Chemistry Syllabus Gr11-12 (2023-2024)

Contents
 Aims of science standards

Introduction  Important skills 3
 Skills and abilities to be assessed
 Aims
Chemistry syllabus 8
 How to use this syllabus
Semester 1 11
Grade (11) learning outcomes Semester 2 17
Yearly plan 23
Semester 1 24
Grade (12) learning outcomes Semester 2 30
Yearly plan 36
Resources for teachers to upgrade their knowledge and skills 36
References 37
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Chemistry Syllabus - grade (11-12), 2023/2024 ‫ م‬1012/1013 ،)11-11( ‫اإلطار املنهجي ملادة الكيمياء للصفني‬
Introduction
Science plays a major role in the evolution of knowledge. It empowers us to use creative and independent approaches to problem
solving. It arouses our natural curiosity and enables us to meet diverse and ever expanding challenges. It enhances our ability to inquire,
seek answers, research and interpret data. These skills lead to the construction of theories and laws that help us to explain natural
phenomena and exercise control over our environment. Science is, thus, an integral component of a balanced education.
This syllabus focus on the content essential for preparing students to be engaged and productive citizens. A good foundation in the
sciences will help citizens to respond to the challenges of a rapidly changing world using the scientific approach. It addresses, in addition
to a specific knowledge base, the development of related skills and attitudes. Critical thinking, enquiry and reasoning are emphasized to
ensure that students develop the ability to work creatively, think analytically and solve problems. The syllabus also ensure that students
become aware of their moral, social, and ethical responsibilities, as well as, the benefits intrinsic to the practical application of scientific
knowledge to careers in the scientific field. Teaching these standards requires teaching methods that are varied and experiential. Effective
lessons will concert and incorporate with: Practical work and the science standards, the place of information and communications
technology in the science standards, teaching about science, technology and society, the mathematical requirements of the science
standards.
The overall aims of science standards are that students should:
1. Develop and sustain an interest in science and its applications.

2. Have a sound and systematic knowledge of important scientific facts, concepts and principles, and possess the skills needed to
apply these in new and changing situations in a range of personal, domestic, industrial and environmental contexts.
3. Recognize the importance of the application of scientific knowledge in the modern world and be aware of the moral, ethical, social
and environmental implications.
4. Develop relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry, initiative and
inventiveness.
5. Develop an understanding of the scientific skills essential for both further study and everyday life.
6. Plan, design and perform experiments to test theories and hypotheses.
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7. Be proficient in the use of a range of scientific methods and techniques and in handling apparatus.
8. Develop the ability to work independently and collaboratively with others when necessary.
9. Integrate Information and Communication Technology (ICT) tools and skills.
Important Skills:
 Scientific enquiry skills: Scientific enquiry, which ensures the development of scientific skills, intellectual and practical, should be
integrated in the learning of the scientific content across all the science branches. Scientific enquiry skills include the following:
1. Carry out the practical experiments to develop the practical skills which will be mentioned in details below.
2. Find secondary information sources such as the resources available in the public libraries and on the Internet and use these after
validations and making sure of the suitability of the subject.
3. Apply scientific knowledge and procedures to the situations of the reality Life.
4. Recognize the importance of cooperative teamwork, put work plans, distributes responsibilities, and regulates and sets specific
targets for work.
 Know how scientists are working:
1. Realize that with science we can bring great benefits to humanity also if it is abused can cause serious damage to the environment.
2. Know how scientists are carrying out their work, such as environmental monitoring and control of industrial processes.
3. Know how scientists publish and present their ideas and results to encourage debate and development.
4. Know that science could lead to the emergence of ethical considerations and discuss them.
5. Know that there are many questions and considerations that cannot be answered by science.
6. Trace the historical development of some key scientific models and knows what contributions Scientists presented in this
development.
 Processing and delivery of information
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1. Present qualitative and quantitative data using a variety of methods, such as descriptive texts, graphics, images, tables, and maps
with the use of technology methods and computer when it is appropriate, then analyse and explain these date to extract conclusions
from them.
2. Use mathematical relationships routinely to calculate the quantities.
3. Do calculations based on data taken from the graphs and distinguishes between independent and dependent variables.
4. Handle data and writes reports about the results.
5. Use symbolic equations to represent chemical reactions and simple physical relationships.
6. Use the appropriate methods to deliver scientific information.
 ICT application:
This syllabus provides students with a wide range of opportunities to use ICT in their study of science in order to play a full part in
modern society, students need to be confident and effective users of ICT. Opportunities for ICT include:
1. Gathering reliable information from the internet resources,
2. Using spreadsheets and other software to process data.
3. Using animations and simulations to visualize scientific ideas.
4. Using software to present ideas and information on paper and on screen.
5. Using distance learning programs and platforms.
Skills and abilities to be assessed:
The skills students are expected to develop on completion of this syllabus, have been grouped under three main headings:
1. Knowledge and understanding.
2. Application of knowledge and understanding, analysis and evaluation of information.
3. Scientific enquiry skills and procedures.
1. Knowledge and understanding
Assessment Objectives Skills: The ability to

Knowledge  Identify, remember and grasp the meaning of basic facts, concepts and
principles.
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Understanding  Select appropriate ideas, match, compare and cite examples of facts, concepts,
and principles in familiar situations.
 Explain familiar phenomena in terms of theories, models, laws, and principles.
Questions testing these skills will often begin with one of the following words: define, state, describe, explain.
2. Application of knowledge and understanding, analysis and evaluation of information

