Science 5124 - G 10 - 12

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

P.O. Box 50092
LUSAKA
2013
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© 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.
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Contents
Preface .................................................................................................................................................................. Error! Bookmark not defined.
ACKNOWLEDGEMENTS ................................................................................................................................. Error! Bookmark not defined.
INTRODUCTION .............................................................................................................................................................................................. vii
Assessment ........................................................................................................................................................................................................... xi
Grade 10 ................................................................................................................................................................................................................ 1
Grade 11 .............................................................................................................................................................................................................. 12
UNIT 3.0 THERMAL PHYSICS....................................................................................................................... Error! Bookmark not defined.
UNIT 4.0 Wave motion ................................................................................................................................... Error! Bookmark not defined.
UNIT 5.0 SOUND ........................................................................................................................................... Error! Bookmark not defined.
Grade 12 .............................................................................................................................................................................................................. 68
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VISION
Quality, life-long education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems.
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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 analyze 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 and UNICEF for rendering financial technical support in the production of
the 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 pupils not taking Chemistry and Physics as separate subjects.
General Aims
The syllabus aims at providing, through well designed studies of experimental and practical science, a worthwhile educational experience for
all the pupils taking the course, whether or not they go on to study science beyond secondary School level, thereby, contributing to pupils’
general education by using the impact of known applications of science concepts and principles on society. This is intended to enable pupils
acquire adequate understanding and knowledge so that they can:
 become confident citizens in a technological world, able to make appropriate decisions in scientific matters;
 recognise the usefulness and limitations of the scientific method and, furthermore, appreciate its applicability in everyday life;
 Suitably prepare for studies beyond High School level in Science.
The course also aims at developing the following in the pupils:
 abilities and skills that

- are relevant to the course and practice of science;
- are useful in everyday life;
- encourage efficient and safe practice;
- encourage effective communication;
 attitudes relevant to science; for example

 accuracy and precision;
 objectivity;
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 integrity;
 enquiry;
 initiative; and
 inventiveness or creative thinking
 Critical thinking.
Furthermore, the course aims at stimulating interest in and cares for the environment and promotes awareness that the:
 study and practice of science are co-operative and cumulative activities that are subject to social, economical, technological, ethical and
cultural influences and limitations;
 Applications of science can be both beneficial and detrimental to the individual, to the community, society and the environment.
In addition to the content objectives, objectives under the following should be achieved by pupils:
 Knowledge with understanding
They should demonstrate knowledge and understanding in relation to the following:
- Scientific phenomena, facts, laws, definitions, concepts, theories;

- Scientific vocabulary, terminology, conventions; symbols, quantities and units;
- Scientific instruments and apparatus, including techniques of operations and aspects of safety;
- Scientific quantities and their determination;
- Scientific and technological applications with their social, economic and environmental implications.
 Handling information and solving problems
In words or using symbolic, graphical and numerical forms they should be able to:
- locate, select, organise and present information from a variety of sources;

viii
- translate information from one form to another;
- manipulate numerical and other data;
- use information to identify patterns, reports trends and draw inferences;
- present reasonable explanations for phenomena, patterns and relationships;
- make predictions and propose hypotheses; and
- Solve problems.
 Experimental skills and investigations
As the pupils study Science they should be able to:
- follow a sequence of instructions;

- use techniques, apparatus and materials;
- make and record observations, measurements and estimates;
- interpret and evaluate observations and experimental results;
- plan an investigation, select techniques, apparatus and materials; and
- Evaluate methods and suggest possible improvements.
General Structure of the syllabus
This syllabus is divided into 13 units. The sequence of the Units is not intended to suggest a teaching order. It is hoped that teachers will be
flexible when planning their lessons.
Each of the units is described under the headings of “Content”, “Objectives” and “Notes”. The column headed “Notes” is intended as an
extension and illustration of the objectives and is not to be regarded as exhaustive. The teacher can extend it by relating the factual contents
and objectives of the syllabus to social, economic and industrial life at both national and local levels as appropriate as possible.
It is envisage that an experimental approach will be adopted and that pupils spend adequate time on individual experimental work.
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*Mathematical Requirements
The study of Science through this syllabus strengthens the applications of mathematical skills. It is assumed that the pupils are competent in
the following mathematical techniques:
 taking accurate accounts of numerical work and handling calculations so that significant figures are neither lost unnecessarily nor
carried beyond what is justified;
 making approximate evaluation of numerical expressions;
 formulating simple algebraic equations as mathematical models and be able to solve them;
 changing the subject of a formula;
 expressing small changes or errors as percentages;
 calculating areas of various shapes;
 dealing with vectors in all simple forms;
 plotting results graphically after selecting appropriate variables and scales;
 interpreting, analysing and translating graphical information;
 making calculations involving additions, subtraction, multiplication and division of quantities;
 expressing small fractions as percentages and vice versa;
 calculating an arithmetic mean;
 transforming decimal notation to power of ten notation (standard form);
 use tables or calculators to evaluate logarithms (for calculations), squares, square roots and reciprocals;
 Changing the subject of an equation. (these may involve simpler operations that may include positive and negative indices and square
roots);
 Substituting physical quantities into an equation using consistent units so as to calculate one quantity (e.g. the units of a rate constant K);
 solving simple algebraic equations;
 comprehending and using the symbols/notations;
 testing tabulation pairs of values for direct proportionality by graphical method or by constancy of ratio;
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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.
Time and Period allocation

Time allocation for this syllabus is will require at least six-40 minutes periods per week
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SECTION A: PHYSICS
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Grade 10+
General Outcomes: Key competences

 Develop an understanding of General Physics  Demonstrate ability to measure length, time, mass, weight and volume
 Develop investigative skills  Show skills and knowledge to calculate density, speed, velocity, acceleration and
 Demonstrate an understanding of mechanics force
 Demonstrate ability to use different sources of energy
 Demonstrate ability to use simple machines to do work
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CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.1 General 10.1.1 10.1.1.1 Distinguish  The difference between  Comparing basic  Asking
Physics International between basic basic and derived quantities and derived questions
System of and derived quantities: Basic quantities. about physical
Units (SI). quantities quantities; mass, length, quantities
time etc
Derived quantities: force,
acceleration, velocity etc
10.1.1.2 Identify basic  Basic and Derived units:  Identifying basic and
units and derived Basic units: metre(m), derived units of
units. kilogram(Kg), quantities  Participating
seconds(S) ,Kelvin(K) in group
Derived unit: actively
Newton(N),metre per
10.1.1.3 Recognise square second(m/s2)
prefixes,  Fundamental and derived
multiples and units: Prefixes, multiples  Expressing numbers in
submultiples of and submultiples of basic scientific notation
fundamental and and derived unit
derived units.  Specifying number of  Applying
10.1.1.4 Use scientific  Scientific notation: significant figures numbers in
notation and numbers written using standard form
significant figures powers of ten and
in numerical significant figures:
problems. important figures
10.1.2 Length 10.1.2.1 Demonstrate the  Use of measuring  Measuring lengths of  Participating
and use of various instruments: such as different objects in group
time measuring rules, vernier calipers actively
instruments to and micrometer screw
2
CONTENT
determine length gauge to measure the
physical quantity length  Measuring an interval
10.1.2.2 Demonstrate the  Use of devices for of time using clocks
use of clocks and measuring time: Using  Asking
devices for clocks to measure time questions for
measuring an intervals and period of  Communicating more
interval of time pendulum factors affecting the understanding
period of pendulum
10.1.2.3 Identify factors  A simple pendulum:  Applying the
that affect the Factors affecting the use of clocks
period of a simple period of pendulum such and devices to
pendulum as length and amplitude determine the
period of
pendulum
10.1.3 Mass 10.1.3.1 Distinguish  Differences between  Comparing mass with  Asking
and, weight between mass and mass and weight in weight questions for
weight terms of units, measuring more
instrument and quantities understanding
 Instruments for
10.1.3.2 Demonstrate how measuring mass and  Measuring mass and
to measure mass weight: Using Triple weight of objects  Appreciating
and weight beam balances and the use of
spring balances to beam and
measure mass and  Investigating the spring
weight centre of mass of balances
 Locating the center of objects
10.1.3.3Demonstrate how mass of an object: Use of
to locate the centre lamina to locate centre of  Participating
of mass of an mass of an object  Communicating in group
object
3
CONTENT
 Stability of objects in conditions for stability actively in
10.1.3.4 Describe terms of the position of of objects, e.g. base, locating the
qualitatively the the centre of mass e.g. position of centre of centre of mass
effect of the equilibrium(stable mass
position of the ,unstable and neutral)
centre of mass on
the stability of an
object.
10.2 10.2.1 10.2.1.1 Describe the  Terms used : such as  Comparing  Participating
Mechanics Linear terms used in distance, displacement, distance with in a group
motion mechanics. speed, velocity, acceleration displacement; actively
 Use of the following speed with velocity
equations of motion;  Classifying
10.2.2.2 Demonstrate the
v = u + at, appropriate  Appreciating
use of equations of equation(s) of the use of
uniformly s = (v + u)t/2,
motion to solve equations of
accelerated motion s = ut + ½ at2 particular motion to
to solve problems v2 = u2 + 2as numerical problems solve
problems
 Graphical representation of  Plotting and
motion in terms of ; rest, interpreting graphs
10.2.2.3 Interpret graphical constant speed and constant
representation of acceleration  Appreciating
distance-time, graphs
Displacement -
time, speed-time,
velocity-time and
 Consequences of over  Predicting which
acceleration-time.
speeding e.g. brake failure object in motion
10.2.2.4 Investigate the resulting into car crush, loss would be damaged
the most e.g. a slow
4
CONTENT
consequences of of control moving vehicle or a  Appreciating
over speeding  Acceleration of free fall for fast moving vehicle speed limits ,
a body near the earth it is , if they hit an road humps,
obstacle speed traps
constant(approximately
10.2.2.5Describe the  Calculating etc
10m/s2) acceleration of a
acceleration of
 The falling motion of bodies body due gravity
free fall for a body
in a uniform gravitational  Communicating
near the earth.
field: falling terminal the cause and
velocity effect relationship
10.2.2.6 Describe of terminal  Appreciating
qualitatively the velocity the use of
motion of bodies parachutes
falling in a from height
uniform
gravitational field
with and without
air resistance
10.2.3 Forces 10.2.3.1 Explain what  The definition of force:  Communicating  Participating
force is. Force as “Pull” or “push” the effects of a in a group
10.2.3.2 Explain the  Effects of forces :change in force using a actively
effect of forces spring, trolley,
shape, change in size,
Ticker Tape Timer
on bodies. change direction, change of etc.  Appreciating
motion the use of
 Resistance to change in state  Investigating the safety belts on
of motion (Newton’s 1st relationship vehicles
10.2.3.3 Describe the law) between mass and  Appreciating
acceleration, e.g.
5
CONTENT
inertia law  The relationship between higher inertia is due Newton’s first
force and acceleration: A to larger mass law of motion
10.2.3.4 Demonstrate the constant force produces a  Describing the
relationship relationship
constant acceleration
between mass and
between force and  The relationship between acceleration  Giving a
acceleration mass and acceleration: presentation
Increase in mass results in  Organising the data of group
10.2.3.5 Demonstrate the reduction in acceleration of investigation in a work.
relationship between (mass is inversely table
mass and proportional to acceleration
acceleration. for a constant force  Knowing the
safety rules of
an
investigation
6
CONTENT
10.2.3.6 Perform  How to calculate force:  Calculating force,  Appreciating
calculations on Using formula; mass and the use of the
force. Force = acceleration formula to
mass ×acceleration find force
 Communicating
 Hooke’s law (F α e) the effects of  Applying the
10.2.3.7 Investigate the including graphs. friction restoration
effect of force on force in
a spring.  Effects of friction e.g. heat, devices
10.2.3.8 Demonstrate the tear and wear
effects of friction  Describing circular
on the motion of a  Participating
 Centripetal force: motion
body. in class
(F=m(v2/r)) and centrifugal
10.2.3.9 Describe the discussion
force
motion in a
circular path due
to a perpendicular
force.
10.2.4 10.2.4.1 Perform  Mass, weight and distance  Experimenting the  Participating
Moment calculations based of a uniform object e.g. principle of in a group
of on the principle of metre rule, metal bar, plank moments actively
forces. moments. etc based on the principle
 Application of moments e.g.
opening a door or window,  Calculating mass  Justifying
10.2.4.2 Investigate the opening a bottle with an ,weight and why handles
everyday opener, a see-saw, on, perpendicular of certain
application of tightening a nut with a distances objects are
spanner etc long. e.g. a
7
CONTENT
moments. spanner ,
wheelbarrow
etc
10.2.5 Work, 10.2.5.1 Explain the  The definition of Work,  Communicating  Justifying
Energy and meaning of the Energy and Power: work, energy and importance of
Power. terms work, energy Work(force x distance in power conserving
and power. direction of force) sources of
Energy(ability to do work) energy
Power(rate of doing work)
 The units of work, energy  Communicating the  Cooperating
and power : Work(joule), SI units for work, in group
10.2.5.2 Identify the units Energy(joule)and Power energy and power activities
of measurement (watt)
for work, energy  The formulae of work:  Calculating work,
and power Work = (Force) x (distance energy and power
moved in the line of action using appropriate  Appreciating
formulae the use of
10.2.5.3 Calculate work of the force)
clean energy
using the  Different forms of energy: (pollution free
appropriate e.g. mechanical (Kinetic and  Comparing energy)
formula gravitational potential different forms of
10.2.5.4 Identify the energy), Chemical, electrical energy
different forms energy etc  Cooperating
in group
of energy
activities
 Potential and Kinetic
Energy: Gravitational
potential energy(energy due
to position), Kinetic  Communicating the
energy(energy due to knowledge on
8
CONTENT
10.2.5.5Explain motion) potential(EP) and
qualitatively and NB: Gravitational potential kinetic(EK) energy
quantitatively the energy(EP = mgh) and  Participating
kinetic energy actively in
terms
(EK = 1/2mv2 ) groups
gravitational
 Renewable and non-
potential and renewable energy:  Communicating
kinetic energy. Renewable sources of renewable and non-
energy: (solar, wind, renewable resources
hydroelectric , geothermal,
bio-gas)
10.2.5.6Describe sources
Non-renewable energy(  Being aware
chemical/fuel, nuclear that some
of renewable and energy ) energy
non- renewable  Effects of use of energy  Observing the sources are
energy. sources on the environment: effects of energy non-
e.g. air pollution, water sources on the renewable
pollution, deforestation, land environment
degradation etc
 Transformation of energy:  Demonstrating
e.g. chemical energy
energy(Battery) to electric transformations  Asking
10.2.5.7 Explain the energy (wire)to light energy( questions for
effects of the use bulb) more
of energy  Describing the law understanding
sources on the  Law of conservation of of conservation of
environment. energy energy
10.2.5.8 Demonstrate  Applying the
energy  Calculating law of
 Calculation of efficiency of efficiency conservation
transformation energy: Using the formula of energy
9
CONTENT
from one form to (Efficiency = energy output/
another energy input x 100%)
10.2.5.9. Describe the  Justifying
conservation of  Calculation of power: Using  Calculating power why the
the formula from the formula difference
energy
( Power = work done/ time) between
10.2.5.10. Demonstrate the energy input
calculation of and energy
efficiency of output
energy
conversion using
the appropriate
formula
10.2.5.11.Demonstrate
calculation of
power using the
appropriate
formula
10.2.6 10.2.6.1Describe what a  The definition of a simple  Communicating the  Cooperating

