HANDS ON LEARNING
Senior Secondary Science (Chemistry)
10-12
Zambia
LABORATORY WORK – BOOK
NAME:
_____________________________________________
FN SHANKWAYA
GRADE: ____________________________________________
SCHOOL: ___________________________________________
Contents
Topic
Page
Safety in the laboratory …………………………………………………………………….
5
Particulate nature of matter………………………………………………………………….
6
Experimental techniques…………………………………………………………..................
9
The periodic table…………………………………………………………………………… 15
Chemical formulae and equations ………………………………………………………….
18
Acids, Bases and Salts………………………………………………………………............. 20
The mole concept……………………………………………………………………………. 28
Chemical reactions…………………………………………………………………………... 31
Metals ……………………………………………………………………………………….. 39
Non-metals ………………………………………………………………………………….. 41
Organic chemistry……………………………………………………………………………. 43
1|hands on learning
Preface
This book was written in line with the Ministry of General Education and the Examination
Council of Zambia examination reforms. Since teachers shall set practical assessment tasks, this
book provides worksheets covering the list of topics specified by ECZ from which the questions
will be selected.
The teachers are advised to use the worksheets in this book as a starting point and reference
when coming up with worksheets of their own. This is important because the worksheets in this
book may not be as the teacher intend to teach the practical lesson.
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List of topics specified by the Examination Council of Zambia from which the questions
will be selected
•
•
•
•
•
•
•
•
•
•
Particulate nature of matter
Experimental techniques
Atom, elements and molecules
Acids, bases and salts
The mole concept
Chemical reactions
The periodic table
Metals
Non-metals
Organic chemistry
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Mark Allocation Guide
Table 1: Mark allocation for practical
S/No
Skills tested
1
2
3
Selection of suitable device or chemical reagent
Assembly and/or use of devices and chemical reagents
Manipulation of apparatus or application of techniques in performing
the task
Taking precise/accurate readings or correct observations
Recording observations systematically
Description of how the experiment was carried out, precautions or
suggestions for improving
Data processing, analysis and presentation
Follow up questions on application of findings of the investigations
and values
Conclusion
Total
4
5
6
7
8
9
Note that this mark allocation guide is for one practical question.
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Maximum
mark(s)
1
1
1
1
1
1
2
1
1
10
The laboratory can be a very dangerous place if certain rules are not followed by the learners and
the supervisors. To avoid accidents in the laboratory, the following rules must be observed by
both the supervisor and the learners:
1. Learners must never enter in the laboratory without permission.
2. Always ask for permission and guidance from the laboratory supervisor before carrying out
an experiment in the laboratory.
3. Never eat food nor drink in the laboratory.
4. Always label solutions being used or stored in the laboratory.
5. Put on safety attire when conducting an experiment in the laboratory.
6. Never run around in the laboratory.
7. Avoid over clouding when conducting experiments in the laboratory.
8. Avoid pointing a loaded test tube at the friend.
9. Never taste any reagent in the laboratory.
10. Always add acid to water and never the reverse.
11. Always clean the work place and apparatus after an experiment.
12. Keep flammable reagents away from the source of heat.
13. Avoid direct contact with test tubes / beakers used for heating reagents.
14. Before leaving the laboratory room ensure, that water taps, gas valves and electric switches
are closed and switched off.
15. Keep water and gas valves closed, open only when in use.
16. Always neutralise solutions before sinking them down.
17. Always keep volatile chemicals under sealed and closed container.
18. Smell the odour using your palm to your nose
19. Always wash your hands every after laboratory session(s).
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SAMPLE LESSON PLAN
School: Hands on Learning Academy
Date: 18/07/2019
Class: 10M
Time: 07:30-08:50
Subject: Chemistry 5124
No. of learners: 25
Topic: Matter and the kinetic theory
Sub-topic: Physical changes of state
T/L Aids: matches, spirit burner, spatula, and wax, chalk, duster and chalk board
References: Hands on learning science learner’s book 10 page 30
General outcomes: develop an understanding of the physical change.
