Chemistry G10 12

CHEMISTRY 5070 –CURRICULUM DEVELOPMENT CENTRE-ZAMBIA
Republic of Zambia
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL, TRAINING AND EARLY EDUCATION
CHEMISTRY SYLLABUS
GRADES 10 – 12
Prepared and published by Curriculum Development Centre

P.O. Box 50092
LUSAKA
2013
i
© Curriculum Development Centre, 2013
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, mechanical, photocopying, recording or otherwise, without the prior consent of the copyright holder.
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CONTENTS
Preface.......................................................................................................................................................................................................iv
Acknowledgements ....................................................................................................................................................................................v
Introduction ................................................................................................................................................................................................vi
General Aims .............................................................................................................................................................................................vii
Mathematical Requirements ......................................................................................................................................................................viii
Assessment Objectives ............................................................................................................................................................................ x
Structure of the Examination .................................................................................................................................................................... ix
Time Allocation ................................................................................................................................................................................ ix
Unit1.0 Introduction to
Chemistry………………………………………………………………………………………………………………………1
Unit 2.0 The Particulate Nature of
Matter……………………………………………………………………………………………………………..2
Unit 3.0 experimental techniques …………………………………………………………………………………………..
………………………....3
Unit 4.0 Atoms, Elements, Molecules and Compounds……………………………………………………………………………..
……………...4
Unit 5.0 Acids, Bases and
Salts…………………………………………………………………………………………………………………………9
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Unit 6.0 The Mole

Concept………………………………………………………………………………………………………………………...….15
Unit 7.0 Chemical Reactions And Energy Changes……………………………………………………………………………………
…………17
Unit 8.0 The Periodic Table ………..………………………………………………………………………………………………………..
………..22
Unit 9.0 Chemistry And Electricity …………………………………………………………………………………………………………...
…….. 24
Unit 10.0 Metals……………………………………………………………………………………………………………………………..…..
……...27
Unit 11.0 Non-
Metals………………………………………………………………………………………………………………………………..….30
Unit 12.0 Organic
Chemistry………………………………………………………………………………………………………………………..…37
Chemistry Practical Syllabus and Practical techniques..................................................…………………………….…….………….……….45
Qualitative Analysis Notes…………………………………………………………………………………………………….
……………………....47
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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.
v
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 learners taking Chemistry at Senior Secondary School Level of education. It
places less emphasis on factual material and greater emphasis on understanding and application of scientific concepts and principles. This
has been done so that learners develop skills that will be of the value for a long time in an increasingly technological world and it is expected
that these will be of relevance for a very long time.
GENERAL AIMS
These provide the educational purposes of following a Chemistry Course at this level of education and are listed in a suggested order of
priority:
The General aims are to:
1. provide, through well designed studies of experimental and practical Chemistry, a worthwhile educational experience for all learners,
whether or not they go on to study Chemistry beyond this level and, in particular, to enable them to acquire sufficient understanding
and knowledge to:
1.1 become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific
importance
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in
everyday life;
1.3 be suitably prepared for studies beyond Senior Secondary School level in Chemistry, in applied Sciences or in Science dependent
vocational courses.
2. Stimulate learners, create and sustain their interest in the learning of Chemistry.
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3. develop abilities and skills that:

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

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

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

The candidate should be able to:-
(a) Locate, select, organise and present information from a variety of sources.
(b) Translate information from one form to another.
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(c) Manipulate numerical data.

(d) Identify patterns and draw inferences from information.
(e) Give reasonable explanations for patterns and relationships.
(f) Make predictions and hypotheses.
(g) solve problems
Questions testing these outcomes will often begin with the term such as “predict, calculate, or determine”.
3. Experimental Skills and Investigating.

The candidate should be able to:-
(i) Follow instructions.
(ii) Use basic laboratory techniques, apparatus and materials.
(iii) Observe, measure and record.
(iv) Plan investigations.
(v) Interpret and evaluate observations and results.
(vi) Predicts trends.
(vii) Evaluate methods and suggest possible improvements.
TIME ALLOCATION
A minimum of six teaching periods of forty (40) minutes each per week. Preferably two (2) double periods to be taken in the Laboratory.
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GRADE 10
General Outcomes: Key competences
 Develop an understanding of Chemistry and its branches  Demonstrate the ability to measure
 Develop investigative skills about Chemistry time ,temperature, mass and volume
 Demonstrate an understanding of the particulate nature of matter  Show basic skills and knowledge in
 Develop investigative skills about states of matter constructing balanced chemical equations with
 Demonstrate an understanding of Experimental Techniques and its state symbols
application in everyday life  Demonstrate investigative skills in experimental
 Develop investigative skills in experimental techniques Demonstrate an techniques
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.
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SPECIFIC CONTENT
TOPIC SUBTOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
10.1 10.1.1 10.1.1.1 Describe  The study of matter  Identifying  Awareness of
Introducti Introductio Chemistry. and their chemical different branches chemistry branches
on to n to changes of chemistry  Appreciating
Chemistry Chemistry 10.1.1.2 Classify the  Branches such as: chemistry and
branches of Analytical,  Comparing application/importan
chemistry Biochemistry, Different branches ce in everyday life.
Inorganic, Physical of chemistry
and Organic  Applying safety
rules in the
10.1.1.3 Explain the  Improved life chemistry
importance of through manufacture laboratory.
chemistry. of soaps, detergents,
plastic, sugar,
cement, paper,  Participating
medicines, food actively in group
production and other activities
life necessities
 Production of
10.1.1.4 Describe the undesired harmful
challenges of by-products
chemical
industrial
activities  Safety rules in the
lab
10.1.1.5Demonstrate an
2
appreciation of
safety in the
laboratory.
CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.2 The 10.2.1 Matter 10.2.1.1 Describe matter  Anything that has mass  Communicating  Appreciating the
Particulat and the Kinetic and occupies space information on the basic units of
e nature theory 10.2.1.2 Classify the basic  Units of matter Atoms, basic units and matter and its
of matter units of matter molecules ,ions states of matter existence in
 Experiments with three states
10.2.1.3 Classify the states  Kinetic theory: in terms the changes of states  Applying
of matter. of particle arrangement of matter changes of states
and movement. Solid, of matter in
10.2.1.4 Illustrate changes liquid, gas  Inferring data on the everyday life
of states of matter. absorption and  Cooperating in
 Changes of states such release of heat group work.
as melting, freezing, during changes of
10.2.1.5 Describe the boiling, condensation, states of matter
absorption of heat sublimation in terms of
and release of heat kinetic theory
during changes of The absorption and
states of matter release of heat during
changes of states of
matter : Changing states
of matter, exothermic-
release of heat during a
reaction, endothermic-
3
absorption of heat during

