixtures (like air or saltwater).

Activity:

 Sorting activity: Students will be given cards with names of substances and asked to categorize them as
elements, compounds, or mixtures.
 Homework: Students will be asked to research two examples of each and explain their uses.

Session 2: Solutions, Suspensions, and Colloids

Development:

 The teacher will describe the characteristics of solutions, suspensions, and colloids, showing examples
like saltwater (solution), muddy water (suspension), and milk (colloid).
 Visual aids and videos will be used to illustrate the differences between these mixtures.

Activity:

 Laboratory activity: Students will create a solution, a suspension, and a colloid using common materials
such as salt, water, flour, and milk. They will observe and record their observations.
 Small group discussion: Students will compare their results and discuss how each type of mixture
 behaves differently.

Session 3: Solubility & Separating Mixtures

Development:

 The teacher will explain the concept of solubility and the factors affecting it, such as temperature and
pressure. The teacher will also introduce various methods of separating mixtures (filtration, evaporation,
distillation).
 Real-life examples of solubility (like dissolving sugar in water) will be demonstrated.

Activity:

 Students will conduct a simple experiment to measure the solubility of different solutes in water at
various temperatures.
 Students will also separate a mixture of salt and sand using filtration and evaporation.

Session 4: Metric Units, Calculation of Metric Units, and Loss and Gain of Heat

Development:

 The teacher will explain the importance of metric units in science, covering basic units like meters,
kilograms, and liters, and how to convert between them.
 The concept of heat transfer (loss and gain of heat) will be introduced, with examples of conduction,
convection, and radiation.

Activity:

 Students will solve problems involving metric unit conversions (e.g., converting millimeters to meters).
  Demonstration: The teacher will conduct a demonstration using hot and cold objects to illustrate heat
transfer, asking students to record observations.

Session 5: The Structure of Atoms and the Electronic Configuration of an Atom

Development:

 The teacher will explain atomic structure, focusing on protons, neutrons, and electrons. The electronic
configuration of atoms will be introduced, with examples like hydrogen and helium.
 Diagrams of atomic models will be shown, and the periodic table will be used to discuss electron
arrangement.

Activity:

 Students will draw Bohr models of simple atoms like hydrogen, helium, and oxygen, showing the
placement of electrons.
 Quiz: A quick quiz on the structure of an atom and the basics of electronic configuration will be
administered.

Session 6: Isotopes and Radioactivity

Development:

 The teacher will define isotopes and explain the concept of radioactivity, using examples like carbon
isotopes and uranium.
 The teacher will discuss the applications of isotopes, such as in carbon dating and medical treatments.

Activity:
  Group research activity: Students will work in groups to research a specific isotope and present its uses
in real-life applications (e.g., carbon-14, iodine-131).
 A brief class discussion will follow to compare and contrast their findings.

Session 7: Arrangement of Elements in the Periodic Table & Trends in Group II of the Periodic Table

Development:

 The teacher will introduce the periodic table, explaining how elements are arranged by increasing
atomic number and grouped by similar properties.
 Trends in Group II elements (alkaline earth metals) will be discussed, focusing on properties like
reactivity and atomic size.

Activity:

 Group activity: Students will be divided into small groups, and each group will research one element
from Group II, presenting its properties and uses.
 Quiz: A short quiz on the arrangement of elements in the periodic table and trends in Group II.

Session 8: Trends in Group VII and Period 3 of the Periodic Table

Development:

 The teacher will explain the trends in Group VII (halogens), focusing on their reactivity and properties.
The trends in Period 3 elements (atomic size, ionization energy) will also be discussed.
 Visual aids will be used to show how these trends are reflected in the periodic table.
 Activity:

 Practical activity: Students will observe a demonstration involving reactions of halogens with metals,
noting the reactivity differences.
 Group discussion: Students will discuss how trends in Period 3 influence the behavior of elements,
connecting this to their position on the periodic table.

Closure
Session 1: Elements, Compounds, and Mixtures

Closure:

 A short quiz will be administered, asking students to classify different substances as elements,
compounds, or mixtures.
 The teacher will ask students to share an example from their research on elements, compounds, and
mixtures.
 The session will conclude with the teacher reviewing the definitions and distinctions between these three
categories.

Session 2: Solutions, Suspensions, and Colloids

Closure:

 The session will end with a quiz where students are asked to identify whether specific mixtures are
solutions, suspensions, or colloids.
 Students will participate in a brief discussion about the differences they observed during their
experiment.
 The teacher will provide feedback and summarize the session by highlighting the key characteristics of
 each type of mixture.

Session 3: Solubility & Separating Mixtures

Closure:

 The teacher will give a short quiz on the methods of separating mixtures and the factors affecting
solubility.
 Students will reflect on their experiment, discussing the solubility results at different temperatures.
 The teacher will summarize the techniques used in separating mixtures and review the concept of
solubility.

Session 4: Metric Units, Calculation of Metric Units, and Loss and Gain of Heat

Closure:

 A brief quiz on metric unit conversions will be given, along with a few questions on heat transfer.
 Students will be asked to explain how heat is transferred in the teacher’s demonstration.
 The teacher will summarize the session by reviewing metric unit calculations and heat transfer methods.

Session 5: The Structure of Atoms and the Electronic Configuration of an Atom

Closure:

 The teacher will conclude the session with a pop quiz on atomic structure and electronic configurations.
 Students will reflect on their Bohr model drawings, sharing one key takeaway.
 The teacher will summarize the atomic structure and electronic configurations, emphasizing their
 importance in understanding chemical properties.