Key competences: Demonstrate the ability to investigate the physical changes of state of matter.
Specific outcomes: By the end of this lesson learner should be able to describe a physical
change.
Knowledge: Physical change; No new substance is formed, the change is reversible and particles
gain kinetic energy when heated.
Skill: Observing
Values: Awareness of physical changes, appreciate changes of states of matter in everyday life
and taking safety measures
Introduction: teacher asks learning what happens when matter is subjected to temperature
changes
3 min
1.
2.
3.
4.
Teacher’s activity
Introduces the lesson of the
day-Physical changes of states
of matter.
Gives learners worksheets and
instructs them to go through.
Asks learners if instructions in
the worksheet are clear.
Instructs learners to get
apparatus and materials and
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Learner’s activity
Listen and write the title of the lesson
in their note books.
Time
2 min
Receive worksheets from the teacher
and read through.
Respond accordingly
3 min
Listen attentively and start the
experiment.
45 min
2 min
start carrying out the
experiment. Check what
learners are doing and award
marks for correct handling of
apparatus.
5. Asks learners to stop and
collects the worksheets from
them.
6. Asks learners to clean the
apparatus and work surface.
Stop conducting the experiment and
hand in the worksheets to the teacher.
5 min
Clean apparatus and work surface.
15 min
Conclusion: Teacher concludes by informing learners about the next lesson and encourages
them to study a head.
5 min
Evaluation:
WORKSHEET 1
You have been provided with a spirit burner containing methylated spirit, matches, spatula
and wax. Carryout the following instructions.
1. Light a spirit burner.
2. Put a piece of wax provided onto the spatula.
3. Place a spatula with wax on the flame.
4. Observe and write what is happening to the wax.
5. State what is happening to the molecular forces holding the wax particles together?
6. What name is given to the process you have just observed in question 4?
7. Now remove a spatula from the flame.
8. Observe and write what is happening to the liquid.
9. State what is happening to the molecular forces between the liquid particles?
10. Write the nature of the reaction when:
(i)
the wax was being heated.
(ii)
the wax was cooling.
11. What type of change was the experiment based on?
12. Give two examples of the type of change you have mention in question 11 from everyday
life.
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WORKSHEET 2
You have been provided with water (that has been in the freezer for an hour) in a beaker,
an empty beaker and a measuring cylinder. Carryout the following procedure.
1. Measure 150ml of water using a measuring cylinder and transfer it into the empty beaker.
2. Carefully observe it and write your observations.
3. Describe what you see on the beaker containing 150ml of water.
4. Explain your observation in question 3.
5. Empty the beaker.
6. Measure 200ml of hot water using a measuring cylinder and transfer it into the empty beaker
that had 150ml of cold water.
7. Describe what you see on the beaker containing 200ml of hot water.
8. Which of the molecules are moving faster (warm air or cold air)? Give a reason?
9. Describe what happens with the collision between water molecules as the temperature of the
air decrease.
10. Can you describe a real-life situation in which the process you have observed in question 3
happens?
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SAMPLE LESSON PLAN
School: Hands on Learning Academy
Date: 18/07/2019
Class: 10M
Subject: Chemistry 5124
Time: 07:30-08:50
Number of learners: 25
Topic: Experimental techniques
Sub-topic: Mixtures
T/L Aids: water, sugar, sand, spatula, and salt, chalk, duster and chalk board.
References: Hands on learning science learner’s book 10 page 40
General outcomes: Develop an understanding of the experimental techniques.
Key competences: Demonstrate the ability to carry out a separation technique.
Specific outcomes: By the end of this lesson learner should be able to separate heterogeneous
mixture.
Knowledge: Filtration; a method used to separate an insoluble solid from its mixture with a
liquid.
Skill: measuring and observing
Values: Appreciate methods of separating mixtures used in everyday life.