Simple simple machine is machine: Enables a large knowledge on in group
machines load to be overcome by a simple machines activities
small effort and types
 Types of simple machines:
10.2.6.2Identify the e.g. Levers, pulleys, gears,
different types of inclined planes, wheel and  Listening to
simple machines. axle other learners
with respect
10
CONTENT
10.2.6.3Describe the  The relationship between the  Relating the
distances moved distance and effort &load in distance moved by
by the effort and a simple machine: Distance the effort to the
moved by effort and distance moved by  Appreciating
the load in a
distance moved by the load the load the use of
simple machine simple
in the same time
 The definition of  Calculating MA, machines in
Mechanical advantage VR and efficiency doing work
10.2.6.4 Explain the terms (MA), Velocity Ratio (VR) of a simple machine e.g. bottle
and Efficiency: Mechanical opener
of Mechanical
advantage (MA =
advantage (MA),  Applying the
Load/Effort)
Velocity Ratio Velocity Ratio formula to
(VR) and (VR = distance moved by compare MA
Efficiency. effort / distance moved by of different
load) simple
10.2.6.5 Perform Efficiency (; Efficiency = machines
(MA/VR) x 100%)
calculations
involving simple
machines
11
Grade 11
 Demonstrate an understanding of thermal physics  Demonstrate ability to show how pressure varies with volume and
 Develop investigative skills temperature
 Demonstrate an understanding of wave motion  Show skills and knowledge on the construction of thermometers
 Demonstrate an understanding of sound  Demonstrate ability to show heat transfer in solids ,liquids ,and
 Demonstrate an understanding of Light gases
 Demonstrate an understanding of magnetism
12
CONTENT
11.3Ther 11.3.1Simple 11.3.1.1 Explain What the  The definition of  Predicting the cause  Cooperating in
mal kinetic theory of kinetic theory is kinetic theory: Matter of continuous random group activities
physics Matter. is made up of discrete motion of the discrete
individual particles that individual particles
are continuous in  Interpreting the
random motion intermolecular forces
11.3.1.2 Describe  Structure of i.e. cohesive and  Being aware of
qualitatively the matter(solid ,liquid adhesive in a much the cohesive and
molecular model of ,gases) and simpler way adhesive forces in
matter. intermolecular forces: matter
e.g. cohesive and
adhesive
11.3.1.3. Explain changes of  Change of state of
state in terms of the matter in relation to  Experimenting on the
kinetic theory of kinetic theory Brownian motion,  Asking questions
matter diffusion, evaporation for more
11.3.1.4 Apply kinetic theory and cooling. understanding
to explain rates of  Use of kinetic theory
as in Rate of diffusion,  Collecting the data in  Asking more
diffusion, Brownian
Brownian motion, an experiment questions for
motion, evaporation evaporation and more
and cooling effect of cooling effect of understanding
evaporation. evaporation in terms of
11.3.1.5 Apply the kinetic kinetic theory
theory to explain gas
pressure.  Kinetic theory  Formulating
in gas conclusion of
pressure(compr experiment
essing a gas in
a cylinder)
13
CONTENT
11.3.2 11.3.2.1Explain what  Temperature: as  Communicating  Asking questions
temperature is average kinetic energy information on for more
Measurement of the particles of a temperature understanding
of 11.3.2.2 Describe physical substance  Experimenting the  Cooperating in
temperature properties of  Physical properties: thermal expansion of groups activities
substances which such as density, matter(liquid, solid,
change with electrical resistance etc. gases)  Appreciating the
temperature.  Measurement of use of
11.3.2.3 Measure the temperature and  Measuring thermometers in
temperature with Calibration of temperature and determining
thermometers thermometers demonstrating the temperature
11.3.2.4Describe suitability of  Suitability in terms of calibration of
alcohol and mercury colour, expansion, thermometers  Justifying the
for use in liquid-in- conductivity.  Communicating the use of a specific
glass thermometers. suitability of the use thermometer
11.3.2.5Describe the  Relationship between of a thermometer
relationship between Celsius and Kelvin
the Celsius and scale  Comparing Celsius
Kelvin scales. (K =t+ 273) and Kelvin scale
11.3.2.6Describe the structure  Observing the
and use of a  Structure of thermal structure of a  Appreciating the
thermocouple couple: consisting thermocouple use of
thermometer different metals, two thermocouples
11.3.2.7Demonstrate the junctions, sensitive  Measuring
measurement of galvanometer temperature correctly
temperature using an
 Appropriate use of using appropriate
appropriate thermometers: Liquid thermometers
thermometer. in glass thermometers
and thermocouple.
14
CONTENT
11.3.3Expansion of 11.3.3.1Describe qualitatively  The thermal expansion  Experimenting the  Appreciating the
solids, liquids and the thermal expansion of matter: in terms of thermal expansion of knowledge about
gases. of solids, liquids and linear, area and volume solids, liquids and expansion of
gases. gases solids, liquids
expansion
and gases.
11.3.3.2 Explain the effects of
 Effects of Anomalous  Cooperating in
expansion of water  Communicating the group activities
expansion of water
on aquatic life. effects of expansion

11.3.3.3Demonstrate that on of water on
 Different rates of
solids, liquids and aquatic life during
expansions of matter
gases expand at extreme cold seasons.
 Comparing the rates  Asking questions
different rates. for more
 Boiling and melting of expansion of
11.3.3.4Demonstrate how to understanding
point of substances: matter.
determine the boiling
Graphical  Experimenting the
and melting point of boiling and melting
representation and
different substances. interpretation points of matters
11.3.3.5Explain effects of  Effects of pressure on  Being aware of
pressure on the melting and boiling the effects of
melting and boiling point of substances:  Collecting the data pressure on
points. such as increase in on temperature and boiling and
pressure lowers the time interval melting points
melting point) Boiling
point(increased
pressure increases the
11.3.5.6Investigate effects of boiling point)
impurities on the  Effects of impurities on  Participating in
melting and boiling the melting and boiling groups discussion
Points of substances. points of substances:  Investigating the
such as Impurities effect of impurities
15
CONTENT
effect of varying lower the melting point on melting and
pressure on volume and increase the boiling points  Asking more
of a gas boiling point of a questions for
substance more
11.3.3.8 Describe the
 Boyles law: use of  Organising and understanding
relationship between
equation analysing the data on
temperature and PV=a constant at graphs  Applying the use
volume of a gas constant pressure of graphs to
11.3.3.9 Explain the Kelvin  Charles law: as relate variables
scale from the temperature against  Organising data in
relationship between volume of a gas the tables to verify
temperature and V1/T1 = V2/T2 the gas laws
 Kelvin Scale; volume-
volume.
temperature change
11.3.3.10Demonstrate the use (constant pressure )
of the ideal gas Graphical extrapolation
equation to solve  Appreciating the
simple numerical use the equation
 The ideal gas equation  Calculating the PV/T=constant
problems.
(P1V1/T1=P2V2/T2) and numerical problems
numerical problems. based on gas laws
16
CONTENT
11.3.5Heat 11.3.5.1 Explain methods of  Heat transfer methods  Verifying the methods  Participating in
transfer by heat transfer. :Conduction, of heat transfer by group activities
conduction, convection and experimentation during
convection and 11.3.5.2 Use kinetic theory to radiation experiments.
 Relationship between  Identifying the
radiation. explain heat transfer.
kinetic theory and heat relationship between  Being aware of
11.3.5.3 Demonstrate heat transfer the different
conduction in kinetic theory to heat
 Heat conduction in methods of heat
different substances. transfer transfer
different substances
11.3.5.4 Demonstrate the uses
 Communicating uses
of bad and good of bad and good
conductors of heat.  Uses of conductors  Cooperating in
conductors in
Good conductors; pans, group activities
11.3.5.5Demonstrate everyday life
kettle, pots etc.
convection in liquids
Bad conductors; plastic
and gases. handles, wooden
handles etc.
 Observing heat
11.3.5.6 Demonstrate the  Heat transfer in fluids  Asking questions
transfer in fluids
differences between through Convection for more
bad and good current understanding
absorbers of radiant  Experimenting good
energy and bad absorbers of
 Differences between
radiant heat
good and bad absorbers
of heat: e.g.
differences between
shiny(white or silver)
good and bad heat  Inferring good and
and dull(black surfaces
emitters. bad emitters of heat.
 Appreciating the
 Differences between knowledge about
good and bad emitters
17
CONTENT
of heat such as shinning good and bad
(white or silver) and emitters
dull (black surfaces
11.3.5.8 Explain every day’s  Application of

