GRADE 11 IB

STRAND: QUANTITATIVE CHEMISTRY

The student will be enabled to

 describe chemical reactions by writing balanced equations

Explain the effect of temperature and pressure on states of matter in terms of Kinetic Molecular
Theory
Relate between vapour, temperature and pressure of gases
Reason deviations from ideality at low temperature and high pressure
Choose the more precise apparatus for a particular experiment
 state that the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass
of exactly 12 grams
 equate one mole as 6.02x1023particles (atoms or molecules)
 determine the molar mass of a molecule from its chemical formula and a table of atomic
masses and how to convert the mass of a molecular substance to moles, number of particles, or
volume of gas at standard temperature and presssure

calculate the masses of reactants and products in a chemical reaction from the mass of one of
the reactants or products and the relevant atomic masses

GLOBAL CITIZENSHIP SKILLS- By learning chemical equations and stoichiometry, students will excel
in academic demands and discover interconnectivity of disciplines.
STRAND: ATOMIC STRUCTURE

 State the position of protons, neutrons and electrons in the atom.

 State the relative masses and relative charges of protons, neutrons and electrons.
 Define the terms mass number (A), atomic number (Z) and isotopes of an element.
 Deduce the symbol for an isotope given its mass number and atomic number.
 Calculate the number of protons, neutrons and electrons in atoms and ions from the mass
number, atomic number and charge.
 Compare the properties of the isotopes of an element.
 Explain how evidence from first ionization energies across periods accounts for the existence
of main energy levels and sub-levels in atoms.
 Explain how successive ionization energy data is related to the electron configuration of an
atom.
 State the relative energies of s, p, d and f orbitals in a single energy level.
 State the maximum number of orbitals in a given energy level.
 Draw the shape of an s orbital and the shapes of the px, py and pz orbitals.
 Apply the Aufbau principle, Hund’s rule and the Pauli Exclusion Principle to write electron
configurations foratoms and ions up to Z = 54.

Deduce group of an element from its successive ionization energy data

Explain trends and discontinuities in data on first ionization energy across a period

GLOBAL CITIZENSHIP SKILLS- By learning atomic structure students are able to appreciate the
properties of matter and will develop curiosity to conduct inquiry in learning the modification in their
properties for the betterment of the human race

STRAND: PERIODICITY

The periodic table displays the elements in increasing atomic number and shows how periodicity of the
physical and chemical properties of the elements relates to atomic structure.

The student will be enabled to

 Relate the position of an element in the periodic table to its atomic number and atomic mass.
 Use the periodic table to identify metals, semimetals, non-metals, and halogens.
 Students know how to use the periodic table to identify alkali metals, alkaline earth metals and
transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions
and atoms.
 use the periodic table to determine the number of electrons available for bonding
  Discuss the similarities and differences in the chemical properties of elements in the same
group.
 Discuss the changes in nature, from ionic to covalent and from basic to acidic, of the oxides
across period 3.
 Explain the physical states (under standard conditions) and electrical conductivity (in the
molten state) of the oxides of the elements in period 3 in terms of their bonding and structure.

 List the characteristic properties of transition elements.

 Explain why Zn is not considered to be transition elements.
 Explain the existence of variable oxidation number in ions of transition elements.
 Define the term ligand.
 Describe and explain the formation of complexes of d-block elements.
 Explain why some complexes of d-block elements are coloured.

Discuss the magnetic behaviour of complexes

 State examples of the catalytic action of transition elements and their compounds.
 Outline the economic significance of catalysts in the Contact and Haber processes.

GLOBAL CITIZENSHIP SKILLS- By learning periodic table students will understand the contribution of
scientists and accept the other individuals irrespective of their race, religion, and nationality. By giving
diversified learning experiences students are made to excel in the academic demands

STRAND: CHEMICAL BONDS

Biological, chemical, and physical properties of matter results from the ability of atoms to form bonds
from electrostatic forces between electrons and protons and between atoms and molecules

The student will be enabled to

 State atoms combine to form molecules by sharing electrons to form covalent or metallic bonds
or by exchanging electrons to form ionic bonds.
 Draw chemical bonds between atoms in molecules such as H2,CH4,NH3, C2H4,N2,Cl2, and
many large biological molecules are covalent.
Deduce the formula and name of an ionic compound from its component ions, including
polyatomic ions
 draw Lewis dot structures
 predict the shape of simple molecules and their polarity from Lewis dot structures
 relate electronegativity and ionization energy in bond formation
  identify solids and liquids held together by van der Waals forces or hydrogen bonding and
relate these forces to volatility and boiling/ melting point temperatures
 describe the lattice structure of ionic compounds
Predict the shape and bond angles for species with five and six negative charge centres using
the VSEPR theory.
 Identify and explain the relationships between Lewis structures, molecular shapes and types of
hybridization (sp, sp2 and sp3).
 Describe the delocalization of π electrons and explain how this can account for the structures
of some species.

Predict whether sigma or pi bonds are formed from the linear combination of atomic orbitals

Deduce lewis structures of molecules and ions showing all valence electrons for up to 6 electron
pairs on each atom.

Apply FC to ascertain which Lewis structure is preferred

Explain wavelength of light required to dissociate ozone and oxygen

Describe mechanism of the catalysis of ozone depletion when catalyzed by CFCs and NOx.