Introduction: Teacher asks learning what happens when salt is added to water and to describe
how it can be separated
3 min
1.
2.
3.
4.
Teacher’s activity
Introduces the lesson of the
day-Separation techniques.
Gives learners worksheets and
instructs them to go through.
Asks learners if instructions in
the worksheet are clear.
Instructs learners to get
apparatus and materials and
start carrying out the
experiment. Check what
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Learner’s activity
Listen and write the title of the lesson
in their note books.
Time
2 min
Receive worksheets from the teacher
and read through.
Respond accordingly
3 min
Listen attentively and start the
experiment.
45 min
2 min
learners are doing and award
marks for correct handling of
apparatus.
5. Asks learners to stop and
collects the worksheets from
them.
6. Asks learners to clean the
apparatus and work surface.
Stop conducting the experiment and
hand in the worksheets to the teacher.
5 min
Clean apparatus and work surface.
15 min
Conclusion: Teacher concludes by informing learners about the next lesson and encourages
them to study a head.
5 min
Evaluation:
WORKSHEET 1
You have been provided with 5 test tubes in a test tube rack, spatula and Samples of salt,
sugar, sand, mealie meal, copper II sulphate.
1. Label the test tubes; salt, sugar, flour, coffee, and so on.
2. Half-fill each test tube with cold water.
3. Use a spatula to add a very small amount of each substance to its labeled test tube and shake
well.
4. Draw up a table of results as shown below.
Substance mixed Clear or cloudy Soluble or insoluble
in water
Sand
Sugar
Mealie meal
Salt
Copper II
sulphate
5. Hold each test tube up to the light. Decide whether the mixture is clear or cloudy. Record
your results in the table.
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6. Decide whether each substance is soluble or insoluble. Record in the table.
7. Which of the substances did not dissolve in water?
8. How can you tell if a substance has dissolved?
9. How can you tell that the substance has not dissolved?
10. State the two types of mixtures you have made.
WORKSHEET 2
You are provided with evaporating dish, salt, iodine crystals, spirit lamp/heat source,
matches, and spatula. Carryout the following procedure.
1. Make a mixture of salt, sand and iodine crystals.
2. Measure 2g of the mixture using an electronic balance and put it on evaporating dish.
3. Set up the apparatus as shown below.
Cotton wool
Funnel
mixture
Tripo
d
Evaporation dish
Burner
Figure 1: Experimental set up for a separation technique
4. Light the spirit lamp and heat the mixture.
5. Write your observation on the funnel after 2 minutes.
6. Name the change of state that occurred.
7. Name the substance that has undergone the change of state you have mentioned in question
5.
8. Give two (2) substances that can undergo the change of state mentioned in question 5.
9. Remove the heat and measure the mass of the mixture that has remained on the evaporating
dish and calculate the mass of the substance you have mentioned in question 7.
10. State the application of the separation technique you can use to separate the mixture that has
remained on the evaporating dish in everyday life.
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WORKSHEET 3
You are provided with a delivery tube, source of heat, 2 retort stands, tripod, beaker, 2 test
tubes, ice cubes, stoppers, copper II sulphate solution. Carryout the following separation
technique.
1. Set up the apparatus as shown below.
Delivery tube
Test tubes
Beaker
Copper II sulphate
solution
Stand
Burner
Ice
cubes
Figure 2: Experimental set up for a separation technique
2. What do you see in the delivery tube after copper II sulphate solution has started boiling?
3. State the function of the ice cubes in the beaker.
4. Give the term for the process taking place in the test tube inserted in the beaker containing
ice cubes.
5. Once the contents in the test tube containing copper II sulphate has dried, stop heating and
write what you in the test tube.
6. What do you see in the test tube inserted in the beaker containing ice cubes?
7. Suggest the name for the separation technique you have just carried out.
8. What conclusion can you draw from the experiment?
9. State the application of the separation technique you have mentioned in question 7 in
everyday life.