Application  Use facts, concepts, principles, and procedures in unfamiliar situations.
 Transform data accurately and appropriately.
 Use common characteristics as a basis for classification.
 Use information to identify patterns, report trends, and draw inferences.
 Use formulae accurately.
Analysis and  Identify and recognize the component parts of a whole and interpret the
Interpretation relationships between those parts.
 Identify causal factors and show how they interact with each other.
 Infer, predict, and draw conclusions.
 Make necessary and accurate calculations and recognize the limitations and
assumptions of data.
 Present reasoned explanations for phenomena, patterns, and relationships
Synthesis  Combine component parts to form a new meaningful whole.
 Make predictions and solve problems.
 Locate, select, organize and present information from a variety of sources.
Evaluation  Make reasoned judgments and recommendations based on the value of ideas
and information and their implications.
Questions testing these skills will often begin with one of the following words: predict, suggest, calculate, or determine
3. Scientific enquiry skills and investigations.
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Planning and designing a  Identify problems, make predictions, and design a practical procedure to answer a question, solve a problem or test a
practical procedure hypothesis.
 Select and use suitable apparatus for carrying out experiments accurately and safely.
 Consider possible sources of errors and danger in the design of an experiment.
 Evaluating experimental procedures and identifying weaknesses and develop realistic strategies for improvement.
 Work in a way that is committed to ethical and moral standards such as honesty and authenticity of his results and
writing of the used references.
Control  Use experimental controls where appropriate.
 Appreciate that, unless certain variables are controlled, experimental results may not be valid.
 Recognize the need to choose appropriate sample sizes, and study control groups where necessary.
Risk assessment  Identify possible hazards in practical situations, the risks associated with these hazards, and methods of minimizing
the risks.
Manipulation and  Follow a detailed set or sequence of instructions.
measurement  Make measurements with due regard for precision and accuracy.
 Handle chemicals and living organisms with care.
 Assemble and use simple apparatus and measuring instruments.
Observation, recording  Select observations relevant to the particular activity.
and reporting  Make accurate observations and minimise experimental errors.
 Record observations, measurements, methods, and techniques with due regard for precision, accuracy and units.
 Record and report unexpected results.
 Select and use appropriate models of recording data or observations, for example, graphs, tables, diagrams, and
drawings.
 Organize and present information, ideas, descriptions, and arguments clearly and logically in a complete report, using
spelling, punctuation, grammar, and scientific terminology with an acceptable degree of accuracy.
Analyzing and  Appreciate when it is appropriate to calculate a mean, calculate a mean from a set of at least three results and
interpreting data recognize when it is appropriate to ignore anomalous results in calculating a mean.
 Recognize patterns in data, form hypotheses and deduce relationships.
 Use and interpret tabular and graphical representations of data.
 Evaluate data, considering its repeatability, reproducibility, and validity in presenting and justifying conclusions.
Making conclusions  Draw conclusions that are consistent with the evidence obtained and support them with scientific explanations
Drawing  Make clear, accurate line representations of specimens, with no shading or unnecessary details, and with clean
continuous lines.
 Label drawings accurately and use label lines which do not cross each other or carry arrowheads or dots.
 Make drawings which are large enough to display specific details.
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Chemistry Syllabus
The chemistry syllabus allows students to work individually and with others in practical, field and interactive activities that are related
to theoretical concepts. It is expected that students will apply investigative and problem-solving skills, effectively communicate scientific
information and appreciate the contribution that a study of chemistry makes to their understanding of the world. The syllabus places
greater emphasis on the understanding and application of chemical concepts and principles and different learning styles and needs, so
that students will develop skills that will be of long term value in an increasingly technological world, rather than focusing on large
quantities of factual information. Through the principles of chemistry, students will understand everyday life, nature and technology,
and the significance of the well-being of man and the environment.
Aims: Chemistry syllabus enables students to:
1. Appreciate and understand natural phenomena and the ways in which materials behave.
2. Be aware of the power, impact, and influence which Chemistry has in a modern scientific world and to emphasize that there is a
responsibility that Chemistry be used for the good of the society and for the preservation of the environment.
3. Appreciate, understand, and use methods of science.
4. See the relevance of Chemistry to everyday life.
5. Appreciate and understand the role of Chemistry in enabling materials to be used in the service of mankind.
6. Understand basic chemical concepts in sufficient depth to provide an adequate foundation for specialization.
7. Develop the spirit of inquiry and to continue the search for new ways in which materials may be used in the service of mankind.
8. Make use of chemical data, concepts, principles, and terminology in communicating chemical information.
How to use this syllabus
This syllabus is arranged according to the following manner:
 Outcomes:
Indicate the scope of the content, including practical work which will be examined as well. However, practical work should not
necessarily be limited to these objectives.
The numbering key: [ Unit – Topic –Learning outcome]
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e.g. Unit 1. (1. Atoms, molecules, and stoichiometry); Topic 1 (1.1 Relative masses of atoms and molecules); and a) is the first
learning outcome (a) Define and use the terms relative atomic, isotopic, molecular and formula masses, based on the 12C
scale.).
 Practical experiments and activities:
Show some examples of active learning activities and do not represent full scale activities that can be done. It is recommended that
all of the suggested laboratory-related activities, such as conducting experiments must be done. Other activities like making field trips
and viewing audio-visual materials, can be done also. Take into account the sufficient time to carry out the practical experiments
determined in this syllabus and train students in practical skills related to them. The teachers should get benefit from the student text
books, teacher’s resources, practical workbooks and the interactive digital resources, that are recommended by MOE in the approved
books list. The teachers should include the practical lessons in the semester plan.
Resources for teachers to upgrade their knowledge and skills
The main resources for the teachers are the text book, the practical workbook and the teacher's guides. The two recommended teacher's
guides in the approved books list (teacher's resources pack) from Hodder Education and teacher's digital resources from Cambridge
provide the needed support for the teachers. They include the following:
1) Teaching guide for each chapter includes teaching plan for the chapter with resources available for each topic in the chapter,
introduction about the topic, topic summary, suggested teaching methods, key terms, common misunderstandings and
misconceptions, methods for supporting struggling students, methods for challenging high achievers, homework suggestions and
suggested activities and practical.
2) Answers to examination style questions (end-of-chapter questions).
3) Extra activities.
4) Homework with answer scheme.
5) Practical guidance.
6) Suggested websites.
7) Revision checklist.
8) Interactive tests.
9) Copies of diagrams and tables from text book.
10) Useful appendix.
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Furthermore, teachers can make use of other publications that serves this syllabus greatly and can be found in Cambridge Assessment
International Education website:
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-chemistry-
9701/published-resources/
Some other resources as websites are listed in this syllabus can provide support for teachers for this syllabus. The range of resources
covers a large area of this syllabus so it is well worth exploring these sites before the course starts to discover relevant resources that
can be used or recommended to students when appropriate.
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Grade 11 (Bilingual) Chemistry - Learning outcomes
SEMESTER ONE
Physical chemistry
Practical Number of
Topic Learning objectives
activities lessons
1. Atoms, molecules and stoichiometry
1.1 Relative masses a) Define and use the terms relative atomic, isotopic, molecular and formula 1
of atoms and masses, based on the 12C scale.
molecules
1.2 Hydrated and a) Understand and use the terms anhydrous, hydrated and water of 1
anhydrous crystallization.
compounds
1.3 The mole and a) Define and use the term mole in terms of the Avogadro constant. 1
the Avogadro
constant
1.4 The calculation a) Define and use the terms empirical and molecular formula. Practical 1 3
of empirical and b) Calculate empirical and molecular formulae, using combustion data or :
molecular formulae composition by mass. Empirical formula
of hydrated copper
sulfate
(Chemistry for
Cambridge
international As
& A level,
Practical
Workbook, page
1)
1.5 Reacting masses a) Write and construct balanced equations. Practical 2: 8