GLOBAL CITIZENSHIP SKILLS- By learning bonding, students will be able to appreciate togetherness,
mutual sharing, and respect for others and a caring attitude for personal stability
 

STRAND: ENERGETICS

Energy is exchanged or transformed in all chemical reactions and physical changes of matter. As a
basis for understanding this concept:
The student will be enabled to

 Describe temperature and heat flow in terms of the motion of molecules (or atoms).
 Describe that chemical processes can either release (exothermic) or absorb (endothermic)
thermal energy.
 Describe how energy is released when a material condenses or freezes and is absorbed when
a material evaporates or melts.
 Solve problems involving heat flow and temperature changes, using known values of specific
heat and latent heat of phase change.
 Apply Hess's law to calculate enthalpy change in a reaction.
 Determine whether a reaction would be spontaneous
 Define and apply the terms standard state, standard enthalpy change of formation and
standard enthalpy change of combustion.
 Determine the enthalpy change of a reaction using standard enthalpy changes of formation
and combustion.
 Define and apply the terms lattice enthalpy and electron affinity.
Write representative equations for enthalpy of hydration, ionization, atomization, electron
affinity, lattice, covalent bond and solution
Explain how the relative sizes and the charges of ions affect the lattice enthalpies of different
ionic compounds.
Relate enthalpy of solution, hydration enthalpy and lattice enthalpy in an energy cycle.
Construct a Born–Haber cycle for group 1 and 2 oxides and chlorides, and use it to calculate
an enthalpy change.
Construct energy cycles from hydration, lattice and solution enthalpy (for e.g. dissolution of
solid NaOH or NH4ON in water)
Discuss the difference between theoretical and experimental lattice enthalpy values of ionic
compounds in terms of their covalent character.
Calculate the standard entropy change for a reaction using standard entropy values.

Relate delta G to position of equilibrium

Predict whether a change will result in an increase or decrease of entropy by considering the state
of the reactants and products
 Apply Gibbs’ Helmholtz’ equation in predicting spontaneity and calculating various conditions of
enthalpy and temperature that will affect this

Predict the effect of a change in temperature on the spontaneity of a reaction using standard
entropy and enthalpy changes and the equation.

GLOBAL CITIZENSHIP SKILLS- By learning energetics students will appreciate the need of
conservation of energy and discover interconnectivity of disciplines.
STRAND: KINETICS

Chemical reaction rates depend on factors that influence the frequency of collision of reactant
molecules.

The student will be enabled to

 State that the rate of reaction is the decrease in concentration of reactants or the increase
in concentration of products with time.
 Describe the role a catalyst plays in increasing the reaction rate.
 Explain the role of activation energy in a chemical reaction.
 Distinguish between the terms rate constant, overall order of reaction and order of reaction
with respect to a particular reactant.
 Deduce the rate expression for a reaction from experimental data.
 Solve problems involving the rate expression.
 Sketch, identify and analyse graphical representations for zero-, first- and second-order
reactions.
 Explain that reactions can occur by more than one step and that the slowest step
determines the rate of reaction (rate-determining step).
 Describe the relationship between reaction mechanism, order of reaction and rate-
determining step.
 Describe qualitatively the relationship between the rate constant (k) and temperature (T).
 Determine activation energy (Ea) values from the Arrhenius equation by a
graphical method.

GLOBAL CITIZENSHIP SKILLS- By learning kinetics students explore new ideas in variations of
reaction speeds which helps them to approach unfamiliar situations and make reasoned decisions
STRAND: CHEMICAL EQUILIBRIUM
Chemical equilibrium is a dynamic process at the molecular level. As a basis for understanding this
concept:
The student will be enabled to

 Use Le Chatelier's principle to predict the effect of changes in concentration, temperature, and
pressure.
 Write and calculate an equilibrium constant expression for a reaction.
 Describe the equilibrium established between a liquid and its own vapour and how it is affected
by temperature changes.
 Sketch graphs showing the relationship between vapour pressure and temperature and explain
them in terms of the kinetic theory.
 State and explain the relationship between enthalpy of vaporization, boiling point and
intermolecular forces.
 Solve homogeneous equilibrium problems using the expression for Kc.

GLOBAL CITIZENSHIP SKILLS-

STRAND: ACIDS AND BASES

Acids, bases, and salts are three classes of compounds that form ions in water solutions. As a basis for
understanding this concept:

The student will be enabled to

 Explain the properties of acids, bases, and salt solutions.

 Differentiate acids as hydrogen-ion-donating and bases as hydrogen-ion-accepting substances.
 Explain that strong acids and bases fully dissociate and weak acids and bases partially
dissociate.
 Use the pH scale to characterize acid and base solutions.
 Define Arrhenius, Brönsted-Lowry, and Lewis acid-bases.
 Calculate pH from the hydrogen-ion concentration.
 State the expression for the ionic product constant of water (Kw).
 Deduce [H+(aq)] and [OH–(aq)] for water at different temperatures given Kw values.
 Solve problems involving [H+(aq)],[OH–(aq)], pH and pOH.
  State the equation for the reaction of any weak acid or weak base with water, and hence
deduce the expressions for Ka and Kb.
 Solve problems involving solutions of weak acids and bases using the expressions:
o Ka × Kb = Kw
o pKa + pKb = pKw
o pH + pOH = pKw
 Identify the relative strengths of acids and bases using values of Ka, Kb, pKa and pKb.
 Describe the composition of a buffer solution and explain its action.
 Solve problems involving the composition and pH of a specified buffer system.
 Deduce whether salts form acidic, alkaline or neutral aqueous solutions.
 Sketch the general shapes of graphs of pH against volume for titrations involving strong and
weak acids and bases, and explain their important features.
 Describe qualitatively the action of an acid–base indicator.
 State and explain how the pH range of an acid–base indicator relates to its pKa value.
 t. Identify an appropriate indicator for a titration, given the equivalence point of the titration
and the pH range of the indicator.

STRAND: OXIDATION AND REDUCTION

The student will be enabled to

 Define oxidation and reduction in terms of electron loss and gain.