a reaction, include
heating and cooling
curves
10.2.2 10.2.2.1Describe diffusion  Movement of particles  Investigating the  Appreciating
Diffusion from region of higher movement of diffusion
concentration to region particles in fluids  Asking more
of lower concentration  Comparing questions for
10.2.2.2 Demonstrate  Diffusion in fluids: movement of better
diffusion in fluids Liquids and gases particles in liquids, understanding
10.2.2.3 Describe the (Brownian motion) gases and factors  Fostering
factors that affect  The factors that affect affecting their speed teamwork
the rate of diffusion the rate of diffusion: of movement  Applying the
e.g. molecular mass,  Observing the different
temperature, spreading of concepts in
concentration particles in fluids. daily life.
4
SPECIFIC CONTENT
TOPIC SUBTOPIC
10.3 10.3.1 Measuring 10.3.1.1 Demonstrate how  Measuring time,  Recording accurately  Applying safety
Experimental of quantities different quantities temperature, mass and measurement of rules in use of
Techniques are measured volume values of various apparatus
quantities
10.3.1.2 Identify different  Measuring apparatus  Identifying different  Fostering
measuring such as stopwatch or measuring apparatus teamwork
apparatus used in stop clock,
chemistry. thermometers,
balances, burettes,
pipettes, volumetric
flask, measuring
cylinder, and gas
syringes
10.3.1.3 Identify various  Other apparatus:
measuring spatula, stands and
instrument and clamp, test-tubes,
other apparatus burners, , glass rods,
used in chemistry evaporating dish,
funnel beaker, conical
flask etc.
10.3.2 Criteria 10.3.2.1Describe the  Differences between a  Investigating the  Appreciating
of purity differences substance and a purity of substances purity of
between a pure mixture: In terms of substances
substance and a melting points and  Comparing pure and  Applying the
mixture. boiling points impure substances knowledge of
5
SPECIFIC CONTENT
TOPIC SUBTOPIC
purity in every
10.3.2.2Demonstrate how  Determining the purity  Recording data and day life.
to determine the of a substance: Sharp plotting graphs.  Participating
purity of a melting for pure actively in class
substance substance and melting activities
over a range of
temperatures for a
mixture.
10.3.2.3 Explain the  Importance of purity
importance of in substances such as
purity of a food stuffs ,medicines,
substance drinks
10.3.3 10.3.3.1Distinguish  Differences between  Comparing  Applying
Separating between physical physical and chemical components in the separation
mixtures and chemical changes In terms of mixture techniques in
changes mass changes, everyday life
irreversibility/reversibi  Planning an  Cooperating in
lity, chemical investigation to group work.
substance formed and compare physical
energy involved. and chemical
10.3.3.2Demonstrate  Methods of separating changes
different methods mixtures: such as
of separating decantation, filtration,
mixtures crystallisation, simple  Experimenting with
and fractional different techniques.
distillation, magnetism,
chromatography,
6
SPECIFIC CONTENT
TOPIC SUBTOPIC
evaporation,  Collecting data from
sublimation, floatation, paper
use of separating chromatograms.
funnel and
centrifugation
 Simple paper
10.3.3. Interpret simple chromatograms: Uses
paper such as Rf values and
chromatograms. distances covered by
components (restricted
to paper
chromatography)
SPECIFIC CONTENT
TOPIC SUBTOPIC
10.4 Atoms, 10.4.1 Atomic 10.4.1.1 Describe an  An atom as the smallest  Communicating  Awareness of
elements, structure and atom and its particle of an element information on the atomic
7
SPECIFIC CONTENT
TOPIC SUBTOPIC
compound Periodic Table structure. which takes part in a atoms, elements structure
s and chemical reaction. molecules and
molecules Structure: use Bohr model compounds  Participating
(nucleus at the centre actively in class
surrounded by electron  Calculating relative activities.
shells) atomic mass
 Relative charges and  Asking more
relative masses of protons, questions for
10.4.1.2 Describe the neutrons and electrons:  Comparing better
relative charges Charges as: +1,0,-1 chemical symbols understanding.
and approximate Masses as: 1, 1, 1/1840 of elements.
relative masses
of protons,
neutrons and  The proton (atomic)  Predicting names
electrons number: As number of of element from
protons: Z, Nucleon (mass) symbols.
as number of nucleons: A
10.4.1.3 Describe the (protons + neutrons)and
proton A  Interpreting data
(atomic)number nuclide notation X using the periodic
Z
and  What an table.
nucleon(mass) element is: As
number and Element
nuclide notation substance made  Communicating the  Respect for
up of same use of isotopes other peoples
chemical atoms everyday life. ideas in a group
Appreciating
8
SPECIFIC CONTENT
TOPIC SUBTOPIC
10.4.1.4 Describe what  Symbols of the elements  Formulating a the medical and
an element is with atomic number 1 up model for the industrial use of
to 20 and other common building of isotopes.
elements in the local electrons in shells.
environment
10.4.1.5 Identify
elements using  Periodic Table: Group
their chemical determined by valence
symbols electrons, Period
determined by number of
shells
10.4.1.6 Describe the  Isotopes : As atoms with

basis of the same number of protons
Periodic Table but different numbers of
neutrons, including
radioactive and non-
radioactive isotopes
10.4.1.7 Describe what
isotopes are
 Atomic mass of an element
: As sum of the products of
the percentages and their
mass numbers
10.4.1.8 Calculate
relative atomic  Use of radioactive
9
SPECIFIC CONTENT
TOPIC SUBTOPIC
mass of an isotopes: Such as in
element given medical treatment of
the % cancer, industrial use as
abundances of tracers
isotopes and
from mass  Electronic configuration of
spectrum. atoms (spdf configuration
is NOT required)
10.4.1.9 Describe the use
of radioactive
isotopes
10.4.1.10 Demonstrate
the build-up of
electrons in
shells
10.4.2 Bonding 10.4.2.1 Describe what a  A compound: As a  Classifying  Appreciating
compound is substance formed from two compounds into the use of ionic
or more elements covalent ionic and covalent
chemically combined compounds compounds
 Formulating  Asking more

 Formation of ions chemical formulae questions for
(radicals): Cations by of compounds better
10.4.2.2 Describe the electron loss, anions by correctly understanding
formation of electron gain.
10
SPECIFIC CONTENT
TOPIC SUBTOPIC
ions (radicals).  Formation of ionic bonds:
Electrovalent bonding as  Participating
loss and gain of electrons  Communicating actively in class
10.4.2.3Describe the between metallic and non- information on activities
formation of metallic atoms. Ionic ionic and covalent
ionic bonds as electrostatic force compounds.
(electrovalent) between cations and
bonds. anions. Such as NaCl,  Predicting that  Applying the
CaCl2 and MgO substances are ionic concept of
or covalent based valency number
 The formation of covalent on elements. in formulating
bonds Covalent bonding as formulae of
sharing of electrons  Formulating models compounds.
between non-metallic of ionic and
atoms. Covalent bonds as covalent
shared pairs of electrons. compounds.
10.4.2.4 Describe the Such as H2, Cl2,H2O, NH3,
formation of CH4, HCl, C2H6  Communicating
covalent bonds information on
 Electronic arrangement in properties of ionic
simple multiple covalent and covalent
molecules: such as double compounds.
bonds in O2,C2H4 andCO2,
Triple bond in N2 and C2H2  Predicating the
chemical formula
of compounds
10.4.2.5 Describe the given relevant data.
11
SPECIFIC CONTENT
TOPIC SUBTOPIC
electronic  Uses of ionic and covalent
arrangement in compounds: As refractory  Investigating
simple multiple materials for ionic thermal and
covalent compounds (CaO) and electrical
molecules. polar and non polar conductivity of
solvents for covalent metals.
compounds.
 Molecule as the smallest

