Chemistry Grade 10 12

Republic of Zambia
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDCATION
CHEMISTRY SYLLABUS
GRADES 10 – 12
Prepared and Published by Curriculum Development Centre

P.O. Box 50092
LUSAKA
2013
CHEMISTRY 5070 –GRADE 10-12 ©CDC
© Curriculum Development Centre
All rights are reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any
means, electronic, mechanical, photocopying recording or otherwise, without the prior consent of the copyright owners.
ii
VISION
Quality, life-long education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems.
iii
Table of Contents
PREFACE .............................................................................................................................................................................................................................. viii
ACKNOWLEDGEMENTS ..................................................................................................................................................................................................... ix
INTRODUCTION ..................................................................................................................................................................................................................... x
MATHEMATICAL REQUIREMENTS ................................................................................................................................................................................. xii
ASSESSMENT ...................................................................................................................................................................................................................... xiii
TIME ALLOCATION ........................................................................................................................................................................................................... xiv
GRADE 10 ................................................................................................................................................................................................................................ 1
10.1INTRODUCTION TO CHEMISTRY ....................................................................................................................................................................... 2
10.1.1 Introduction to Chemistry....................................................................................................................................................................................... 2
10.2THE PARTICULATE NATURE OF MATTER ........................................................................................................................................................... 3
10.2.1 Matter and the Kinetic theory ............................................................................................................................................................................... 3
10.2.2 Diffusion ................................................................................................................................................................................................................. 4
10.3EXPERIMENTAL TECHNIQUES ............................................................................................................................................................................... 4
10.3.1Measuring of quantities ........................................................................................................................................................................................... 4
10.3.2 Criteria of purity ..................................................................................................................................................................................................... 5
10.3.3Separating mixtures ................................................................................................................................................................................................. 6
10.4ATOMS, ELEMENTS, COMPOUNDS AND MOLECULES ...................................................................................................................................... 7
10.4.1Atomic structure and Periodic Table ....................................................................................................................................................................... 7
10.4.2 Bonding................................................................................................................................................................................................................... 9
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10.4.3 Macromolecules ...................................................................................................................................................................................................12

10.4.4 Chemical formulae and equations ......................................................................................................................................................................13
GRADE 11 ..............................................................................................................................................................................................................................14
11.5ACIDS, BASES AND SALTS .....................................................................................................................................................................................15
11.5.1Characteristic properties of acids and bases ..........................................................................................................................................................15
11.5.2Preparation of salts ................................................................................................................................................................................................17
11.5.3 Types of oxides.....................................................................................................................................................................................................19
11.5.4 Identification of ions and gases ..........................................................................................................................................................................19
(Qualitative analysis) .......................................................................................................................................................................................................19
11.6THE MOLE CONCEPT ...............................................................................................................................................................................................20
11.6.1 Relative masses ....................................................................................................................................................................................................20
11.6.2 The mole ...............................................................................................................................................................................................................20
11.7.1 Empirical and Molecular formulae .......................................................................................................................................................................23
11.7 CHEMICAL REACTIONS .....................................................................................................................................................................................24
11.7.1 Rates of chemical reactions ..................................................................................................................................................................................24
11.7.4 Energetics of reactions .........................................................................................................................................................................................27
11.8THE PERIODIC TABLE ..............................................................................................................................................................................29
11.8.1Groups and Periods................................................................................................................................................................................................29
11.8.2 Groups and Periodic trends ..................................................................................................................................................................................29
11.8.3 Transition metals ..................................................................................................................................................................................................30
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12.9 CHEMISTRY AND ELECTRICITY ......................................................................................................................................................................32

12.9.1. Conductors...........................................................................................................................................................................................................32
12.10 METALS ...............................................................................................................................................................................................................35
12.10.1 General properties of a metals ............................................................................................................................................................................35
12.10.2 Reactivity and Electro Chemical Series .............................................................................................................................................................35
12.10.3 Alloys .................................................................................................................................................................................................................37
12.10.4 Corrosion ............................................................................................................................................................................................................38
12.11 NON -METALS ....................................................................................................................................................................................................39
12.11.1 General properties of non-metals. ......................................................................................................................................................................39
12.11.2. Hydrogen ...........................................................................................................................................................................................................39
12.11.3. Oxygen ..............................................................................................................................................................................................................40
12.11.4. Oxygen ..............................................................................................................................................................................................................41
12.11.5 Nitrogen ..............................................................................................................................................................................................................43
12.11.6. Chlorine .............................................................................................................................................................................................................45
12.11.7 Sulphur ...............................................................................................................................................................................................................47
12.11.8 Carbon and carbonates .......................................................................................................................................................................................48
12.11.9 Silicon .................................................................................................................................................................................................................51
12.12 ORGANIC CHEMISTRY .........................................................................................................................................................................................52
12.12.1 Saturated and unsaturated Hydrocarbons .........................................................................................................................................................52
12.12.2 Alcohols (Alkanols)..........................................................................................................................................................................................55
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12.12.3Carboxylic acids (alkanoic acids) ........................................................................................................................................................................56

12.12.4 Esters (Alkanoates) .............................................................................................................................................................................................57
12.12.5 Homologous series .............................................................................................................................................................................................57
12.12.6Macromolecules (Polymers) ................................................................................................................................................................................58
CHEMISTRY PRACTICAL DATA .......................................................................................................................................................................................61
APPARATUS ..........................................................................................................................................................................................................................63
REAGENTS ............................................................................................................................................................................................................................64
QUALITATIVE ANALYSIS TESTS .....................................................................................................................................................................................65
SCOPE AND SEQUENCE CHART.......................................................................................................................................................................................67
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PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational
Training and Early Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process started way
back in 1999 when the Ministry of Education commissioned five (5) curriculum studies which were conducted by the University of Zambia.
These studies were followed by a review of the lower and middle basic and primary teacher education curriculum. In 2005 the upper basic
education National survey was conducted and information from learners, parents, teachers, school managers, educational administrators,
tertiary institutions traditional leader’s civic leaders and various stakeholders in education was collected to help design a relevant curriculum.
The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National symposium
on curriculum held in June 2009 guided the review process.
The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic,
technological and political developments but also equip learners with vital knowledge, skills and values that are necessary to contribute to
the attainment of Vision 2030.
The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences
that give learners skills to access, criticize, analyse and practically apply knowledge that help them gain life skills. Its competences and
general outcomes are the expected outcomes to be attained by the leaners through the acquisition of knowledge, skills, techniques and values
which are very important for the total development of the individual and the nation as a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective
designing, setting high expectations for all learners and appropriate opportunities.
It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Grade 8 and 9 as defined
and recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum Framework
`2013.
Chishimba Nkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
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ACKNOWLEDGEMENTS
The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.
Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an
opportunity to make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who
participated for their valuable contributions, which resulted in the development of this syllabus.
The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely
thank the Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the Directorate of Human
Resource and Administration, the Directorate of Open and Distance Education ,the Examinations Council of Zambia, the University of
Zambia, schools and other institutions too numerous to mention, for their steadfast support.
We pay special tribute to co-operating partners especially JICA in collaboration with Hiroshima University and UNICEF for rendering
financial and technical support in the production of this syllabus.
C.N.M Sakala (Mrs.)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
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INTRODUCTION
This syllabus is designed for Grades 10 - 12. It is intended for learners taking Chemistry at Senior Secondary School Level of education. It
places less emphasis on factual material and greater emphasis on understanding and application of scientific concepts and principles. This
has been done so that learners develop skills that will be of the value for a long time in an increasingly technological world and it is expected
that these will be of relevance for a very long time.
GENERAL AIMS
These provide the educational purposes of following a Chemistry Course at this level of education and are listed in a suggested order of
priority:
The General aims are to:
1. provide, through well designed studies of experimental and practical Chemistry, a worthwhile educational experience for all learners,
whether or not they go on to study Chemistry beyond this level and, in particular, to enable them to acquire sufficient understanding
and knowledge to:
1.1 become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific
importance
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in
everyday life;
1.3 be suitably prepared for studies beyond Senior Secondary School level in Chemistry, in applied Sciences or in Science
dependent vocational courses.
2. Stimulate learners, create and sustain their interest in the learning of Chemistry.
3. develop abilities and skills that:
3.1 are relevant to the learning and practice of chemistry;
3.2 are useful in everyday life;
3.3 encourage efficient and safe practice;
3.4 encourage effective communication.
4. develop attitudes relevant to Chemistry such as:
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4.1 concern for accuracy and precision;

4.2 objectivity;
4.3 integrity.
4.4 appreciation
5. assist the development of the skills of:
5.1 enquiry;
5.2 initiative;
5.3 inventiveness.
5.4 Demonstration
5.5 Analysis
5.6 Stimulate interest in and care for the local and global environment.
6. promote an awareness that:
6.1 scientific theories and methods have developed, and continue to do so as a result of co-operative activities of groups and
individuals;
6.2 the study and practice of Chemistry is subject to social economic, technological, ethnical and cultural influences and limitations;
6.3 the applications of Chemistry may be both beneficial and detrimental to the individual, the community and the environment;
6.4 Chemistry transcends national boundaries and that language of science correctly and rigorously applied, is universal.
xi
MATHEMATICAL REQUIREMENTS
This syllabus offers a context in which mathematical skills and techniques may be applied in a relevant and more meaningful way. The study
of Chemistry through this syllabus therefore strengthens the applications of Mathematics.
Candidates will be required to be competent in the following mathematical techniques:
1. add, subtract, multiply and divide.