and volumes (of b) Perform calculations, including use of the mole concept, involving: Percentage
solutions and gases) i. reacting masses (from formulae and equations). composition of a
Page 11
Practical Number of
activities lessons
ii. volumes of gases (e.g. in the burning of hydrocarbons) mixture of sodium
iii. volumes and concentrations of solutions. hydrogencarbonate
iv. Limiting reagent and excess reagent. and sodium
c) Deduce stoichiometric relationships from calculations such as those in chloride
1.4(b). (Chemistry for
Cambridge
international As
& A level,
Practical
Workbook, page
11)
2. Atomic structure
2.1 Particles in the a) Identify and describe protons, neutrons and electrons in terms of their 2
atom relative charges and relative masses.
b) Deduce the numbers of protons, neutrons and electrons present in both
atoms and ions given proton and nucleon numbers and charge.
2.2 Electrons: a) Describe the number and relative energies of the s, p and d orbitals for the 10
energy levels, atomic principal quantum numbers 1, 2 and 3 and the 4s and 4p orbitals.
orbitals, ionization b) Describe and sketch the shapes of s and p orbitals.
energy, electron
c) State the electronic configuration of atoms and ions given the proton
affinity
number and charge, using the convention 1s2, 2s2, 2p6, etc.
d) Explain and use the term ionization energy.
e) Explain the factors influencing the ionization energies of elements.
f) Explain the trends in ionization energies across a period and down a group
of the Periodic Table.
g) Deduce the electronic configurations of elements from successive
ionization energy data.
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Practical Number of
activities lessons
h) Interpret successive ionization energy data of an element in terms of the
position of that element within the Periodic Table.
i) Describe qualitatively (and indicate the periodicity in) the variations in
atomic radius, ionic radius, melting point and electrical conductivity of the
elements (group 2 and period 3 as examples).
j) Explain qualitatively the variation in atomic radius and ionic radius.
3. Bonding in simple molecules