Session 6: Isotopes and Radioactivity

Closure:

 A quiz on isotopes and their uses in real-life applications will be administered.

 Students will share their group research findings on specific isotopes.
 The teacher will provide feedback and summarize the importance of isotopes and their role in science
and medicine.

Session 7: Arrangement of Elements in the Periodic Table & Trends in Group II of the Periodic Table

Closure:

 The teacher will conduct a brief quiz on the arrangement of elements in the periodic table and the trends
in Group II.
 Students will reflect on their research presentations, discussing one interesting fact about their assigned
element.
 The session will conclude with the teacher summarizing the trends and reviewing the importance of
understanding the periodic table.

Session 8: Trends in Group VII and Period 3 of the Periodic Table

Closure:

 A short quiz on the trends in Group VII and Period 3 will be administered, focusing on the reactivity and
 properties of the elements.
 Students will discuss the teacher’s demonstration on halogens and share their observations.
 The session will close with a summary of the trends discussed and their relevance in chemical reactions
and periodicit

Conclusion
Session 1: Elements, Compounds, and Mixtures

The session wrapped up with a brief quiz where students showcased their ability to differentiate between
elements, compounds, and mixtures. Pop questions helped students highlight the most important distinctions.
The teacher concluded with a summary, ensuring students understood the classification of matter.

Session 2: Solutions, Suspensions, and Colloids

The session ended with a quiz where students explained the differences between solutions, suspensions, and
colloids. Pop questions allowed students to share real-life examples of these mixtures, reinforcing the key
takeaways. The teacher provided a summary, ensuring a clear understanding of the properties and behavior of
mixtures.

Session 3: Solubility & Separating Mixtures

The session closed with a short quiz where students demonstrated their knowledge of solubility and methods for
separating mixtures. Pop questions encouraged students to reflect on the separation techniques discussed. The
teacher summarized the session, ensuring students could apply these concepts in practical situations.
Session 6: Metric Units, Calculation of Metric Units, and Loss and Gain of Heat

The session concluded with a quick quiz where students applied their skills in converting metric units and
understanding heat transfer. Pop questions allowed students to discuss the most critical aspects of the
calculations. The teacher summarized the session, ensuring students could confidently handle metric
conversions and heat-related problems.

Session 7: The Structure of Atoms and the Electronic Configuration of an Atom

The session ended with a short quiz where students demonstrated their understanding of atomic structure and
electronic configurations. Pop questions helped students highlight the significance of electron arrangements in
chemical reactions. The teacher provided a summary, reinforcing the importance of mastering atomic theory.

Session 8: Isotopes and Radioactivity

The session concluded with a quiz where students discussed the differences between isotopes and the effects of
radioactivity. Pop questions allowed students to share practical applications of isotopes in various fields. The
teacher summarized the session, ensuring students had a firm grasp of these advanced concepts.

Session 9: Arrangement of Elements in the Periodic Table & Trends in Group II

The session wrapped up with a brief quiz on the periodic table's arrangement and Group II trends. Pop questions
prompted students to discuss the most important trends they observed. The teacher provided a summary,
reinforcing the significance of periodicity and trends in chemical properties.
 Session 10: Trends in Group VII and Period 3 of the Periodic Table

The session concluded with a quiz where students explored the trends in Group VII and Period 3. Pop questions
encouraged students to apply their knowledge to real-world examples. The teacher summarized the session,
ensuring a comprehensive understanding of periodic trends and their implications.

Extended Activity Here are short extended activities for each of the 10 sessions:

Session 1: The Particulate Nature of Matter

Extended Activity: Students will research real-life examples of the particulate theory of matter (e.g., air, water,
gases) and write a brief report explaining how this theory applies to their chosen example.

Session 2: Evidence for the Particulate Theory of Matter & The Three States of Matter

Extended Activity: For homework, students will create a chart comparing the three states of matter (solid,
liquid, gas) and give examples from their surroundings, explaining how temperature affects the states.

Session 3: Elements, Compounds, and Mixtures

Extended Activity: Students will find at least five household items and classify each as an element, compound,
or mixture. They will submit a short explanation of their reasoning.
Session 4: Solutions, Suspensions, and Colloids

Extended Activity: Students will collect examples of solutions, suspensions, and colloids from home and bring
them to the next class. They will write a one-paragraph explanation of the differences between each mixture.

Session 5: Solubility & Separating Mixtures

Extended Activity: Students will conduct a simple solubility experiment at home (e.g., dissolving sugar in
water) and submit a short report describing their findings, including the factors that affected the solubility.

Session 6: Metric Units, Calculation of Metric Units, and Loss and Gain of Heat

Extended Activity: Students will convert various household measurements (e.g., food weights, liquid volumes)
into metric units and present their work in a table format.

Session 7: The Structure of Atoms and the Electronic Configuration of an Atom

Extended Activity: Students will draw and label the atomic structure of three different elements, indicating the
electronic configuration of each, and provide a short description of their chemical properties.

Session 8: Isotopes and Radioactivity

Extended Activity: Students will research the uses of isotopes in medicine or industry and submit a brief report
 explaining the significance of isotopes in the chosen field.

Session 9: Arrangement of Elements in the Periodic Table & Trends in Group II

Extended Activity: Students will create a poster or digital presentation illustrating the trends in Group II of the
periodic table, focusing on how atomic size and reactivity change down the group.

Session 10: Trends in Group VII and Period 3 of the Periodic Table

Extended Activity: Students will compare and contrast the trends in Group VII and Period 3 elements and
present their findings in a one-page essay, focusing on changes in reactivity and electronegativity.

Evaluation

Strengths

Weakness