2. use averages, fractions, percentages, ratios and reciprocals.
3. recognise and use standard notation.
4. use direct and inverse proportion.
5. use positive and negative indices.
6. plot graphs from given data.
7. interpret charts and graphs.
8. select suitable scales and axes for graphs.
9. make approximate evaluations of numerical expressions.
10. recognise and use the relationship between length, surface area and volume and their units on metric scales.
11. solve equations of the form x = yz for only one variable when the other two are known.
12. make accurate numerical work and handle calculations up to three (4) significant figures.
13. comprehend and use symbols notation such as ≥ and ≤.
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ASSESSMENT
Continuous assessment will be emphasised by using various methods of testing according to topics and themes at various levels. The
examinations council of Zambia will prepare detailed procedures on how continuous assessment will be conducted by the teachers. The
examination council will also develop examination syllabus to provide teachers with guidelines on the objectives to be tested. The scheme of
assessment will consists of school based assessment and final examination that will be conducted by the examinations of council of Zambia.
School based assessment will be in the form of tests. Tests will be in the form of diagnostic, aptitude, achievement, oral, practice attitude and
performance, learners.
Assessment objectives
The following aspects of the aims will be assessed:

1. Knowledge with understanding
The candidates should be able to demonstrate knowledge and understanding in relation to:-
(a) Scientific phenomena, facts, concepts, theories and laws.
(b) Scientific terminology, use of symbols, quantities and units.
(c) Scientific apparatus and instruments and their safe operations.
(d) Scientific quantities and their determination.
(e) Scientific and technological applications with social, economic and environmental relevance.
Questions testing these outcomes will in most cases begin with the terms such as:
“describe, discuss, state, explain, name, outline or define”.
2. Handling information and solving problems.

xiii
The candidate should be able to:-

(a) Locate, select, organise and present information from a variety of sources.
(b) Translate information from one form to another.
(c) Manipulate numerical data.
(d) Identify patterns and draw inferences from information.
(e) Give reasonable explanations for patterns and relationships.
(f) Make predictions and hypotheses.
(g) solve problems
Questions testing these outcomes will often begin with the term such as “predict, calculate, or determine”.
3. Experimental Skills and Investigating.

The candidate should be able to:-
(i) Follow instructions.
(ii) Use basic laboratory techniques, apparatus and materials.
(iii) Observe, measure and record.
(iv) Plan investigations.
(v) Interpret and evaluate observations and results.
(vi) Predicts trends.
(vii) Evaluate methods and suggest possible improvements.
TIME ALLOCATION
A minimum of six teaching periods of forty (40) minutes each per week. Preferably two (2) double periods to be taken in the Laboratory.
xiv
GRADE 10
General Outcomes: Key competences
 Develop an understanding of Chemistry and its branches
 Demonstrate the ability to measure time ,temperature, mass and
 Develop investigative skills about Chemistry
volume
 Demonstrate an understanding of the particulate nature of
 Show basic skills and knowledge in constructing balanced
matter
chemical equations with state symbols
 Develop investigative skills about states of matter
 Demonstrate investigative skills in experimental techniques
 Demonstrate an understanding of Experimental Techniques
and its application in everyday life
 Develop investigative skills in experimental techniques
 Demonstrate an understanding of atoms, elements, molecules
and compounds.
 Develop investigative skills about the nature of substances.
 Demonstrate an understanding of the importance,
production, use, and effect on the environment of common
elements and simple compounds
Chemistry 5070: Grade 10-12 1

SPECIFIC CONTENT
TOPIC SUB TOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
10.1.1.1 Describe  The study of matter and  Classifying of  Asking
10.1INTRODUCTION 10.1.1 Introduction to Chemistry. their chemical changes chemistry into its questions for
TO Chemistry 10.1.1.2 Classify the  Branches such as: branches more
CHEMISTRY branches of Analytical, Biochemistry,  Identifying understanding
Inorganic, Physical and different  Awareness of
chemistry
Organic branches of chemistry
chemistry branches
10.1.1.3Explain the  Improved life through  Differentiating  Appreciating

importance of manufacture of soaps, chemistry from chemistry
chemistry. detergents, plastic, sugar, the other natural
cement, paper, medicines, sciences
food production and other
life necessities
10.1.1.4 Describe the  Production of undesired
challenges of harmful by-products.
chemical
industrial
activities
10.1.1.5Demonstrate an  Safety rules in the lab
appreciation of
safety in the
laboratory.

SPECIFIC CONTENT
TOPIC SUB TOPIC
10.2.1.1 Describe matter  Anything that has mass  Classifying the  Appreciating
10.2THE PARTICULATE 10.2.1 Matter and and occupies space basic units and the basic units
NATURE OF the Kinetic 10.2.1.2 Classify the basic  Atoms ,molecules ,ions states of matter of matter and its
MATTER theory units of matter existence in
10.2.1.3Classify the states  Kinetic theory: in terms of three states
particle arrangement and
of matter. movement. Solid, liquid,
gas
10.2.1.4 Illustrate changes  Changes of states such as  Demonstrating  Applying

of states of melting, freezing, boiling, the changes of changes of
matter. condensation, sublimation states of matter states of matter
10.2.1.5 Describe the in terms of kinetic theory  Inferring data in everyday life
 Changing states of matter, on absorption
absorption of heat
exothermic-release of heat and release of
and release of during a reaction, heat during
heat during endothermic-absorption of changes of states
changes of states heat during a reaction, of matter
of matter include heating and cooling
curves

SPECIFIC CONTENT
TOPIC SUB TOPIC
10.2.2.1Describe diffusion  Movement of particles  Demonstrating  Appreciating
10.2.2 Diffusion from region of higher the movement of diffusion
concentration to region of particles in  Asking more
lower concentration fluids questions to
10.2.2.2 Demonstrate  Liquids and gases  Comparing learn more
diffusion in fluids (Brownian motion) movement of Fostering
particles in teamwork
10.2.2.3Describe the  Factors of diffusion E.g. fluids and
molecular mass, factors affecting
factors that affect
temperature, concentration their speed of
the rate of movement
diffusion
10.3.1.1Demonstratehow  Quantities such as time,  Demonstrating  Applying

10.3EXPERIMENTAL 10.3.1Measuring of different quantities temperature, mass and accurate safety rules
TECHNIQUES quantities are measured. volume measurement of in use of
10.3.1.2 Identify different  Measuring apparatus such values of various apparatus
as stopwatch or stop clock, quantities
measuring
thermometers, balances,  Identifying
apparatus used in burettes, pipettes, different
chemistry. volumetric flask, measuring
measuring cylinder, and apparatus
10.3.1.3 Identify various gas syringes
measuring  Other apparatus: spatula,
instrument and stands and clamp, test-
tubes, burners, , glass rods,
other apparatus
evaporating dish, funnel
used in chemistry beaker, conical flask etc.

SPECIFIC CONTENT
TOPIC SUB TOPIC
10.3.2.1Describe the  In terms of melting points  Differentiating  Appreciating
10.3.2 Criteria of differences between melting purity of
and boiling points
purity between a pure points and substances
substance and a boiling points
 Demonstrating
mixture  Sharp melting for pure determination of
10.3.2.2Demonstrate how substance and melting over purity of
to determine the a range of temperatures for substances
purity of a a mixture.  Comparing pure
substance and impure
substances
10.3.2.3 Explain the  Importance of purity in  Communicating  Appreciating

importance of substances such as the importance of the purity
purity of a foodstuffs, medicines, of purity in of substances
substance drinks substances

SPECIFIC CONTENT
TOPIC SUB TOPIC
10.3.3.1Distinguish  In terms of mass changes,  Analysing the  Applying
10.3.3Separating mixtures between physical components in separation
irreversibility/reversibilit
and chemical y, chemical substance the mixture techniques
changes formed and energy  Identifying in everyday
appropriate life
10.3.3.2Demonstrate involved.
methods for
different methods  Methods such as separating
of separating decantation, filtration, different mixtures
mixtures crystallisation, simple
and fractional distillation,
magnetism,
chromatography,
evaporation, sublimation,
floatation, use of
separating funnel and
centrifugation
10.3.3. Interpret simple  Uses such as Rf values
paper and distances covered by
chromatograms. components (restricted to
paper chromatography)

SPECIFIC CONTENT
TOPIC SUB TOPIC
10.4.1.1 Describe an atom  As the smallest particle  Communicating  Awareness of
10.4ATOMS, ELEMENTS, 10.4.1Atomic and its structure. atoms, elements the atomic
of an element which
COMPOUNDS AND structure molecules and structure
takes part in a chemical
MOLECULES and reaction.
compounds
Periodic  Calculating
Structure: use Bohr model
Table relative atomic
(nucleus at the centre mass
surrounded by electron
shells)
10.4.1.2Describe the  Charges as: +1,0,-1
relative charges Masses as: 1, 1, 1/1840
and approximate
relative masses of
protons, neutrons
and electrons
10.4.1.3Describe the  As number of protons:  Calculating  Asking more
proton Z, number of nucleons: relative atomic questions to
(atomic)number A (protons + mass learn more
and neutrons)and nuclide  Fostering
teamwork
nucleon(mass) 𝐴
number and
notation
𝑍
X
nuclide notation

SPECIFIC CONTENT
TOPIC SUB TOPIC
10.4.1.4 Describe an  As substance made up of  Communicating  Appreciating
element same chemical atoms. elements and elements from
10.4.1.5 Identify elements  Symbols of the elements the periodic the
using their table environment
with atomic number 1 up
chemical symbols to 20 and other common
10.4.1.6Describe the basis elements in the local
of the Periodic environment
Table  Group determined by
valence electrons
Period determined by
number of shells
10.4.1.7Describe isotopes  As atoms with same  Calculating  Asking more
number of protons but relative atomic questions to
different numbers of mass of an learn more
neutrons, including
element  Fostering
teamwork
10.4.1.8Calculate relative radioactive and non-
atomic mass of an radioactive isotopes
element given the  As sum of the products of
% abundances of the percentages and their
isotopes and from mass numbers
mass spectrum.

