Chemistry Guides for SS 3 Chemistry and Life – Fats and Oils, Giant Molecules, Soaps and Detergents

 

CHEMISTRY – FATS AND OILS, GIANT MOLECULES, SOAPS AND DETERGENTS 

 

CHEMISTRY

THEME – CHEMISTRY AND LIFE 

TOPIC 1 – FATS AND OILS 

 

INSTRUCTIONAL MATERIALS

1. Samples of fats and oils

2. Paper

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. identifying sources of fats and oils.

2. differentiate between fats and oils.

3. state the physical and chemical properties of fats and oils.

4. explain saponification using relevant equations.

 

5. test for fats.

6. state the uses of fats and oils.

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Sources of Fats and Oils

2. Physical and chemical properties of fats and oils

3. Reactions of fats and oils (saponification)

4. Uses of fats and oils

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

1. Guides students to identify the sources of fats and oils.

2. Performs simple demonstrations to show the properties of fats and oils.

3. Takes students on visit to a local vegetable oil factory.

4. Guides class discussion of the uses of fats and oils.

 

 STUDENT’S ACTIVITIES

1. Watch teacher demonstrations.

2. Bring food substances that contains fats and oils to the class.

 

3. Test for fats and oils in food substances.

4. Visit local industries and observe the various uses of fats and oils.

5. Participate in class discussion.

 

LESSON EVALUATION

Students to,

1. name substances containing fats and oils.

2. states two differences between fats and oils.

3. list the physical and chemical properties of fats and oils.

4. defines saponification and write and balance equations for the reactions.

5. states the uses of fats and oils.

 

CHEMISTRY 

THEME – CHEMISTRY AND LIFE 

TOPIC 2 – GIANT MOLECULES 

 

INSTRUCTIONAL MATERIALS

1. Samples of glucose

2. Starch

3. Sugarcane

4. Dilute acids

 

5. Sources of heat

6. Containers e.g. beaker

7. Iodine

8. Fehlings solution

9. Benedicts solution

10. Conc. H2SO4

11. Samples of food containing protein

12. Test reagents,

  • Millions reagent
  • HNO3

13. Biuret

14. Test-tubes

15. Sources of heat, etc

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. mention some sources of sugar.

2. classify sugar as:

 

a. mono, di and polysaccharides

b. reducing and non-reducing sugars.

3. give examples of the different types of sugar.

4. prepare glucose from starch and sucrose

5. test for starch and glucose using Fehling’s solution.

6. state the uses of starch and sugars.

7. list sources of protein

8. give examples of protein.

9. identify amino acids as the building blocks of proteins.

10. state the physical and chemical properties of proteins.

11. carry out confirmatory test for proteins.

12. state the uses of protein.

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

SUGARS

1. sources

2. classification as:

 

(a) monosaccharide

  • disacchrides
  • polysaccharides

(b) as reducing and non-reducing sugars

3. Hydrolysis of sucrose and starch.

4. Test for starch and sugars

5. Uses of starch and glucose.

 

PROTEINS

  • sources of proteins
  • structure and properties of protein
  • test for proteins
  • uses of proteins.

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

1. Guides students to:

 

  • identify sources of sugar and starch
  • classify sugars as mono, di and polysacchrides
  • differentiate between reducing and non-reducing sugars
  • state the uses of sugar and starch.

2. Performs simple experiments to demonstrate the hydrolysis of starch and sucrose to produce glucose.

3. Takes students on a visit to a local sugar factory.

4. Guides students to test for sugars and starch.

5.Guides students to:

  • list sources of protein
  • give examples of protein
  • state the uses of proteins

6. Explains the structure of proteins to students.

7. Performs simple experiments to:

 

  • illustrate the chemical and physical properties of proteins
  • test for proteins.

 

STUDENT’S ACTIVITIES

1. Classify sugars as mono, di and polysaccharides.

2. Identify reducing and non-reducing sugars.

.3. Watch teacher demonstrations and prepare glucose by hydrolysis of sucrose and starch.

4. Visit a sugar factory and observe the raw materials and the process for producing sugar as well as the by-products of sugar.

5. Participates in discussion.

6. Watch teacher’s demonstrations.

7. Test for proteins in given substances.

 

LESSON EVALUATION

Students to,

 

1. list some local sources of sugars and starch.

2. give examples of simple sugars.

3. group sugars as mono, di and polysaccharides.

4. differentiate between reducing and non-reducing sugars.

5. state the uses of sugar,

  • for food
  • production of alcoholic beverages
  • pharmaceuticals
  • textiles, etc

6. give examples of protein.

7. describe the structure of proteins and identify amino acids as the building blocks of proteins.

8. list the physical and chemical properties of proteins.

 

9. enumerate the uses of proteins.

10. test for proteins.

 

CHEMISTRY 

THEME – CHEMISTRY AND LIFE 

TOPIC 3 – SOAPS AND DETERGENTS 

 

INSTRUCTIONAL MATERIALS

1. Vegetable oil

2. Caustic soda or potash

3. Wood ash

4. Containers/reaction vessels

5. Water

6. Thermometer

7. NaCl

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

 

1. identify the materials for making soap.

2. prepare soap from local sources.

3. explain the emulsifying action of soap using relevant equations.

4. define detergents.

5. describe the mode of action of detergents.

6. distinguish between soap and detergent.

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Soap

  • preparation
  • structure

2. Action of soap as an emulsifying agent

 

3. Detergents

  • preparation
  • mode of action of detergents

4. Differences between soap and detergents

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

1. Demonstrates the preparation of soap.

2. Explains the cleansing action of soap and detergents.

3. 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.

4. Assign students in groups to make soaps from locally available materials.

 

 STUDENT’S ACTIVITIES

1. Watch teacher demonstrations.

2. Visit local soap/detergent making factory.

 

3. Prepare soaps from local sources.

4. Participate in the discussion of the uses of soaps and detergents.

 

LESSON EVALUATION

Students to,

1. describe soap and detergents.

2. name materials for making local soap.

3. describe the cleansing action of soap and detergents.

 

4. prepare soap from a locally available material.

5. state the differences between soap and detergents.

 

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