10.4.2.6 Describe the particle of an element or
uses of ionic and compound which exists
covalent independently.
compounds
 Valency as combining
power of an atom or
radical.
Valence electrons as the
10.4.2.7 Describe what a number of electrons in the
molecule is outer most shell.
 How to deduce valency of

an element from the
formula of a compound,
ionic charge, valence
10.4.2.8 Describe what electrons.
valency and
12
SPECIFIC CONTENT
TOPIC SUBTOPIC
valence electrons
are  Chemical formulae of
compounds: Using valency
and chemical symbols of
elements, charges on ions,
models, relative numbers
of atoms present,
10.4.2.9 Demonstrate diagrammatic
how to deduce representation.
valency of an
element. Differences in properties of
ionic and covalent
compounds: such as
volatility, electrical
10.4.2.10 Formulate conductivity, density,
chemical melting point, boiling point
formulae of and basic units
compounds.
 Metallic bonding: As
lattice of positive ions in a
‘sea’ of delocalised
electrons
 Electrical/thermal
10.4.2.11Identify the conductivity of metals:
differences in Due to free electron
properties of movement/delocalised
13
SPECIFIC CONTENT
TOPIC SUBTOPIC
ionic and electrons
covalent
compounds.
10.4.2.12 Describe
metallic bonding
10.4.2.13 Describe the

electrical/therma
l conductivity of
metals
10.4.3 10.4.3.1 Describe the  Graphite as giant  Comparing the  Awareness of
Macromolecules giant covalent structures of carbon atoms structures and uses macromolecules
structures of arranged in hexagonal of graphite, .
graphite and layers while diamond as a diamond and  Appreciating
diamond giant structure of carbon silicon dioxide. the structures
atoms arranged and uses of
tetrahedrally.  Comparing the macromolecules
10.4.3.2 Describe the  Uses of graphite as a properties of
uses of graphite lubricant, pencil leads, diamond and  Cooperating in
and diamond in electrodes and uses of silicon dioxide. group work.
relation to their diamond in cutting,
structures jewellery
 Macromolecular structure
of silicon (IV) oxide
(silicon dioxide): As
10.4.3.3 Describe the oxygen atoms bonded to
14
SPECIFIC CONTENT
TOPIC SUBTOPIC
macromolecular silicon atoms tetrahedrally
structure of despite the formula being
silicon (IV) SiO2.
oxide(silicon  Similarities in properties
dioxide) between diamond and
10.4.3.4 Identify the silicon dioxide: such as
similarities in atoms held together by
properties covalent bonds
between tetrahedrally.
diamond and
silicon dioxide
10.4.4 Chemical 10.4.4.1 Demonstrate  Word Equations: showing  Communicating  Asking more
formulae and how to construct reactants and products information on questions for
equations word equations. separated by a full curled construction and better
arrow (). balancing of understanding
chemical equations
10.4.4.2 Formulate  The rules of chemical  Applying
balanced equation: Number of  Formulating information on
chemical atoms of each element balanced chemical construction of
equations. being equal on both sides equations based on word equation
of the equation. Balancing the rules and balanced
can be done by inspection. chemical
Equations may include  Constructing ionic equations
state symbols (s-solid, l – equations
liquid, g – gas, aq –  Participating
aqueous). actively in
 Net ionic equation: Only group work.
15
SPECIFIC CONTENT
TOPIC SUBTOPIC
ionic aqueous
10.4.4.3 Construct net reactants/products must be
ionic equations broken down into their
from balanced respective ions then
chemical cancel out spectator ions
equations. to come up with net ionic
equation.
16
GRADE 11
General Outcomes: Key Competences
 Demonstrate an understanding of acids, bases and salts.  Demonstrate the skills and knowledge in
 Develop investigative skills about acids, bases and salt. relating number of valence electrons to the
 Demonstrate an understanding of the importance, production, use, and effect Group number and the number of shells to
on the environment of acids, bases and salts. the Period.
 Demonstrate an understanding of the Mole Concept  Demonstrate skills in classifying salts
 Develop investigative skills about quantitative analysis. according to their solubility.
 Demonstrate an understanding of chemical reactions and energy changes  Demonstrate ability to classify oxides as
 Develop investigative skills about various types of reactions. acidic, basic, neutral and amphoteric.
 Demonstrate an understanding of the Periodic Table  Demonstrate ability to use tests in
identifying aqueous cations, anions and
 Develop investigative skills about the Periodic Table.
gases.
 Demonstrate basic skills and knowledge in
calculating stoichiometric reacting moles.
 Show ability to identify factors that affect
rates of chemical reactions.
17
CONTENT
11.1 Acids, 11.1.1 11.1.1.1 Describe acids,  Acid as compound that  Investigating acids  Appreciating
Bases Characteristic bases or alkalis in produces hydrogen ions and bases acids and bases
and Salts properties of terms of ions they as the only positively
acids and contain or produce charged ions in  Comparing the  Applying the
bases in aqueous solution. aqueous solutions, characteristics of uses of acids and
Base generally as an acids and bases bases in
oxide or hydroxide of a everyday life
metal including  Investigating the
ammonium hydroxide acidity and  Cooperating in
Alkalis as soluble alkalinity of group activities
bases that produce substances in
hydroxide ions in everyday life  Appreciating the
aqueous solution as the  Communicating pH scale values
only negatively charged information on PH in everyday life
11.1.1.2 Describe the ions. Scale and its
meaning of weak,  The meaning of weak, volumes  Applying safety
strong, dilute and strong, dilute and rules when
concentrated acids concentrated acids and  Experimenting with experimenting
and alkalis alkalis: Strength as acids and bases and with acids and
degree of ionisation, predicting the bases
Concentration as the results of the
11.1.1.3 Describe the pH number of ions per reactions  Caring for the
scale volume of solution environments
 pH: As a scale ranging  Recording data during
11.1.1.4 Describe neutrality, from 0 to 14 showing accurately on PH experiments.
acidity and the degree of acidity values.
18
CONTENT
alkalinity in terms of and alkalinity.
pH value  pH values: 7 for
neutrality, below 7 for
acidity and above 7 for
11.1.1.5 Determine the pH alkalinity
value of a solution.  How to determine the
pH value of a solution:
Using universal
indicator: different
colours at different pH
values,
Using pH meter:
precise values
11.1.1.6 Demonstrate the  Characteristic