SPECIFIC CONTENT
TOPIC SUB TOPIC
10.4.1.9Describe the use  Such as in medical  Communicating  Awareness of
of radioactive treatment of cancer, the uses of the uses of
isotopes industrial use as tracers isotopes isotopes
10.4.1.10 Demonstrate the  Electronic configuration

build-up of of atoms (spdf
electrons in shells configuration is NOT
required)
10.4.2.1 Describe a  As substance formed from  Classifying  Appreciating
10.4.2 Bonding compound ionic the use of
two or more elements
10.4.2.2 Describe the chemically combined compounds and ionic
formation of ions  Cations by electron loss, covalent compounds
compounds and covalent
(radicals). anions by electron gain. compounds
10.4.2.3Describe the  Electrovalent bonding as
formation of ionic loss and gain of electrons
(electrovalent) between metallic and non-
bonds. metallic atoms. Ionic bonds
as electrostatic force
between cations and
anions. Such as NaCl,
CaCl2 and MgO

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.4.2.4 Describe the  Covalent bonding as sharing  Communicating  Asking more
formation of of electrons between non- the formation of questions to
covalent bonds metallic atoms. Covalent covalent bonds learn more
bonds as shared pairs of  Inferring the  Fostering
arrangements of teamwork
electrons. Such as H2,
simple multiple
Cl2,H2O, NH3, CH4, HCl, covalent
C2H6 molecules
10.4.2.5 Describe the  Such as double bonds in  Demonstrating
electronic O2,C2H4andCO2, Triple bond formation
arrangement in bond in N2and C2H2 using models
simple multiple
covalent molecules
10.4.2.6 Describe the uses  As refractory materials for  Communicating  Asking more
of ionic and ionic compounds (CaO) and the uses of ionic questions to
covalent polar and nonpolar solvents and covalent learn more
compounds for covalent compounds.
compounds  Fostering
teamwork
10.4.2.7 Describe a  As the smallest particle of
 Appreciating
molecule an element or compound ionic and
which exists independently. covalent
compounds

CONTENT
10.4.2.8Describe valency  Valency as combining power of  Demonstrating  Asking more
and valence an atom or radical. the deducing of questions to
electrons. Valence electrons as the number valency learn more
10.4.2.9Demonstrate how to of electrons in the outer most  Fostering
teamwork
deduce valency of shell.
an element.  From the formula of a
compound, ionic charge,
valence electrons.
10.4.2.10Formulate  Using valency and chemical  Formulating  Asking more
chemical formulae symbols of elements, charges chemical questions to
of compounds. on ions, models, relative formulae learn more
10.4.2.11Identify the numbers of atoms present,  Differentiating  Fostering
diagrammatic representation chemical teamwork
differences in
 Differences such as volatility, formulae  Appreciating
properties of ionic
electrical conductivity, density,  Investigating ionic and
and covalent properties of covalent
melting point, boiling point and
compounds. ionic and compounds
basic units.
covalent
compounds

CONTENT
10.4.2.12Describe metallic  As lattice of positive ions in a ‘sea’  Communicating  Asking more
bonding of delocalised electrons metallic bonding questions to
10.4.2.13Describe the  Electrical and thermal:due to free and thermal learn more
electrical and conductivity
electron movement/delocalised
thermal conductivity electrons
of metals
10.4.3.1 Describe the giant  Graphite as giant structures of  Comparing the  Awareness of
10.4.3 Macromolecules covalent structures carbon atoms arranged in structures and macromolecules
of graphite and hexagonal layers while diamond uses of graphite, .
diamond as a giant structure of carbon diamond and  Appreciating
10.4.3.2 Describe the uses of atoms arranged tetrahedrally. silicon dioxide. the structures
graphite and  Uses of graphite as a lubricant, and uses of
diamond in relation pencil leads, electrodes and uses  Comparing the macromolecules
to their structures of diamond in cutting, jewellery properties of
10.4.3.3 Describe the  Macromolecular structure of diamond and  Cooperating in
silicon (IV) oxide (silicon silicon dioxide. group work.
macromolecular dioxide): As oxygen atoms
structure of silicon bonded to silicon atoms
(IV) oxide(silicon tetrahedrally despite the formula
dioxide) being SiO2.
10.4.3.4 Identify the  Similarities in properties between
similarities in diamond and silicon dioxide: such
properties between as atoms held together by
covalent bonds tetrahedrally.
diamond and silicon
dioxide

CONTENT
10.4.4.1 Demonstrate how to  Equation showing reactants and  Demonstrating  Appreciating
10.4.4 Chemical construct word construction of
products separated by a full curled the
formulae equations. word equations
arrow (). conservation
and 10.4.4.2 Formulate and balance  Number of atoms of each element  Formulating of matter.
equations balanced
chemical equations. being equal on both sides of the chemical and
equation. Balancing can be done by ionic equations.
inspection. Equations may include
state symbols (s-solid, l – liquid, g
10.4.4.3 Construct net ionic – gas, aq – aqueous).
equations from  Only ionic aqueous
balanced chemical reactants/products must be broken
equations. down into their respective ions then
cancel out spectator ions to come
up with net ionic equation.

GRADE 11
General Outcomes: Key Competences
• Demonstrate an understanding of acids, bases and salts. • Demonstrate the skills and knowledge in relating number
• Develop investigative skills about acids, bases and salt. of valence electrons to the Group number and the number
• Demonstrate an understanding of the importance, production, of shells to the Period.
use, and effect on the environment of acids, bases and salts. • Demonstrate skills in classifying salts according to their
• Demonstrate an understanding of the Mole Concept solubility.
 Develop investigative skills about quantitative analysis. • Demonstrate ability to classify oxides as acidic, basic,
 Demonstrate an understanding of chemical reactions and energy neutral and amphoteric.
changes • Demonstrate ability to use tests in identifying aqueous
 Develop investigative skills about various types of reactions. cations, anions and gases.
 Demonstrate an understanding of the Periodic Table • Demonstrate basic skills and knowledge in calculating
 Develop investigative skills about the Periodic Table stoichiometric reacting moles.
• Show ability to identify factors that affect rates of
chemical reactions.

CONTENT
11.5.1.1 Describe acids, bases  Acid as compound that  Identifying  Applying the
11.5ACIDS, BASES 11.5.1Characteristic or alkalis in terms of acids and bases. uses of acids
produces hydrogen ions as
AND SALTS properties of ions they contain or the only positively charged  Investigating and bases
acids and produce in aqueous the acidity and
ions in aqueous solutions,
bases alkalinity of
solution. Base generally as an oxide
substances in
or hydroxide of a metal everyday life
including ammonium
hydroxide
Alkalis as soluble bases that
produce hydroxide ions in
aqueous solution as the only
negatively charged ions.
11.5.1.2 Describe the meaning  Strength as degree of
of weak, strong, dilute ionisation,
and concentrated acids Concentration as the
and alkalis number of ions per volume
of solution.

CONTENT
11.5.1.3 Describe the P scale  As scale ranging from 0 to 14
H
 Identifying  Applying the
showing the degree of acidity and acids and bases. uses of acids
alkalinity.  Investigating and bases
the acidity and
11.5.1.4 Describe neutrality,  The PH values: 7 for neutrality,
alkalinity of
acidity and alkalinity in below 7 for acidity and above 7 for
H
substances in
terms of P value alkalinity everyday life
11.5.1.5 Determine the PH value  Using universal indicator: different
of a solution. colours at different PH values,
Using PH meter: precise values
11.5.1.6 Demonstrate the  Such as reactions with metals,
characteristic bases, carbonates/bicarbonates and
properties of acids effect on indicators.
11.5.1.7 Demonstrate the  Such as reactions with acids and
characteristic ammonium salts, effect on
properties of bases indicators.
11.5.1.8 Illustrate the  Such as in controlling the acidity in
importance of acid- the soil, treatment of indigestion,
base reactions brushing teeth with toothpaste.

CONTENT
 Such as control of PH in agriculture,  Identifying acids  Applying the
11.5.1.9 State the uses of making of soap, in car batteries and bases. uses of acids
acids and bases.  Investigating the and bases
acidity and
alkalinity of
substances in
everyday life
11.5.2.1 Describe a salt  As a compound formed when the  Classifying of  Awareness of
11.5.2Preparation salts salts
hydrogen ions of an acid are fully or
of salts
partially replaced by a metal or  Demonstrating  Applying
ammonium ions. Or a compound the preparation of safety rules in
soluble and preparation of
made of positive metallic/ammonium
insoluble salts salts
ions and any negative ion of an acid.  Differentiating
11.5.2.2Classify salts  As acid, basic and normal salts. hydrated and
according to their Solubility rules of salts anhydrous salts
nature and solubility  Using precipitation method and  Experimenting on
in water separated by filtration. E.g. Barium preparation of
salts
11.5.2.3 Demonstrate the sulphate, Silver chloride
preparation of an  By reaction of acids with bases,
insoluble salt. suitable metals and carbonates/
11.5.2.4Demonstrate the bicarbonates. Separated by
preparation soluble crystallisation and filtration. E.g. Zinc
salts. sulphate, copper (II) sulphate

CONTENT
11.5.2.5 Demonstrate the  Using titration method (use of  Classifying of  Awareness of
preparation of indicator for ease detection of end salts salts
ammonium, potassium point)  Demonstrating Applying
and sodium salts. the preparation safety rules in
of soluble and preparation of
11.5.2.6 Demonstrate the  Hydrated salts as salts containing insoluble salts salts
existence of hydrated water of crystallisation. Anhydrous  Differentiating
salts and differentiate salts as salts not containing water of hydrated and
from anhydrous salts crystallisation. anhydrous salts
 Experimenting
on preparation
of salts
11.5.2.7 Describe the behaviour  As hygroscopic, efflorescent,  Classifying of  Awareness of
of salts with reference deliquescent. salts salts
to the atmosphere.  Demonstrating  Applying
the preparation safety rules in
of soluble and preparation of
insoluble salts salts
 Differentiating
hydrated and
anhydrous salts
Experimenting
on the
behaviour of
salts

CONTENT
11.5.3.1 Describe the  Acidic oxides as oxides with acidic  Classifying  Awareness of
11.5.3 Types of oxides various types of properties such as SO2 and CO2. different types different types
oxides. Basic oxides as oxides with basic of oxides of oxides.
properties such as CaO and MgO.  Applying acid-
Neutral oxides as oxides with neither base reactions
acidic nor basic properties such as
CO, H2O.
Amphoteric oxides as oxides with
both acidic and basic properties
ZnO, Al2O3 and PbO.
11.5.4.1 Demonstrate the  Cations being aluminum,  Observing and  Awareness
11.5.4 Identification of ammonium, calcium, copper (II), interpreting about
identity of aqueous
ions and gases cations and anion. iron (II), iron (III), and zinc using results of composition
aqueous sodium hydroxide and reactions of ions of salts
(Qualitative analysis) aqueous ammonia. with different
Anions being carbonate, chloride, test reagents.
iodide, nitrate and sulphate using  Analysing
various reagents. Refer to chemical
Qualitative notes composition of
salts.

CONTENT
11.5.4.2 Demonstrate the  Gases being ammonia, carbon  Identifying gases  Appreciating
identity of gases. dioxide, chlorine, hydrogen, different types of
oxygen and sulphur dioxide. gases.
Refer to Qualitative notes
11.6.1.1 Describe Relative  RAM as relative mass of an  Comparing the  Appreciating the
11.6THE MOLE 11.6.1 Relative Atomic Mass and element’s isotopes as compared to relative atomic relative atomic
CONCEPT masses relative molecular masses and relative masses and the
carbon-12
mass. molecular masses relative molecular
RMM as relative mass of a
Calculating masses
molecule as compared to carbon-12 relative molecular
11.6.1.2Calculate the  As the sum of the relative atomic mass of
relative formula masses of all the atoms in the compounds
mass of a compound.
compound
11.6.2.1 Describe a mole.  As number or quantities of particles  Analysing  Applying mole
11.6.2 The 11.6.2.2 Determine the chemical concept
e.g. atoms, ions, molecules,
mole physical masses electrons equivalent to 6.02 x substances  Asking questions
quantitatively to learn more
(m) of any 1023(Avogadro’s constant)
 Awareness of the
substance using the  Apply n = m/Mr and
mole concept
molar mass (Mr) n =v/Vm Fostering team
and the physical where n = number of moles work
volume (v) of any
gas at r.t.p and vice
versa.