knowledge on the  Investigating the
applications of  Appreciating the
processes of heat daily applications of
knowledge on knowledge about
transfer: e.g. thermos the methods of heat
conduction, heat transfer and
flask, electric kettle transfer
convection and its application
radiation. ,land and sea breeze,
greenhouse effect
11.4 11.4.1 Simple ideas 11.4.1.1 Demonstrate wave  Wave motion: e.g.  Designing  Asking questions
Wav of the wave motion. vibrations in ropes, experiments to for more
e motion Springs demonstrate wave understanding
moti
theory. 11.4.1.2 Distinguish between  Different types of motion by using  Cooperating in
on waves: ropes, strings group activities
longitudinal and
Transverse(water and
transverse waves. light waves) and  Communicating terms
Longitudinal(sound associated with waves  Being aware of
waves)in terms of the terms
11.4.1.3Describe the terms direction of oscillation  Calculating associated with
associated with  Scientific terms: numerical problems wave motion
waves Amplitude (A), using the formula
period(T),frequency (f), “v = f”  Appreciating the
wavelength () and  Communicating use of the formula
11.4.1.4 Apply the wave
wave front knowledge on the to calculate the
equation in solving  The wave equation: daily application of speed of a wave
wave motion Displacement-time and waves
18
CONTENT
problems displacement – distance  Participating in
11.4.1.5 Explain the use of graphs of a wave. (Use group activities
waves in everyday the equation v = f.)
life.
 Use of waves in our
daily life: radio,
television, ultrasonic
etc.
11.4.3Electromagn 11.4.3.1Describe main  Main components of  Communicating all  Being aware of
etic spectrum components of electromagnetic components of the components of
electromagnetic spectrum: such as electromagnetic electromagnetic
spectrum. Gamma, X-rays, ultra spectrum waves and their
violet, visible light, properties.
infrared, microwaves  Communicating
and radio waves properties of
11.4.3.2Describe the  Properties of electromagnetic  Appreciating the
properties of electromagnetic waves: spectrum knowledge about
electromagnetic e.g. transverse in the existence of
waves nature, same speed in  Analysing the sources electromagnetic
vacuum of each of the radiation.
(approximately, c = 3.0 electromagnetic rays
x 108m/s) etc. waves
 Sources of  Cooperating in
11.4.3.3Identify the sources Components of  Communicating group activities
of each of the rays in electromagnetic knowledge on how to
the electromagnetic spectrum: e.g. detect the rays
spectrum. sun radioactive  Communicating the  Participating in
materials, uses of groups actively
oscillating electromagnetic waves
electrical  Investigating the
19
CONTENT
11.4.3.4 Describe the method circuit etc. harmful effects
of detection of each  The method for radiation
of the main detecting
components of the electromagnetic
radiation
electromagnetic
spectrum.
11.4.3.5 Explain the use of
each of the waves in
the electromagnetic
radiation spectrum.  Uses of
11.4.3.6 Explain the harmful electromagnetic waves
effects of ultra violet
radiation, gamma
rays and x-rays to  Harmful effects of
life. electromagnetic waves
e.g. skin cancer etc.
11.5 11.5.1 Properties 11.5.1.1Explain how sound is  Production of sound  Experimenting on  Cooperating in
Sound of sound produced. using vibrating objects sound production group activities
11.5.1.2 Describe what  Sound wave essentials:
rarefactions and rarefactions(“stretches”  Communicating  Participating in
) and knowledge about groups actively
compressions are.
compressions(“Squashe wave motion
s”)  Asking
11.5.1.3 Describe the  Range of audible sound  Designing questions for
approximate range of frequencies (20Hz to experiment that more
audible frequencies. 20000Hz) sound requires a understanding
11.5.1.4Investigate that  Effects of sound waves medium for its
20
CONTENT
sounds requires a traveling through air propagation through  Being aware of
medium for and a vacuum experimentation the fact that sound
transmission.  Speed of sound in travels at different
11.5.1.5 Determine the speed air(approximately  Communicating speeds in different
330m/s) knowledge about the media
of sound in air.
 Respective speeds of speeds of sound in  Giving
11.5.1.6 Describe the relative sound in solids, liquids different medium. presentation
speed of sound in and gases  Identifying factors
solid, liquid and gas.  Listening to
that influence the
11.5.1.7 Demonstrate the  The characteristics of quality of sound others with
characteristics of sound waves: Loudness respect
sound waves. of sound and its  Appreciating
amplitude uses of ultrasonic
Pitch of sound and its  Communicating the
frequency uses of ultrasonic
11.5.1.8 Describe the factors  Factors which influence  Investigating
which influence the the quality of sound: measures to minimize
quality of sound such as overtones or sound pollution
wave form of a note
 Ultrasonic: as
11.5.1.9 Describe what
fundamental frequency
ultrasonic is of Sounds above
human hearing range
11.5.1.10 Describe the uses of  Uses of ultrasonic:
ultrasonic. cleaning, quality
control, pre-natal
11.5.1.11State how to scanning etc.
 Measures to minimize
minimise sound
sound pollution: such
pollution as sound proof
21
CONTENT
structures
11.6Light 11.6.1 Rectilinear 11.6.1.1Describe the  The nature of light:  Experimenting the  Appreciating the
propagation of rectilinear Straight line nature of light (light existence of light
light propagation of light. propagation of light travels in a straight
 Formation of line)  Cooperating in
shadows(umbra,  Predicting the group activities
11.6.1.2Investigate the
penumbra) and formation of shadows  Asking questions
formation of shadows eclipses(earth in umbra and eclipse for more
and eclipse. and penumbra) understanding
 Reflection of light on  Experimenting the  Giving
11.6.1.3Describe reflection of smooth and rough laws of reflection presentation
light. surfaces: as being  Listening to
regular and diffuse  Investigating the others with
11.6.1.4 Investigate the laws  Laws of reflection: as characteristics of an respect
of reflection of light
angle of incidence = image formed by  Appreciating
angle of reflection and plane mirrors using image formed by
incident ray, reflected ray diagrams plane mirror
ray and the normal all
lie in the same plane.
11.6.1.5 Demonstrate the  Image in a plane mirror
(virtual, laterally
formation of images
inverted ,position,
by plane mirrors. position and size)
11.6.1.6 Identify the position  The position of an
of an image using image: through
plane mirrors. Construction of ray
diagrams
22
CONTENT
11.6.2 Refraction 11.6.2.1 Describe what  Refraction of light: as  Experimenting the  Asking questions
of light refraction of light is Bending of light rays refraction of light for more
after passing through understanding
different media.  Collecting data on
 Incident ray, refracted the laws of refraction  Cooperating in
ray ,normal ray and group activities
11.6.2.2 Explain the terms of emergent ray)  Calculating the
refraction of light  Laws of refraction: as refractive index  Participating in
The ratio sin I/sin r is a group activities
constant value(snells  Comparing the actively
law) refractive index to
11.6.2.3 Verify the laws of The incident ray ,the critical angle  Applying the
normal, and the knowledge of
refraction of light.
refracted ray all lie in  Observing the total refraction in daily
the same plane internal reflection life
11.6.2.4 Describe what  Refractive index: as
refractive index is. Measure of bending of  Appreciating the
11.6.2.5Investigate the light knowledge on
refractive index of a total internal
glass block.  Refractive index of reflection
glass
11.6.2.6Calculate refractive  Using the formula;  Appreciating use

