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Chemistry Excellence CURRENT Curriculum NERDC

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Chemistry Excellence CURRENT Curriculum NERDC Excellence in Aim for Excellence with Cambridge! Excellence in Cambridge Excellence in Chemistry offers you a first-class print and digital course in chemistry. The course has been developed in accordance with the 2013 NERDC Chemistry Curriculum and Scheme of Work. It offers students accessible, high quality content to ensure the best foundation for future learning. Chemistry Cambridge Excellence in Chemistry Senior Secondary 2 has two components. CON SE DA R R O Y A Student’s Book which offers: I Excellence in Excellence Chemistry N Senior Secondary Senior • a list of key words, a glossary and explanations in accessible Excellence in E Chemistry S language to enable understanding and learning of knowledge E Senior Secondary Secondary Senior T D I SECON 2 and skills in chemistry R D A E O I R N Y 2 E S Teacher’s Teacher’s T E 2 E A D U I A C HER’S GU • local and international content supported by full colour Guide CHER’S G CURRENT NERDC illustrations, diagrams and photographs Curriculum • a variety of experiments, exercises and case studies to enable Available students to apply scientific knowledge and skills digitally! • summaries and Revision exercises for each topic to facilitate 2 Teacher’s Guide revision throughout the book Student’s Book FREE A Teacher’s Guide which offers: • Schemes of Work to help plan lessons • clear teaching guidelines • answers to exercises, activities and case studies in the Student’s Book • evaluation tools to help assess students’ development of specific skills. • a practice examination paper to prepare students for the exit examination CURRENT they will write at the end of Senior Secondary 3. NERDC ISBN: 9781316605325 Curriculum Excellence in Chemistry CON SE DA R R O Y I N E S E T D 2 I E A U CHER’S G Published by Cambridge University Press University Printing House, Cambridge CB2 8BS, United Kingdom Distributed in Nigeria by Cambridge University Press Nigeria Ltd 252E Muri Okunola Street, Victoria Island, Lagos State, Nigeria Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781316606810 © Cambridge University Press 2016 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2016 Printed in India by Multivista Global Pvt Ltd. ISBN 9781316596586 Adobe Reader Authors: Karin Kelder, Samantha Heneke, Tanya Paulse Designer: Mellany Fick Typesetter: Mellany Fick Editor: Tanya Paulse Illustrator: Bev Victor Cover image by: Shutterstock, © 18percentgrey Every effort has been made to trace copyright holders. Should any infringements have occurred, please inform the publishers who will correct these in the event of a reprint. If you want to know more about this book or any other Cambridge University Press publication, phone us at +234 703 844 5052 or send an e-mail to [email protected] Contents Introduction . .v Scheme of work . viii Theme 1 The Chemical World Topic 1 Periodic Table ......................... 1 Topic 2 Chemical reactions . .......................... 9 Topic 3 Mass, volume relationships. ....................... 19 Theme 2 Chemistry and environment Topic 4 Acid-base reactions . ........................... 25 Topic 5 Water........................................ 30 Topic 6 Air . ..................................... 37 Topic 7 Hydrogen . ................................... 41 Topic 8 Oxygen. ..................................... 45 Topic 9 Halogens.. .......................... ..... 51 Topic 10 Nitrogen . .................................. 56 Topic 11 Sulphur ........................................ 62 Theme 3 Chemistry and industry Topic 12 Oxidation-reduction (Redox reactions) .............. 65 Topic 13 Ionic theory .................................... 71 Topic 14 Electrolysis ..................................... 75 Theme 4 The chemistry of life Topic 15 Hydrocarbons ................................... 83 Topic 16 Alkanols ....................................... 90 Introduction The purpose of the Time allocation curriculum To cover this curriculum, the recommended weekly time allocation is 120 minutes each. The general objectives of the curriculum are Students need to do regular revision at home to enable students to: in order to cope with the content and new • develop an interest in the subject of terminology. chemistry • acquire basic theoretical and practical knowledge and skills in chemistry The role of the teacher • develop an interest in science, technology One of the principle duties of a Chemistry and mathematics teacher is to prepare and present good lessons • acquire basic STM knowledge and skills to his or her students. The teacher has to: • be positioned to take advantage of the • be as well informed as possible on the numerous career opportunities offered by scheme of work of the subject chemistry • know the aims and objectives of each topic • be adequately prepared for further studies • select appropriate content