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WORKSHEET 4
In this experiment you are going to separate solid particles from a liquid using filtration
method. You are provided with100ml beaker, funnel, filter paper, conical flask, stirring
rod, retort stand and soil
1. Set up the apparatus for filtering.
2. Half-fill your 100ml beaker with water.
3. Add your insoluble substance to the water and stir with a stirring rod.
4. Fold the filter paper accordingly.
5. Place the filter paper in the funnel and moisten with clean water to hold the filter paper in
place.
6. Pour your mixture into the filter paper.
7. Describe the appearance of your mixture in the beaker before filtration.
8. Suggest a name for the liquid passing through the filter paper into the conical flask.
9. Describe your liquid in the conical flak.
10. Examine your filter paper and suggest a name for the material trapped by the filter paper.
11. Describe your material on the filter paper.
12. Explain how the filter worked like a sieve in this experiment.
13. State the application of filtration method in everyday life.
WORKSHEET 5
In this experiment you are going to separate substances in food colouring. You are
provided with food colouring, toothpick, filter paper, scissors, 250ml, pencil and ruler.
Carryout the following procedure and answer questions where necessary.
1. Cut a piece of filter paper approximately 15cm by 3cm.
2. Draw a line using pencil 2cm away from the edge of the filter paper.
3. Use the flat end of a toothpick to place a small dot of food colour in the centre of the pencil
line on the filter paper.
4. Pour tap water into the beaker to a depth of 1cm.
5. Stand the filter paper so that the end just dips into the water. Make sure that you keep the dot
of food colouring out of the water.
6. Why take precaution in part 5?
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7. Fix the filter paper to a pencil to hold it in the beaker as shown below.
Pencil
Beaker
Filter paper
Food colouring
Water
Figure 3: Experimental set up for a separation technique
8. Leave the filter paper to stand until the water has risen almost to the top.
9. How do you think the colours are actually separated using this method?
10. Measure the distance move by the different colours and the water from the pencil line.
11. Using the results in part 10, calculate the retention factor for different colours.
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑚𝑜𝑣𝑒𝑑 𝑏𝑦 𝑠𝑢𝑏𝑠𝑡𝑎𝑛𝑐𝑒
Rf = 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑚𝑜𝑣𝑒𝑑 𝑏𝑦 𝑡ℎ𝑒 𝑠𝑜𝑙𝑣𝑒𝑛𝑡
12. Why is the pencil line undisturbed during the experiment?
13. Name the separation technique you have just carried out.
14. State the application of the separation technique you have mentioned in question 15 in
everyday life.
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SAMPLE LESSON PLAN
School: Hands on Learning Academy
Date: 18/07/2019
Class: 10M
Time: 07:30-08:50
Subject: Chemistry 5124
Number of learners: 25
Topic: The Periodic Table
Sub-topic: Groups and periodic trends
T/L Aids: worksheet and the periodic table
References: Hands on learning science learner’s book 10 page 60
General outcomes: develop an understanding of the Periodic Table.
Key competences: Demonstrate the ability to identify elements in the Periodic Table.
Specific outcomes: By the end of this lesson learner should be able to use the periodic table
correctly.
Knowledge: Periodic Table; elements are arranged in order of their increasing atomic numbers.
Skill: Observing and classifying
Values: Awareness of the characteristic properties of elements.
Introduction: Teacher asks learning to name Groups of the Periodic Table.
1.
2.
3.
4.
Teacher’s activity
Introduces the lesson of the
day-Physical changes of states
of matter.
Gives learners worksheets and
instructs them to go through.
Asks learners if instructions in
the worksheet are clear.
Instructs learners to get
apparatus and materials and
start carrying out the
experiment. Check what
learners are doing and award
15 | h a n d s o n l e a r n i n g
3 min
Learner’s activity
Listen and write the title of the lesson
in their note books.
Time
2 min
Receive worksheets from the teacher
and read through.
Respond accordingly
3 min
Listen attentively and start the
experiment.