index of a substance refractive index of of fibre glass
(n) using real and substance = real
depth/apparent depth”
apparent depth.
11.6.2.7 Explain the term  Critical angle: as angle
‘critical angle’. of incidence at which
the angle of refraction
23
CONTENT
11.6.2.8 Describe the is 90o
critical angle and  the relationship
refractive index. between critical angle
and refractive index:
11.6.2.9 Explain how total
n = sin 90o/ sin c,
internal reflection Angle of incidence
occurs. greater than critical
angle
11.6.2.10 Explain how total  Internal reflection: all
internal reflection is the light reflected
used. inside the more denser
medium
 Use of internal
reflection: optic fibre
for communication
11.6. 3 Lenses. 11.6.3.1 Describe different  Types of lenses;  Communicating  Asking questions
types of lenses. Convex(thin different types of for more
converging) and lenses understanding
concave (diverging)
 Types of rays:  Cooperating in
Converge and diverge  Experimenting to group activities
11.6.3.2 Explain the action of rays of light find out what
lenses on beams of happens to light when  Participating in
light.  Focal length: passed through group activities
11.6.3.3Demonstrate how to NB: use of formula: lenses. actively
determine the focal “1/f = 1/u +1/v
24
CONTENT
length, magnification=v/u”  Inferring the focal  Giving
 Characteristics of length presentation of
image: in terms of the group activity
position, size and  Predicting the images  Listening to
11.6.3.4 Demonstrate how to formed by others with
obtain images nature of images
converging lenses respect
formed by formed by converging  Accept
converging lenses lenses.  Investigating the uses responsibility of
 Use of lens: in of lenses group work
correcting defects in
vision: short sight-
concave lens, long
sight-convex lens,
LCD, Camera etc.
11.6.3.5 Describe the uses of
lenses in everyday
life.
25
CONTENT
11.7 11.7.1 Simple 11.7.1.1Describe properties of  Fundamental properties of  Communicating  Cooperating
Magnetism phenomenon magnets magnet: such as repulsion, knowledge on in group
of magnetism. attraction direction N-S, pole, magnetism theory activities
etc.  Investigating
11.7.1.2Explain the domain  Domain theory of magnetism induced  Asking
theory of magnetism  Induced magnetism: Transfer magnetism questions
of magnetic properties without for more
contact  Experimenting on understandin
11.7.1.3 Demonstrate induced
 Magnetisation: using stroking magnetization and g
magnetism. demagnetization
and electrical method
 Demagnetisation: using  Observing  Participating
11.7.1.4 Demonstrate the making methods such as magnetic field in group
of a magnet Electrical method, hammering, lines using a activities
11.7.1.5 Demonstrate the heating etc. compass and/ or actively
demagnetization of a  Magnetic field lines: Use of iron filings
magnet Magnetic compass to plot field  Formulating the  Applying the
lines. pattern of use of
11.7.1.6 Demonstrate the plotting
 Magnetic properties of Iron magnetic field magnets in
of magnetic field lines. lines everyday life
(susceptible) and steel
(retentive).
11.7.1.7 Distinguish the magnetic  The use of magnetic screening  Communicating  Appreciating
properties of iron and and magnetic keepers : information on the the uses of
steel. Magnetic screening (shielding uses of magnets magnets
11.7.1.8 Explain the use of equipment) and magnetic
magnetic screening and keepers.(prevent loss of
magnetic strength)
magnetic keepers.
 Use of magnets in our life:
circuit breakers, speakers
11.7.1.9Describe the uses of ,electromagnets
magnets.
26
Grade 12
 Demonstrate an understanding about Static electricity  Demonstrate ability to measure current and voltage
 Develop investigative skills  Show skills and knowledge to dispose cells and battery
 Demonstrate an understanding of Current Electricity  Demonstrate ability to save electricity
 Demonstrate an understanding about electromagnetic  Demonstrate ability to cost use of electricity
induction
 Demonstrate an understanding of basic electronics
 Demonstrate an understanding about atomic physics
TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT
27
12.8 Static 12.8.1 Static 12.8.1.1Demonstrate the  Existence of static  Experimenting the  Cooperating
electricity Electricity. existence of static charge: Positive and existence of charges in group
charges negative charges by rubbing some activities
12.8.1.2Explain how to detect  Detection of charge: materials
charging by contact,  Detecting charge  Asking
electric charges.
testing the sign of using an electroscope questions for
charge using gold - more
12.8.1.3 Describe the properties leaf electroscope etc.  Communicating understanding
and uses of static  Properties and uses of properties and uses of
charges static charges: static charge  Participating
-Properties; like  Experimenting in groups
charges repel, unlike charging and actively
charges attract (Law discharging of  Knowing the
of electrostatics) objects safe rules of
-Uses: dust experiment
precipitators, ink jet  Communicating
printers, photocopiers. knowledge on the  Being aware
12.8.1.4 Describe the electric  Electric charging and relationship between of the effects
charging and discharging of objects current and static of charges
discharging of objects. by friction and electricity
12.8.1.5 Explain the
induction  Investigating the
effects of static
 Relationship between charges on the
current and static current and static environment e.g.
electricity. electricity in terms of lightning
12.8.1.6 Investigate effects of effects as static
static charges on the electricity producers
environment. same effect as current
electricity.
 Effects of static
charges on an
28
CONTENT
environment: e.g.
lightning etc
12.9 Current 12.9.1Electric 12.9.1.1Describe the terms  Scientific Terms:  Measuring an  Participating
electricity charge, current, associated with such as Electric electric current using in groups
and potential electricity charge, potential an ammeter. actively
difference. difference and  Communicating the  Cooperating
SI units for voltage in group work
electric current
 Communicating the  Appreciating
12.9.1.2 Identify the units of  Units of electric concept of the energy the use of
electric charge and charge and current: as dissipated electrical
current. Coulomb and  Measuring potential appliance
ampere(I =Q/t difference using a  Appreciating
12.9.1.3 Demonstrate how to voltmeter the safety
measure an electric  Measure an electric rules during
current. current in the circuit: an
Ammeter experiments
 Potential difference:
potential difference is. as energy required to
move a unit charge
12.9.1.5 Describe what the volt between two points in
is. a circuit
12.9.1.6 Differentiate between
potential difference  Volt: as joules per
coulomb
(PD) and
 Difference between
electromotive force PD and EMF in terms
(EMF). of work done per unit
12.9.1.7 Describe the basic of charge in driving
concept of EMF. charge in a circuit and
29
CONTENT
12.9.1.8 Demonstrate the through a component
measuring of  The maximum PD of
potential difference a cell
(PD) and
electromotive force
 Measurement of PD
(EMF). and EMF: Connecting
terminals across
source of electric
current /conductor
12.9.2 Electric 12.9.2.1Describe the structure  Structure of primary  Communicating the  Asking
cells. of primary and and secondary cells: structure of cells questions for
secondary cells. Primary cells(dry more
cell), Secondary (lead  Investigating understanding
acid accumulator) charging and
12.9.2.2 Demonstrate charging
 How to charge and discharging an acid  Cooperating
and discharging of discharge the accumulator in group
the accumulator. accumulator: activities
Charging when  Communicating
current is passed a in appropriate methods
opposite direction to of disposing off used  Participating
current supplies, cells in group
discharging when in activities
use (acid actively
12.9.2.3 Identify methods of accumulator)  Applying the
disposal of used cells  Appropriate methods knowledge of
of disposing used disposal of
cells. cells in dairy
life
30
CONTENT
12.9.3 12.9.3.1Explain the meaning of  Resistance:  Measuring the current  Asking
Electrical resistance opposition to the flow and potential questions for
resistance. 12.9.3.2 Demonstrate how to of charge difference, using a more
determine resistance voltmeter and an understanding
 Value of resistance in ammeter
in a simple circuit.
series and parallel (use  Collecting data for an  Cooperating
12.9.3.3 Describe the formula 1/R = 1/R1 + experiment in group
relationship between 1/R 2 )  Organizing data in activities
current and potential  Relationship between tables and their graphs
difference in Ohmic current and potential on ohmic and non  Participating
and non Ohmic difference: (Graph of ohmic conductor in group
conductors. p.d. against current  Formulating the activities
for Ohmic and non- patterns in data actively
12.9.3.4 Describe what the
Ohmic conductors)  Knowing the
internal resistance of a
safe rules of
cell is. an experiment
12.9.3.5 Calculate the  Internal resistance of
resistance in series a cell due to
and parallel circuits chemicals
with Ohm’s law.  Ohm’s law in series
and parallel circuits.
( R = V/I)
12.9.4 Heating 12.9.4.1 Demonstrate energy  Conversion of energy  Analysing energy  Asking
effect of an transformations in an from electricity to changes from one questions for
electric current. electric circuit. heat. form to the other more
12.9.4.2 Investigate the heating  Investigating the understanding
heating effect of an
effect of an electric
 Heating effect of an electric current  Cooperating
current. in group
electric current in
31
CONTENT
12.9.4.3 Demonstrate how to heating appliances.  Calculating electrical activities
calculate electrical energy using E=VIt
energy.  Participating
12.9.4.4 Describe the  Communicating in group
relationship among activities
relationship of
 Calculations of power, voltage and actively
voltage, current and electrical energy: Use current
power. of formula (E= VIt,  Appreciating
12.9.4.5 Demonstrate how to etc.)  Calculating the cost the use of
calculate the cost of of using electrical electricity at
using electrical energy home
Energy  Cooperating
12.9.4.6 Describe the use of  Communicating the in group
 The relationship of use of some named activities
switches, fuses, voltage, current and electrical components
earthing and the three power:  Investigating the  Applying the
pin-plugs. Power=voltage x safety precautions safety
12.9.4.7 Explain the need for current(P=VI)  Communicating the precautions in
earthing metal cases colouring of insulators the use of
and for double electricity
 Cost of using  Appreciating
Insulation.
electrical energy: use the use of
12.9.4.8Describe the meaning of kWh as a unit of  Investigating the energy saving
of three wires found electrical energy basic wiring system in bulbs
in the cable a house
12.9.4.9 Describe the domestic
electrical wiring
system
 Electrical
12.9.4.10 Describe ways of
components: e.g.
conserving electrical switches (on /off
32
CONTENT
energy in homes and power), fuses
industry.  (Prevent appliances
from damage), and
the three pin-plugs
(connecting
appliance).
 Safety
precautions
(prevent  Communicating ways
electric of conserving energy
shocks,
accidents)
 Three types of
Wires: Live
(brown),
earthling
(green and
yellow) and
neutral(blue)
 Household circuits:
such as cooker circuit,
ring circuit, lighting
circuit
 Ways of conserving
electrical energy:
using energy saving
bulbs, switch and save
etc.
33
CONTENT
12.9.5 12.9.5.1 Explain magnetic field  Lines of force  Experimenting the  Asking
Magneti patterns of electric (Magnetic flux) : magnetic field questions for
c effects currents. patterns of electric patterns of electric more
of 12.9.5.2 Describe the currents understanding
currents
 Communicating use
electric applications of the  Applications of of electromagnets  Cooperating
currents. magnetic effect of an electromagnets: in group
electric current. electric bells relay  Investigating the activities
12.9.5.3 Explain the behaviour switches etc. displacement of a
of an electric current  The behaviour of an current carrying wire  Participating
in a magnetic field. electric current in a in a field in group
activities
magnetic field:
 Inferring the actively
Displacement of attraction and  Asking
current carrying wire repulsion of forces questions for
current or electron between parallel more
12.9.5.4 Describe the beam currents understanding
application of a  Applications of  Applying the
current placed in a current in a magnetic  Investigating the effects of
magnetic field. effects of magnetic magnetic field
field: e.g. D.C.
fields
motors,
galvanometers,
12.9.5.5 Describe the nature of ammeter etc.
forces between  Nature of forces:
parallel currents. attraction and
repulsion of forces
12.9.5.6 Describe the effect of between parallel
magnetic fields on currents.
34
CONTENT
human health and  Effects of magnetic
environment. fields: hearing
impairment, radar
interference in
communication,etc
12.10 12.10.1 The 12.10.1.1 Investigate the  Electromagnetic  Experimenting the  Asking
Electromagnet phenomenon of phenomenon of induction: (induced induction of an questions for
ic induction electromagnetic electro-magnetic EMF / current in a EMF/current using a more
induction. induction. wire moving cutting magnet, a coil and understanding
magnetic flux ) ammeter  Cooperating
Faraday’s law  Collecting data in group
12.10.1.2 Describe the factors  Factors affecting  Organising the data activities
affecting magnitude magnitude and in a table  Participating
and direction of direction of induced  Interpreting the data in group
induced EMF. EMF: speed of either  Analysing the factors activities
magnet or coil, that affect the actively
strength of magnet, magnitude of the  Knowing the
number of turns of a induced current/EMF safe rules of
12.10.1.3 State the direction of
coil
current produced by  Direction of induced  Inferring the experiment
direction of induced
an induced EMF. current: Lenz and current with Fleming
Fleming right hand right hand rule
law.
12.10.2 The 12.10.2.1 Describe simple A.C.  Generators: simple  Communicating A.C.  Asking
simple A.C. and and D.C. generators. A.C. generator (an and D.C. generators questions for
D.C. generators. alternator with slip- more
rings) and simple  Comparing the understanding
structure and nature
35
CONTENT
D.C. dynamo with a of an A.C. and D.C.
12.10.2.2 Compare the simple commutator generators  Cooperating
A.A. generator with in group
a simple D.C.  Sstructure and its  Communicating activities
nature of simple A.C rectification of
generator in terms of
and D.C generators alternating current  Participating
structure and its using diodes in group
nature. activities
12.10.2.3 Describe the action  Comparing the actively
of a diode in direction of current  Appreciating
rectification. produced by a D.C. the use of the
12.10.2.4 Explain conversion generator to the one generators and
 Action of diodes: produced from batteries
of an A.C. generator
change A.C. to D.C. batteries
to a D.C. generator. by allowing current to
12.10.2.5 Contrast the current flow in one way
produced by the D.C.
generator with that  Conversion of A.C.
produced from generator to D.C.
batteries. generator by use of
commutator
 The direction of
Current from D.C
generator(varies) and
from
batteries(constant)
36
CONTENT
12.10.3 12.10.3.1 Demonstrate the  Principles of mutual  Designing  Asking
Transformers. principles of mutual induction: changing investigations to questions for
induction. current in one coil verify mutual more
induction understanding
gives rise to current
12.10.3.2 Describe the in the other
 Communicating  Cooperating
structure and  The structure : step up and step in group
operation of iron primary (input) and down transformers activities
core transformers. secondary(output)  Calculating problems
coils relating to the
12.10.3.3 Apply the Operation: changing transformers and  Participating
transformer and power using in group
of AC voltages
formulae activities
power equations to  Equations of actively
solve numerical transformer and  Calculating the  Appreciating
problems involving power: using relations efficiency of a the use of the
ideal transformers Vp = Np transformer formula
Vs Ns  Being aware
12.10.3.4 Calculate the and  Communicating of the
efficiency of a knowledge on the environmental
transformer given Vp Ip= Vѕ Iѕ environmental and and cost
cost implications of implications
data.
(ideal transformer) underground power of
transmission underground
12.10.3.5 Explain advantages  Calculation of power
of high alternating efficiency: transmission
potential difference [Efficiency = (Vѕ
power transmission. Iѕ)/( Vp Ip) x 100%]
implications of
37
CONTENT
underground power  Advantage of high
transmission alternating potential
compared to difference power
overhead lines. transmission: as in
12.10.3.7 Describe the effects reducing power losses
of improper in cables.
management of  Environmental and
transformers cost implications of
underground power
transmission
 Effects of improper
management of
Transformers such as
overheating, low/high
voltage
12.11 Basic 12.11.1Thermion 12.11.1.1 Describe What  Thermionic emission:  Investigating  Asking
electronics ic emission and thermionic emission release of electrons properties of questions for
electrons. is from a heated cathode cathode rays by more
12.11.1.2 Investigate using a CRO understanding
properties of  Properties of cathode  Comparing the  Cooperating in
cathode rays rays: e.g. Deflected direction of flow of group activities
by electric and electrons to
magnetic fields travel conventional  Participating in
in straight in lines etc. current group activities
12.11.1.3 Distinguish  Communicating the actively
38
CONTENT
between direction of  Direction of flow of devices that make  Appreciating
flow of electrons electrons and use of electron the use of the
and flow of conventional current beams in their cathode rays in
operation specific devices
conventional
 Investigating the
current.
basic structure of a  Being aware of
12.11.1.4 Describe CRO. the structure of
applications of  Measuring a CRO
electron beams. quantities using a  Appreciating
12.11.1.5 Describe the basic  Application of CRO the use of a
structure and an electron beams in CRO in
action of cathode- CRO ,TV set, X-ray measuring some
machines etc quantities
ray oscilloscope.
cathode-ray  Basic structure and
oscilloscope. action of CRO:
electron gun, Control
grid, anode Y-plates
,X-plates, fluorescent
screen
 Uses of CRO: e.g.