CONTENT
11.6.2.3Describe the  As Molar gas volume (Vm) of any  Demonstrating  Applying mole
relationship of 3 3
gas at rtp is 24dm or 22.4 dm at acid-base concept
Avogadro’s law to stp. titrations  Asking
reacting moles and  Problem solving questions to
in mole concept learn more
volumes of gases at
 Awareness of
r.t.p and s.t.p.  Concentration as mol/dm3 / g/dm3. the mole
11.6.2.4Determine the The number of moles of solute concept
concentration of a before dilution is the same as after  Fostering team
solution and apply dilution, M1V1 = M2V2. work
dilution law.
11.6.2.5Illustrate calculations  Using molar mass and molar  Problem solving  Applying mole
involving volume of a gas using the mole in mole concept concept
stoichiometric reacting concept. (Questions on gas laws  Asking
moles and volumes of and conversions of gaseous questions to
learn more
gases and solutions. volumes to different temperatures
 Awareness of
and pressures will not be required). the mole
Proportional stoichiometric masses concept
and the given quantities Fostering team
work

CONTENT
11.6.2.6 Describe and calculate  % yield as actual amount obtained  Problem solving  Applying mole
the percentage yield in a divided by theoretical amount x in mole concept concept
reaction and the 100%  Asking questions
percentage purity of a % purity as amount of substance to learn more
substance  Awareness of the
divided by total amount of the
mole concept
mixture x 100% Fostering team
11.6.2.7 Determine limiting  Using proportional stoichiometric work
reagent in a given masses and the given quantities
reaction
11.6.2.8 Demonstrate  The different types of acid–base  Demonstrating  Applying mole

calculations involving titration reactions: Using titration acid-base concept
different types of acid– law titrations  Asking questions
base titration reactions. to learn more
 Awareness of the
mole concept
Fostering team
work

CONTENT
11.7.1.1 Calculate the  Percentage composition of  Appreciating  Appreciating
11.7.1 Empirical percentage composition elements in a compound: As chemical chemical
and of elements in a relative mass of element divided composition of composition of
Molecular compound. by relative formula mass of substances substances
formulae 11.7.1.2 Determine the compound x 100%  Applying  Applying
empirical formulae of a  The empirical formulae by using chemical analysis chemical analysis
compound given the atom ratios  Fostering team  Fostering team
molecular formula work. work.
 Asking more  Asking more
questions for questions for
better better
understanding. understanding.
 Empirical formula: By calculating  Appreciating  Appreciating

11.7.1.3 Determine the the number of moles of each chemical chemical
empirical and molecular component then converts to the composition of composition of
formulae using simplest mole ratios to get substances substances
percentage composition empirical formula. Molecular  Applying  Applying
or masses. formulae as a multiple of empirical chemical analysis chemical analysis
formula given the relative  Fostering team  Fostering team
molecular mass. work. work.
M.F = (E.F)n,  Asking more  Asking more
where n = RMM/REM questions for questions for
better better
understanding. understanding.

CONTENT
11.7.1.1Describe rate of a  As speed of a chemical  Demonstrating  Applying safety
11.7.1 Rates of chemical reaction. factors that control rules and the
reaction.
11.7 CHEMICAL chemical the rate of factors that
11.7.1.2 Demonstrate the  Factors such as temperature,
REACTIONS reactions chemical reactions. affect the rate of
factors that affect the concentration, surface area,
 Comparing chemical
rates of chemical catalyst, pressure, light. experimental reactions.
reactions results at different Awareness of
11.7.1.3 Interpret data on the  Such as graphical slow and
conditions
rate of chemical representations for rate of spontaneous
chemical reactions. reactions.
reactions.
11.7.1.4 Describe methods of  Made by either reducing or  Analysing and  Applying safety
controlling the rate reducing the frequency of interpreting rules and the
of chemical collisions between reacting experimental factors that
reactions. particles such as explosions results. affect the rate of
in flour mills/coal mines chemical
when ignited to surface area reactions.
11.7.1.5 Describe the effect of  Catalyst lowers the activation Awareness of
a catalyst on the energy thus increasing the slow and
activation energy rate of a chemical reaction. spontaneous
reactions.

CONTENT
11.7.2.Chemical 11.7.2.1 Describe what  Chemical equilibrium: as  Communicating  Awareness of
equilibrium chemical equilibrium is when the rate of the forward information in reversible
reaction equalises with rate reversible reactions.
of the backward reaction and reactions.  Applying and
the concentrations of the  Classifying appreciating
substances remain constant. reactions as the optimum
It occurs in reversible reversible and conditions of a
reactions. irreversible. reaction.
11.7.2.2 Describe the effect on  As changes in temperature,  Comparing  Asking more
the position of pressure, concentration. reversible questions for
equilibrium of a Apply Le Chartelier’s reactions to better
reaction upon changing Principle (candidates may not irreversible understanding.
conditions. be required to state the reactions.
principle)  Inferring the
NB: Catalysts have no effect direction of a
on the position of reaction based on
equilibrium relevant data.
11.7.3 Redox reactions 11.7.3.1 Describe what  Redox in terms of electron  Experimenting  Awareness of
oxidation and reduction transfer, hydrogen/oxygen with redox redox and
is transfer, changes in oxidation reactions. non-redox
state. reactions

CONTENT
11.7.3.2 Describe what redox  Oxidizing agent as a reactant that gains  Observing  Applying redox
reactions is. electrons and/or reduces oxidation state colour changes. reactions
11.7.3.3 Identify oxidizing and  Reducing agent as a reactant that loses  Comparing
reducing agents in a electrons and/or increases oxidation state oxidizing and  Appreciating
reaction. reducing agents redox reactions.
11.7.3.4 Demonstrate how to  Classifying  Participating
determine the oxidation  Determining oxidation numbers using redox and non- actively in
number of an element standard rules. redox reactions group activities
with variable valency in  Planning an
a compound/ion. experiment to  Applying safety
11.7.3.5 Deduce a redox reaction  As changes in oxidation numbers of show the effects rules when
using oxidation numbers. reactants and products of an oxidizing experimenting
11.7.3.6 Describe what non-  Non-redox reaction: As reaction in which and reducing
redox reaction is there is neither oxidation nor reduction agent
involved.
11.7.3.7 Identify the  Oxidizing agents identified using  Applying redox
characteristics of potassium iodide solution as reducing  Predicting the reactions
oxidizing and reducing agent in the presence of starch or starched oxidation number  Appreciating
agents potassium iodide paper. of an element redox reactions.
Reducing agents identified using acidified  Participating
potassium dichromate or potassium  Predicting a actively in
permanganate as oxidizing agents and reaction as being group activities
observe colour changes only. redox or non-  Applying safety
NB:No equations involving potassium redox. rules when
dichromate and potassium permanganate experimenting
will be required.

CONTENT
11.7.4.1Describe what  Types of Energetics of reactions: As  Experimenting  Applying
11.7.4 Energetics endothermic and energy in(endothermic) and energy with endothermic
of exothermic reactions out(exothermic) reactions endothermic and and exothermic
reactions are exothermic reactions
11.7.4.2 Determine a reaction  Identification of endothermic or reactions.  Applying
which is endothermic exothermic reactions: Such as changes in  Classifying safety rules
or exothermic. enthalpy, energy level diagrams. reactions as during
Calculating ∆H using bond energies. endothermic and experiment
exothermic.
11.7.4.3 Describe endothermic  Endothermic as bond breaking and  Classifying  Applying
and exothermic exothermic as bond formation. reactions as endothermic
reactions in relation to endothermic and and exothermic
bonds. exothermic. reactions
11.7.4.4 Identify activation  As in energy level representations: lower  Investigating  Applying
energy for a catalysed for catalysed and higher for uncatalysed. the effects of safety rules
and uncatalysed fuels on the during
reaction on an energy environment experiment
level diagram  Applying
11.7.4.5 Explain the  Advantages and disadvantages of energy information on
advantages and sources: Such as safety, cost of available energies of
disadvantages of reserves, renewable/non-renewable reactions in
energy sources (fuels). sources everyday life.
11.7.4.6 Describe the effects of  Effects of the use of fuels on the
the use of fuels on the environment: Such as pollution,
environment greenhouse effect (global warming).

CONTENT
11.7.4.7 Describe the use of  Use of silver halide in photography:  Planning an  Applying safety
silver halide in As reduction of silver ions to investigation to rules during
photography metallic silver by absorption of show that experiment
11.7.4.8 Describe respiration light.(endothermic reaction) respiration and  Applying
and photosynthesis in  Respiration as exothermic process photosynthesis information on
terms of energy between oxygen and glucose involve energy energies of
changes producing carbon dioxide and water changes. reactions in
Photosynthesis as endothermic  Communicating everyday life.
process between water and carbon use of halides in
dioxide through absorption of light photography
producing glucose and oxygen.
11.7.4.9 Describe use of  The use of radioactive isotope: As a  Investigating the  Applying
radioactive isotope in source of nuclear energy. effects of fuels on information on
relation to energy the environment energies of
changes.  Investigating to reactions in
11.7.4.10 Explain batteries as  The convenient source of electrical show that batteries everyday life.
convenient source of energy: such as batteries as they are are a source of
electrical energy. potable. electrical energy.