3.1 Covalent a) Understand the meaning of covalent bonding and dative bonding. Practical 3: 6
bonding / shapes & b) Understand the concept of electronegativity and apply to explain the Physical properties
angles properties of molecules as bond polarity and dipole moments. of three different
c) Explain the shapes of and bond angles in molecules using model of types of chemical
electron-pair repulsion (including lone pairs) using simple example: structure
BF3, CO2, CH4, NH3, H2O, SF6, PF5. (Chemistry for
d) Describe hydrogen bonding using ammonia, hydrogen fluoride and Cambridge
water and its importance to the physical properties of substances. international As
3.2 Polarity of e) Know the terms bond energy, bond length, bond polarity and use them & A level,
molecules to compare relativities of covalent bonds. Practical
f) Describe intermolecular forces based on permanent and induced Workbook, page
dipoles. 19)
4. Reaction kinetics
Page 13
Practical Number of
activities lessons
4.1 Rate of reaction a) explain and use the term rate of reaction, frequency of collisions, Practical 4: 3
effective collisions and non-effective collisions Effect of
b) explain qualitatively, in terms of frequency of effective collisions, the concentration on
effect of concentration and pressure changes on the rate of a reaction rate of chemical
c) use experimental data to calculate the rate of a reaction reaction
(Chemistry for
Cambridge
international As
& A level,
Practical
Workbook, page
73)
4.2 Effect of a) define activation energy, EA, as the minimum energy required for a 5
temperature on collision to be effective
reaction rates b) sketch and use the Boltzmann distribution to explain the significance of
and the concept activation energy
of activation c) explain qualitatively, in terms both of the Boltzmann distribution and
energy of frequency of effective collisions, the effect of temperature change on
the rate of a reaction
Page 14
Practical Number of
activities lessons
4.3 a) explain and use the terms catalyst and catalysis: 4
Homogeneous i. explain that, in the presence of a catalyst, a reaction has a
and different mechanism, i.e. one of lower activation energy
heterogeneous ii. explain this catalytic effect in terms of the Boltzmann
catalysts distribution
b) construct and interpret a reaction pathway diagram, for a reaction in the
presence and absence of an effective catalyst
5. Equilibria
5.1 Chemical a) Explain, in terms of rates of the forward and reverse reactions, what is Practical 5: 16
equilibria: meant by a reversible reaction and dynamic equilibrium. Applying Le
reversible reactions; b) State Le Chatelier’s principle and apply it to deduce qualitatively (from Chatelier’s
dynamic equilibrium principle to an
appropriate information) the effects of changes in temperature, aqueous
concentration or pressure on a system at equilibrium. equilibrium
c) State whether changes in temperature, concentration or pressure or the
presence of a catalyst affect the value of the equilibrium constant for a (Chemistry for
reaction. Cambridge
d) Deduce expressions for equilibrium constants in terms of concentrations, international As
Kc, and partial pressures, Kp (treatment of the relationship between Kp & A level,
and Kc is not required). Practical
e) Calculate the values of equilibrium constants in terms of concentrations or Workbook, page
partial pressures from appropriate data. 59)
f) Calculate the quantities present at equilibrium, given appropriate data
(such calculations will not require the solving of quadratic equations).
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Practical Number of
activities lessons
g) Describe and explain the conditions used in the Haber process and the
contact process, as examples of the importance of an understanding of
chemical equilibrium in the chemical industry.
5.2 Brønsted–Lowry a) State the names and formulae of the common acids, limited to hydrochloric Practical 6: 10
theory of acids and acid, HCl, sulfuric acid, H2SO4, nitric acid, HNO3, ethanoic acid, Change in PH
bases CH3COOH during an acid-
base titration
b) State the names and formulae of the common alkalis, limited to sodium (Chemistry for
hydroxide, NaOH, potassium hydroxide, KOH, ammonia, NH3 Cambridge
c) Describe the Brønsted–Lowry theory of acids and bases international As
d) Describe strong acids and strong bases as fully dissociated in aqueous & A level,
solution and weak acids and weak bases as partially dissociated in aqueous Practical
solution Workbook, page
e) Appreciate that water has pH of 7, acid solutions pH of below 7 and 163)
alkaline solutions pH of above 7
f) Explain qualitatively the differences in behaviour between strong and weak
acids including the reaction with a reactive metal and difference in pH
values by use of a pH meter, universal indicator or conductivity
g) Understand that salts are formed in neutralisation reactions
h) Sketch the pH titration curves of titrations using combinations of strong
and weak acids with strong and weak alkalis
i) Introduce the concept of Ka, Kb, pKa and pKb and Kw.
j) Finding the concentration of acid or base by titration.
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Grade 11 (Bilingual) Chemistry - Learning outcomes
SEMESTER TWO
Physical chemistry
Number of
Topic Learning objectives Practical activities
lessons
6. Enthalpy Changes
a) understand that chemical reactions are accompanied by enthalpy changes
and these changes can be exothermic (ΔH is negative) or endothermic
(ΔH is positive)
b) construct and interpret a reaction pathway diagram, in terms of the
enthalpy change of the reaction and of the activation energy
Practical 7:
c) define and use the terms: Enthalpy change of
i. standard conditions (this syllabus assumes that these are 298K and combustion of
101 kPa) shown by ⦵. alcohols
6.1 Enthalpy ii. enthalpy change with particular reference to: reaction, ΔHr , (Chemistry for
10
change, ΔH formation, ΔHf , combustion, ΔHc , neutralisation, ΔHneut Cambridge
d) understand that energy transfers occur during chemical reactions because international As & A
of the breaking and making of chemical bonds level, Practical
Workbook, page 34)
e) use bond energies (ΔH positive, i.e. bond breaking) to calculate enthalpy
change of reaction, ΔHr
f) understand that some bond energies are exact and some bond energies
are averages
g) calculate enthalpy changes from appropriate experimental results,
including the use of the relationships q = mcΔT and ΔH = –mcΔT/n
Practical 8:
a) State the Hess’s law Enthalpy change of
b) Apply Hess’s Law to construct simple energy cycles thermal decomposition
c) Carry out calculations using cycles and relevant energy terms, including: (Chemistry for
6.2 Hess’s Law Cambridge 8
i. determining enthalpy changes that cannot be found by direct
experiment international As & A
ii. use of bond energy data level, Practical
Workbook, page 40)
Page 17
Number of
lessons
Organic chemistry
7. Introduction to organic chemistry
7.1 Formulae, a) Interpret and use the general, structural, displayed and skeletal formulae of 7
functional groups the following classes of compound:
and the naming of i. Alkanes and alkenes.
organic compounds ii. Halogenoalkanes.
iii. Alcohols (including primary, secondary and tertiary).
iv. Aldehydes and ketones (functional isomerism).
v. Carboxylic acids and esters.
vi. Amines (primary only), nitriles.
(Candidates will be expected to recognize the shape of the benzene ring
when it is present in organic compounds).
b) Understand and use systematic nomenclature of simple aliphatic organic
molecules with functional groups detailed in this syllabus up to six carbon
atoms (six plus six for esters and amides, straight chains only).
c) Deduce the molecular formula of a compound, given its structural, displayed
or skeletal formula.
7.2 Isomerism: a) Describe structural isomerism and its division into chain, positional and 8
structural and functional group isomerism exclusively ester and carboxylic acid and
stereoisomerism aldehyde and ketone).
b) Describe stereoisomerism and its division into geometrical (cis-trans) and
optical isomerism (use of E, Z nomenclature is acceptable but is not
required)
c) describe geometrical (cis/trans) isomerism in alkenes, and explain its origin
in terms of restricted rotation due to the presence of π bonds
d) explain what is meant by a chiral centre and that such a centre gives rise to
two optical isomers (enantiomers)
Page 18
Number of
lessons
(Candidates should appreciate that compounds can contain more than one chiral
centre, but knowledge of meso compounds, or nomenclature such as
diastereoisomers is not required)
e) identify chiral centres and geometrical (cis/trans) isomerism in a molecule of
given structural formula including cyclic compounds
f) Deduce the possible isomers for an organic molecule of known molecular
formula.
8. Hydrocarbons and Halogencompounds