measuring( peak
voltage, time,
frequency),TV etc
12.12. Atomic 12.12.1 Nuclear 12.12.1.1Describe the structure  Atomic structure  Communicating an  Asking
physics atom of the atom. (nucleus and atomic structure questions for
12.12.1.2 Describe the electrons)  Communicating more
39
CONTENT
composition of the knowledge on the understanding
nucleus in terms of  Composition of the existence of protons
protons and nucleus (protons and and neutrons in the  Cooperating in
neutrons) nucleus of an atom group activities
neutrons.
12.12.1.3Explain mass number
and atomic number.  Mass number and
Atomic number: mass
(Nucleon) number, A,
and atomic (proton),
number, Z.
12.12.2 12.12.2.1 Describe the nature  Nature of  Investigating the  Asking
Radioactivity. of radioactivity. radioactivity nature of questions for
(randomness and radioactivity more
12.12.2.2 Describe the understanding
spontaneity)
 Investigating  Cooperating in
characteristics of
 Characteristics of radiation using a group activities
the three kinds of G.M counter
three kinds of
radioactive  Appreciating
radioactive radiations:
radiations: alpha, Alpha (α), Beta (𝝱)  Understanding the the use of a GM
beta and gamma. and Gamma (𝜸) causes and effects counter to
radiations in terms of of background detect radiation
penetration, radiation
12.12.2.3 Describe methods of ionization, deflection,
charge, relative mass  Comparing nuclear
detecting radioactive
and nature of fission to nuclear  Being aware of
emissions. fusion the existence of
particles)
 Calculating half life background
 Detection of of a radioactive radiation and its
12.12.2.4 Explain the origin radioactive emissions: material by using effects
40
CONTENT
and effects of by G.M tube, decay curves
background photographic plate,  Communicating the
radiations scintillation counter, uses of radioactive  Appreciating
bubble chamber substances the use of decay
 Causes of background  Communicating curves to
radiation (cosmic knowledge on determine half
radioactive decay is. safety precautions life
rays, radioactive
elements under  Investigating
management  Participating in
rocks.)
12.12.2.6 Describe what practices which group activities
 Radioactive decay as safeguard the actively
nuclear fusion and
disintegration of environment from
fission is.
nucleus by alpha, beta radioactive
and gamma contamination  Applying
emissions. safety
precautions
when dealing
12.12.2.7 Demonstrate how to  Nuclear fusion and with radioactive
determine half-life fission: Nuclear substances
of a radioactive fusion as process of
material. joining very light
nuclei together and
12.12.2.8 Explain uses of fission as splitting
radioactive process of nucleus
substances.  Half life of a
radioactive material:
Time taken for
activity to reduce by
12.12.2.9 Describe the safety half of the original
41
CONTENT
precautions substance (Decay
necessary when curves)
handling or storing
radioactive  Uses of radioactive
substances: e.g.
substances.
medical, industrial,
12.12.2.10. Explain the effects agricultural uses
of radioactive
substances on the  Use of protective
environment and materials: such as
health. gloves, goggles,
overalls and lead
shields
12.12.2.11. Investigate
management
practices which
safeguard the  Effect of radioactive
environment from substances: such as
radioactive radiation pollution
contamination. and health hazards
 Appropriate
management safe
guard practices
PRACTICAL PHYSICS
42
The importance of practical work in Physics cannot be over emphasized. Practical work develops manipulative skills in the learner
and gives the learner the opportunity to experiment the scientific method. Needless to mention practical Physics is essential for this
syllabus because:
a) There is need to expose learners to practical applications of Physics.

b) Learners should understand, interpret and apply scientific methods in a variety of ways including the theoretical and
practical approaches.
c) The study of Physics should be linked with environmental education requirements by quoting local phenomena in
relation to Physics studies.
There are scientific processes and skills to which learners must be exposed. Examples of these are observing, experimenting,
classifying, measuring, estimating, calculating, predicting and problem solving. Learners should also be exposed to scientific
attitude like accuracy, curiosity and creativity.
SECTION B: CHEMISTRY
43
GRADE 10
• Develop an understanding of Chemistry and its branches • Demonstrate the ability to measure time ,temperature, mass and
volume
 Develop investigative skills about Chemistry
 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
44
 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
CONTENT
10.1Introduction 10.1.1 10.1.1.1 Describe Chemistry.  The study of matter and  Classifying of  Asking
to Introducti their chemical changes chemistry into questions for
Chemistry on to 10.1.1.2 Classify the  Branches such as: its branches more
Chemistr
branches of Analytical, Biochemistry,  Identifying understanding
y Inorganic, Physical and different  Awareness of
chemistry
Organic branches of chemistry
10.1.1.3Explain the  Improved life through chemistry branches
importance of manufacture of soaps,  Differentiating  Appreciating
chemistry. detergents, plastic, sugar, chemistry from chemistry
cement, paper, medicines, the other
food production and other natural sciences
life necessities
 Production of undesired
harmful by-products.
challenges of chemical
industrial activities  Safety rules in the lab
10.1.1.5Demonstrate an
45
appreciation of safety
in the laboratory.
CONTENT
10.2The 10.2.1 Matter 10.2.1.1 Describe matter  Anything that has mass  Classifying the basic  Appreciating the
Particulate and the Kinetic and occupies space units and states of basic units of
nature of theory 10.2.1.2 Classify the basic matter matter and its
matter units of matter  Atoms ,molecules ,ions  Demonstrating the existence in three
changes of states of states
10.2.1.3Classify the states
 Kinetic theory: in terms matter  Applying changes
of matter. of particle arrangement  Inferring data on of states of matter
and movement. Solid, absorption and in everyday life
10.2.1.4 Illustrate changes liquid, gas release of heat during
of states of matter.  Changes of states such as changes of states of
melting, freezing, boiling, matter
condensation, sublimation
10.2.1.5 Describe the in terms of kinetic theory
 Changing states of matter,
absorption of heat
exothermic-release of
and release of heat heat during a reaction,
during changes of endothermic-absorption
states of matter of heat during a reaction,
include heating and
cooling curves
10.2.2 Diffusion 10.2.2.1Describe diffusion  Movement of particles  Demonstrating the  Appreciating
from region of higher movement of diffusion
concentration to region of particles in fluids  Asking more
lower concentration  Comparing questions to learn
46
10.2.2.2 Demonstrate  Liquids and gases movement of more
diffusion in fluids (Brownian motion) particles in fluids and  Fostering
10.2.2.3Describe the factors  E.g. molecular mass, factors affecting their teamwork
that affect the rate temperature, speed of movement
of diffusion concentration

CONTENT
10.3 10.3.1 10.3.1.1Demonstratehow  Quantities such as time,  Demonstrating  Applying
Experimenta Measurin different quantities temperature, mass and accurate safety rules
l Techniques g of are measured. volume measurement of in use of
quantitie 10.3.1.2 Identify different  Measuring apparatus such values of apparatus
as stopwatch or stop various
s measuring apparatus
clock, thermometers, quantities
used in chemistry. balances, burettes,  Identifying
pipettes, volumetric flask, different
measuring cylinder, and measuring
10.3.1.3 Identify various gas syringes apparatus
measuring  Other apparatus: spatula,
instrument and other stands and clamp, test-
tubes, burners, , glass
apparatus used in
rods, evaporating dish,
chemistry funnel beaker, conical
flask etc.
10.3.2 Criteria 10.3.2.1Describe the  In terms of melting points  Demonstrating  Appreciating
of purity differences between a and boiling points determination of purity of
pure substance and a purity of substances
mixture. substances
 Comparing pure
10.3.2.2Demonstrate how to  Sharp melting for pure and impure
determine the purity substance and melting substances
47
CONTENT
of a substance over a range of
temperatures for a
10.3.2.3 Explain the mixture.
importance of purity  Importance of purity in
of a substance substances such as
foodstuffs, medicines,
drinks
10.3.3Separatin 10.3.3.1Distinguish between  In terms of mass changes,  Analysing the  Appreciating

gmixtures physical and irreversibility/reversibility components in of the purity
chemical changes , chemical substance the mixture of substances
formed and energy  Identifying  Applying
appropriate separation
10.3.3.2Demonstrate involved.
methods for techniques in
different methods of  Methods such as separating everyday life
separating mixtures decantation, filtration, different
crystallisation, simple and mixtures
fractional distillation,
magnetism,
chromatography,
evaporation, sublimation,
10.3.3. Interpret simple paper floatation, use of
chromatograms. separating funnel and
centrifugation
 Uses such as Rf values and
distances covered by
components (restricted to
48
CONTENT
paper chromatography)
CONTENT
10.4Atoms, 10.4.1Atomic 10.4.1.1 Describe an atom and  As the smallest particle  Identifying  Awareness
elements, structure its structure. of an element which atoms, of the
compound and takes part in a chemical elements atomic
s and Periodic molecules and structure
reaction.
compounds
molecules Table Structure: use Bohr model
 Calculating
(nucleus at the centre relative atomic
surrounded by electron mass
10.4.1.2Describe the relative shells)
charges and  Charges as: +1,0,-1
49
CONTENT
approximate relative Masses as: 1, 1, 1/1840
masses of protons,
neutrons and electrons
10.4.1.3Describe the proton
(atomic)number and  As number of protons: Z,
nucleon(mass) number number of nucleons: A
and nuclide notation (protons + neutrons)and
nuclide notation X
10.4.1.4 Describe an element
10.4.1.5 Identify elements using  As substance made up of
their chemical symbols same chemical atoms.
 Symbols of the elements
with atomic number 1 up
to 20 and other common
10.4.1.6Describe the basis of elements in the local
the Periodic Table environment
 Group determined by
valence electrons
10.4.1.7Describe isotopes Period determined by
number of shells
 As atoms with same
number of protons but
different numbers of
neutrons, including
10.4.1.8Calculate relative radioactive and non-
atomic mass of an radioactive isotopes
element given the %  As sum of the products
50
CONTENT
abundances of isotopes of the percentages and
and from mass their mass numbers
spectrum.
10.4.1.9Describe the use of
radioactive isotopes  Such as in medical
treatment of cancer,
10.4.1.10 Demonstrate the industrial use as tracers
build-up of electrons in  Electronic configuration
shells of atoms (spdf
configuration is NOT
required)
10.4.2 Bonding 10.4.2.1 Describe a compound  As substance formed  Classifying  Appreciating

from two or more ionic the use of ionic
elements chemically compounds compounds and
10.4.2.2 Describe the formation and covalent covalent
combined
compounds compounds
of ions (radicals).  Cations by electron loss,
10.4.2.3Describe the formation anions by electron gain.
of ionic (electrovalent)  Electrovalent bonding as
bonds. loss and gain of electrons
between metallic and
non-metallic atoms. Ionic
bonds as electrostatic
force between cations and
anions. Such as NaCl,
CaCl2 and MgO
10.4.2.4 Describe the formation  Covalent bonding as
51
CONTENT
of covalent bonds sharing of electrons
between non-metallic
atoms. Covalent bonds as
shared pairs of electrons.
Such as H2, Cl2,H2O,
10.4.2.5 Describe the electronic NH3, CH4, HCl, C2H6
arrangement in simple  Such as double bonds in
multiple covalent O2,C2H4andCO2, Triple
molecules. bond in N2and C2H2
10.4.2.6 Describe the uses of  As refractory materials
ionic and covalent for ionic compounds
compounds (CaO) and polar and
nonpolar solvents for
covalent compounds.
10.4.2.7 Describe a molecule  As the smallest particle of
an element or compound
which exists
10.4.2.8Describe valency and independently.
valence electrons.  Valency as combining
power of an atom or
radical.
Valence electrons as the
number of electrons in the
10.4.2.9Demonstrate how to outer most shell.
deduce valency of an
element.  From the formula of a
10.4.2.10Formulate chemical compound, ionic charge,
52
CONTENT
formulae of valence electrons.
compounds.  Using valency and
chemical symbols of
elements, charges on ions,
models, relative numbers
of atoms present,
10.4.2.11Identify the diagrammatic
differences in representation.
properties of ionic and  Differences such as
covalent compounds. volatility, electrical
conductivity, density,
10.4.2.12Describe metallic melting point, boiling
bonding point and basic units.
 As lattice of positive ions
in a ‘sea’ of delocalised
10.4.2.13Describe the electrical electrons
and thermal
conductivity of metals  Due to free electron
movement/delocalised
electrons
10.4.5 10.4.4.1 Demonstrate how to  Equation showing  Demonstrating  Appreciating