 Deduce the oxidation number of an element in a compound.
 State the names of compounds using oxidation numbers.
 Deduce whether an element undergoes oxidation or reduction in reactions using oxidation
numbers
 Deduce simple oxidation and reduction half-equations given the species involved in a
redox reaction.
 Deduce redox equations using half equations.
 Define the terms the terms oxidizing agent and reducing agent.
 Identify the oxidizing and reducing agents in redox equations
 Deduce a reactivity series based on the chemical behaviour of a group
 Deduce the feasibility of a redox reaction from a given reactivity series.
 Explain how a redox reaction is used to produce electricity in a voltaic cell.
  State that oxidation occurs at the negative electrode (anode) and reduction occurs at the
positive electrode (cathode).
 Describe, using a diagram, the essential components of an electrolytic cell.
 State that oxidation occurs at the positive electrode (anode) and reduction occurs at the
negative electrode (cathode).
 Describe how current is conducted in an electrolytic cell.
 Deduce the products of the electrolysis of a molten salt.
 Describe the standard hydrogen electrode.
 Define the term standard electrode potential.
 Calculate cell potentials using standard electrode potentials.
 Predict whether a reaction will be spontaneous using standard electrode potential values.
 Predict and explain the products of electrolysis of aqueous solutions.
 Determine the relative amounts of the products formed during electrolysis.
 Describe the use of electrolysis in electroplating.

STRAND: ORGANIC CHEMISTRY

The bonding characteristics of carbon allow the formation of many different organic molecules of
varied sizes, shapes, and chemical properties and provide the biochemical basis of life. As a basis for
understanding this concept:

The student will be enabled to

 Identify the functional groups that form the basis of alcohols, ketones, ethers, amines, esters,
aldehydes, and organic acids.
 Describe the features of a homologous series.
 Predict and explain the trends in boiling points of members of a homologous series.
 Distinguish between empirical, molecular and structural formulas.
 Describe structural isomers as compounds with the same molecular formula but with different
arrangements of atoms.


Deduce structural formulas for the isomers of the non-cyclic alkanes up C6
 Apply IUPAC rules for naming the isomers of the non-cyclic alkanes up to C6.
 Deduce structural formulas for the isomers of the straight-chain alkenes up to C6.

 Apply IUPAC rules for naming the isomers of the straight-chain alkenes up to C6.
 Deduce structural formulas for compounds containing up to six carbon atoms with one of the
following functional groups: alcohol, aldehyde, ketone, carboxylic acid and halide.
 Apply IUPAC rules for naming compounds containing up to six carbon atoms with one of the
following functional groups: alcohol, aldehyde, ketone, carboxylic acid and halide.
 Identify the following functional groups when present in structural formulas: amino (NH2),
benzene ring ( ) and esters (RCOOR).
 Identify primary, secondary andtertiary carbon atoms in alcohols and halogenoalkanes.
 Discuss the volatility and solubility in water of compounds containing the functional groups.
 Explain the low reactivity of alkanes in terms of bond enthalpies and bond polarity.
 Describe, using equations, the complete and incomplete combustion of alkanes.
 Describe, using equations, the reactions of methane and ethane with chlorine and bromine.
 Explain the reactions of methane and ethane with chlorine and bromine in terms of a free-
radical mechanism.
 Describe, using equations, the reactions of alkenes with hydrogen and halogens.
 Describe, using equations, the reactions of symmetrical alkenes with hydrogen halides and
water.
 Distinguish between alkanes and alkenes using bromine water.
 Outline the polymerization of alkenes.
 Outline the economic importance of the reactions of alkenes.
 Describe, using equations, the complete combustion of alcohols.
 Describe, using equations, the oxidation reactions of alcohols.
 Describe, using equations, the complete combustion of alcohols.
 Describe, using equations, the oxidation reactions of alcohols.
 Determine the products formed by the oxidation of primary and secondary alcohols.
 Describe, using equations, the substitution reactions of halogenoalkanes with sodium
hydroxide.
 Explain the substitution reactions of halogenoalkanes with sodium hydroxide in terms of SN1
and SN2 mechanisms.
 Deduce reaction pathways given the starting materials and the product.
 Describe stereoisomers as compounds with the same structural formula but with different
arrangements of atoms in space.
  Describe and explain geometrical isomerism in non-cyclic alkenes. Describe and explain
opticalisomerism in simple organic molecules
 Outline the use of a polarimeter in distinguishing between optical isomers.
 Compare the physical and chemical properties of enantiomers

STRAND: MEDICINES AND DRUGS

The aim of this option is to give students an understanding of how medicines and drugs can influence
the functioning of the body. Students should be enabled to recognize the fundamental structures and
relevant functional groups of several classes of drugs and medicines (as listed in this option or in topic
10), and should be enabled to distinguish between them. Memorizing of complex formulas is not
required. Throughout the option, the contribution that science has made (and continues to make)
towards maintaining and improving the health and well-being of the world’s population should be
stressed.