45 min
2 min
marks for correct handling of
apparatus.
5. Asks learners to stop and
collects the worksheets from
them.
6. Asks learners to clean the
apparatus and work surface.
Stop conducting the experiment and
hand in the worksheets to the teacher.
5 min
Clean apparatus and work surface.
15 min
Conclusion: Teacher concludes by informing learners about the next lesson and encourages
them to study a head.
5 min
Evaluation:
WORKSHEET 1
This worksheet is aimed at test helping you practice how to use the periodic table. Use the
periodic table on the following page.
Finding the element;
1. This element is found in Group 6, period 2.
2. The atomic mass of this element is 20.
3. The atomic number of this element is 36
4. The atomic mass of this element is 4.
5. This element is found in Group 2, period 4.
6. This element’s atomic number is 54.
7. This element has an atomic mass of 54.9 and an atomic number 25.
8. The atomic number of this element if 103.
9. This element’s atomic number Is 16.
10. The atomic number of this element is 11.
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SAMPLE LESSON PLAN
School: Hands on Learning Academy
Date: 18/07/2019
Class: 10M
Time: 07:30-08:50
Subject: Chemistry 5124
Number of learners: 25
Topic: Chemical formulae and equations
Sub-topic: Writing and balancing equations
T/L Aids: Barium chloride solution, sulphuric acid solution chalk, duster and chalk board
References: Hands on learning science learner’s book 10 page 70
General outcomes: develop an understanding of chemical formulae and equations.
Key competences: Demonstrate the ability to write and balance chemical equations.
Specific outcomes: By the end of this lesson learner should be able to write balanced chemical
and net ionic equations.
Knowledge: Chemical equations; shows reactants on the left side and products on the right side
separated with an arrow.
Skill: Observing
Values: Appreciate chemical formulae and take safety measures
Introduction: Teacher asks learners to predict what happens when barium chloride solution and
sulphuric acid solution are added together.
3 min
1.
2.
3.
4.
Teacher’s activity
Introduces the lesson of the
day-Physical changes of states
of matter.
Gives learners worksheets and
instructs them to go through.
Asks learners if instructions in
the worksheet are clear.
Instructs learners to get
apparatus and materials and
start carrying out the
18 | h a n d s o n l e a r n i n g
Learner’s activity
Listen and write the title of the lesson
in their note books.
Time
2 min
Receive worksheets from the teacher
and read through.
Respond accordingly
3 min
Listen attentively and start the
experiment.
45 min
2 min
experiment. Check what
learners are doing and award
marks for correct handling of
apparatus.
5. Asks learners to stop and
collects the worksheets from
them.
6. Asks learners to clean the
apparatus and work surface.
Stop conducting the experiment and
hand in the worksheets to the teacher.
5 min
Clean apparatus and work surface.
15 min
Conclusion: Teacher concludes by informing learners about the next lesson and encourages
them to study a head.
5 min
Evaluation:
WORKSHEET 1
In this experiment you are going to observe a chemical reaction between barium chloride
(BaCl2) and dilute sulphuric acid (H2SO4). You have been provided with barium chloride
and sulphuric acid labelled as such, a measuring cylinder, and an empty beaker.
(a)
(i)
Measure 10ml of dilute sulphuric acid using a measuring cylinder and transfer it into
a beaker.
(ii)
Measure 10ml of barium chloride and using a measuring cylinder and add it to a
beaker containing dilute sulphuric acid. Write your observation.
(b) When aqueous barium nitrate reacts with aqueous sulphuric acid, a solid barium sulphate
(BaSO4) and an aqueous hydrochloric acid (HCl) are formed.
(i)
Write a word equation for the reaction between barium nitrate and sulphuric acid.
(ii)
Write a balanced chemical equation for the reaction in question (i) above. Include
state symbols.
(iii) Formulate a balanced net ionic equation from the balanced equation in question (ii)
above.
(c) State the law of conservation of matter.
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