Chemical construct word reactants and products construction of the
equations. separated by a full curled word equations conservation of
formulae
arrow ().  Formulating matter.
and balanced
10.4.4.2 Formulate and balance  Number of atoms of chemical and
chemical equations. each element being equal ionic
53
CONTENT
equations on both sides of the equations.
equation. Balancing can
be done by inspection.
Equations may include
state symbols (s-solid, l
– liquid, g – gas, aq –
10.4.4.3 Construct net ionic aqueous).
equations from  Only ionic aqueous
balanced chemical reactants/products must
equations. be broken 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, of shells to the Period.
production, use, and effect on the environment of acids, • Demonstrate skills in classifying salts according to their
bases and salts. solubility.
54
• Demonstrate an understanding of the Mole Concept • Demonstrate ability to classify oxides as acidic, basic,
 Develop investigative skills about quantitative analysis. neutral and amphoteric.
 Demonstrate an understanding of chemical reactions and • Demonstrate ability to use tests in identifying aqueous
energy changes cations, anions and gases.
 Develop investigative skills about various types of • Demonstrate basic skills and knowledge in calculating
reactions. stoichiometric reacting moles.
 Demonstrate an understanding of the Periodic Table • Show ability to identify factors that affect rates of
 Develop investigative skills about the Periodic Table chemical reactions.
CONTENT
11.5Acids, 11.5.1 11.5.1.1 Describe acids, bases or alkalis  Acid as compound that  Identifyin  Applying the
Bases and Characteristic in terms of ions they contain or produces hydrogen ions g acids and uses of acids
Salts properties of produce in aqueous solution. as the only positively bases. and bases
acids and bases charged ions in aqueous  Investigati
ng the
solutions,
acidity and
Base generally as an alkalinity
oxide or hydroxide of a of
metal including substances
ammonium hydroxide in
Alkalis as soluble bases everyday
life
that produce hydroxide
ions in aqueous solution
as the only negatively
charged ions.
11.5.1.2 Describe the meaning of weak,
55
CONTENT
strong, dilute and concentrated  Strength as degree of
acids and alkalis ionisation,
Concentration as the
number of ions per
11.5.1.3 Describe the pH scale volume of solution.
 As scale ranging from 0
to 14 showing the degree
of acidity and alkalinity.
11.5.1.4 Describe neutrality, acidity and  The pH values: 7 for
alkalinity in terms of pH value neutrality, below 7 for
acidity and above 7 for
alkalinity
11.5.1.5 Determine the pH value of a  Using universal indicator:
solution. different colours at
different pH values,
Using pH meter: precise
values
 Such as reactions with
metals, bases,
11.5.1.6 Demonstrate the characteristic carbonates/bicarbonates
properties of acids and effect on indicators.
 Such as reactions with
acids and ammonium
11.5.1.7 Demonstrate the characteristic salts, effect on indicators.
properties of bases
 Such as in controlling the
acidity in the soil,
56
CONTENT
11.5.1.8 Illustrate the importance of treatment of indigestion,
acid- base reactions brushing teeth with
toothpaste.
 Such as control of pH in
agriculture, making of
11.5.1.9 State the uses of acids and soap, in car batteries
bases.
11.5.2 11.5.2.1 Describe a salt  As a compound formed  Classifyin  Awareness of

Preparatio when the hydrogen ions g of salts salts
n of salts of an acid are fully or  Demonstr  Applying
partially replaced by a ating the safety rules in
preparatio preparation of
metal or ammonium
n of salts
ions. Or a compound soluble
made of positive and
metallic/ammonium ions insoluble
and any negative ion of salts
an acid.  Differentia
 As acid, basic and ting
hydrated
normal salts. Solubility and
rules of salts anhydrous
11.5.2.2Classify salts according to their  Using precipitation salts
nature and solubility in water. method and separated by
filtration. E.g. Barium
11.5.2.3 Demonstrate the preparation of sulphate, Silver chloride
57
CONTENT
an insoluble salt.  By reaction of acids with
bases, suitable metals and
carbonates/ bicarbonates.
11.5.2.4Demonstrate the preparation Separated by
soluble salts. crystallisation and
filtration. E.g. Zinc
sulphate, copper (II)
sulphate
 Using titration method
(use of indicator for ease
detection of end point)
11.5.2.5 Demonstrate the preparation of  Hydrated salts as salts
ammonium, potassium and containing water of
sodium salts. crystallisation.
Anhydrous salts as salts
11.5.2.6 Demonstrate the existence of not containing water of
hydrated salts and differentiate crystallisation.
from anhydrous salts  As hygroscopic,
efflorescent,
deliquescent.
11.5.2.7 Describe the behaviour of salts

with reference to the
atmosphere.
11.6.3 Types of 11.5.3.1 Describe the various types of  Acidic oxides as oxides  Classifyin  Awareness of
oxides oxides. with acidic properties such g different different types
as SO2 and CO2. types of of oxides.
58
CONTENT
Basic oxides as oxides oxides  Applying acid-
with basic properties such base reactions
as CaO and MgO.
Neutral oxides as oxides
with neither acidic nor
basic properties such as
CO, H2O.
Amphoteric oxides as
oxides with both acidic
and basic properties ZnO,
Al2O3 and PbO.
11.6.4 11.6.4.1 Demonstrate the identity of  Cations being aluminum,  Observing  Awareness
Identificatio aqueous cations and anion. ammonium, calcium, and about
n of ions copper (II), iron (II), iron interpretin composition
and gases (III), and zinc using g results of of salts
aqueous sodium reactions  Appreciating
(Qualitative
hydroxide and aqueous of ions different types
analysis) ammonia. with of gases.
Anions being carbonate, different
chloride, iodide, nitrate test
and sulphate using reagents.
various reagents. Refer to  Analysing
Qualitative notes. chemical
 Gases being ammonia, compositio
carbon dioxide, chlorine, n of salts.
11.6.4.2 Demonstrate the identity of hydrogen, oxygen and  Identifyin
gases. sulphur dioxide. Refer to g gases
Qualitative notes
59
CONTENT
60
CONTENT
11.6The mole 11.6.1 Relative 11.6.1.1 Describe Relative Atomic  RAM as relative mass  Comparing the  Appreciating
concept masses Mass and relative molecular of an element’s relative atomic the relative
mass. isotopes as compared masses and atomic
relative masses and
to carbon-12
molecular the relative
RMM as relative mass masses molecular
of a molecule as  Calculating masses
compared to carbon- relative
11.6.1.2Calculate the relative formula 12 molecular
mass of a compound  As the sum of the mass of
relative atomic compounds
masses of all the
atoms in the
compound.
11.6.2 The 11.6.2.1 Describe a mole.  As number or  Analysing  Applying

mole quantities of particles chemical mole
e.g. atoms, ions, substances concept
molecules, electrons
quantitatively  Asking
11.6.2.2 Determine the physical masses  Demonstrating questions to
(m) of any substance using the equivalent to 6.02 x
acid-base learn more
molar mass (Mr) and the 1023(Avogadro’s titrations  Awareness
physical volume (v) of any gas constant)  Problem of the mole
at r.t.p and vice versa.  Apply n = m/Mr and solving in concept
n =v/Vm mole concept  Fostering
61
CONTENT
11.6.2.3Describe the relationship of where n = number of team work
Avogadro’s law to reacting moles
moles and volumes of gases at  As Molar gas volume
r.t.p and s.t.p. (Vm) of any gas at rtp
11.6.2.4Determine the concentration of a is 24dm3 or 22.4 dm3
solution and apply dilution law. at stp.
 Concentration as
mol/dm3 / g/dm3.
The number of moles
11.6.2.5Illustrate calculations involving of solute before
stoichiometric reacting moles dilution is the same as
and volumes of gases and after dilution, M1V1 =
solutions. M2V2.
 Using molar mass and
molar volume of a gas
using the mole
concept. (Questions
on gas laws and
conversions of
gaseous volumes to
different temperatures
and pressures will not
11.6.2.6 Describe and calculate the be required).
percentage yield in a reaction Proportional
and the percentage purity of a stoichiometric masses
substance and the given
62
CONTENT
quantities
 % yield as actual
amount obtained
divided by theoretical
11.6.2.7 Determine limiting reagent in a amount x 100%
given reaction % purity as amount of
substance divided by
11.6.2.9 Demonstrate calculations total amount of the
involving different types of mixture x 100%
acid–base titration reactions.  Using proportional
stoichiometric masses
and the given
quantities
 Using titration law
63
CONTENT
11.7.1 Rates of 11.7.1.1Describe rate of a chemical  As speed of a chemical  Demonstratin  Applying
chemical reaction. reaction. g factors that safety rules
11.7 Chemical control the and the
reactions  Factors such as
reactions 11.7.1.2 Demonstrate the factors that rate of factors that
temperature,
chemical affect the
affect the rates of chemical concentration, surface reactions. rate of
reactions area, catalyst, pressure,  Comparing chemical
light. experimental reactions.
results at  Awareness
 Such as graphical different of slow and
11.7.1.3 Interpret data on the rate of representations for rate conditions spontaneous
chemical reactions.
of chemical reactions.  Analysing reactions.
 Made by either reducing and
or reducing the interpreting
11.7.1.4 Describe methods of frequency of collisions experimental
controlling the rate of chemical between reacting results.
reactions. particles such as
explosions in flour
mills/coal mines when
ignited to surface area
 Catalyst lowers the
activation energy thus
11.7.1.5 Describe the effect of a catalyst increasing the rate of a
on the activation energy chemical reaction.
64
CONTENT
11.8The 11.8.1Groups 11.8.1.1Describe the Period Table  As a tool for  Identifying of  Appreciating
Periodic and classifying elements. vertical the Periodic
Table Periods 11.8.1.2 Identify vertical columns and  Vertical columns as columns and Table
horizontal rows. Groups and horizontal horizontal  Applying the
rows as Periods rows of the classificatio
11.8.1.3 Demonstrate how to use the
 As metallic and non- periodic table. n of
Periodic Table to classify metallic  Classifying elements
elements elements as
metallic and
non-metals
11.8.2 Groups 11.8.2.1 Describe trends in various  As chemical relativity  Identifying  Awareness
and Groups given information about of group I, II, and VII, characteristics of elements
Periodic the elements elements of and their
trends 11.8.2.2 Describe the physical and  Properties such as representative positions on
solubility, effect of elements the Periodic
chemical properties of elements
heat on compounds, from Groups. Table
in Group I, II, VII and VIII. melting points, boiling  Classifying  Appreciatin
points and elements g positioning
displacement according to of elements
reactions. For Group their Groups on the
VII consider and Periods Periodic
atomicity, colour Table
changes, changes in  Appreciatin
physical states, for g the uses of
Group I including elements on
65
CONTENT
11.8.2.3 Describe the importance of description as a the Periodic
halogens collection of soft Table
metals.
 Such as fluoride in
toothpaste, chlorine in
water treatment,
11.8.2.4Describe the harmful effects of antiseptic, bromide in
halides. photographic film
 Such as drugs,
pesticides, CFCs in
ozone layer depletion
11.8.2.5Describe the use of the noble (CFCs)
gases in providing an inert  The significance of
atmosphere their non- reactivity in
providing an inert
atmosphere. Such as
argon in electrical
lamps, helium in
balloons.
11.8.3 11.8.3.1 Describe transition metals.  As a block elements  Investigating  Appreciatin
Transition between Group II and the physical g transition
metals Group III of the and chemical metals
properties of
Periodic Table
transition
11.8.3.2 Describe general properties of  As variable valencies, elements.
transition metals. high densities, high  Identifying
melting points, form transition
coloured compounds, metals
catalysts.
Note: Electronic
66
CONTENT
configuration of
transition metals
will not be
required
11.8.3.3 Describe the uses of transition  Uses such as
metals catalysts, alloys,
engineering materials
NB: Heavy metals are
no longer used to make
paint for health reasons
67
Grade 12
General Outcomes: Key competences:
• Demonstrate an understanding of metals • Demonstrate ability to determine the reactivity series of

metals
 Develop investigative skills about some properties and uses of
metals. • Demonstrate ability to prepare and test gases
 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
 Develop investigative skills about organic compounds