The student will be enabled to

 List the effects of medicines and drugs on the functioning of the body.
 Outline the stages involved in the research, development and testing of new pharmaceutical
products.
 Describe the different methods of administering drugs.
 Discuss the terms therapeutic window, tolerance and side-effects.
 State and explain how excess acidity in the stomach can be reduced by the use of different
bases.
 Describe and explain the different ways that analgesics prevent pain.
 Describe the use of derivatives of salicylic acid as mild analgesics, and compare the advantages
and
 Disadvantages of using aspirin and paracetamol (acetaminophen).
 Compare the structures of morphine, codeine and diamorphine (heroin, a semi-synthetic
opiate).
 Discuss the advantages and disadvantages of using morphine and its derivatives as strong
analgesics.
 Describe the effects of depressants.
 Discuss the social and physiological effects of the use and abuse of ethanol.
  Describe and explain the techniques used for the detection of ethanol in the breath, the blood
and urine.
 Describe the synergistic effects of ethanol with other drugs.
 Identify other commonly used depressants and describe their structures.
 List the physiological effects of stimulants.
 Compare amphetamines and epinephrine (adrenaline).
 Discuss the short- and long-term effects of nicotine consumption.
 Describe the effects of caffeine and compare its structure with that of nicotine.
 Outline the historical development of penicillins.
 Explain how penicillins work and discuss the effects of modifying the side-chain.
 Discuss and explain the importance of patient compliance and the effect of penicillin over
prescription.
 State how viruses differ from bacteria.
 Describe the different ways in which antiviral drugs work.
 Discuss the difficulties associated with solving the AIDS problem.
 Describe the importance of geometrical isomerism in drug action. Discuss the importance of
chirality indrug action.
 Explain the importance of the betalactam ring action of penicillin.
 Explain the increased potency of diamorphine (heroin) compared to morphine.
 Discuss the use of a compound library in drug design.
 Discuss how the polarity of a molecule can be modified to increase its aqueous solubility and
how thisfacilitates its distribution around the body.
 Discuss the structural similarities and differences between LSD, mescaline and psilocybin
 Discuss the arguments for and against the legalization of cannabis.

STRAND: FOOD CHEMISTRY

Food chemistry is a study of the composition and properties of food, the chemical changes it undergoes
during handling, processing and storage, and the principles underlying the improvement of food. The
aim of this option is to give students an understanding of the chemistry of important molecules in food
and the contribution that chemistry has made (and continues to make) towards maintaining and
improving the quality and cost of food, adequacy of food supplies and food safety. Students should be
enabled to recognize some important structures and relevant functional groups, and to distinguish
between them.
 Distinguish between a food and a nutrient.
 Describe the chemical composition of lipids (fats and oils), carbohydrates and proteins.
Describe the difference in structure between saturated and unsaturated (mono- and poly-
unsaturated) fatty acids.
 Predict the degree of crystallization (solidification) and melting point of fats and oils from their
structure, and
 explain the relevance of this property in the home and in industry
 Deduce the stability of fats and oils from their structure.
 Describe the process of hydrogenation of unsaturated fats.
 Discuss the advantages and disadvantages of hydrogenating fats and oils.
 Predict the degree of crystallization (solidification) and melting point of fats and oils from their
structure, and
 explain the relevance of this property in the home and in industry
 Deduce the stability of fats and oils from their structure.
 Describe the process of hydrogenation of unsaturated fats.
 Discuss the advantages and disadvantages of hydrogenating fats and oils.
 Explain the meaning of the term shelf life.
 Discuss the factors that affect the shelf life and quality of food.
 Describe the rancidity of fats.
 Compare the processes of hydrolytic and oxidative rancidity in lipids.
 Describe ways to minimize the rate of rancidity and prolong the shelf life of food.
 Describe the traditional methods used by different cultures to extend the shelf life of foods.
 Define the term antioxidant.
 List examples of common naturally occurring antioxidants and their sources.
 Compare the structural features of the major synthetic antioxidants in food.
 Discuss the advantages and disadvantages associated with natural and synthetic antioxidants.
 List some antioxidants found in the traditional foods of different cultures that may have health
benefits.
 Distinguish between a dye and a pigment.
 Explain the occurrence of colour in naturally occurring pigments.
 Describe the range of colours and sources of the naturally occurring pigments anthocyanins,
carotenoids, chlorophyll and heme.
  Describe the factors that affect the colour stability of anthocyanins,carotenoids, chlorophyll
and heme.
 Discuss the safety issues associated with the use of synthetic colourants in food.
 Discuss the benefits and concerns of using GM foods.
 Describe a dispersed system in food.
 Distinguish between the following types of dispersed systems:
suspensions, emulsions and foams in food.
 Describe the action of emulsifiers
 Explain the differences between the three main types of antioxidants.

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

FORMATIVE

 oral presentation
 group discussion
 peer assessment
 worksheets
 science poster/chart making
 activity sheets on the discussed topics
 model making
 designing experiments
 questioning
 problem solving
 student demonstration
 quiz

SUMMATIVE

 Periodic test
 class test
 Lab work
 chart & Model making
  Lab Reports
 Practical Examinations

All five assessment objectives are assessed through a series of experiments and laboratory
investigations. Assessment of experiment design, data collection and processing, conclusions and
evaluations, are an integral part of the weekly teaching programme. Detailed feedback is given to each
student before the next practical session, using the specific IB criteria.

Practical skills are assessed by teacher observation during each practical session, with a summative
assessment mark being awarded at the end of the course. A project is organized with other subjects
once during the two-year course, in which students work in multi-disciplinary groups on an
investigation of their own (guided) choice. Personal skills are assessed during this project through
self, peer and teacher evaluation.

Objectives 1, 2 and 3 are further addressed through regular testing of the theoretical aspects in topic
tests and exams. A mock exam towards the end of the course is used to give summative feedback to
able students to better prepare for the final exam.

GRADE 12 IB

STRAND: QUANTITATIVE CHEMISTRY

The student will be enabled to

describe chemical reactions by writing balanced equations

state that the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass
of exactly 12 grams
equate one mole as 6.02x1023particles (atoms or molecules)
 determine the molar mass of a molecule from its chemical formula and a table of atomic
masses and how to convert the mass of a molecular substance to moles, number of particles, or
volume of gas at standard temperature and pressure
calculate the masses of reactants and products in a chemical reaction from the mass of one of
the reactants or products and the relevant atomic masses

STRAND: ATOMIC STRUCTURE

The student will be enabled to

State the position of protons, neutrons and electrons in the atom.

