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SHS2 Chemistry · Semester 1, Week 20

Equilibria

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.4 - Explain the meaning of salt and classify salts.

By the end of the lesson, learners can:

  1. Define a salt as an ionic compound formed when the hydrogen ion of an acid is replaced by a metal ion or the ammonium ion, and give the general reaction types that produce salts.
  2. Classify salts into normal, acidic, basic, double, complex, hydrated, deliquescent, hygroscopic and efflorescent salts, giving at least one correct example for each type.
  3. Predict whether a given salt is acidic, basic or neutral based on the strength of the acid and base from which it was formed.
  4. Distinguish between soluble and insoluble salts and describe laboratory methods for preparing each type.
  5. Explain practical uses of common salts in everyday life in Ghana, including uses in food preservation, farming, and industry.

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Curriculum details

Strand
Physical Chemistry (Strand 1)
Sub-strand
Equilibria (1.2)
Content standard
2.1.2.CS.2 - Demonstrate knowledge and understanding of the concepts and properties of acids and bases to classify substances as well as determine concentration of analysis through titration. 2.1.2.LO.1 Explain that dynamic equilibrium is attained when the rates of the forward and backward reactions are equal and this principle has industrial applications. 2.1.2.LO.2 Apply your knowledge in acids and bases to classify and describe substances as acids and bases as well as determine the concentration of analyte through titration.
Indicator
2.1.2.LI.4 - Explain the meaning of salt and classify salts.
Suggested placement
Semester 1, Week 20 (Week 20 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Curriculum reference
NaCCA curriculum document, p. 72

Exemplars (from the NaCCA curriculum) 

Talk for Learning:
- Brainstorm to come out with the meaning of salt.
- Differentiate among normal, acidic, basic, double, complex, hydrated, deliquescent, hygroscopic and efflorescent salts with examples.
Experiential Learning:
- In small mixed-ability groups, undertake experiments to prepare soluble and insoluble salts.
- Discuss various uses of salts in everyday life.
Field trip or Excursion: Take an industrial trip to a salt mining site to identify the processes involved in their operations.
Teaching and Learning Materials:
- * Worksheets with illustrative examples of Arrhenius,
- Bronsted-Lowry and Lewis acids and bases for
- Learners to identify * Fruits * Vegetables * Common acids (HCl, HNO , H SO CH COOH,
- H CO , 2 3 * Bases * Universal indicator with pH colour chart * Litmus papers * Ammonium compound (e.g., ammonium chloride) * Bases: NaOH(aq), KOH(aq), Ca(OH) , NH * Zinc chips, iron filings, magnesium ribbon * pH meter * A simple electric circuit with electric bulb/ lamp, beakers, wire, key/switch
- 3 2 4, 3
- 2 3
- * Mixture of Na CO and * Methyl orange and phenolphthalein
- Burette * Pipette * Conical flask * Droppers * Retort stand and clamp * Pipette filler * White tile * Wash bottle with distilled * Calculator
- NaHCO ) 2 3 3 indicators
- water
Assessment (2.1.2.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
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