CONTENT
12.10.1 12.10.1.1 Describe diagrammatic  Similar nuclei positive ions  Identifying  Appreciatin
General representations of pure in a ‘sea’ of delocalised properties of g metals
12.10 Metals properties of a metals metals.
electrons.
metals 12.10.1.2 Describe the physical  Similar In terms of density,
properties of metal melting points, boiling
12.10.1.3 Describe the chemical points, appearance
68
CONTENT
properties of metals  All metals are
electropositive as illustrated
in the reaction with air,
water / steam, dilute non-
oxidizing acids, aqueous
solutions of other metal
ions.
12.10.2 12.10.2.1 Describe the reactivity  As arrangement of metals  Comparing  Awareness

Reactivity and series of metals in the order of either their methods of of methods
Electro increasing or decreasing extracting of extracting
Chemical metals. metals and
order of reactivity as being
dangers
Series potassium, sodium, some metals
calcium, magnesium, pose.
aluminium, zinc, iron,
lead, (hydrogen), copper
and silver
12.10.2.2. Explain the apparent non  Due to the presence of
reactivity of aluminium. adhesive oxide/coat.
Reactivity of aluminium
due to adhesive coat
12.10.2.3 Demonstrate an order of
reactivity.  From a set of experimental
results Such as reduction of
12.10.2.4 Describe the effects of oxides of metals by other
metals.
heat on hydroxides,
 As related to the
carbonates, nitrates of reactivity/stability of the
69
CONTENT
metals and ammonium metallic ion present in the
compounds. compound. Compounds of
more reactive metals
difficulty to decompose
while compounds of less
reactive metals easily
decompose.
 Chemical reduction.
12.10.2.5 Describe the extraction of Chemical reducing agents
copper, iron and zinc from being Carbon, carbon
their ores. monoxide, and hydrogen.
copper, iron, zinc and  Such as electrical wires,
aluminium construction, aircraft parts.
 Such as lead poisoning
(brain damaging), sodium
12.10.2.7 Explain the harmful
ions in raising high blood
effects of some metals. pressure, alzehermia by
aluminium
12.10.3 12.10.3.1Describe alloys.  As mixture of two or  Identifying  Appreciatin
Alloys metals/carbon such as steel, characteristic g alloys.
brass, bronze s of alloys 
12.10.3.2Describe diagrammatic  Different nuclei positive  Comparing
structures of
representations of alloys. ions in a ‘sea’ of alloys and
12.10.3.3 Explain the advantages of delocalised electrons pure metals.
using alloys over pure  Such as alloys exhibiting
metals. better properties compared
to a pure metal (conductor,
strength, weight ratio,
70
CONTENT
12.10.3.4 Identify common uses of hardness).
alloys  Such as cutlery, food
packaging, aircraft.
12.10.4 12.10.4.1 Describe corrosion  As chemical wearing of  Identifying  Appreciatin

Corrosion metals resulting from attack corrosion. g ways of
by atmospheric oxygen in  Applying minimizing
methods of corrosion.
12.10.4.2 Relate corrosion to the presence of moisture.
reducing
reactivity of metals.  As more reactive metals corrosion.
easily corrode while less  Relating
reactive metals do not sacrificial
12.10.4.3 Describe different easily corrode. protection
methods of preventing  Such as sacrificial methods to
protection, painting, reactivity
corrosion.
series.
greasing/oiling, alloying
and galvanising.
CONTENT
12.11.1 General 12.11.1.1 Describe the physical  In terms of density, melting  Identifying  Appreciating
properties and chemical properties of points, boiling points, the physical non-metals.
12.11 Non of non- non-metals. oxidizing agent and chemical
Metals metals. (electronegative elements) properties of
non-metals
71
CONTENT
12.11.2. 12.11.2.1. Demonstrate the  By action of moderate  Demonstrati  Appreciating
Hydrogen laboratory preparation, reactive metals on ng laboratory physical and
collection and test for water/steam and dilute acids preparation chemical
hydrogen. and collect by upward of hydrogen. properties of
delivery method, puts out a hydrogen and
lighted splint with a ‘pop’ its uses.
12.11.2.2 Describe the physical sound. .
and chemical properties  In terms of colour, odour,
of hydrogen density/”weight”, solubility
and chemical (effect on
litmus, inflammability,
combustion)(COWSLIPS)
12.11.2.4 Describe industrial  By cracking, electrolysis of
manufacture of hydrogen. water (brine) and from
natural gas
12.11.2.6 Describe the uses of  Such as reducing agent, fuel
hydrogen. for rockets, manufacturing
ammonia and margarine,
balloons filler, welding.
72
CONTENT
12.11.3. 12.11.3.1 Demonstrate the  By catalytic  Demonstrati  Appreciating
Oxygen laboratory preparation, decomposition of ng laboratory physical and
collection and test for hydrogen peroxide preparation chemical
oxygen. and thermal catalytic of oxygen. properties of
decomposition of  Observing oxygen and its
potassium chlorate, the reaction. uses.
collected above water .
12.11.3.2 Describe the physical and re-lights the
and chemical properties glowing splint
of oxygen.  Such as colour,
odour, solubility
12.11.3.3 Describe the industrial
,combustion
manufacture of oxygen.  By fractional
12.11.3.4 Describe the uses of distillation of liquid
oxygen in industry and in air
natural processes.  Such as burning,
12.11.3.6 Explain the importance welding, in blast
of ozone layer and furnace and
respiration
dangers of its depletion.
12.11.3.7 Demonstrate the .
chemical test for water.  It traps radiation, if
12.11.3.8 Describe the importance depleted by CFCs
of water causes skin cancer,
respiratory diseases
 Using white
anhydrous copper (II)
sulphate which turns
blue.
 For laundry, drinking,
73
CONTENT
as solvent.
12.11.4 12.11.4.1 Describe industrial  By fractional distillation of  Demonstrati  Appreciating

Nitrogen manufacture of nitrogen. liquid air ng laboratory physical and
12.11.4.2 Explain the  As non- reactive insoluble preparation chemical
characteristics and gas hence used as refrigerant, of ammonia. properties of
food packaging. Manufacture  Observing nitrogen and
importance of Nitrogen
of ammonia gas. colour ammonia and
as a gas. changes. their uses.
74
CONTENT
12.11.4.3 Demonstrate the  Action of a base on .
preparation collection ammonium salt and collected
and test for ammonia in by upward delivery method,
the laboratory turns damp red litmus paper
blue.
 Haber Process
manufacture of ammonia.  (Temperature, catalyst,
pressure (Haber process).
12.11.4.5 Describe the physical  In terms of colour, odour,
and chemical properties density/”weight”, solubility
of ammonia. and as reducing agent, a
12.11.4.8 Describe the thermal base/alkali, a complexing
dissociation of reagent.
 Such as ammonium chloride,
ammonium salts.
ammonium nitrate,
12.11.4.9 Describe the uses ammonium carbonate.
ammonia  In manufacture of fertilizers,
explosives, nitric acid
12.11.4.10 Describe the  by Ostwald Process
manufacture of nitric acid
12.11.4.10 Explain the importance  Nitrogen for growth. Include
of nitrogenous fertilizers Phosphorous for root
development and potassium
for seed formation (NPK).
12.11.4.11 Describe the effects of
 Such as eutrophication and
nitrogenous fertilizers on
acidic soils
the environment
12.11.7 Carbon 12.11.7.1 Describe allotropes  As different forms of an  Demonstrati  Appreciating

75
CONTENT
and carbonates element existing in the same ng laboratory physical and
physical state. preparation chemical
12.11.7.2 Describe the physical  In terms crystalline and non- of carbon properties of
dioxide. carbon dioxide
properties of the crystalline allotropes of
 Observing and limestone
allotropes of carbon. carbon. and their uses.
colour
12.11.7.3 Describe the formation changes.  Awareness of
and properties of carbon  By incomplete combustion of
Global
carbon and carbon
monoxide. warming
compounds, reduction of
.
carbon dioxide by carbon. In
terms of colour, odour,
density, solubility, poisonous.
Reacts as reducing agent.
laboratory preparation,  By reaction of dilute acids
with carbonates or
collection and the test
bicarbonates, collected by
for carbon dioxide. downward delivery method/
12.11.7.4 Describe the physical above water, forms white
and chemical properties precipitate with limewater.
of carbon dioxide.  In terms of colour, odour,
12.11.7.5 Describe the uses of density, solubility.
carbon dioxide. Reactions with
limewater/alkalis, water and
carbon.
 Such as in fire extinguishers,
manufacture of lime carbonated drinks, dry ice,
from limestone. baking, photosynthesis.
12.11.7.7 Describe the uses of  By thermal dissociation of
lime and slaked lime. limestone
76
CONTENT
 Such as in neutralizing acidic
12.11.7.8 Describe the uses of soils, lime as a drying agent
limestone. for ammonia.
 Such as in manufacturing of
12.11.7.9 Describe the lime, cement, glass, iron.
greenhouse effect  As global warming due to
increase of carbon dioxide in
the atmosphere
CONTENT
12.12.1Saturate 12.12.1.1 Describe an organic  As a compound of carbon  Identifying  Appreciating
d and compound. other than oxides and alkanes and economic values
12.12 unsatura alkenes. of alkanes and
carbonates
Organic  Comparing alkenes.
ted 12.12.1.2 Describe  As a binary compound of
Chemistry properties of  Awareness of
hydrocarbon carbon and hydrogen. alkanes and organic
Hydroca  Involve concept of alkenes compounds.
rbons 12.12.1.3 Illustrate and name catenation (Chain), use the  Observing .
the structures of the general formula CnH2n+2, colour changes.
aliphatic alkanes up to Named by IUPAC system,
five carbon atoms. all should end with ane,
 Use idea of branched (side
chains) and unbranched
12.12.1.4 Demonstrate the butane and pentane and
77
CONTENT
structures of isomers nomenclature follows
and their names. IUPAC system.
 As different fractions of
crude oil collected at
12.12.1.5 Describe fractional different boiling
distillation of temperatures.
petroleum (crude oil)  Such as domestic fuel, road
12.12.1.6Describe the uses of construction.
the fractions of crude NB: leaded fuel is no longer
oil recommended due to
harmful effects
 Such as combustion,
cracking, substitution,
12.12.1.7 Describe the steam reforming.
chemical properties  Lack of a specific site of
of alkanes. chemical attack (functional
12.12.1.8 Account for the group) and they are
apparent non saturated.
reactivity of alkanes
as compared to other
organic compounds.  Using the concept of
12.12.1.9 Illustrate catenation and models.
unsaturation in  Use the concept of
alkenes. catenation and the general
12.12.1.10 Describe and formula CnH2n.Structures
name the structures must contain one carbon to
of the alkenes up to carbon double bond. Named
78
CONTENT
5 carbon atoms. using the IUPAC system all
should end with- ene.
 Using the unbranched
structures of butene and
12.12.1.11 Demonstrate the pentene (positional
structures of isomers isomers).
of alkenes.  Such as combustion,
addition reactions
12.12.1.12 Describe the (hydrogenation, hydration,
chemical properties hydrohalogenation,
of alkenes. halogenation, addition
polymerisation).
 Using structures and
12.12.1.13 Illustrate the bromine solution to
differences and distinguish between
similarities between saturated and unsaturated
saturated and hydrocarbons.
unsaturated
Hydrocarbons.
12.12.1.14Describe the  As alkenes decolourise
chemical tests for bromine solution rapidly.
unsaturated
hydrocarbons  As in formation of
(alkenes) polymers (Petrochemical
12.12.1.15 Describe the uses of industries)
alkenes.
12.12.2 12.12.2.1 Describe the  As an organic compound  Identifying  Appreciating the
79
CONTENT
Alcohols chemical composition with a hydroxyl group with structures of properties and
(Alkanol of an alcohol. general formula CnH2n+1OH alcohols. economic uses
s) 12.12.2.2 Describe and name  Using concept of catenation  Demonstrating of alcohols
structures of primary isomerism in
(Chain). Named following
alcohols
alcohols up to five IUPAC nomenclature and
carbon atoms. all should end with- ol).
12.12.2.3 Demonstrate  Using branched and
isomerism in alcohols unbranched and positional
isomers of propanol,
butanol and pentanol.
12.12.2.4 Describe the  By hydration of alkenes,
formation of alcohols. hydrolysis of esters and
fermentation for ethanol.
chemical properties  Such as combustion,
of alcohols esterification, dehydration
and oxidation
 Uses such as fuel,