characteristic properties of acids and
properties of acids bases: Acids such as
11.1.1.7 Demonstrate the reactions with metals,
characteristic bases,
properties of bases carbonates/bicarbonates
and effect on
indicators. Bases such
as reactions with acids
and ammonium salts,
effect on indicators.
11.1.1.8 Illustrate the
importance of acid-  Importance of acid-
19
CONTENT
base reactions base reactions: Such as
in controlling the
acidity in the soil,
treatment of
indigestion, brushing
11.1.1.9 State the uses of teeth with toothpaste.
acids and bases.  Uses of acids and bases
Such as control of pH
in agriculture, making
of soap, in car batteries
20
CONTENT
11.1.2 11.1.2.1 Describe what a salt  A salt: As a compound  Classifying of salts  Awareness of
Preparation of is formed when the according to their salts
salts hydrogen ions of an nature and
acid are fully or solubility in water  Applying safety
partially replaced by a rules in
metal or ammonium  Experimenting the preparation of
ions. Or a compound preparation of salts
made of positive soluble and
metallic/ammonium insoluble salts  Participating
ions and any negative actively in group
ion of an acid.  Differentiating work
 Classification of salts hydrated and
11.1.2.2 Classify salts. according to their anhydrous salts  Appreciating the
nature and solubility use of salts in
in water: As acid,  Inferring data on the everyday use.
basic and normal salts. solubility of salts
11.1.2.3 Demonstrate the Solubility rules of
preparation of an salts  Recording data
insoluble salt. accurately
 Preparation of an
insoluble salt: Using
precipitation method
and separated by
11.1.2.4 Demonstrate the filtration. E.g. Barium
preparation soluble sulphate, Silver
salts. chloride
21
CONTENT
 Preparation soluble
salts: By reaction of
acids with bases,
suitable metals and
carbonates/
bicarbonates. Separated
by crystallisation and
filtration. E.g. Zinc
sulphate, copper (II)
11.5.2.5 Demonstrate the sulphate
preparation of  Preparation of
ammonium, ammonium, potassium
potassium and and sodium salt: Using
sodium salts. titration method (use of
indicator for ease
11.5.2.6 Demonstrate the detection of end point)
existence of  Existence of hydrated
hydrated salts and salts and differentiate
differentiate from from anhydrous salts:
anhydrous salts Hydrated salts as salts
containing water of
crystallisation.
Anhydrous salts as salts
not containing water of
crystallisation
11.5.2.7 Describe the  Behaviour of salts with

22
CONTENT
behaviour of salts reference to the
with reference to the atmosphere: As
atmosphere. hygroscopic,
efflorescent,
deliquescent.
11.1.3 Types 11.1.3.1 Describe the various  Various types of oxides:  Classifying  Awareness of
of oxides types of oxides. Acidic oxides as oxides different types of different types of
with acidic properties oxides. oxides.
such as SO2 and CO2.  Predicting names of  Applying acid-
Basic oxides as oxides Oxides from given base reactions
with basic properties data.  Cooperating in
such as CaO and MgO.  Recording data group activities.
Neutral oxides as oxides accurately.
with neither acidic nor
basic properties such as
CO, H2O.
Amphoteric oxides as
oxides with both acidic
and basic properties
ZnO, Al2O3 and PbO.
23
CONTENT
11.1.4 11.1.4.1 Demonstrate the  Identity of aqueous  Observing and  Awareness about
Identification identity of aqueous cations and anion: interpreting results composition of
of ions and cations and anion. Cations being of reactions of ions salts
gases aluminum, ammonium, with different test  Appreciating
(Qualitative calcium, copper (II), reagents different types of
analysis) iron (II), iron (III), and gases.
zinc using aqueous  Communicating  Applying safety
sodium hydroxide and information on rules during
aqueous ammonia. chemical experiments.
Anions being composition of  Cooperating in
carbonate, chloride, Salts group work
iodide, nitrate and
sulphate using various  Inferring data on
reagents. Refer to cations and anions
Qualitative notes.
11.1.4.2 Demonstrate the  Investing the
identity of gases.  The identity of gases: identity of gases
ammonia, carbon
dioxide, chlorine,
hydrogen, oxygen and
sulphur dioxide. Refer
to Qualitative notes
24
CONTENT
11.2 The 11.2.1 11.2.1.1 Describe what  Relative Atomic Mass  Comparing the  Appreciating the
mole Relative Relative Atomic (RAM) as relative mass relative atomic relative atomic
concept masses Mass and relative of an element’s isotopes masses of masses and the
molecular mass is. as compared to carbon-12 elements relative
Relative Molecular Mass  Calculating molecular
(RMM) as relative mass relative molecular masses
of a molecule as mass of  Participating
compared to carbon-12 compounds actively in class
 Calculating activities.
11.2.1.2 Calculate the  The relative formula relative formula
relative formula mass of a compound: As mass of a
mass of a compound the sum of the relative compound
atomic masses of all the
atoms in the compound
25
CONTENT
11.2.2 The 11.2.2.1 Describe what a  The mole: as number or  Communicating  Applying mole
mole mole is quantities of particles e.g. information on the concept
atoms, ions, molecules, mole concept  Asking more
electrons equivalent to questions for
6.02 x 1023(Avogadro’s  Experimenting better
constant) with chemical understanding
substances  Awareness of
11.2.2.2 Determine the  Physical masses (m) of quantitatively the mole concept
physical masses (m) any substance: Applying  Experimenting  Fostering team
of any substance n = m/Mr and with acid-base work
using the molar n =v/Vm titrations  Applying safety
mass (Mr) and the where n = number of rules when
physical volume (v) moles  Calculating experimenting.
of any gas at r.t.p problems  Applying
and vice versa. involving mole knowledge of
concept mole concept in
11.2.2.3 Describe the  Relationship of everyday life.
relationship of Avogadro’s law to  Recording data  Applying the
Avogadro’s law to reacting moles and accurately dilution law in
reacting moles and volumes of gases: As calculations
volumes of gases at Molar gas volume (Vm)  Entering data involving
r.t.p and s.t.p. of any gas at rtp is 24dm3 using the dilution concentrations
or 22.4 dm3 at stp. law of solutions
11.2.2.4 Determine the  Concentration of a  Calculating
concentration of a solution: as mol/dm3 problems
solution in applying and/or g/dm3. involving the
26
CONTENT
dilution law. The number of moles of mole and volumes
solute before dilution is of gases and
the same as after dilution, solutions
M1V1 = M2V2
 Investigating
limiting reagents
in a reaction
11.2.2.5 Illustrate  Using molar mass and  Communicating