CONTENT
11.8.1.1Describe the Period  As a tool for classifying  Identifying of  Appreciating the
11.8THE PERIODIC 11.8.1Groups and elements. vertical Periodic Table
Table
TABLE Periods  Vertical columns as Groups columns and  Applying the
11.8.1.2 Identify vertical
columns and and horizontal rows as Periods horizontal classification of
rows of the elements
horizontal rows.
periodic table.
11.8.1.3 Demonstrate how to 
 As metallic and non-metallic Classifying
use the Periodic Table elements as
to classify elements metallic and
non-metals
11.8.2.1 Describe trends in  As chemical relativity of group  Identifying  Awareness of
11.8.2 Groups various Groups given I, II, and VII, elements characteristics elements and
and information about the  Properties such as solubility, of their positions on
Periodic elements effect of heat on compounds, representative the Periodic
trends melting points, boiling points elements from Table
11.8.2.2 Describe the physical
and displacement reactions. Groups.  Appreciating
and chemical For Group VII consider  Classifying positioning of
properties of elements atomicity, colour changes, elements elements on the
in Group I, II, VII and changes in physical states, for according to Periodic Table
VIII. Group I including description their Groups  Appreciating the
11.8.2.3 Describe the as a collection of soft metals. and Periods uses of elements
importance of  Such as fluoride in toothpaste, on the Periodic
chlorine in water treatment, Table
halogens
antiseptic, bromide in
photographic film

CONTENT
11.8.2.4Describe the harmful  Such as drugs, pesticides,  Communicating  Awareness of
effects of halides. CFCs in ozone layer depletion harmful effects harmfulness
11.8.2.5Describe the use of (CFCs) of halides and of halides
the noble gases in  The significance of their non- uses of noble  Appreciating
reactivity in providing an inert gases of uses of
providing an inert
atmosphere. Such as argon in noble gases
atmosphere electrical lamps, helium in
balloons
11.8.3.1 Describe transition  As a block elements between  Investigating  Appreciating
11.8.3 Transition metals. the physical and transition
Group II and Group III of the
metals chemical metals
Periodic Table
properties of
11.8.3.2 Describe general  As variable valencies, high
transition
properties of densities, high melting points, elements.
transition metals. form coloured compounds,  Identifying
catalysts. transition metals
Note: Electronic
configuration of
transition metals will not
be required
11.8.3.3 Describe the uses of  Uses such as catalysts, alloys,
transition metals engineering materials
NB: Heavy metals are no
longer used to make paint for
health reasons

GRADE 12
General Outcomes: Key competences:
 Demonstrate an understanding of Electricity and  Demonstrate ability to determine the reactivity series of
chemistry metals
 Develop investigative skills about conductivity  Demonstrate ability to prepare and test gases
 Demonstrate ability to classify conductors, non-conductors,
 Demonstrate an understanding of metals electrolytes and non-electrolytes
 Develop investigative skills about some properties and  Show understanding of common pollutants of land , water
uses of metals. ,and air
 Demonstrate an understanding of Non- metals.  Demonstrate ability to identify organic compounds
 Develop investigative skills about some industrial uses of
non-metals
 Demonstrate an understanding of Organic Chemistry

SPECIFIC CONTENT
TOPIC SUB TOPIC
12.9.1.1 Classify  Conductors being metals  Classifying  Appreciating
12.9 CHEMISTRY 12.9.1. Conductors conductors and such as copper, aluminium, conductivity of
conductors and
AND non- conductors silver and Non-conductors substances.
non conductors.
ELECTRICITY being non-metals such as
 Planning an  Participating
sulphur, phosphorus, in class work
except carbon in form of experiment to actively
graphite. investigate  Applying safety
conductors and rules when
non conductors. experimenting
 Experiment to
conductors and
non conductors.
12.9.2 Electrolysis 12.9.2.1 Classify  Difference between  Classifying  Asking more
electrolytes and electrolytes and non- electrolytes and questions for
non-electrolytes electrolytes : Electrolytes non electrolytes better
as ionic compounds and  Formatting a understanding
non- electrolytes as hypothesis about  Awareness of
covalent compounds. the products at the the application
12.9.2.2 Describe what  Electrolysis: As electrodes during of electrolysis
electrolysis is decomposition of electrolysis. in everyday
electrolyte using electricity life.
in an electrolytic cell.

CONTENT
12.9.2.3 Describe the products at  Products by electrolysis of  Classifying  Asking more
the electrodes during molten binary ionic electrolytes and questions for
electrolysis of molten compounds: metals at the non electrolytes better
binary ionic compounds. cathode by reduction, non-  Formatting a understanding
metals at the anode by hypothesis about  Awareness of
oxidation the products at the the application
12.9.2.4 Describe the products at  Products by electrolysis of electrodes during of electrolysis in
the electrodes during aqueous ionic solutions: electrolysis. everyday life.
electrolysis of aqueous Refer to selective discharge  Applying safety
ionic solutions. of ions given conditions. rules when
Electrolytes should include experimenting.
molten lead (II) bromide, Participating
molten aluminium oxide, actively in
dilute sulphuric acid group work.
(acidified water),
concentrated hydrochloric
acid, concentrated aqueous
sodium chloride (brine) using
carbon electrodes, and
aqueous copper (II) sulphate
using carbon and copper
electrodes.

CONTENT
12.9.2.5 Describe the industrial  Applications of electrolysis:  Communicating  Awareness of
applications of Such as extraction of the industrial the application
electrolysis. aluminium from its oxide, application of of electrolysis in
copper refinery and electrolysis. everyday life.
electroplating.  Calculating the  Applying safety
12.9.2.6 Calculate the quantity of  The quantity of electrolytic quantities of rules when
electrolytic products. products: Using Faradays electrolytic experimenting.
laws products. Participating
actively in
group work.
12.9.3 Simple cells 12.9.3.1 Describe what a  A chemical cell: Two  Comparing  Awareness of
(chemical cell) chemical cell is different metals connected electrolytic and the two types of
together and dipped in an simple cells cells.
electrolyte to produce  Classifying the  Asking more
electricity. electrolytic cells questions for
12.9.3.2 Compare electrolytic  Types of cells: Similarities and simple cells in better
cells and simple cells such as oxidation at the the chart understanding
anode and reduction at the
cathode.Differences such as
cathode being negative in
electrolytic cell while
positive in simple cell and
vice versa for the anode.
Simple cell must use two
different electrodes while
electrolytic cell can use any.

CONTENT
12.10.1.1 Describe  Similar nuclei positive ions  Identifying  Appreciating
12.10 METALS 12.10.1 General properties of diagrammatic in a ‘sea’ of delocalised properties of metals
a metals representations of metals.
electrons.
pure metals  Similar In terms of density,
12.10.1.2 Describe the melting points, boiling
physical points, appearance
properties of
metal  All metals are electropositive
12.10.1.3 Describe the as illustrated in the reaction
with air, water / steam, dilute
chemical properties
non- oxidizing acids,
of metals aqueous solutions of other
metal ions.
12.10.2.1 Describe the  As arrangement of metals  Comparing  Awareness of
12.10.2 Reactivity and reactivity series of methods of methods of
in the order of either their
Electro Chemical metals extracting extracting metals
increasing or decreasing
Series metals. and dangers
order of reactivity as being
some metals
potassium, sodium, pose.
calcium, magnesium,
aluminium, zinc, iron, lead,
(hydrogen), copper and
silver

CONTENT
12.10.2.2. Explain the apparent  Due to the presence of  Demonstrating  Appreciating
non reactivity of adhesive oxide/coat. reactivity of of aluminium
aluminium. Reactivity of aluminium due aluminium and
order of
to adhesive coat
reactivity
12.10.2.3 Demonstrate an order
of reactivity.  From a set of experimental
results Such as reduction of
oxides of metals by other
metals.
12.10.2.4 Describe the effects of  As related to the  Demonstrating  Asking
heat on hydroxides, reactivity/stability of the effects of heat on questions to
carbonates, nitrates of metallic ion present in the salts learn more
metals and ammonium compound. Compounds of  Awareness of
more reactive metals difficulty the heat on
compounds.
to decompose while salts
compounds of less reactive  Fostering team
metals easily decompose. work

CONTENT
12.10.2.5 Describe the  Chemical reduction.  Comparing  Asking
extraction of Chemical reducing agents methods of questions to
copper, iron and being Carbon, carbon extracting learn more
zinc from their monoxide, and hydrogen.
metals.  Awareness of
the importance
ores.
 Such as electrical wires, of metals
12.10.2.6 Describe the uses
construction, aircraft parts.  Fostering
of copper, iron, team work
zinc and
aluminium
12.10.2.7 Explain the  Such as lead poisoning (brain
harmful effects of damaging), sodium ions in
some metals. raising high blood pressure,
alzehermia by aluminium
12.10.3.1Describe alloys.  As mixture of two or  Identifying  Appreciating
12.10.3 Alloys metals/carbon such as steel, characteristics of alloys.
12.10.3.2Describe brass, bronze alloys
diagrammatic  Different nuclei positive  Comparing
representations of ions in a ‘sea’ of delocalised structures of
alloys. electrons alloys and pure
metals.

CONTENT
12.10.3.3 Explain the  Such as alloys exhibiting  Identifying  Appreciating
advantages of better properties compared characteristics of alloys.
using alloys over to a pure metal (conductor, alloys
pure metals. strength, weight ratio,  Comparing
structures of
hardness).
alloys and pure
metals.
12.10.3.4 Identify common  Such as cutlery, food
packaging, aircraft.
uses of alloys
12.10.4.1 Describe  As chemical wearing of  Identifying  Appreciating
12.10.4 Corrosion corrosion corrosion. ways of
metals resulting from attack
by atmospheric oxygen in  Applying minimizing
methods of corrosion.
presence of moisture.
reducing
12.10.4.2 Relate corrosion  As more reactive metals corrosion.
to the reactivity of easily corrode while less  Relating
metals. reactive metals do not easily sacrificial
corrode. protection
12.10.4.3 Describe different  Such as sacrificial methods to
protection, painting, reactivity series.
methods of
preventing greasing/oiling, alloying and
corrosion. galvanising.

CONTENT
12.11.1.1 Describe the  In terms of density, melting  Identifying the  Appreciating
12.11 NON -METALS 12.11.1 General points, boiling points, physical and non-metals.
physical and
properties of chemical properties oxidizing agent chemical
non-metals. of non-metals. (electronegative elements) properties of
non-metals
12.11.2.1. Demonstrate the  By action of moderate  Demonstrating  Appreciating
12.11.2. Hydrogen laboratory reactive metals on laboratory physical and
preparation, water/steam and dilute preparation of chemical
collection and test acids and collect by hydrogen. properties of
upward delivery method, hydrogen and
for hydrogen.
puts out a lighted splint its uses.
12.11.2.2 Describe the with a ‘pop’ sound.
physical and  In terms of colour, odour,
chemical density/”weight”, solubility
properties of and chemical (effect on
hydrogen litmus, inflammability,
12.11.2.3 Describe combustion)(COWSLIPS)
 By cracking, electrolysis of
industrial
water (brine) and from
manufacture of natural gas
hydrogen.