State the relative masses and relative charges of protons, neutrons and electrons.
Define the terms mass number (A), atomic number (Z) and isotopes of an element.
Deduce the symbol for an isotope given its mass number and atomic number.
Calculate the number of protons, neutrons and electrons in atoms and ions from the mass
number, atomic number and charge.
Compare the properties of the isotopes of an element.
Explain how evidence from first ionization energies across periods accounts for the existence
of main energy levels and sub-levels in atoms.
Explain how successive ionization energy data is related to the electron configuration of an
atom.
State the relative energies of s, p, d and f orbitals in a single energy level.
State the maximum number of orbitals in a given energy level.
Draw the shape of an s orbital and the shapes of the px, py and pz orbitals.
Apply the Aufbau principle, Hund’s rule and the Pauli Exclusion Principle to write electron
configurations for atoms and ions up to Z = 54.

STRAND: PERIODICITY

The periodic table displays the elements in increasing atomic number and shows how periodicity of the
physical and chemical properties of the elements relates to atomic structure.

The student will be enabled to

relate the position of an element in the periodic table to its atomic number and atomic mass
 use the periodic table to identify metals, semimetals, non-metals, and halogens
Students know how to use the periodic table to identify alkali metals, alkaline earth metals and
transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions
and atoms.
use the periodic table to determine the number of electrons available for bonding
Discuss the similarities and differences in the chemical properties of elements in the same
group.
Discuss the changes in nature, from ionic to covalent and from basic to acidic, of the oxides
across period 3.
Explain the physical states (under standard conditions) and electrical conductivity (in the
molten state) of the chlorides and oxides of the elements in period 3 in terms of their bonding
and structure.
Describe the reactions of chlorine and the chlorides referred to in 13.1.1 with water.
List the characteristic properties of transition elements.
Explain why Sc and Zn are not considered to be transition elements.
Explain the existence of variable oxidation number in ions of transition elements.
Define the term ligand.
Describe and explain the formation of complexes of d-block elements.
Explain why some complexes of d-block elements are coloured.
State examples of the catalytic action of transition elements and their compounds.
Outline the economic significance of catalysts in the Contact and Haber processes.

STRAND: CHEMICAL BONDS

Biological, chemical, and physical properties of matter results from the ability of atoms to form bonds
from electrostatic forces between electrons and protons and between atoms and molecules

The student will be enabled to

State atoms combine to form molecules by sharing electrons to form covalent or metallic bonds
or by exchanging electrons to form ionic bonds.
Draw chemical bonds between atoms in molecules such as H2, CH4, NH3, C2H4, N2, Cl2, and
many large biological molecules are covalent.
 draw Lewis dot structures
predict the shape of simple molecules and their polarity from Lewis dot structures
relate electronegativity and ionization energy in bond formation
identify solids and liquids held together by van der Waals forces or hydrogen bonding and
relate these forces to volatility and boiling/ melting point temperatures
describe the lattice structure of ionic compounds
Predict the shape and bond angles for species with five and six negative charge centres using
the VSEPR theory.
Identify and explain the relationships between Lewis structures, molecular shapes and types of
hybridization (sp, sp2 and sp3).
Describe the delocalization of π electrons and explain how this can account for the structures
of some species.

STRAND: ENERGETICS

Energy is exchanged or transformed in all chemical reactions and physical changes of matter. As a
basis for understanding this concept:

The student will be enabled to

Describe temperature and heat flow in terms of the motion of molecules (or atoms).
Describe that chemical processes can either release (exothermic) or absorb (endothermic)
thermal energy.
Describe how energy is released when a material condenses or freezes and is absorbed when a
material evaporates or melts.
Solve problems involving heat flow and temperature changes, using known values of specific
heat and latent heat of phase change.
Apply Hess's law to calculate enthalpy change in a reaction.
determine whether a reaction would be spontaneous
Define and apply the terms standard state, standard enthalpy change of formationand standard
enthalpy change of combustion.
Determine the enthalpy change of a reaction using standard enthalpy changes of formation
andcombustion.
Define and apply the terms lattice enthalpy and electron affinity.
 Explain how the relative sizes and the charges of ions affect the lattice enthalpies of different
ionic compounds.
Construct a Born–Haber cycle for group 1 and 2 oxides and chlorides, and use it to calculate
an enthalpy change.
Discuss the difference between theoretical and experimental lattice enthalpy values of ionic
compounds in terms of their covalent character.
Calculate the standard entropy change for a reaction using standard entropy values.
Predict the effect of a change in temperature on the spontaneity of a reaction using standard
entropy and enthalpy changes and the equation.

STRAND: KINETICS

Chemical reaction rates depend on factors that influence the frequency of collision of reactant
molecules.

The student will be enabled to

State that the rate of reaction is the decrease in concentration of reactants or the increase in
concentration of products with time.
Describe the role a catalyst plays in increasing the reaction rate.
Explain the role of activation energy in a chemical reaction.
Distinguish between the terms rate constant, overall order of reaction and order of reaction
with respect to a particular reactant.
Deduce the rate expression for a reaction from experimental data.
Solve problems involving the rate expression.
Sketch, identify and analyse graphical representations for zero-, first- and second-order
reactions.
Explain that reactions can occur by more than one step and that the slowest step determines
the rate of reaction (rate-determining step).
Describe the relationship between reaction mechanism, order of reaction and rate-determining
step.
Describe qualitatively the relationship between the rate constant (k) and temperature (T).
Determine activation energy (Ea) values from the Arrhenius equation by a graphical method.
STRAND: CHEMICAL EQUILIBRIUM

Chemical equilibrium is a dynamic process at the molecular level.