calculations molar volume of a gas information on
involving using the mole concept. percentage yields
stoichiometric (Questions on gas laws and percentage
reacting moles and and conversions of purity.
volumes of gases and gaseous volumes to
solutions. different temperatures and
pressures will not be
required). Proportional
stoichiometric masses and
the given quantities
 The percentage (%) yield
11.2.2.6 Calculate the as actual amount obtained
percentage yield in a divided by theoretical
reaction and the amount x 100%
percentage purity of a Percentage(%) purity as
substance amount of substance
divided by total amount
of the mixture x 100%
27
CONTENT
 Limiting reagent: Using
proportional
11.2.2.7 Determine limiting stoichiometric masses
reagent in a given and the given quantities
reaction
 The different types of
11.2.2.8 Demonstrate acid–base titration
calculations reactions: Using titration
involving different law
types of acid–base
titration reactions.
28
CONTENT
11.2.3 11.2.3.1 Calculate the  Percentage composition  Communicating  Appreciating
Empirical and percentage of elements in a information on chemical
Molecular composition of compound: As relative chemical composition of
formulae elements in a mass of element divided substances substances
compound. by relative formula mass  Comparing  Applying
of compound x 100% empirical and chemical
chemical formula analysis
 The empirical formulae  Calculating  Fostering team
11.2.3.2 Determine the by using atom ratios problems work.
empirical formulae of involving the  Asking mole
a compound given  Empirical formula: By molecular questions for
the molecular calculating the number of formula. better
formula moles of each component understanding.
then converts to the
11.2.3.3 Determine the simplest mole ratios to get
empirical and empirical formula.
molecular formulae Molecular formulae as a
using percentage multiple of empirical
composition or formula given the relative
masses. molecular mass.
M.F = (E.F)n,
where n = RMM/REM
29
CONTENT
11.3 11.3.1 Rates 11.3.1.1 Describe rate of a  Rate of a chemical  Investigating  Applying
Chemical of chemical chemical reaction. reaction: As speed of a factors that control safety rules and
reactions and reactions chemical reaction. the rate of chemical the factors that
11.3.1.2 Demonstrate the  Factors such as reactions. affect the rate
energy
factors that affect temperature, concentration,  Comparing of chemical
changes the rates of surface area, catalyst, experimental results reactions.
chemical reactions pressure, light at different  Awareness of
conditions slow and
11.3.1.3 Describe methods  Methods of controlling the  Recording and spontaneous
of controlling the rate of chemical reactions: interpreting reactions.
rate of chemical either reducing or reducing experimental  Fostering team
reactions. the frequency of collisions results. work.
between reacting particles  Communicating
such as explosions in flour information on rates
mills/coal mines when of chemical
ignited to surface area reactions.
 Interpreting data on
the rate of chemical
reactions.
11.3.1.4 Describe the effect  Effect of a catalyst on the
of a catalyst on the activation energy: Catalyst
activation energy lowers the activation
energy thus increasing the
rate of a chemical reaction.
11.3.2. 11.3.2.1 Describe what  Chemical equilibrium: as  Communicating  Awareness of
Chemical chemical equilibrium is when the rate of the information in reversible
equilibrium forward reaction equalises reversible reactions. reactions.
30
CONTENT
with rate of the backward  Classifying  Applying and
reaction and the reactions as appreciating
concentrations of the reversible and the optimum
substances remain irreversible. conditions of a
constant. It occurs in  Comparing reaction.
reversible reactions. reversible reactions  Asking more
to irreversible questions for
11.3.2.2 Describe the effect  As changes in reactions. better
on the position of temperature, pressure,  Inferring the understanding.
equilibrium of a concentration. Apply Le direction of a
reaction upon Chartelier’s Principle reaction based on
changing (candidates may not be relevant data.
conditions. required to state the
principle)
NB:Catalysts have no
effect on the position of
equilibrium
11.3.3 Redox 11.3.3.1 Describe what  Redox in terms of electron  Experimenting with  Awareness of
reactions oxidation and transfer, hydrogen/oxygen redox reactions. redox and non-
reduction is transfer, changes in redox reactions
oxidation state.  Observing colour
 Redox reactions: As those changes.  Applying redox
11.3.3.2 Describe what involving both oxidation reactions
redox reactions is. and reduction
 Comparing  Appreciating
 Oxidizing agent as a oxidizing and redox
reactant that gains reducing agents reactions.
31
CONTENT
electrons and/or reduces  Participating
oxidation state  Classifying redox actively in
11.3.3.3 Identify oxidizing Reducing agent as a and non-redox group activities
and reducing agents reactant that loses reactions
in a reaction. electrons and/or increases  Planning an  Applying
oxidation state experiment to show safety rules
Determining oxidation the effects of an when
numbers using standard oxidizing and experimenting
11.3.3.4 Demonstrate how rules. reducing agent
to determine the oxidation
number of an element with  As changes in oxidation  Predicting the
variable valency in a numbers of reactants and oxidation number of
compound/ion. products an element
 Predicting a
11.3.3.5 Deduce a redox  Non-redox reaction: As reaction as being
reaction using reaction in which there is redox or non-redox.
oxidation numbers. neither oxidation nor
reduction involved.
non-redox reaction  Oxidizing agents
is identified using potassium
iodide solution as reducing
11.3.3.7 Identify the agent in the presence of
characteristics of starch or starched
oxidizing and potassium iodide paper.
reducing agents Reducing agents identified
32
CONTENT
using acidified potassium
dichromate or potassium
permanganate as oxidizing
agents and observe colour
changes only.
NB:No equations involving