CONTENT
12.11.2.4 Describe the uses  Such as reducing agent, fuel  Communicating  Appreciating
of hydrogen. for rockets, manufacturing the uses of physical and
ammonia and margarine, hydrogen chemical
balloons filler, welding. properties of
hydrogen and
its uses.
12.11.3.1 Demonstrate the  By catalytic  Demonstrating  Appreciating
12.11.3. Oxygen laboratory decomposition of laboratory physical and
preparation, hydrogen peroxide and preparation of chemical
collection and test thermal catalytic oxygen. properties of
decomposition of  Observing the oxygen and its
for oxygen.
potassium chlorate, reaction. uses.
12.11.3.2 Describe the collected above water and  Communicating
physical and re-lights the glowing the uses of
chemical splint oxygen
properties of  Such as colour, odour,
oxygen. solubility ,combustion
12.11.3.3 Describe the  By fractional distillation
of liquid air
industrial
manufacture of
oxygen.

CONTENT
 Such as reducing agent, fuel  Communicating  Appreciating
12.11.3.4 Describe the uses of for rockets, manufacturing the uses of physical and
hydrogen. ammonia and margarine, hydrogen chemical
balloons filler, welding. properties of
hydrogen and
its uses.
12.11.4.1 Demonstrate the  By catalytic  Demonstrating  Appreciating

12.11.4. Oxygen laboratory preparation, decomposition of laboratory physical and
collection and test for hydrogen peroxide and preparation of chemical
oxygen. thermal catalytic oxygen. properties of
decomposition of  Observing the oxygen and
potassium chlorate, reaction. its uses.
collected above water and  Communicating
re-lights the glowing the uses of
splint oxygen
12.11.4.2 Describe the physical  Such as colour, odour,
and chemical properties solubility ,combustion
of oxygen.
 By fractional distillation
12.11.4.3 Describe the industrial
of liquid air
manufacture of oxygen.

CONTENT
12.11.4.4 Describe the uses of  Such as burning, welding,  Communicating  Appreciating
oxygen in industry and in in blast furnace and the uses of uses of oxygen .
natural processes. respiration oxygen
12.11.4.5Explain the importance of  It traps radiation, if
depleted by CFCs causes
ozone layer and dangers of
skin cancer, respiratory
its depletion. diseases
12.11.4.6 Demonstrate the chemical  Using white anhydrous  Demonstrating  Appreciating

test for water. copper (II) sulphate which the chemical importance of
turns blue. testing of water water
12.11.4.7 Describe the importance  For laundry, drinking, as  Communicating
of water solvent. the importance

CONTENT
12.11.5.1 Describe industrial  By fractional distillation of  Demonstrating  Appreciating
12.11.5 Nitrogen manufacture of nitrogen. liquid air laboratory physical and
preparation of chemical
ammonia. properties of
 Observing colour nitrogen and
 As non- reactive insoluble changes. ammonia and
12.11.5.2 Explain the gas hence used as refrigerant, their uses.
characteristics and food packaging. Manufacture
importance of Nitrogen of ammonia gas.
as a gas.
12.11.5.3 Demonstrate the  Action of a base on  Demonstrating  Appreciating

preparation collection ammonium salt and collected laboratory physical and
and test for ammonia in by upward delivery method, preparation of chemical
the laboratory turns damp red litmus paper ammonia. properties of
blue.  Observing colour nitrogen and
12.11.5.4 Describe the
 Haber Process changes. ammonia and
manufacture of  (Temperature, catalyst, their uses.
ammonia. pressure (Haber process).

CONTENT
12.11.5.5 Describe the  In terms of colour, odour,  Demonstrating  Appreciating
physical and density/”weight”, solubility laboratory physical and
chemical properties and as reducing agent, a preparation of chemical
of ammonia. base/alkali, a complexing ammonia. properties of
reagent.  Observing nitrogen and
12.11.5.6 Describe the thermal
 Such as ammonium chloride, colour changes. ammonia and
dissociation of ammonium nitrate, their uses.
ammonium salts. ammonium carbonate.
12.11.5.7 Describe the uses  In manufacture of fertilisers,

ammonia explosives, nitric acid
12.11.5.8 Describe the  by Ostwald Process
manufacture of nitric
acid
12.11.5.9 Explain the
 Nitrogen for growth.
importance of
Include Phosphorous for
nitrogenous fertilizers
root development and
potassium for seed
formation (NPK).
12.11.5.10 Describe the effects
 Such as eutrophication and
of nitrogenous
acidic soils
fertilisers on the
environment

CONTENT
12.11.6.1 Demonstrate the  By action of hot concentrated  Experimenting  Awareness of
12.11.6. Chlorine laboratory preparation, Hydrochloric acid on the laboratory physical and
collection and test for manganese (IV) oxide, preparation of chemical
chlorine gas. collected by downward chlorine. properties of
delivery method, turns damp  Observing chlorine and its
blue litmus paper red and colour changes uses.
then bleaches it during the  Applying safety
12.11.6.2 Describe the physical and  Physical and chemical preparation of rules during
chemical properties of properties of chlorine gas chloride. experiments
chlorine gas Such: as colour, odour,  Investigating
density, solubility, the physical and
poisonous. Reactions with chemical
Iron, non-metals (H2,S,O2,P), properties of
sulphur dioxide, Iron(II)salts chloride gas.
and halides.
12.11.6.3 Describe the uses of  Uses of chlorine For  Communicating  Awareness of
chlorine. sterilizing water, uses and physical and
manufacture of PVC, HCl industrial chemical
and in bleaching agents. manufacture of properties of
12.11.6.4 Describe the industrial  Manufacture of chlorine: By chlorine chlorine and its
manufacture of chlorine. the electrolysis of brine uses.
(NaCl(aq))

CONTENT
12.11.6.5 Demonstrate the method  Preparation of hydrogen  Experimenting  Awareness of
for preparation, collection chloride: By action of the preparation physical and
and test for hydrogen concentrated sulphuric acid of hydrogen chemical
chloride gas on solid metallic chlorides, chloride gas. properties of
collected by downward  Investigating hydrogen
delivery method, react with the physical and chloride and
ammonia to form white chemical its uses.
smoke. properties of  Applying
12.11.6. 6 Describe the physical and  In terms colour, odour, hydrogen safety rules
chemical properties of density, solubility and chloride gas. during
hydrogen chloride gas poisonous. experiments
Reactions with ammonia and
water
12.11.6. 7 Demonstrate the method  By dissolving hydrogen  Experimenting  Applying
for preparation of chloride gas in water the preparation safety rules
hydrochloric acid.  Such as reaction with of hydrogen acid during
12.11.6.8 Describe the reactions of alkalis, metals, carbonates, and its reactions. experiments
dilute hydrochloric acid. ammonia and silver nitrate.

CONTENT
12.11.7.1 Describe the formation  The formation of sulphur  Experimenting  Awareness of
12.11.7 Sulphur of sulphur dioxide. dioxide: By combustion of laboratory the physical
12.11.7.2 Demonstrate the sulphur, fossil fuels preparation of and chemical
laboratory preparation,  Laboratory preparation, sulphur dioxide properties of
collection and test for collection and test for sulphur
sulphur dioxide sulphur dioxide: By action  Observing dioxide and its
of warm dilute acids on colour changes uses.
sulphites, collected by during the  Applying
downward delivery, turns preparation of safety rules
acidified potassium sulphuur dioxide when
dichromate (VI)  experimenting
green/decolourises purple
potassium manganate
(VII).
12.11.7.3 Describe the physical  The physical and chemical  Communicating  Awareness of
and chemical properties properties of sulphur information on the physical
of sulphur dioxide dioxide: In terms of colour, properties of and chemical
odour, density, solubility, sulphur dioxide properties of
poisonous. and its everyday sulphur
Reaction with water, action life. dioxide and its
on indicators and as a  Investigating uses.
reducing agent E.g. turns properties of  Applying
acidified potassium sulphur dioxide safety rules
dichromate (VI) when
green/decolourises purple experimenting
potassium manganate
(VII).

CONTENT
12.11.7.4 Describe the uses of  Uses of sulphur dioxide:  Investigating  Awareness of
sulphur dioxide As food preservative, uses of sulphur the physical
bleaching wood pulp for dioxide and chemical
paper making, manufacture  Communicating properties of
12.11.7.5 Describe the industrial of sulphuric acid the industrial sulphur
manufacture of sulphuric  Manufacture of sulphuric manufacture of dioxide and its
acid. acid: By Contact Process sulphuric acid uses.
(catalyst, temperature)  Applying
12.11.7.6 Describe the uses of  Uses of sulphuric acid: safety rules
sulphuric acid. Such as in explosives, as when
drying agent, making of experimenting
soaps, fertilisers
12.11.8.1 Describe allotropes  As different forms of an  Investigating
12.11.8 Carbon and properties of
element existing in the same
carbonates allotropes of
physical state.
carbon
12.11.8.2 Describe the physical  In terms crystalline and non-
properties of the allotropes crystalline allotropes of
of carbon. carbon.

CONTENT
12.11.8.3 Describe the  By incomplete combustion of  Demonstrating  Appreciating
formation and carbon and carbon laboratory physical and
properties of compounds, reduction of preparation of chemical
carbon monoxide. carbon dioxide by carbon. In carbon dioxide. properties of
terms of colour, odour,  Observing carbon dioxide
density, solubility, colour changes. and limestone
poisonous. and their uses.
Reacts as reducing agent.
12.11.8.4 Demonstrate the  By reaction of dilute acids
laboratory with carbonates or
preparation, bicarbonates, collected by
collection and downward delivery method/
above water, forms white
the test for
precipitate with limewater.
carbon dioxide.