The student will be enabled to

Use Le Chatelier's principle to predict the effect of changes in concentration, temperature, and
pressure.
Write and calculate an equilibrium constant expression for a reaction.
Describe the equilibrium established between a liquid and its own vapour and how it is affected
by temperature changes.
Sketch graphs showing the relationship between vapour pressure and temperature and explain
them in terms of the kinetic theory.
State and explain the relationship between enthalpy of vaporization, boiling point and
intermolecular forces.
Solve homogeneous equilibrium problems using the expression for Kc.

STRAND: ACIDS AND BASES

Acids, bases, and salts are three classes of compounds that form ions in water solutions.

The student will be enabled to

Explain the properties of acids, bases, and salt solutions.

Differentiate acids as hydrogen-ion-donating and bases as hydrogen-ion-accepting substances.
Explain that strong acids and bases fully dissociate and weak acids and bases partially
dissociate.
Use the pH scale to characterize acid and base solutions.
Define Arrhenius, Brönsted-Lowry, and Lewis acid-bases.
Calculate pH from the hydrogen-ion concentration.
State the expression for the ionic product constant of water (Kw).
Deduce [H+(aq)] and [OH–(aq)] for water at different temperatures given Kw values.
 Solve problems involving [H+(aq)],[OH–(aq)], pH and pOH.
State the equation for the reaction of any weak acid or weak base with water, and hence
deduce the expressions for Ka and Kb.
Solve problems involving solutions of weak acids and bases using the expressions:
Ka × Kb = Kw
pKa + pKb = pKw
pH + pOH = pKw
Identify the relative strengths of acids and bases using values of Ka, Kb, pKa and pKb.
Describe the composition of a buffer solution and explain its action.
Solve problems involving the composition and pH of a specified buffer system.
Deduce whether salts form acidic, alkaline or neutral aqueous solutions.
Sketch the general shapes of graphs of pH against volume for titrations involving strong and
weak acids and bases, and explain their important features.
Describe qualitatively the action of an acid–base indicator.
State and explain how the pH range of an acid–base indicator relates to its pKa value.
Identify an appropriate indicator for a titration, given the equivalence point of the titration and
the pH range of the indicator.

STRAND: OXIDATION AND REDUCTION

The student will be enabled to

Define oxidation and reduction in terms of electron loss and gain.

Deduce the oxidation number of an element in a compound.
State the names of compounds using oxidation numbers.
Deduce whether an element undergoes oxidation or reduction in reactions using oxidation
numbers
Deduce simple oxidation and reduction half-equations given the species involved in a redox
reaction.
Deduce redox equations using half equations.
Define the terms the terms oxidizing agent and reducing agent.
Identify the oxidizing and reducing agents in redox equations
Deduce a reactivity series based on the chemical behaviour of a group
 Deduce the feasibility of a redox reaction from a given reactivity series.
Explain how a redox reaction is used to produce electricity in a voltaic cell.
State that oxidation occurs at the negative electrode (anode) and reduction occurs at the
positive electrode (cathode).
Describe, using a diagram, the essential components of an electrolytic cell.
State that oxidation occurs at the positive electrode (anode) and reduction occurs at the
negative electrode (cathode).
Describe how current is conducted in an electrolytic cell.
Deduce the products of the electrolysis of a molten salt.
Describe the standard hydrogen electrode.
Define the term standard electrode potential.
Calculate cell potentials using standard electrode potentials.
Predict whether a reaction will be spontaneous using standard electrode potential values.
Predict and explain the products of electrolysis of aqueous solutions.
Determine the relative amounts of the products formed during electrolysis.
Describe the use of electrolysis in electroplating.

STRAND: ORGANIC CHEMISTRY

The bonding characteristics of carbon allow the formation of many different organic molecules of
varied sizes, shapes, and chemical properties and provide the biochemical basis of life. As a basis for
understanding this concept:

The student will be enabled to

Identify the functional groups that form the basis of alcohols, ketones, ethers, amines, esters,
aldehydes, and organic acids.
Describe the features of a homologous series.
Predict and explain the trends in boiling points of members of a homologous series.
Distinguish between empirical, molecular and structural formulas.
Describe structural isomers as compounds with the same molecular formula but with different
arrangements of atoms.
Deduce structural formulas for the isomers of the non-cyclic alkanes up C6
Apply IUPAC rules for naming the isomers of the non-cyclic alkanes up to C6.
Deduce structural formulas for the isomers of the straight-chain alkenes up to C6.

Apply IUPAC rules for naming the isomers of the straight-chain alkenes up to C6.
Deduce structural formulas for compounds containing up to six carbon atoms with one of the
following functional groups: alcohol, aldehyde, ketone, carboxylic acid and halide.
Apply IUPAC rules for naming compounds containing up to six carbon atoms with one of the
following functional groups: alcohol, aldehyde, ketone, carboxylic acid and halide.
Identify the following functional groups when present in structural formulas: amino (NH2),
benzene ring ( ) and esters (RCOOR).
Identify primary, secondary and tertiary carbon atoms in alcohols and halogenoalkanes.
Discuss the volatility and solubility in water of compounds containing the functional groups.
Explain the low reactivity of alkanes in terms of bond enthalpies and bond polarity.
Describe, using equations, the complete and incomplete combustion of alkanes.
Describe, using equations, the reactions of methane and ethane with chlorine and bromine.
Explain the reactions of methane and ethane with chlorine and bromine in terms of a free-
radical mechanism.
Describe, using equations, the reactions of alkenes with hydrogen and halogens.
Describe, using equations, the reactions of symmetrical alkenes with hydrogen halides and
water.
Distinguish between alkanes and alkenes using bromine water.
Outline the polymerization of alkenes.
Outline the economic importance of the reactions of alkenes.
Describe, using equations, the complete combustion of alcohols.
Describe, using equations, the oxidation reactions of alcohols.
Describe, using equations, the complete combustion of alcohols.
Describe, using equations, the oxidation reactions of alcohols.
Determine the products formed by the oxidation of primary and secondary alcohols.
 Describe, using equations, the substitution reactions of halogenoalkanes with sodium
hydroxide.
Explain the substitution reactions of halogenoalkanes with sodium hydroxide in terms of SN1
and SN2 mechanisms.
Deduce reaction pathways given the starting materials and the product.
Describe stereoisomers as compounds with the same structural formula but with different
arrangements of atoms in space.
Describe and explain geometrical isomerism in non-cyclic alkenes. Describe and explain
opticalisomerism in simple organic molecules
Outline the use of a polarimeter in distinguishing between optical isomers.
Compare the physical and chemical properties of enantiomers