8.1 Alkanes a) Recall the reactions (reagents and conditions) by which alkanes can be Practical 9:
produced: Cracking
i. addition of hydrogen to an alkene in a hydrogenation reaction, H2(g) and hydrocarbons
Pt/Ni catalyst and heat (Chemistry for
ii. cracking of a longer chain alkane, heat with Al 2O3 Cambridge
b) Describe: international As & A
i. the complete and incomplete combustion of alkanes level, Practical
ii. the free-radical substitution of alkanes by Cl2 or Br2 in the presence of Workbook, page 108)
ultraviolet light, as exemplified by the reactions of ethane
c) Describe the mechanism of free radical substitution at methyl groups with
particular reference to the initiation, propagation and termination reactions.
(The mechanism of the reaction of chlorine and bromine with methane).
d) Understand the general unreactivity of alkanes, including towards polar
reagents in terms of the strength of the C–H bonds and their relative lack of
polarity
8.2 Alkenes a) recall the reactions (including reagents and conditions) by which alkenes can 3
be produced:
Page 19
Number of
lessons
i. elimination of HX from a halogenoalkane by ethanolic NaOH and heat
ii. dehydration of an alcohol, by using a heated catalyst (e.g. Al 2O3) or a
concentrated acid
ii. cracking of a longer chain alkane
b) Describe the chemistry of alkenes as exemplified, where relevant, by the
following reactions of ethene and propene (including the Markovnikov’s
addition of asymmetric electrophiles to alkenes using propene as an
example).
i. Addition of hydrogen, steam, hydrogen halides and halogens.
ii. Oxidation by cold dilute acidified manganate (VII) ions to form the
diols.
c) Explain the mechanism of addition of bromine to ethene.
8.3 a) Recall the reactions (reagents and conditions) by which halogenoalkanes can Practical 10: 5
Halogenoalkanes be produced: How a halogenoalkane
i. the free-radical substitution of alkanes by Cl 2 or Br2 in the presence of structure affects the
rate of hydrolysis
ultraviolet light, as exemplified by the reactions of ethane (Chemistry for
ii. electrophilic addition of an alkene with a halogen, X2, or hydrogen halide, Cambridge
HX(g), at room temperature international As & A
iii. substitution of an alcohol, e.g. by reaction with HX or KBr with H2SO4 or level, Practical
H3PO4; or with PCl3 and heat; or with PCl5; or with SOCl2 Workbook, page 112)
b) Classify halogenoalkanes into primary, secondary and tertiary
c) describe the following nucleophilic substitution reactions:
i. the reaction with NaOH(aq) and heat to produce an alcohol
ii. the reaction with KCN in ethanol and heat to produce a nitrile
iii. the reaction with NH3 in ethanol heated under pressure to produce an
amine
iv. the reaction with aqueous silver nitrate in ethanol as a method of identifying
the halogen present as exemplified by bromoethane
9. Alcohols and Carboxylic acids
9.1 Alcohols a) Draw and classify alcohols into primary, secondary and tertiary 6
Page 20
Number of
lessons
b) Describe the reactions (reagents and conditions) by which alcohols can be
produced:
i. electrophilic addition of steam to an alkene, H2O(g) and H3PO4 catalyst
ii. reaction of alkenes with cold dilute acidified potassium manganate(VII)
to form a diol
iii. substitution of a halogenoalkane using NaOH(aq) and heat
iv. reduction of an aldehyde or ketone using NaBH4 or LiAlH4
v. reduction of a carboxylic acid using LiAlH4
c) Describe:
i. the reaction with oxygen (combustion)
ii. substitution to halogenoalkanes, e.g. by reaction with HX or KBr
with H2SO4 or H3PO4; or with PCl3 and heat; or with PCl5; or with
SOCl2
iii. dehydration to an alkene, by using a heated catalyst, e.g. Al 2O3 or a
concentrated acid.
9.2 Carboxylic a) Describe the reactions by which carboxylic acids can be produced: 6
acids i. oxidation of primary alcohols and aldehydes with acidified K2Cr2O7
or acidified KMnO4 and refluxing
ii. hydrolysis of nitriles with dilute acid or dilute alkali followed by
acidification
iii. hydrolysis of esters with dilute acid or dilute alkali and heat followed
by acidification)
b) describe:
i. the redox reaction with reactive metals to produce a salt and H2(g)
ii. the neutralisation reaction with alkalis to produce a salt and H2O(l)
iii. the acid–base reaction with carbonates to produce a salt and H2O(l) and
CO2(g)
iv. esterification with alcohols with concentrated H2SO4 as catalyst
reduction by LiAlH4 to form a primary alcohol
10. carbonyl compounds
10.1 Aldehydes and a) Describe: Practical 11: 6
Ketones i. The formation of aldehydes and ketones from primary and secondary Part 2 ( just part a
Alcohols respectively using Cr2O72–/H+. &b): Investigating
Page 21
Number of
lessons
ii. The reduction of aldehydes and ketones, e.g., using NaBH4 or compounds that do
LiAlH4. contain a hydroxyl
iii. The reaction of aldehydes and ketones with HCN and NaCN. group
b) Describe the mechanism of the nucleophilic addition reactions of hydrogen Part 3 (just part b):
cyanide with aldehydes and ketones. Identifying
c) Distinguish between aldehyde and ketone by using Fehling’s and Tollens’ compounds that do not
reagents. contain the hydroxyl
d) Describe the reaction of CH3CO– compounds with alkaline aqueous iodine to group
give tri-iodomethane.
(Chemistry for
Cambridge
international As & A
level, Practical
Workbook, page 117)
Page 22
Yearly plan for grade 11
Grade 11– semester one Grade 11– semester two
1 Atoms, molecules and stoichiometry 6 Enthalpy Changes
2 Atomic structure 7 Introduction to organic chemistry
3 Bonding in simple molecules 8 Hydrocarbons and Halogen compounds
4 Reaction kinetics 9 Alcohols and Carboxylic acids
5 Equilibria 10 carbonyl compounds
Page 23
Chemistry Grade 12 (Bilingual) - Learning outcomes
SEMESTER ONE
Number of
lessons
Physical Chemistry
1. Quantitative Equilibria
1.1 Acids and a) Understand and use the terms conjugate acid and conjugate base Practical 1 14
bases b) Define conjugate acid–base pairs, identifying such pairs in reactions Making a buffer
c) Define mathematically the terms pH, Ka , pKa and Kw and use them in solution
calculations
d) Calculate [H+ (aq)] and pH values for: (Chemistry for
i. strong acids Cambridge
ii. strong alkalis international As &
iii. weak acids A level,
e) Discuss the relationship between Ka and pKa Coursebook, page
f) Define a buffer solution 451)
g) Explain how a buffer solution can be made
h) Explain how buffer solutions control pH; use chemical equations in these
explanations
i) Describe and explain the uses of buffer solutions, including the role of HCO3– in
controlling pH in blood
j) Calculate the pH of buffer solutions from given appropriate data [ acidic buffer
and basic buffer].
Note: You can use Henderson – Hasselbalch equations.
k) Calculate the change in the pH of buffer solution upon the addition of certain
amount of acid or base into the buffer.
l) Understand and use the term solubility product, Ksp
m) Write an expression for Ksp
n) Calculate Ksp from concentrations and vice versa
o) Understand and use the common ion effect to explain the different solubility of
a compound in a solution containing a common ion
p) Perform calculations using Ksp values and concentration of a common ion
Page 24
SEMESTER ONE
Number of
lessons
Physical Chemistry
2.Electrochemistry
2.1 Voltage cells a) Define the terms: Practical 2 13
i. standard electrode (reduction) potential
ii. standard cell potential Comparing the
b) Explain the redox reactions showing the transfer of electrons from the voltage of
reducing agent to the oxidizing agent. electrochemical
c) Draw and label an electrochemical cell showing the followings: cells
i. oxidizing agent ( Chemistry for
ii. reducing agent Cambridge
iii. the electrolyte in each solution international As &
iv. the salt bridge A level, Practical
v. the electrodes Workbook, page
vi. the wire 150 )
vii. the voltmeter
d) Describe the standard hydrogen electrode
e) State the standard conditions
f) Describe methods used to measure the standard electrode potentials of:
i. metals or non-metals in contact with their ions in aqueous