CONTENT
12.11.8.4 Describe the  In terms of colour, odour,  Demonstrating  Awareness of
physical and density, solubility. laboratory Global
chemical properties Reactions with preparation of warming
of carbon dioxide. limewater/alkalis, water and carbon dioxide.  Appreciating
carbon.  Observing physical and
12.11.8.5 Describe the uses
 Such as in fire extinguishers, colour changes. chemical
of carbon dioxide. carbonated drinks, dry ice, properties of
baking, photosynthesis carbon dioxide
12.11.8.6 Describe the  By thermal dissociation of and limestone
limestone and their uses.
manufacture of lime
from limestone.
12.11.8.7 Describe the uses of  Such as in neutralizing acidic

lime and slaked lime. soils, lime as a drying agent
for ammonia.
12.11.8.8 Describe the uses of  Such as in manufacturing of
limestone. lime, cement, glass, iron.
12.11.8.9 Describe the  As global warming due to

greenhouse effect increase of carbon dioxide in
the atmosphere

CONTENT
12.11.9.1 Describe the properties  The properties of silicon: As  Communicating  Awareness of
12.11.9 Silicon of silicon. a metalloid the properties of the use of
12.11.9.2 Describe the use of  Use of silicon: Used in semi- silicon and its silicon in
silicon. conductors Such as uses everyday life.
transistors, diodes and  Cooperating
capacitors.  Comparing the in group work.
12.11.9.3 Describe what silicones  Silicones: As fire resistance of
are. macromolecules that exist as macromolecules.
oils, waxes or plastics and
their structures represented
as:
12.11.9.4 Compare the fire  The nature of silicones:  Comparing fire  Awareness of
resistance of silicone With reference to nature of resistance of the use of
plastics to carbon based combustion products, silicone to silicon in
macromolecules carbon based everyday life.
silicones produce silicon
molecules Cooperating in
dioxide (sand) while organic
group work.
based macromolecules
produce carbon dioxide.

SPECIFIC CONTENT
TOPIC SUB TOPIC
12.11.9.5 Describe the  Uses of silicon dioxide:  Communicating  Awareness of
uses of silicon Such as in making glass, the uses of the use of
dioxide (sand) as fire extinguisher, in silicon silicon in
dioxide(sand) everyday life.
iron extraction.
 Cooperating
in group work.
12.12.1.1 Describe an  As a compound of carbon  Identifying  Appreciating
12.12 ORGANIC 12.12.1 Saturated and organic alkanes and economic
other than oxides and
CHEMISTRY unsaturated compound. alkenes. values of
carbonates
 As a binary compound of  Comparing
Hydrocarbons 12.12.1.2 Describe alkanes and
properties of alkenes.
hydrocarbon carbon and hydrogen. alkanes and  Awareness of
12.12.1.3 Illustrate and  Involve concept of alkenes organic
name the catenation (Chain), use compounds.
structures of the the general formula
aliphatic alkanes CnH2n+2, Named by
up to five carbon IUPAC system, all
atoms. should end with ane,
Involve concept of
catenation (Chain), use
the general formula
CnH2n+2, Named by
IUPAC system, all
should end with ane,

CONTENT
12.12.1.4Demonstrate the structures of  Use idea of branched (side chains)  Identifying  Appreciating
isomers and their names. and unbranched butane and alkanes and economic
pentane and nomenclature follows alkenes. values of
IUPAC system.  Comparing alkanes and
12.12.1.5 Describe fractional  As different fractions of crude oil alkanes and  Awareness of
distillation of petroleum collected at different boiling alkenes organic
(crude oil) temperatures.  Observing compounds.
12.12.1.6Describe the uses of the  Such as domestic fuel, road colour  Identifying
fractions of crude oil construction. changes. alkanes and
NB: leaded fuel is no longer alkenes.
recommended due to harmful  Comparing
properties of
effects alkanes and
12.12.1.7 Describe the chemical  Such as combustion, cracking, alkenes
properties of alkanes. substitution, steam reforming.  Observing
12.12.1.8 Account for the apparent non  Lack of a specific site of chemical colour
reactivity of alkanes as attack (functional group) and they changes.
compared to other organic are saturated.
compounds.  Using the concept of catenation
12.12.1.9 Illustrate unsaturation in and models
alkenes.

CONTENT
12.12.1.10 Describe and name the  Use the concept of catenation  Identifying  Appreciatin
structures of the alkenes and the general formula alkanes and g economic
up to 5 carbon atoms. CnH2n.Structures must contain alkenes. values of
one carbon to carbon double  Comparing alkanes and
bond. Named using the IUPAC
alkanes and  Awareness
system all should end with- ene. alkenes of organic
12.12.1.11Demonstrate the  Using the unbranched  Observing compounds.
structures of isomers of structures of butene and colour changes. 
alkenes. pentene (positional isomers).
12.12.1.12 Describe the chemical  Such as combustion, addition
properties of alkenes. reactions (hydrogenation,
hydration, hydrohalogenation,
halogenation, addition
polymerisation).
12.12.1.13 Illustrate the differences  Using structures and bromine  Identifying  Appreciatin
and similarities between solution to distinguish between alkanes and g economic
saturated and unsaturated saturated and unsaturated alkenes. values of
Hydrocarbons. hydrocarbons.  Comparing alkanes and
12.12.1.14Describe the chemical  As alkenes decolourise bromine alkanes and  Awareness
tests for unsaturated solution rapidly. alkenes of organic
hydrocarbons (alkenes)  As in formation of polymers  Observing compounds.
12.12.1.15 Describe the uses of (Petrochemical industries) colour changes
alkenes.

CONTENT
12.12.2.1 Describe the chemical  As an organic compound with a  Identifying  Appreciating
12.12.2 Alcohols composition of an alcohol. composition economic values
hydroxyl group with general
(Alkanols) 12.12.2.2 Describe and name of alcohols of alcohols.
formula CnH2n+1OH
Comparing  Awareness of
structures of primary  Using concept of catenation
structures of organic
alcohols up to five carbon (Chain). Named following IUPAC alcohols compounds.
atoms. nomenclature and all should end
with- ol).
12.12.2.3 Demonstrate isomerism in  Using branched and unbranched and  Identifying  Appreciating
alcohols positional isomers of propanol, uses of economic values
butanol and pentanol. alcohols of alcohols.
 Comparing  Awareness of
12.12.2.4 Describe the formation of  By hydration of alkenes, hydrolysis
properties of organic
alcohols. of esters and fermentation for
alcohols. compounds.
12.12.2.5 Describe the chemical ethanol.
properties of alcohols  Such as combustion, esterification,
dehydration and oxidation
12.12.2.6Describe the uses of  Uses such as fuel, antiseptic,
alcohols organic solvent, alcoholic beverages

CONTENT
12.12.3.1 Describe and name  Using concept of catenation  Identifying  Appreciating
12.12.3Carboxylic acids structures of structures of the properties
(Chain), organic compounds
(alkanoic acids) carboxylic acids up to carboxylic and economic
with a carboxylic group
five carbon atoms. acids. uses of
(COOH), general formula
carboxylic
CnH2n+1COOH, all should end acids.
with- oic acid.
12.12.3.2 Describe the  By the oxidation of alcohols
formation of and hydrolysis of esters
carboxylic acids
12.12.3.3 Demonstrate the  Such as reaction with bases,  Demonstrating  Appreciating
chemical properties carbonates, metals and alcohols the chemical the properties
of carboxylic acids. (esterification). properties of and economic
carboxylic uses of
 Such as formation of esters.
12.12.3.4Describe the uses of acids carboxylic
carboxylic acids acids.

CONTENT
12.12.4.1 Describe and name  Using the concept of catenation (Chain),  Identifying  Appreciating
12.12.4 Esters the structures of structures and the properties
Organic compounds with an ester link
(Alkanoates) esters up to five characteristic and economic
carbon atoms. and all should end with –oate. properties of uses of esters.
 Such as combustion and hydrolysis. esters.
12.12.4.2 Describe the
chemical properties
of esters
12.12.4.3Describe the uses of  Such as in perfumes, food flavourants  Describing Appreciating the
esters and relate because of having pleasant smell. the chemical properties and
the uses to properties of economic uses of
properties. esters esters.
12.12.5.1 Describe  As a collection of organic compounds  Identifying  Awareness of

12.12.5 Homologous homologous series belonging to the same family with the different homologous
series same general formula (consider alkanes, homologous series.
alkenes, alcohols, acids, esters). series.
12.12.5.2Describe the  Such as members of each homologous
general series have the same general formula and
characteristics of similar chemical properties. Physical
properties (states, melting point, boiling
homologues
point, density, solubility) of members
(members). show gradual changes as molecular mass
changes. Adjacent members differ by
CH2 and have a general method of
preparing members.

CONTENT
12.12.6.1 Describe  As giant molecules formed by  Classifying  Awareness of
12.12.6Macromolecules macromolecules macromolecules polymers.
combination of many small
(Polymers) (polymers) molecules (monomers).  Identifying  Appreciating
linkages in economic use
12.12.6.2 Describe synthetic  As human made giant molecules
different of polymers.
macromolecules. (polymers). macromolecules
12.12.6.3 Describe the  By addition polymerisation E.g.
formation of polyethene, polyvinylchloride,
polyalkenes. polypropene, polystyrene.
12.12.6.4 Classify plastics  As thermoplastics and
Thermosets
12.12.6.5 Describe the  By condensation polymerisation,  Classifying  Awareness of

formation of nylon Nylon: from a diamine and dioic macromolecules polymers.
and Terylene. acid structures represented as:  Identifying  Appreciating
Terylene linkages in economic use
macromolecules
Nylon

CONTENT
12.12.6.6 Differentiate  Terylene: from diol and dioic  Classifying  Awareness of
between the acid. Structures represented as: macromolecules polymers.
structure of Nylon Nylon as polyamide and Terylene  Identifying  Appreciating
and Terylene. as polyester. linkages in economic use
12.12.6.7 Describe typical  Plastics used as in carrier bags, macromolecules
uses of plastics and buckets, pipes
synthetic fibres. Nylon and terylene as in clothing,
tents, strings, ropes.
12.12.6.8 Describe the  As non-biodegradable (cannot be  Classifying  Awareness of

biodegradability of broken down by microorganisms) macromolecules polymers.
synthetic fibres.  Identifying  Appreciating
12.12.6.9Describe natural  Such as Carbohydrates, proteins macromolecules
macromolecules and fats (lipids).

CONTENT
12.12.6.10Describe composition  Carbohydrates contain carbon,  Classifying  Awareness of
of carbohydrates hydrogen and oxygen in the form macromolecules polymers.
12.12.4.11 Identify linkages in CxH2yOy where x is a multiple of six.  Identifying  Appreciating
starch, proteins and  In starch – glycosidic,
different of polymers
fats
Proteins – amide, macromolecules
fats – ester linkages
12.12.4.12 Relate linkages in  Such as difference and similarities
synthetic and natural between nylon and proteins.
polymers. Terylene and fats.
12.12.4.13 Describe hydrolysis of  As formation of soaps and glycerine  Classifying  Awareness of

fats (saponification). (glycerol). macromolecules polymers.
12.12.4.14Identify the products of .  Identifying  Appreciating
the hydrolysis of starch  linkages in economic use
Using chromatography to identify
different of polymers
and proteins. the amino acids from proteins, macromolecules
simple sugars from starch.