STRAND: CHEMISTRY IN INDUSTRY AND TECHNOLOGY

Student will be enabled to

 State the main sources of iron.

 Describe and explain the reactions that occur in the blast furnace.
 Describe and explain the conversion of iron into steel using the basic oxygen converter.
 Describe alloys as a homogeneous mixture of metals or a mixture of a metal and non-
metal.
 Explain how alloying can modify the properties of metals.
 Describe the effects of heat treatment of steel.
 Describe the properties and uses of iron and steel.
 Describe and explain the production of aluminium by electrolysis of alumina in molten
cryolite.
 Describe the main properties and uses of aluminium and its alloys.
 Discuss the environmental impact of iron and aluminium production.
 Compare the use of oil as an energy source and as a chemical feedstock
 Compare catalytic cracking, thermal cracking and steam cracking.
 Describe and explain how the properties of polymers depend on their structural
features.
 Describe the ways of modifying the properties of addition polymers.
 Discuss the advantages and disadvantages of polymer use.
 Compare the modes of action of homogeneous and heterogeneous catalysts.
 Outline the advantages and disadvantages of homogeneous and heterogeneous
catalysts.
 Discuss the factors in choosing a catalyst for a process.
 Describe how a hydrogen–oxygen fuel cell works.
 Describe the workings of rechargeable batteries.
 Discuss the similarities and differences between fuel cells and rechargeable batteries.
 Describe the meaning of the term liquid crystals.
 Distinguish between thermo tropic and lyotropic liquid crystals.
 Describe the liquid-crystal state in terms of the arrangement of the molecules and
explain thermo tropic behaviour.
 Outline the principles of the liquid-crystal display device.
 Discuss the properties needed for a substance to be used in liquid-crystal displays.
 Define the term nanotechnology.
 Distinguish between physical and chemical techniques in manipulating atoms to form
molecules.
 Describe the structure and properties of carbon nanotubes.
 Discuss some of the implications of nanotechnology.
 Distinguish between addition and condensation polymers in terms of their structures.
 Describe how condensation polymers are formed from their monomers.
 Describe and explain how the properties of polymers depend on their structural
features.
 Describe ways of modifying the properties of polymers.
 Discuss the advantages and disadvantages of polymer use.
 Describe the free-radical mechanism involved in the manufacture of low-density
polyethene.
 Outline the use of Ziegler–Natta catalysts in the manufacture of high-density
polyethene.
 Describe the doping of silicon to produce p-type and n-type semiconductors.
 Describe how sunlight interacts with semiconductors.
 Identify molecules that are likely to show liquid-crystal properties, and explain their
liquid-crystal behaviour on a molecular level.
  Describe and explain in molecular terms the workings of a twisted nematic liquid
crystal.
 Describe the liquid-crystal properties of Kevlar, and explain its strength and its
solubility in concentrated sulfuric acid.
 Discuss the production of chlorine and sodium hydroxide by the electrolysis of sodium
chloride.
 Outline some important uses of the products of this process.
 Discuss the environmental impact of the processes used for the electrolysis of sodium
chloride.

STRAND: ENVIRONMENTAL CHEMISTRY

Student will be enabled to

 Describe the main sources of carbon monoxide (Co), oxides of nitrogen (NOx), oxides of
sulfur(SOx), particulates and volatile organic compounds (VOCs) in the atmosphere.
 Evaluate current methods for the reduction of air pollution.
 State what is meant by the term acid deposition and outline its origins.
 Discuss the environmental effects of acid deposition and possible methods to counteract them.
 Describe the greenhouse effect.
 List the main greenhouse gases and their sources, and discuss their relative effects.
 Discuss the influence of increasing amounts of greenhouse gases on the atmosphere.
 Describe the formation and depletion of ozone in the stratosphere by natural processes.
 List the ozone-depleting pollutants and their sources.
 Discuss the alternatives to CFCs in terms of their properties.
 Outline biochemical oxygen demand (BOD) as a measure of oxygen-demanding wastes in
water.
 Distinguish between aerobic and anaerobic decomposition of organic material in water.
 Describe the process of eutrophication and its effects.
 Describe the source and effects of thermal pollution in water.
 List the primary pollutants found in waste water and identify their sources.
  Outline the primary, secondary and tertiary stages of waste water treatment, and state the
substance that is removed during each stage.
 Evaluate the process to obtain fresh water from sea water using multi-stage distillation and
reverse osmosis.
 Discuss salinization, nutrient depletion and soil pollution as causes of soil degradation.
 Describe the relevance of the soil organic matter (SOM) in preventing soil degradation, and
outline its physical and biological functions.
 List common organic soil pollutants and their sources.
 Outline and compare the various methods for waste disposal.
 Describe the recycling of metal, glass, plastic and paper products, and outline its benefits.
 Describe the characteristics and sources of different types of radioactive waste.
 Compare the storage and disposal methods for different types of radioactive waste.
 Explain the dependence of O2 and O3 dissociation on the wavelength of light.
 Describe the mechanism in the catalysis of O3 depletion by CFCs and NOx.
 Outline the reasons for greater ozone depletion in polar regions.
 State the source of primary pollutants and the conditions necessary for the formation of
photochemical smog.
 Outline the formation of secondary pollutants in photochemical smog.
 Describe the mechanism of acid deposition caused by the oxides of nitrogen and oxides of
sulfur.
 Explain the role of ammonia in acid deposition.
 Solve problems relating to the removal of heavy-metal ions, phosphates and nitrates from water
by chemical precipitation.
 State what is meant by the term cation-exchange capacity (CEC) and outline its importance.
 Discuss the effects of soil pH on cation-exchange capacity and availability of nutrients.
 Describe the chemical functions of soil organic matter (SOM).