solution
ii. ions of the same element in different oxidation states
g) Calculate a standard cell potential by combining two standard electrode
potentials [You can use the annex no.2]
h) Use standard cell potentials to:
i. deduce the polarity of each electrode and hence explain/deduce
the direction of electron flow in the external circuit of a simple
cell
Page 25
SEMESTER ONE
Number of
lessons
ii. predict the feasibility of a reaction:
e.g. Zn(s) + Mg2+(aq)  Zn2+(aq) + Mg(s)
EƟ cell = EƟ (Mg2+/Mg)- EƟ (Zn2+/Zn) = -2.37-(-0.76)= -1.61 V (The reaction is
not feasible)
. (oxidizing agent) (reducing agent)
e.g. Ag+(aq) + Fe2+(aq) Fe3+(aq) + Ag(s)
EƟ cell = EƟ (Ag+/Ag)- EƟ (Fe2+/Fe3+) = 0.88-(0.77)= 0.03 V (The reaction is
feasible)
(oxidizing agent) (reducing agent)
i) Describe what would happen to the anode electrode and the cathode electrode
during the reactions that occurs in a cell.
j) Deduce from EƟ values the relative reactivity of elements, compounds and
ions as oxidising agents or as reducing agents
k) Construct redox equations using the relevant half-equations
l) Predict qualitatively how the value of an electrode potential, E, varies with the
concentrations of the aqueous ions
0.059
m) Use the Nernst equation, e.g. 𝐸 = 𝐸 Ɵ − ( 𝑧
) 𝑙𝑜𝑔𝑘
[𝑃𝑟𝑜𝑑𝑢𝑐𝑡𝑠]
( Note: k = [𝑟𝑒𝑎𝑐𝑡𝑎𝑛𝑡𝑠] )
to predict quantitatively how the value of an electrode potential varies with the
concentrations of the aqueous ions for one half cell or for the whole cell
2.2 Electrolysis a) Predict the identities of substances liberated during electrolysis from the Practical 3 8
state of electrolyte (molten or aqueous), position in the redox series
(electrode potential) and concentration Determining the
b) State and apply the relationship F = Le between the Faraday constant, F, the Faraday constant
Avogadro constant, L, and the charge on the electron, e
(Chemistry for
c) Calculate:
Cambridge
i. the quantity of charge passed during electrolysis, using Q = It
Page 26
SEMESTER ONE
Number of
lessons
ii. the mass and/or volume of substance liberated during electrolysis international As &
d) Describe the determination of a value of the Avogadro constant by an A level, Practical
electrolytic method Workbook, page
146)
Physical Chemistry
3.Lattice energy
3.1 Lattice energy a) Define and use the terms: 8
i. enthalpy change of atomization, ΔHat
ii. lattice energy, ΔHlatt (the change from gas phase ions to solid lattice)
b) Define and use the terms first electron affinity, EA and ionization energy, IE
c) Explain the factors affecting the electron affinities of elements
d) Describe and explain the trends in the electron affinities of the Group 16 and
Group 17 elements
e) Construct and use Born–Haber cycles for ionic solids (limited to +1 and +2
cations, –1 and –2 anions)
f) carry out calculations involving Born–Haber cycles
g) Explain, in qualitative terms, the effect of ionic charge and of ionic radius on
the numerical magnitude of a lattice energy
3.2 Enthalpies of a) Define and use the term enthalpy change with reference to hydration, ΔHhyd, Practical 4 5
solution and and solution, ΔHsol Enthalpy change of
hydration b) Construct and use an energy cycle/energy level involving enthalpy change of solution of
solution, lattice energy and enthalpy change of hydration chlorides
c) Carry out calculations involving the energy cycles/energy level in 3.2.b (Chemistry for
Cambridge
Page 27
SEMESTER ONE
Number of
lessons
d) Explain, in qualitative terms, the effect of ionic charge and of ionic radius on international As &
the numerical magnitude of an enthalpy change of hydration A level, Practical
Workbook, page
131)
Organic Chemistry
4. Arenes, Phenols and Carboxylic acids
4.1 Arenes a) Use the general, structural, displayed and skeletal formulae of benzene and 8
simple aromatic molecules with one benzene ring and one or more simple
substituents, for example 3-nitrobenzoic acid or 2,4,6-tribromophenol
b) Draw and use systematic nomenclature of simple aromatic molecules with one
benzene ring and one or more simple substituents for example 3-nitrobenzoic
acid or 2,4,6-tribromophenol
c) Understand and use the following terminology associated with types of organic
reactions:
i. electrophilic substitution
ii. addition-elimination
d) Describe the chemistry of arenes as exemplified by the following reactions of
benzene and methylbenzene:
i. substitution reactions with Cl2 and with Br2 in the presence of a catalyst,
AlCl3 or AlBr3, to form halogenoarenes (aryl halides)
ii. Friedel–Crafts alkylation by CH3Cl and AlCl3 and heat
iii. complete oxidation of the side-chain using hot alkaline KMnO4 and then
dilute acid to give a benzoic acid
iv. hydrogenation of the benzene ring using H2 and Pt/Ni catalyst and heat to
form a cyclohexane ring
e) Explain the difference in reactivity between a halogenoalkane and a
halogenoarene as exemplified by chloroethane and chlorobenzene
Page 28
SEMESTER ONE
Number of
lessons
4.2 phenols a) Recall the reactions (reagents and conditions) by which phenol can be Practical 5
produced: Bromination of 6
i. reaction of phenylamine with HNO2 or NaNO2 and dilute acid below 10°C Phenol
to produce the diazonium salt; further warming of the diazonium salt with (Chemistry for
H2O to give phenol Cambridge
b) Recall the chemistry of phenol, as exemplified by the following reactions: international As &
i. with Na(s) to produce sodium phenoxide and H2(g) A level,
ii. bromination of the aromatic ring with Br2(aq) to form 2,4,6- Coursebook, page
tribromophenol 551
c) Explain the acidity of phenol
d) Describe and explain the relative acidities of water, phenol and ethanol
Page 29
SEMESTER TWO
Practical Number
activities of lessons
Inorganic Chemistry
5.Chemistry of transition elements
5.1 General a) define a transition element as a d-block element which forms one or more 5
physical and stable ions with incomplete d orbitals Practical 6
chemical b) understand that transition elements have the following properties: Iorn tablets
properties of i. they have variable oxidation states (Chemistry for
the first row ii. they behave as catalysts Cambridge
of transition iii. they form complex ions international
elements, iv. they form coloured compounds As & A level,
titanium to c) State the electronic configuration, using Argon core and energy boxes as well, Practical
copper of each of the first row of transition elements and of their ions. [the student Workbook,
must know that the order of energy levels 4s > 3d holds only as far as page 198)
Calcium. From Sc to Zn, the 3d could be written before 4s. This is because
when electron start filing the 3d its energy decreases faster than the
decrease rate of 4s energy. Moreover, when 3d elements lose electrons, 4s
loses first. However, 4s could be written before 3d because the 4s has
lower energy than 3d when 3d is empty.
d) Explain why Sc and Zn are not transitional elements.
e) explain why transition elements behave as catalysts in terms of having more