potassium dichromate and
potassium permanganate will
be required.
11.3.4 11.3.4.1Describe what  Types of Energetics of  Experimenting with  Awareness of
Energetics of endothermic and reactions: As energy endothermic and the dangers
reactions exothermic in(endothermic) and exothermic associated with
reactions are energy out(exothermic) reactions. explosions due
reactions  Classifying to exothermic
reactions as reactions E.g.
11.3.4.2 Determine a  Identification of endothermic and bombs
reaction which is endothermic or exothermic.
endothermic or exothermic reactions:  Investigating the
exothermic. Such as changes in effects of fuels on
enthalpy, energy level the environment  Applying
11.3.4.3 Describe diagrams. Calculating ∆H  Planning an endothermic
endothermic and using bond energies. investigation to and exothermic
exothermic  Endothermic as bond show that reactions
reactions in relation breaking and exothermic respiration and  Applying
to bonds. as bond formation. photosynthesis safety moles
involve energy which
33
CONTENT
11.3.4.4 Identify activation  As in energy level changes. experiment
energy for a representations: lower for  Investigation to  Applying
catalysed and catalysed and higher for show that batteries information on
uncatalysed uncatalysed. are a source of energies of
reaction on an electrical energy. reactions in
energy level  Advantages and . everyday life.
diagram disadvantages of energy  Cooperating in
sources: Such as safety, class activities.
11.3.4.5 Explain the cost of available reserves,
advantages and renewable/non-renewable
disadvantages of sources
energy sources
(fuels).  Effects of the use of fuels
11.3.4.6 Describe the on the environment: Such
effects of the use of as pollution, greenhouse
fuels on the effect (global warming).
environment  Use of silver halide in
photography: As reduction
11.3.4.7 Describe the use of of silver ions to metallic
silver halide in silver by absorption of
photography light.(endothermic
reaction)
 Respiration as exothermic
11.3.4.8 Describe process between oxygen
respiration and and glucose producing
photosynthesis in carbon dioxide and water
terms of energy Photosynthesis as
34
CONTENT
changes endothermic process
between water and carbon
dioxide through
absorption of light
producing glucose and
oxygen.
11.3.4.9 Describe use of  The use of radioactive
radioactive isotope isotope: As a source of
in relation to energy nuclear energy.
changes.  The convenient source of
11.3.4.10 Explain batteries electrical energy: such as
as convenient batteries as they are
source of electrical potable.
energy.
CONTENT
11.4 The 11.4.1Groups 11.4.1.1Describe what the Periodic Table  Periodic table as a  Communicatin  Awareness
Periodic and is tool for classifying g information of the
Table Periods elements. on the periodic periodic
11.4.1.2 Identify vertical columns and  Structure of periodic table table.
horizontal rows. table: Vertical  Comparing 
columns as Groups groups and Participating
35
CONTENT
and horizontal rows periods. actively in
as Periods  Classifying group work.
11.4.1.3 Use the Periodic Table to  Elements element s into
classify elements classification as metallic and
metallic and non- non metallic.
metallic  Interpreting
data on
periodic table.
11.4.2 11.4.2.1 Describe trends in various  Trends in various  Investigating  Awareness
Groups Groups given information about Groups in periodic the of elements
and the elements table: As chemical characteristics and their
Periodi relativity of group I, of positions on
c trends II, and VII, elements representative the Periodic
elements from Table
11.4.2.2 Describe the physical and  Properties of Groups and  Appreciating
chemical properties of elements elements in periodic effects of the uses of
in Group I,II, VII and VIII. table: such as halides. elements on
solubility, effect of  Classifying the Periodic
heat on compounds, elements Table in
melting points, according to everyday
boiling points and their Groups life.
displacement and Periods  Applying
reactions. For Group  Interpreting safety rules
VII consider data on the when
atomicity, colour periodic table experimentin
changes, changes in about trends in g.
physical states, for groups
36
CONTENT
Group I including  Investigating
description as a the effects of
collection of soft halides.
11.4.2.3 Describe the importance of metals.
halogens  Importance of
halogens: Such as
fluoride in
toothpaste,chlorine in
water treatment,
antiseptic, bromide in
11.4.2.4 Describe the harmful effects of photographic film
halides.  Harmful effects of
halides: :such as
drugs, pesticides,
CFCs in ozone layer
11.4.2.5 Use the noble gases in providing depletion (CFCs)
an inert atmosphere  The significance of
their non reactivity in
providing an inert
atmosphere. Such as
argon in electrical
lamps, helium in
balloons.
37
CONTENT
11.4.3 11.4.3.1 Describe what transition metals  Transition metals as a  Investigating  Appreciating
Transition are block of elements the physical transition
metals between Group II and and chemical metals and
Group III of the properties of their uses
Periodic Table transition  Applying
 Properties of elements. safety rules
11.4.3.2 Describe general properties of transition metals: As  Identifying when
transition metals. variable valences, transition experimentin
high densities, high metals g.
melting points, form
coloured compounds,
catalysts.
Note: Electronic
configuration of
transition metals will
not be required
11.4.3.3 Describe the uses of transition  Uses of transition
metals metals: such as
catalysts, alloys,
engineering
materials
NB:Heavy metals are
no longer used to
make paint for health
reasons
38
Grade 12
General Outcomes: Key competences:
 Demonstrate an understanding of Electricity and chemistry  Demonstrate ability to determine the reactivity
 Develop investigative skills about conductivity series of metals
 Demonstrate ability to prepare and test gases
 Demonstrate an understanding of metals  Demonstrate ability to classify conductors,non-
 Develop investigative skills about some properties and uses of metals. conductors,electrolytes and non-electrolytes
 Demonstrate an understanding of Non- metals.  Show understanding of common pollutants of land ,
 Develop investigative skills about some industrial uses of non-metals water ,and air
 Demonstrate an understanding of Organic Chemistry  Demonstrate ability to identify organic compounds
 Develop investigative skills about organic compounds
39
CONTENT
12.9 Chemistry 12.9.1.Conduc 12.9.1.1 Classify  Conductors being  Classifying  Appreciating
and tors conductors and metals such as copper, conductors and conductivity of
Electricity non- conductors aluminium, silver and non-conductors. substances.
Non-conductors being  Participating in
non-metals such as  Planning an class work
sulphur, phosphorus, experiment to actively
except carbon in form  Applying safety
investigate
of graphite. rules when
conductors and non
experimenting
conductors.
 Experiment to
conductors and non
conductors.
12.9.2 12.9.2.1 Classify  Difference between  Classifying  Asking more
Electrolysis electrolytes and electrolytes and non- electrolytes and non questions for
non-electrolytes electrolytes : electrolytes better
Electrolytes as ionic  Formatting a understanding
compounds and non- hypothesis about  Awareness of the
electrolytes as the products at the application of
covalent compounds. electrodes during electrolysis in
12.9.2.2 Describe what  Electrolysis: As electrolysis. everyday life.
electrolysis is decomposition of  Communicating the  Applying safety
electrolyte using industrial rules when
electricity in an application of experimenting.
electrolytic cell. electrolysis.  Participating
 Products by  Calculating the actively in group
40
CONTENT
12.9.2.3 Describe the electrolysis of molten quantities of work.
products at the binary ionic electrolytic
electrodes during compounds: metals at products.
electrolysis of the cathode by
molten binary ionic reduction, non-metals
compounds. at the anode by
oxidation
 Products by
12.9.2.4 Describe the electrolysis of
products at the aqueous ionic
electrodes during solutions: Refer to
electrolysis of selective discharge of
aqueous ionic ions given conditions.
solutions. Electrolytes should
include molten lead
(II) bromide, molten
aluminium oxide,
dilute sulphuric acid
(acidified water),
concentrated
hydrochloric acid,
concentrated aqueous
sodium chloride
(brine) using carbon
electrodes, and
aqueous copper (II)
41
CONTENT
sulphate using carbon
and copper electrodes.
12.9.2.5 Describe the  Applications of
industrial electrolysis: Such as
applications of extraction of
electrolysis. aluminium from its
oxide, copper refinery
12.9.2.6 Calculate the and electroplating.
quantity of  The quantity of
electrolytic electrolytic products:
products. Using Faradays laws
12.9.3 Simple 12.9.3.1 Describe what a  A chemical cell: Two  Comparing  Awareness of the
cells chemical cell is different metals electrolytic and two types of cells.
(chemical connected together and simple cells  Asking more
cell) dipped in an electrolyte  Classifying the questions for
to produce electricity. electrolytic cells better
and simple cells in understanding
the chart
12.9.3.2 Compare  Types of cells:
electrolytic cells Similarities such as
and simple cells oxidation at the anode
and reduction at the
cathode.
Differences such as
cathode being negative
in electrolytic cell
while positive in
42
CONTENT
simple cell and vice
versa for the anode.
Simple cell must use
two different
electrodes while
electrolytic cell can use
any.
SPECIFIC CONTENT
TOPIC SUBTOPIC
12.10 Metals 12.10.1 12.10.1.1 Describe  The diagrammatic  Investigating the  Awareness of
General diagrammatic representations of pure properties of metals. metals
properties of representations metals: Similar nuclei  Fostering team
metals of pure metals positive ions in a ‘sea’  Experimenting with work.
of delocalised different metals.
electrons.
physical  The physical properties
properties of of metals: in terms of
metals. density, melting points,
boiling points,
appearance
43
SPECIFIC CONTENT
TOPIC SUBTOPIC
chemical  The chemical properties
properties of of metals: All metals
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  The reactivity series of  Comparing methods  Awareness of
Reactivity and reactivity series metals: As of extracting metals methods of
Electro of metals arrangement of metals extracting metals
Chemical in the order of either  Investigating the and dangers some
Series their increasing or reactivity of metals metals pose.
decreasing order of  Awareness of the
reactivity as being  Predicting the use of metals in
potassium, sodium, position of a metal in everyday life.
calcium, magnesium, the reactivity series  Caring for the
aluminium, zinc, iron, environment to
lead, (hydrogen),  Communicating the avoid harmful
copper and silver uses of metals in effects of some
everyday life metals.
12.10.2.2. Explain the  Apparent non
apparent non reactivity of  Investigating the
reactivity of aluminium: Due to the harmful effects of
aluminium. presence of adhesive some metals
oxide/coat. Reactivity
44
SPECIFIC CONTENT
TOPIC SUBTOPIC
of aluminium due to  Predicting the effects
adhesive coat of heat on
12.10.2.3 Demonstrate  An order of reactivity: hydroxides,
an order of from a set of carbonates of nitrates
reactivity. experimental results of metals and
Such as reduction of ammonium
oxides of metals by compounds.
12.10.2.4 Describe the other metals.
effects of heat  Effects of heat on
on hydroxides, hydroxides, carbonates,
carbonates, nitrates of metals and
nitrates of ammonium compounds:
metals and As related to the
ammonium reactivity/stability of the
compounds. metallic ion present in
the compound.
Compounds of more
reactive metals
difficulty to decompose
while compounds of
12.10.2.5 Describe the less reactive metals
extraction of easily decompose.
copper, iron,  Extraction of copper,
aluminium and iron, aluminium and
zinc from their zinc: Chemical and
ores. electrolytic reduction.
Chemical reducing
45
SPECIFIC CONTENT
TOPIC SUBTOPIC
12.10.2.6 Describe the agents being Carbon,
uses of copper, iron, zinc carbon monoxide, and
and aluminium hydrogen.
12.10.2.7 Explain the  Uses of copper, iron,