ASSESSMENT METHODS

FORMATIVE

 oral presentation
 group discussion
 peer assessment
  worksheets
 science poster/chart making
 activity sheets on the discussed topics
 model making
 designing experiments
 questioning
 problem solving
 student demonstration
 quiz

SUMMATIVE

 Periodic test
 class test
 Lab work
 chart & Model making
 Lab Reports
 Practical Examinations

Internal Assessment

The internal assessment mark submitted by the school will provide a summation of each
student’sachievements measured at points throughout the course. It should reflect the rank order of
studentsand relative differences between students’ achievements.
Internal assessment provides a measure of a student’s achievement based on a wider range of
syllabuscontent and outcomes than may be covered by the external examination alone.
The assessment components, weightings and task-requirements to be applied to internal assessmentare
identified. They ensure a common focus for internal assessment in the course acrossschools, while
allowing for flexibility in the design of tasks. A variety of tasks should be used to givestudents the
opportunity to demonstrate outcomes in different ways and to improve the validity andreliability of the
assessment.

External Examination
In Chemistry the external examinations include written papers for external marking. The
external examination provides a measure of student achievement in a range of syllabus
outcomesthat can be reliably measured in an examination setting.
The external examination and its marking and reporting will relate to syllabus standards by:
• providing clear links to syllabus outcomes
• enabling students to demonstrate the levels of achievement outlined in the course
performancescale
• applying marking guidelines based on established criteria.

TYPES OF FORMATIVE ASSESSMENTS:

Assessments that are into the instructional practices in the class while teaching a
topic. They may be part of the activities that naturally occur in a lesson or a logical extension of
the lesson’s activity.

 pupil self-assessment
 observation
 diagnostic test
 assessment rubrics and check list
 individual or small group activities
 peer assessment
 identification exercise
 quiz
 peer teaching

TYPES OF SUMMATIVE ASSESSMENTS:

 journal keeping
 student conferencing,
 self and peer assessment
 projects and reports
 clay model making
 worksheets
 GLOBAL CITIZENSHIP SKILLS
1.States of Matter- Students develop natural curiosity through states of matter to know how the
constituents of the universe and apply thinking skills critically to recognize complex problems and
make reasoned ethical decisions.

2. Atomic Structure
By learning atomic structure students are able to appreciate the properties of matter and will develop
curiosity to conduct inquiry in learning the modification in their properties for the betterment of the
human race

3. Periodicity
By learning periodic table students will understand the contribution of scientists and accept the other
individuals irrespective of their race, religion, and nationality. By giving diversified learning
experiences students are made to excel in the academic demands

4. Chemical Equations and Stoichiometry

By learning chemical equations and stoichiometry, students will excel in academic demands and
discover
interconnectivity of disciplines.

5.Metals
By learning metals and non- metals the student will be able to appreciate and embrace all
creations of man

6. Separating Substances
By conducting the experiments in separating substances the students learn to approach unfamiliar
situations and explore new ideas.

7.Acids/Bases
By learning acids-bases students develop mutual respect to accept the differences and their use
together, and apply thinking skills critically to recognize complex problems and make reasoned
ethical decision.

8.Air and Water

By learning the Air and Water, their importance and methods to prevent pollution students will
understand the need of these substances for mankind and will foster a caring attitude towards
conserving the nature.

9. Energetics
By learning energetics students will appreciate the need of conservation of energy and discover
interconnectivity of disciplines.

10. Kinetics
By learning kinetics students explore new ideas in variations of reaction speeds which helps them to
approach unfamiliar situations and make reasoned decisions
11. Bonding
By learning bonding, students will be able to appreciate togetherness, mutual sharing,and respect for
others and a caring attitude for personal stability

12. Electrolysis
By learning electrolysis, students will know to conserve natural resources and think in a broader
perspective for innovative ideas and fuels for future.

13. Elements and Compounds

By learning the elements and compounds students will have a broader perspective about the
constituents of matter in the world and relate the same.

14.Eqbm
By learning equilibrium, students understand the importance of physical and emotional balance to
achieve personal wellbeing for themselves and others. They will reflect their own learning in daily
life.

15. Org Chem

Students will develop curiosity to conduct inquiry in learning organic chemistry in the betterment of
human race. They will give thoughtful consideration of their own learning experiences in their
personal development. They will convey the ideas in their communities and make positive difference
to the life of others and to the environment.

16.Chem in Ind and Tech

By learning chemistry in industry and technology students are able to appreciate the properties of
matter and will develop curiosity to conduct inquiry in learning and the modification in the
technology for the betterment of the human race.

17. Envtal Chem

By learning environmental chemistry they develop awareness and sensitivity to global issues like
pollution and prevention and also will understand the impact of ones action on the world at large.
They act with a sense of integrity and respect towards global issues.