than one stable oxidation state, and vacant d orbitals that are energetically
accessible and can form dative bonds with ligands
Page 30
SEMESTER TWO
Practical Number
f) explain why transition elements form complex ions in terms of vacant d
orbitals that are energetically accessible
5.2 General a) Describe and explain the reactions of transition elements with ligands to form 5
characteristic complexes, including the complexes of copper(II) and cobalt(II) ions with water
chemical and ammonia molecules and hydroxide and chloride ions (Note: The colors of
properties of solutions should be discussed and provided to the students. Annex no.1 shows the
the first set of reactions required)
transition
elements, b) Define the term ligand as a species that contains a lone pair of electrons that
titanium to forms a dative covalent bond to a central metal atom/ion
copper c) Understand and use the terms:
i. monodentate ligand including as examples H2O, NH3, Cl – and CN–
ii. bidentate ligand including as examples 1,2-diaminoethane, en,
H2NCH2CH2NH2 and the ethanedioate ion, C2O4 2–
iii. polydentate ligand including as an example EDTA4–
d) Define the term complex as a molecule or ion formed by a central metal atom/ion
surrounded by one or more ligands
e) Describe the geometry of transition element complexes which are linear, square
planar, tetrahedral or octahedral
f) Draw the shapes of complex ions with 6,4 and 2 coordination numbers.
g) State what is meant by coordination number
h) Predict the formula and charge of a complex ion, given the metal ion, its charge
or oxidation state, the ligand and its coordination number or geometry
i) Explain qualitatively that ligand exchange can occur, including the complexes of
copper(II) ions and cobalt(II) ions with water and ammonia molecules and
hydroxide and chloride ions
Page 31
SEMESTER TWO
Practical Number
5.3 Stereoisomeri a) Describe the types of stereoisomerism shown by complexes, including those 1
sm in associated with bidentate ligands:
transition i. geometrical (cis-trans) isomerism, e.g. square planar such as
element [Pt(NH3)2Cl2] and octahedral such as [Co(NH3)4(H2O)2]2+ and
complexes [Ni(H2NCH2CH2NH2) 2(H2O)2]2+
ii. optical isomerism, e.g. [Ni(H2NCH2CH2NH2)3]2+ and
[Ni(H2NCH2CH2NH2)2(H2O)2]2+
b) Deduce the overall polarity of complexes such as those described in 5.3.i and 5.3.ii
Physical Chemistry
6. Quantitative Kinetics
6.1 Rate of a) Explain and use the terms rate equation, order of reaction, overall order of Practical 7 10
reactions reaction, rate constant, and half-life Kinetics of the
b) Understand and use rate equations of the form rate = k [A]m[B]n (for which m and reaction
n are 0, 1 or 2)
c) Write the formula of rate of reaction and its unit [use the products concentrations between
and reactants concentrations and explain why a negative sign should be added to propanone and
the formula when using the reactants’ concentrations] iodine
d) Deduce the order of a reaction from concentration-time graphs or from (Chemistry for
experimental data relating to the initial rates method and half-life method Cambridge
e) Interpret experimental data in graphical form, including concentration-time and international
rate-concentration graphs As & A level,
f) Calculate an initial rate using concentration data
g) Construct a rate equation Practical
h) Work out the rate constant unit Workbook,
i) Show understanding that the half-life of a first-order reaction is independent of page 181)
concentration
j) Use the half-life of a first-order reaction in calculations
k) Calculate the numerical value of a rate constant, for example by:
i. using the initial rates and the rate equation
ii. using the half-life, t1/2, and the equation k = 0.693/t1/2
Page 32
SEMESTER TWO
Practical Number
l) Describe qualitatively the effect of temperature change on the rate constant and
hence the rate of a reaction
6.2 Homogeneous a) Explain that catalysts can be homogeneous or heterogeneous 2
and heterogeneous b) Describe the mode of action of a heterogeneous catalyst to include adsorption
catalysts of reactants, bond weakening and desorption of products, for example:
i. iron in the Haber process
ii. palladium, platinum and rhodium in the catalytic removal of oxides of
nitrogen from the exhaust gases of car engines
Physical Chemistry
7. Entropy and Gibbs free energy
7.1 Entropy a) Define the term entropy, S, as the number of possible arrangements of the particles 6
Change, ΔS and their energy in a given system
b) Predict and explain the sign of the entropy changes that occur:
i. during a change in state, e.g. melting, boiling and dissolving (and their
reverse)
ii. during a temperature change
iii. during a reaction in which there is a change in the number of gaseous
molecules
c) Calculate the entropy change for a reaction, ΔS, given the standard entropies,
S⦵ , of the reactants and products, ΔS⦵ = ΣS⦵ (products) – ΣS⦵ (reactants) (use of
ΔS⦵ = ΔSsurr⦵ + ΔSsys⦵ is not required)
7.2 Gibbs free a) State and use the Gibbs equation ΔG⦵ = ΔH⦵ – TΔS⦵ 5
energy change, ΔG b) Perform calculations using the equation ΔG⦵ = ΔH⦵ – TΔS⦵
c) State whether a reaction or process will be feasible by using the sign of ΔG
d) Predict the effect of temperature change on the feasibility of a reaction, given
standard enthalpy and entropy changes
Organic chemistry
m) Nitrogen compounds
Page 33
SEMESTER TWO
Practical Number
8.1.Primary and a) Classify amines to primary, secondary and tertiary using the general, structural,
secondary amines displayed and skeletal formulae.
b) Draw and use systematic nomenclature of primary amines 7
c) recall the reactions (reagents and conditions) by which primary and secondary
amines are produced:
i. Reaction of halogenoalkanes with NH3 in ethanol heated under pressure
ii. Reaction of halogenoalkanes with primary amines in ethanol, heated in a
sealed tube /under pressure
iii. The reduction of amides with LiAlH4
iv. The reduction of nitriles with LiAlH4 or H2 /Ni
d) describe the condensation reaction of ammonia or an amine with an acyl
chloride at room temperature to give an amide
8.2.Phenyl amine a) Describe the preparation of phenylamine via the nitration of benzene to form Practical 8
nitrobenzene followed by reduction with hot Sn/concentrated HCl, followed by 7
NaOH(aq) Bromination of
b) Describe: phenylamine
i. the reaction of phenylamine with Br2(aq) at room temperature
ii. the reaction of phenylamine with HNO2 or NaNO2 and dilute acid below
10°C to produce the diazonium salt; further warming of the diazonium salt Practical 9
with H2O to give phenol
c) Explain the relative basicity of ammonia, ethylamine, diethylamine and phenyl Making an azo
amine in terms of their structures. [discuss the availability of lone pair of electrons, dye
the electron donating groups such as alkyl groups and the electron withdrawing
group such as benzene. [ no need to discuss the basicity of tertiary amines] (Chemistry for
Cambridge
international
As & A level,
Coursebook,
page 575, and
Page 34
SEMESTER TWO
Practical Number
Practical
Workbook,
page 208)
8.3. Amides a) Use the general, structural, displayed and skeletal formulae of simple amides
b) Draw and use systematic nomenclature of simple primary amides
c) Recall the reactions (reagents and conditions) by which amides are produced: 8
i. the reaction between ammonia and an acyl chloride at room temperature
ii. the reaction between a primary amine and an acyl chloride at room
temperature
d) Describe the reactions of amides:
i. hydrolysis with aqueous alkali or aqueous acid
ii. the reduction of the CO group in amides with LiAlH4 to form an
amine
e) State and explain why amides are much weaker bases than amines
8.4.Amino acids a) Distinguish between amines, amides, nitriles and amino acids [in term of the
functional groups] 5
b) Use use the general, structural, displayed and skeletal formulae of simple amino
acids
c) Describe the acid/ base properties of amino acids and the formation of zwitterions
d) Describe and draw the formation of amide (peptide) bonds between amino acids to
give di- and tripeptides
Page 35
Yearly plan for grade 12
Grade 12– semester one Grade 12– semester two
1 Quantitative Equilibria 5 Chemistry of transition elements
2 Electrochemistry 6 Reaction kinetics
3 Lattice energy 7 Entropy and Gibbs free energy
4 Arenes, Phenols 8 Nitrogen Compounds
Resources for teachers to upgrade their knowledge and skills