materials in chemistry. • decide on the best methods of presentation such as slide shows, workstations, videos, The goals discussion groups, worksheets, question– answer sessions, debate, and experiments The goals of the reviewed chemistry • gather equipment and other resources curriculum ensure that the teaching of required for the activities chemistry will: • keep informed about new developments • facilitate a smooth transition in the use of and news in chemistry in Nigeria and the scientific concepts and techniques acquired rest of the world in the new Basic Science &Technology • arrange outings and guest speakers from curriculum with chemistry time to time. • provide students with the basic knowledge in chemical concepts and principles To be effective in presentation, the teacher through efficient selection of contents and must do a written/typed plan for each lesson. sequencing This must include aims, objectives, resources, • show chemistry and its inter-relationship time frames, content for the lesson, activities, with other subjects homework, assessment, and ideas and • show chemistry and its link with industry, additional worksheets to cater for students everyday life activities and hazards requiring extension or learning support • provide a course that is complete for (remedial). students not proceeding to higher Prepare each topic in advance. Many education, while at the same time teachers go into the classroom inadequately providing a reasonably adequate prepared. It is your responsibility as a foundation for a post-secondary school Chemistry teacher to actively involve your chemistry course. students in the learning process. It is a proven Introduction v fact that students learn far more by doing than • summary of the topic by listening. • key words, which are essential vocabulary You should endeavour to apply the for the topic scientific method throughout. Science • revision questions for revision of the topic. involves being curious and asking questions. Wherever possible ask questions to engage How to use the scheme the students and to encourage independent thought processes. Start your lessons of work by asking the students to write down A scheme of work is defined as the part of answers to questions related to your lesson the curriculum that a teacher will be required (approximately five). This will settle them to teach in any particular subject. Its primary into the lesson. You can use different types of function is to provide an outline of the subject questions in your lessons: matter and its content, and to indicate how • for enabling you to determine prior much work a student should cover in any knowledge on the topic (diagnostic) particular class. A scheme of work allows • for consolidation of challenging concepts teachers to clarify their thinking about a during the lesson subject, and to plan and develop particular • for stimulation of interest in the subject curriculum experiences that they believe • for concluding the lesson. may require more time and attention when preparing lessons. The criteria all teachers This will assist you to find out whether should bear in mind when planning a scheme students have understood the concepts of work are continuity in learning and and terminology in the lesson. It will also progression of experience. You can add your highlight any areas that they need to revise at own notes to the scheme of work provided on home or for you to revisit in the next lesson. pages viii to x. Teachers must ensure that they do not The scheme of work is sequential. The appear to have favourites in the class, so sequence of the scheme of work is aligned devise a system to ensure that you ask with the textbook. Do not be tempted to jump questions fairly, but be careful not to around. Rather spend time carefully planning embarrass weak students if they cannot the term to ensure that you adhere to the answer questions. scheme of work. The year is divided into 3 terms. Each term How to use the book is divided into 13 weeks. There are 4 topics The purpose of this Teacher’s Guide is to assist in Term 1, 3 topics in Term 2 and 3 topics you to use the Student’s Book and be more in Term 3. The end of term allows time for thoroughly prepared so that your teaching is be revision and an examination. This time frame more meaningful to your students. This book may vary depending on the planning of your supports a hands-on approach and lays a solid particular school. foundation for SS2 and SS3. The right-hand column gives the number of You need to be familiar with the key suggested lessons for each topic. This has been features of the Student’s Book. divided according to the content of the topic. The book is divided into 10 topics. Each These vary from 2 to 5 lessons per topic. topic is structured in the following way: The first lesson is usually an introduction • performance objectives required by the to the topic. Make an effort to make this curriculum lesson exciting and informative.
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