harmful effects zinc and aluminium:
of some metals. Such as electrical wires,
construction, aircraft
parts.
 Harmful effects of
metals: Such as lead
poisoning (brain
damaging), sodium ions
in raising high blood
pressure, alzehermia by
aluminium
12.10.3 Alloys 12.10.3.1Describe what  An alloy: As mixture of  Investigating the  Appreciating the
an alloy is two or metals/carbon characteristics of use of alloys in
such as steel, brass, alloys everyday life.
bronze  Comparing structures  Awareness of the
12.10.3.2 Describe  The diagrammatic of alloys and pure use of alloys in
diagrammatic representations of metals. everyday life.
representations alloys: Different nuclei  Communicating of  Fostering team
of alloys. positive ions in a ‘sea’ alloys in everyday work.
of delocalised electrons life.
 Advantages of using
12.10.3.3 Explain the alloys: Such as alloys
46
SPECIFIC CONTENT
TOPIC SUBTOPIC
advantages of exhibiting better
using alloys properties compared to
over pure a pure metal
metals. (conductor, strength,
weight ratio, hardness)
12.10.3.4 Identify  Common uses of

common uses alloys: Such as
of alloys cutlery, food
packaging, aircraft.
12.10.4 12.10.4.1 Describe what  Corrosion: As chemical  Observing of metals.  Appreciating
Corrosion corrosion is wearing of metals corrosion. ways of
resulting from attack by  Relating sacrificial minimizing
atmospheric oxygen in protection methods corrosion.
presence of moisture. to reactivity series.  Applying methods
 Communicating of reducing
12.10.4.2 Relate  The corrosion to the information in corrosion.
corrosion to the reactivity of metals: As corrosion.
reactivity of more reactive metals
metals. easily corrode while
less reactive metals do
not easily corrode.
 The methods of
12.10.4.3 Describe the preventing corrosion:
different Such as sacrificial
methods of protection, painting,
preventing greasing/oiling,
47
SPECIFIC CONTENT
TOPIC SUBTOPIC
corrosion. alloying and
galvanising.
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12.11.1 General 12.11.1.1 Describe the  The physical and  Investigating the  Awareness of
12.11 Non properties physical and chemical properties of physical and chemical non-metals.
Metals of non- chemical non-metals: In terms of properties of non-
metals. properties of non- density, melting points, metals
metals. boiling points, oxidizing  Predicting melting
agent (electronegative and boiling points of
elements) non metals.
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12.11.2. 12.11.2.1. Demonstrate  Laboratory preparation,  Experimenting the  Appreciating the
Hydroge the laboratory collection and test for laboratory preparation use of and
n preparation, hydrogen : By action of of hydrogen. hydrogen in
collection and moderate reactive metals everyday life.
test for on water/steam and dilute  Predicting the test for  Awareness of
hydrogen. acids and collect by hydrogen gas. the test for
upward delivery method,  Communicating the hydrogen
puts out a lighted splint uses of hydrogen in  Cooperating in
with a ‘pop’ sound. everyday life. group work..
 The physical and
chemical properties of
hydrogen: In terms of
12.11.2.2 Describe the colour,odour,density/”wei
physical and ght”,solubilityand
chemical chemical (effect
properties of onlitmus,inflammability,p
hydrogen oisonous, support of
combustion)
(COWSLIPS)
 Manufacture of hydrogen:
12.11.2.4 Describe By cracking, electrolysis
industrial of water (brine) and from
manufacture of natural gas
hydrogen.  Uses of hydrogen Such as
reducing agent, fuel for
12.11.2.6 Describe the rockets, manufacturing
uses of ammonia and margarine,
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hydrogen. balloons filler, welding
12.11.3. 12.11.3.1 Demonstrate the  Laboratory preparation,  Experimenting the  Appreciating
Oxygen laboratory collection and test for laboratory preparation physical and
preparation, oxygen By catalytic and collection of chemical
collection and decomposition of oxygen properties of
test for oxygen. hydrogen peroxide and oxygen and its
thermal catalytic  Observing the uses.
decomposition of reactions during the  Applying safety
potassium chlorate, preparation of oxygen rules when
collected above water preparing
and re-lights the  Predicting the test for oxygen in the
glowing splint oxygen laboratory.
 The physical and  Care for the
12.11.3.2 Describe the chemical properties of  Communicating environment
physical and oxygen: Such as colour, information about when disposing
chemical odour, oxygen. waste products
properties of solubility ,combustion from the
oxygen.  Manufacture of oxygen: experiment.
By fractional .
12.11.3.3 Describe the distillation of liquid air
industrial
manufacture of  Uses of oxygen: Such
oxygen as burning, welding, in
blast furnace and
respiration
uses of oxygen
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in industry and
in natural
processes  Importance of ozone
layer and dangers of its
depletion: It traps
radiation, if depleted by
12.11.3.6 Explain the CFCs causes skin
importance of cancer, respiratory
ozone layer and diseases
dangers of its  Chemical test for water:
depletion. Using white anhydrous
copper (II) sulphate
12.11.3.7 Demonstrate the which turns blue.
chemical test for
water
12.11.4 12.11.4.1 Describe  Manufacture of nitrogen:  Experimenting the  Awareness of