antiseptic, organic solvent,
12.12.2.6Describe the uses of
alcoholic beverages.
alcohols
80
CONTENT
12.12.3Carboxy 12.12.3.1 Describe and name  Using concept of  Identifying  Appreciating the
lic acids structures of catenation (Chain), structures of properties and
(alkanoic acids) carboxylic acids up to organic compounds with carboxylic economic uses
five carbon atoms. acids. of carboxylic
a carboxylic group
 Demonstrating acids.
(COOH), general formula
the chemical
CnH2n+1COOH, all should properties of
end with- oic acid. carboxylic
12.12.3.2 Describe the acids
formation of  By the oxidation of
carboxylic acids alcohols and hydrolysis
12.12.3.3 Demonstrate the of esters
chemical properties  Such as reaction with
of carboxylic acids. bases, carbonates, metals
12.12.3.4Describe the uses of and alcohols
carboxylic acids (esterification).
 Such as formation of
esters.
12.12.4 Esters 12.12.4.1 Describe and name  Using the concept of  Identifying  Appreciating the
(Alkanoates the structures of catenation (Chain), structures and properties and
) esters up to five Organic compounds with characteristic economic uses
carbon atoms. properties of of esters.
an ester link esters.
and all should end with –  Describing the
chemical
oate.
properties of
12.12.4.2 Describe the  Such as combustion and esters
chemical properties hydrolysis.
81
CONTENT
of esters  Such as in perfumes, food
12.12.4.3Describe the uses of flavourants because of
esters and relate the having pleasant smell.
uses to properties.
12.12.5 12.12.5.1 Describe  As a collection of organic  Identifying  Awareness of
Homologou homologous series compounds belonging to different homologous
s series the same family with the homologous series.
same general formula series.
(consider alkanes,
alkenes, alcohols, acids,
12.12.5.2Describe the general esters).
characteristics of  Such as members of each
homologues homologous series have
(members). the same general formula
and similar chemical
properties. Physical
properties (states, melting
point, boiling point,
density, solubility) of
members show gradual
changes as molecular
mass changes. Adjacent
members differ by CH2
and have a general
method of preparing
members.
82
CONTENT
12.12.6Macrom 12.12.6.1 Describe  As giant molecules formed  Classifying  Awareness of
olecules macromolecules by combination of many macromolecule polymers.
(Polymers) (polymers) small molecules s  Appreciating
12.12.6.2 Describe synthetic (monomers).  Identifying economic use of
linkages in polymers.
macromolecules.  As human made giant different
12.12.6.3 Describe the molecules (polymers). macromolecule
formation of  By addition polymerisation s
polyalkenes. E.g. polyethene,
polyvinylchloride,
polypropene, polystyrene.
12.12.6.4 Classify plastics  As thermoplastics and
Thermosets
12.12.6.5 Describe the  By condensation
formation of nylon polymerisation, Nylon:
and Terylene. from a diamine and dioic
acid structures represented
as:
 Terylene: from diol and

dioic acid. Structures
represented as:
83
CONTENT
12.12.6.6 Differentiate  Nylon as polyamide and
between the Terylene as polyester.
structure of Nylon
and Terylene.
 Plastics used as in carrier
12.12.6.7 Describe typical
bags, buckets, pipes
uses of plastics and
Nylon and terylene as in
synthetic fibres.
clothing, tents, strings,
ropes.
biodegradability of
synthetic fibres.  As non-biodegradable
12.12.6.9Describe natural (cannot be broken down by
macromolecules microorganisms)
12.12.6.10Describe  Such as Carbohydrates,
composition of proteins and fats (lipids).
carbohydrates  Carbohydrates contain
12.12.4.11 Identify linkages in carbon, hydrogen and
starch, proteins and oxygen in the form
fats CxH2yOy where x is a
12.12.4.12 Relate linkages in multiple of six.
synthetic and natural  In starch – glycosidic,
polymers.
12.12.4.13 Describe hydrolysis Proteins – amide, fats –
of fats ester linkages.
(saponification).  Such as difference and
12.12.4.14Identify the products similarities between
of the hydrolysis of nylon and proteins.
starch and proteins. Terylene and fats.
84
CONTENT
 As formation of soaps
and glycerine (glycerol).
 Using chromatography to
identify the amino acids
from proteins, simple
sugars from starch.
Chemistry Practical Syllabus

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.
85
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.
86
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
87
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.
88
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
89
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
Ammonium ions (NH ) Ammonia produced on warming -
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 Turns damp red litmus paper blue
gas
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 Turns orange potassium dichromate
90
potassium dichromate (VI) green.
SCIENCE SCOPE AND SEQUENCE CHART:( PHYSICS) GRADE 10 -12
Grade 11 Grade 12
Topic Grade 10
Unit 1 SUBTOPIC Unit 3 SUBTOPIC SUBTOPIC
10.1.1 International System of 11.3.1Simple kinetic 12.8 Static 12.8.1 Static Electricity.
Units (SI). Thermal theory of electricity
Measurements Physics Matter.
10.1.2 Length and time 11.3.2Measurement of 12.9 Current 12.9.1Electric charge,
temperature electricity current, and
potential
difference.
10.1.3 Mass and, weight 11.3.3Expansion of 12.9.2 Electric cells.

solids, liquids and
gases.
10.1.4 Density 11.3.4Heat transfer by 12.9.3 Electrical

conduction, resistance
91
Unit 2 10.2.1 Scalars and vectors. convection and 12.9.4 Heating effect of
Mechanics radiation. an electric
current.
10.2.2 Linear motion 11.3.5Measurements of 12.9.5 Magnetic effects of
heat. electric currents.
.
10.2.3 Forces Unit 4 11.4.1 Simple ideas of 12.10 12.10.1 The phenomenon
the wave motion Electromagnetic of electromagnetic
Wave motion theory. induction induction.
10.2.4 Moment of forces 11.4.2 Propagation of 12.10.2 The simple a.c.

waves and d.c.
generators.
10.2.5 Work, Energy and 11.4.3Electromagnetic 12.10.3Transformers.
Power. spectrum 12.11 Basic
electronics
10.2.6 Simple machines 11.5 Sound 11.5.1 Properties of 12.11.1 Thermionic
sound emission and
electrons.
Unit 6 11.6.1 Rectilinear

Light propagation of 12.11.2 Circuit
light. components.
11.6.2Refraction of 12.11.3 Simple electronic

light systems
10.2.7 Pressure 11.6.3Thin converging 12.11.4 Impact of

and diverging electronics on
lenses. society and
industry.
11.7 11.7.1 Simple 12.12. Atomic 12.12.1 Nuclear atom
Magnetism phenomenon of physics
92
magnetism
12.12.2 Radioactivity
SCIENCE SCOPE AND SEQUENCE CHART:( CHEMISTRY) GRADE 10 -12
Grade 11 Grade 12
Topic Grade 10
Unit 1 SUBTOPIC Unit 5 SUBTOPIC Unit 9 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 Elect
ricity
Unit 2 10.2.1 Matter and the Kinetic 11.5.2 Preparation of Unit 10 12.10.1 General properties
The Particulate theory salts Metals of a metals
nature of matter
10.2.2 Diffusion Unit 7 11.6.3 Types of oxides 12.10.2 Reactivity and
The mole Electro Chemical
concept Series
Unit 3 10.3.1 Measuring of quantities 11.6.4 Identification of 12.10.4 Corrosion
93
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 Unit 11 12.11.1 General properties

Non Metals of non-metals.
Unit 4 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 Unit 7 11.7.1 Rates of 12.11.3. Oxygen
and Chemical chemical
compounds reactions and reactions
energy
10.4.4 Macromolecules changes 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
Unit 8 11.8.1 Group and the 12.11.7 Carbon and
The Periodic periodic trends carbonates
Table 11.8.2 Group Unit 12 12.12.1 Saturated and
properties Organic unsaturated
Chemistry Hydrocarbons
94
95

Science 5124 - G 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

C.N.M Sakala (Mrs.)

The course also aims at developing the following in the pupils:

 abilities and skills that

 attitudes relevant to science; for example

They should demonstrate knowledge and understanding in relation to the following:

- Scientific phenomena, facts, laws, definitions, concepts, theories;

 Handling information and solving problems

- locate, select, organise and present information from a variety of sources;

 Experimental skills and investigations

As the pupils study Science they should be able to:

- follow a sequence of instructions;

General Structure of the syllabus

Time and Period allocation

General Outcomes: Key competences

10.2.6 10.2.6.1Describe what a  The definition of a simple  Communicating the  Cooperating

11.3.5.8 Explain every day’s  Application of

11.6.2.6Calculate refractive  Using the formula;  Appreciating use

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

 Uses of CRO: e.g.

a) There is need to expose learners to practical applications of Physics.

General Outcomes: Key competences

10.3.3Separatin 10.3.3.1Distinguish between  In terms of mass changes,  Analysing the  Appreciating

10.4.2 Bonding 10.4.2.1 Describe a compound  As substance formed  Classifying  Appreciating

10.4.5 10.4.4.1 Demonstrate how to  Equation showing  Demonstrating  Appreciating

11.5.2 11.5.2.1 Describe a salt  As a compound formed  Classifyin  Awareness of

11.5.2.7 Describe the behaviour of salts

11.6.2 The 11.6.2.1 Describe a mole.  As number or  Analysing  Applying

• Demonstrate an understanding of metals • Demonstrate ability to determine the reactivity series of

12.10.2 12.10.2.1 Describe the reactivity  As arrangement of metals  Comparing  Awareness

12.10.4 12.10.4.1 Describe corrosion  As chemical wearing of  Identifying  Appreciatin

12.11.4 12.11.4.1 Describe industrial  By fractional distillation of  Demonstrati  Appreciating

12.11.7 Carbon 12.11.7.1 Describe allotropes  As different forms of an  Demonstrati  Appreciating

 Uses such as fuel,

 Terylene: from diol and

Chemistry Practical Syllabus

Hydrochloric acid 1.0 mol/dm3

Test for anions

Anions Test Test result

Carbonate (CO32 – ) Add dilute acid Effervescence occurs, carbon dioxide

Cations Effect of aqueous sodium hydroxide Effect of aqueous ammonia

Calcium ions (Ca2+) White ppt., insoluble in excess No change

Test for gases

Gas Test Test result

SCIENCE SCOPE AND SEQUENCE CHART:( PHYSICS) GRADE 10 -12

10.1.3 Mass and, weight 11.3.3Expansion of 12.9.2 Electric cells.

10.1.4 Density 11.3.4Heat transfer by 12.9.3 Electrical

10.2.4 Moment of forces 11.4.2 Propagation of 12.10.2 The simple a.c.

Unit 6 11.6.1 Rectilinear

11.6.2Refraction of 12.11.3 Simple electronic

10.2.7 Pressure 11.6.3Thin converging 12.11.4 Impact of

SCIENCE SCOPE AND SEQUENCE CHART:( CHEMISTRY) GRADE 10 -12

10.3.3Separatingmixtures 11.6.2 The mole Unit 11 12.11.1 General properties

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