Teacher support http://www.cie.org.uk/teaching-and-learning/
Past paper resource http://papers.xtremepapers.com/CIE

www.s-cool.co.uk/
Teaching strategies http://www.teachthought.com/pedagogy/instructional-strategies/50-teaching-strategies-to-jumpstart-your-

teacher-brain/
Page 36
References:
1. Bloom’s Taxonomy of action verbs: http://www.educatorstechnology.com.
2. Cambridge International AS and A Level Chemistry syllabus (9701). 2016. Cambridge International Examinations, United
Kingdom. www.cie.org.uk
3. Cambridge International AS and A Level Chemistry syllabus (9701). 2020. Cambridge International Examinations, United
Kingdom. www.cie.org.uk
4.
5. Cambridge International AS and A Level Chemistry, Peter Cann and Peter Hughes. Hodder education, 0202.
6. Cambridge International AS and A Level Chemistry, Third edition, Lawrie Ryan and Roger Norris. Cambridge University Press.
2020
7. Chemistry Syllabus, Caribbean Examinations Council, Caenwood Centre, Jamaica, 2013. www.cxc.org
8. Cambridge international AS & A Level Complete Chemistry, third edition, 2020, Janet Renshaw and Ted Lister, Oxford
University Press.
9. Essential knowledge and skill statements. www. bradford-pathways.org.uk
10. https://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/How-to-Design-and-Select-Quality-
Assessments/DOK-Compared-to-Blooms-Taxonomy.pdf.aspx.
11. https://www.csun.edu/science/ref/reasoning/questions_blooms/blooms.html
12. International AS and A-level Chemistry syllabus (9620). 2016. Version 1.0. Oxford International AQA Examinations, United
Kingdom. oxfordaqaexams.org.uk
Page 37
‫نهاية اإلطار المنهجي‬
‫‪End Of Chemistry Syllabus‬‬
‫‪Page 38‬‬
‫‪Chemistry Syllabus - grade (11-12), 2023/2024‬‬ ‫اإلطار املنهجي ملادة الكيمياء للصفني (‪ 1012/1013 ،)11-11‬م‬

Chemistry Syllabus Gr11-12 (2023-2024)

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Contents

 Aims of science standards

The overall aims of science standards are that students should:

1. Develop and sustain an interest in science and its applications.

 Know how scientists are working:

 Processing and delivery of information

Skills and abilities to be assessed:

1. Knowledge and understanding

Assessment Objectives Skills: The ability to

2. Application of knowledge and understanding, analysis and evaluation of information

Assessment Objectives Skills: The ability to

3. Scientific enquiry skills and investigations.

Aims: Chemistry syllabus enables students to:

How to use this syllabus

This syllabus is arranged according to the following manner:

The numbering key: [ Unit – Topic –Learning outcome]

Resources for teachers to upgrade their knowledge and skills

1.5 Reacting masses a) Write and construct balanced equations. Practical 2: 8

3. Bonding in simple molecules

8. Hydrocarbons and Halogencompounds

i. metals or non-metals in contact with their ions in aqueous

e) explain why transition elements behave as catalysts in terms of having more

Resources for teachers to upgrade their knowledge and skills

Past paper resource http://papers.xtremepapers.com/CIE

Teaching strategies http://www.teachthought.com/pedagogy/instructional-strategies/50-teaching-strategies-to-jumpstart-your-

‫‪End Of Chemistry Syllabus‬‬

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