CHEMISTRY PRACTICAL DATA
The following points should be considered during practical in chemistry:
(i) The student should have the knowledge of volumetric analysis in relation to one set of titrations.
The student is expected to comprehend acid-alkali titrations using ordinary methyl orange, screened methyl orange, phenolphthalein
or any other suitable indicator. Other titrations using different reagents may be set as well e.g. redox titration.
(ii) Other experiments involving the determinations of quantity, temperature change and rates of reactions are necessary. Experiments
of this nature will rely on the use of ordinary apparatus in the laboratory.
(iii) Experiments involving identification of an unknown substance or mixture could be set. A learner is expected to observe and
investigate the expected outcome. This may comprise elementary chromatography and simple tests for oxidising and reducing
agents. Detailed analysis is not necessary but a learner is expected to have the knowledge of the reactions of the cations with
aqueous sodium hydroxide and aqueous ammonia which should include elementary cations like aluminium, ammonium, calcium,
copper(II), iron (II), iron (III) and zinc.
A learner should also carry out the tests for the anions such as carbonate, chloride, iodide, nitrate and sulphate. Chemical tests for
gases which should include ammonia, carbon dioxide, chlorine, hydrogen, oxygen and sulphur dioxide.
Organic substances and ions not mentioned above may be included in the practical sessions. A learner is expected to have sufficient
knowledge in this area. Examination involving different salts with cations similar to the ones specified above may be set but
candidates are expected to draw out their conclusions from the observations.
N.B. No note books, course books, information booklets and text books will be allowed in the practical examination.
A learner shall be expected to perform simple calculations as outlined by the chemistry syllabus. However non programmable
calculators are allowed.
Practical techniques
Schools and students are reminded of the importance of accuracy in quantitative and qualitative exercises during the practical
lessons.

(i) A learner is expected to read the burette accurately and to the nearest volume of 0.1cm3. At least 3 titrations should be done by a
student to ensure a correct result and marks. Only values that fall within ±0.2 with respect to the supervisor’s volume will score
full marks.
(ii) A student is expected to take note of the temperature readings to the nearest 0.5oC. Recommended thermometer range is -10oC to
110oC. The time should be recorded in seconds and the stop clock/stop watch will be the most convenient timing instrument.
(iii) Learner must show the ability to ignore certain values on the titration table and use only those that are consistent and compute the
average of the consistent values. Consistent values must fall within 0.2 to one another.
In case of qualitative exercises a learner should use around 1cm depth of a solution i.e. (about 2cm3) in a test tube. Reagents should be
added drop by drop and thoroughly mixing them, to ensure effective results for each test. The student should make sure that no further
changes may occur if more reagents are added. A learner should take note of the stage at which the precipitate forms and also the colour
changes. Furthermore the learner must take note of chemicals used to detect gases, if any, during the experiments. Observations must
be recorded as stipulated in the qualitative notes. Equations are not required during practical.

APPARATUS
The following apparatus should be stocked for teaching and examination purposes. Each learner should be provided with the
necessary apparatus to conduct the experiments.
Bunsen burner
Test-tubes
Measuring cylinder calibrated 25cm3 or 50cm3.
Filter funnel.
Beaker (polystyrene, glass) volume of 250cm3.
Conical flasks with volume of 250cm3.
Burette with a volume of 50cm3.
Pipettes with volumes of 25cm3 or 20 cm3
Pipette fillers.
Thermometers calibrated -10oC to 110oC at intervals of 1oC.
Stop clocks/stop watches which record time in seconds.
Wash bottles.
Pyrex test tubes are essential for heating purposes with capacities 125mmx 16mm.
Boiling tubes i.e. of dimension 150mm x 25mm.
Stirring rods for stirring or mixing purposes.
Electronic balances /triple beam balances.

REAGENTS
The following standard reagents should be stocked among others. These are of paramount importance during practical.
Hydrochloric acid 1.0 mol/dm3
Nitric acid 1.0 mol/dm3
Sulphuric acid 0.5 mol/dm3
Aqueous ammonia 1.0 mol/dm3
Aqueous sodium hydroxide 1.0mol/dm3
Lime water (a solution of calcium hydroxide)
Aqueous silver nitrate 0.05 mol/dm3
Aqueous potassium dichromate (VI) 0.1 mol/dm3
Aqueous potassium iodide 0.1 mol/dm3
Aqueous lead (II) nitrate 0.2 mol/dm3
Aqueous potassium permanganate (VII) approximate 0.02 mol/dm3
Barium nitrate 0.2 mol/dm3
In addition chemical substances such as aluminium foil, red litmus paper, blue litmus paper and universal indicators should be in
stock.

QUALITATIVE ANALYSIS TESTS
Notes for use in qualitative analysis
Test for anions
Anions Test Test result
Carbonate (CO32 – ) Add dilute acid Effervescence occurs, carbon dioxide

produced
Chloride (Cl – ) [in solution] Acidify with dilute nitric acid , then add White ppt.
aqueous silver nitrate
Iodide (I – )[ in solution] Acidify with dilute nitric acid , then add Yellow ppt.
aqueous lead (II) nitrate
Nitrate (NO3 – )[ in solution] Add aqueous sodium hydroxide, then Ammonia produced
aluminum foil, warm carefully.
Sulphate (SO42 – ) [in solution] Acidify with dilute nitric acid, then add White ppt.
aqueous barium nitrate

Test for aqueous cations
Cations Effect of aqueous sodium hydroxide Effect of aqueous ammonia

Aluminium ions (Al3+) White ppt.soluble in excess giving a White ppt., insoluble in excess
colourless solution
+ Ammonia produced on warming -
Ammonium ions (NH )
4
Calcium ions (Ca2+) White ppt., insoluble in excess No change
Copper ions (Cu2+) Light blue ppt., insoluble in excess Light blue ppt., soluble in excess, giving a
dark blue solution
Iron(II) ions (Fe2+) Green ppt., insoluble in excess Green ppt., insoluble in excess, turns
reddish-brown on standing
Iron (III) ions ( Fe3+) Red-brown ppt., insoluble in excess Red-brown ppt., insoluble in excess
Zinc ions (Zn2+) White ppt.,soluble in excess giving a White ppt. soluble in excess giving a
colourless solution colourless solution.
Test for gases
Gas Test Test result

Ammonia Introduce damp red litmus paper to the gas Turns damp red litmus paper blue
Carbon dioxide Bubble the gas through limewater White precipitate formed
Chlorine (Cl2) Introduce damp blue litmus paper to the Turns litmus paper red then bleaches it
gas
Hydrogen (H2) Introduce a lighted splint into the gas Puts out the lighted splint with a
‘pop’sound
Oxygen (O2) Introduce a glowing splint into the gas Glowing splint relighted
Sulphur dioxide (SO2) Bubble the gas through acidified potassium Turns orange potassium dichromate green.
dichromate (VI)
SCOPE AND SEQUENCE CHART
Grade 11 Grade 12
Topic Grade 10
SUBTOPIC SUBTOPIC SUBTOPIC
Introduction to 10.1.1 Introduction to Chemistry Acids, Bases 11.5.1 Characteristic Chemistry 12.9.1.Conductors
Chemistry and properties of and
Salts acids and bases Electricity
10.2.1 Matter and the Kinetic 11.5.2 Preparation of 12.10.1 General properties
The Particulate theory salts Metals of a metals
nature of matter
10.2.2 Diffusion 11.6.3 Types of oxides 12.10.2 Reactivity and
The mole Electro Chemical
concept Series
10.3.1 Measuring of quantities 11.6.4 Identification of 12.10.4 Corrosion
Experimental ions and gases
Techniques (Qualitative
analysis)
10.3.2 Criteria of purity 11.6.1 Relative masses 12.10.5 Thermal stability
of the compounds
10.3.3Separatingmixtures 11.6.2 The mole 12.11.1 General properties

Non Metals of non-metals.
10.4.1Atomic structure and 11.6.3 Empirical and 12.11.2. Hydrogen
Atoms, Periodic Table Molecular
elements, formulae
molecules 10.4.2 Bonding Chemical 11.7.1 Rates of 12.11.3. Oxygen
and reactions and chemical
compounds energy reactions

Grade 11 Grade 12
Topic Grade 10
changes
10.4.4 Macromolecules 11.7.2. 12.11.4 Nitrogen
Chemical equilibrium
10.4.5 Chemical formulae and 11.7.3 Redox reactions 12.11.5. Chlorine
equations 11.7.4Energetics of 12.11.6 Sulphur
reactions
11.8.1 Group and the 12.11.7 Carbon and
The Periodic periodic trends carbonates
Table 11.8.2 Group properties 12.12.1 Saturated and
Organic unsaturated
Chemistry Hydrocarbons

Chemistry Grade 10 12

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Republic of Zambia

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDCATION

Prepared and Published by Curriculum Development Centre

© Curriculum Development Centre

10.4.3 Macromolecules ...................................................................................................................................................................................................12

12.9 CHEMISTRY AND ELECTRICITY ......................................................................................................................................................................32

12.12.3Carboxylic acids (alkanoic acids) ........................................................................................................................................................................56

C.N.M Sakala (Mrs.)

4.1 concern for accuracy and precision;

Candidates will be required to be competent in the following mathematical techniques:

1. add, subtract, multiply and divide.

The following aspects of the aims will be assessed:

2. Handling information and solving problems.

The candidate should be able to:-

3. Experimental Skills and Investigating.

Chemistry 5070: Grade 10-12 1

10.1.1.3Explain the  Improved life through  Differentiating  Appreciating

Chemistry 5070: Grade 10-12 2

10.2.1.4 Illustrate changes  Changes of states such as  Demonstrating  Applying

Chemistry 5070: Grade 10-12 3

10.3.1.1Demonstratehow  Quantities such as time,  Demonstrating  Applying

Chemistry 5070: Grade 10-12 4

10.3.2.3 Explain the  Importance of purity in  Communicating  Appreciating

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10.4.1.10 Demonstrate the  Electronic configuration

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11.6.2.8 Demonstrate  The different types of acid–base  Demonstrating  Applying mole

Chemistry 5070: Grade 10-12 22

 Empirical formula: By calculating  Appreciating  Appreciating

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12.11.4.1 Demonstrate the  By catalytic  Demonstrating  Appreciating