Nitrogen industrial By fractional distillation laboratory preparation physical and
manufacture of of liquid air of ammonia chemical
nitrogen. properties of
12.11.4.2 Explain the  Characteristics and  Observing colour nitrogen and
characteristics importance of Nitrogen : changes during the ammonia and
and importance As non reactive insoluble preparation of their uses
of Nitrogen as a gas hence used as ammonia
gas. refrigerant, food  Care for the
packaging. Manufacture  Communicating environment
of ammonia gas. information on when disposing
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manufacture of by experiment
12.11.4.3 Demonstrate  The preparation ammonia
the preparation collection and test for  Cooperating in
collection and ammonia: Action of a  Using the model of group work
test for ammonia base on ammonium salt haber process.
in the laboratory and collected by upward  Caring for the
delivery method, turns environment
damp red litmus paper when using
blue. fertisers.
12.11.4.4 Describe the  Manufacture of ammonia: .
manufacture of Haber Process
ammonia.  (Temperature, catalyst,
pressure (Haber process).
12.11.4.5 Describe the ammonia: In terms of
physical and colour, odour,
chemical density/”weight”,
properties of solubility and as reducing
ammonia. agent, a base/alkali, a
complexing reagent.
 Thermal dissociation of
ammonium salts: Such as
ammonium chloride,
12.11.4.8 Describe the ammonium nitrate,
thermal ammonium carbonate
dissociation of
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ammonium salts.
 The uses of ammonia: In

manufacture of
fertilizers, explosives,
12.11.4.9 Describe the nitric acid
uses ammonia  Manufacture of nitric
acid: by Ostwald Process

manufacture of  Importance of
nitric acid nitrogenous fertilizers:
Nitrogen for growth.
Include Phosphorous for
12.11.4.10 Explain the root development and
importance of potassium for seed
nitrogenous formation (NPK)
fertilizers
 Effects of nitrogenous
12.11.4.11 Describe the fertilizers on the
effects of environment: Such as
nitrogenous eutrophication and acidic
fertilizers on the soils
environment
12.11.5. 12.11.5.1 Demonstrate the  By action of hot  Experimenting the  Awareness of
Chlorine laboratory concentrated laboratory preparation physical and
preparation, Hydrochloric acid on of chlorine. chemical
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collection and manganese (IV) oxide,  Observing colour properties of
test for chlorine collected by downward changes during the chlorine and its
gas. delivery method, turns preparation of uses.
damp blue litmus paper chloride.  Applying safety
red and then bleaches it  Experimenting the rules during
preparation of experiments
 Physical and chemical hydrogen chloride  Caring for the
12.11.5.2 Describe the properties of chlorine gas gas. environment
physical and Such: as colour, odour,  Investigating the when disposing
chemical density, solubility, physical and chemical by products of
properties of poisonous. Reactions with properties of chloride experiments.
chlorine gas Iron, non-metals gas.  Participating
(H2,S,O2,P), sulphur  Experimenting the actively in
dioxide, Iron(II)salts and preparation of group activities.
halides. hydrogen acid and its .
reactions.
 Uses of chlorine For
12.11.5.3 Describe the sterilizing water,
uses of manufacture of PVC,
chlorine. HCl and in bleaching
agents.
 Manufacture of chlorine:
12.11.5.4 Describe the By the electrolysis of
industrial brine (NaCl(aq))
manufacture of
chlorine.  Preparation of hydrogen
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chloride:By action of
12.11.5.5 Demonstrate the concentrated sulphuric
method for acid on solid metallic
preparation, chlorides, collected by
collection and downward delivery
test for hydrogen method, react with
chloride gas ammonia to form white
smoke.
 In terms colour, odour,

density, solubility
12.11.5. 6 Describe the andpoisonous.
physical and Reactions with ammonia
chemical and water
properties of
hydrogen
chloride gas  By dissolving hydrogen
chloride gas in water
12.11.5. 7 Demonstrate
the method for
preparation of
hydrochloric  Such as reaction with
acid. alkalis, metals,
12.11.5.8 Describe the carbonates, ammonia and
reactions of silver nitrate.
dilute
hydrochloric
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acid.
12.11.6 12.11.6.1 Describe the  The formation of  Experimenting  Awareness of
Sulphur formation of sulphur dioxide: By laboratory preparation the physical and
sulphur combustion of sulphur, of sulphur dioxide chemical
dioxide. fossil fuels properties of
 Laboratory preparation,  Observing colour sulphur dioxide
12.11.6.2 Demonstrate collection and test for changes during the and its uses.
the laboratory sulphur dioxide: By preparation of  Applying safety
preparation, action of warm dilute sulphuur dioxide rules when
collection and acids on sulphites, experimenting
test for sulphur collected by downward  Communicating  Caring for the
dioxide delivery, turns acidified information on environment
potassium dichromate properties of sulphur when disposing
(VI) green/decolourises dioxide and its by products of
purple potassium everyday life. an experiment.
manganate (VII).  Awareness of
 The physical and the use of
chemical properties of sulphuric acid in
sulphur dioxide: In everyday life.
12.11.6.3 Describe the terms of colour, odour, .
physical and density, solubility,
chemical poisonous.
properties of Reaction with water,
sulphur action on indicators and
dioxide as a reducing agent E.g.
turns acidified
potassium dichromate
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(VI) green/decolourises
purple potassium
manganate (VII).
 Uses of sulphur
dioxide: As food
preservative, bleaching
wood pulp for paper
making, manufacture of
12.11.6.4 Describe the sulphuric acid
uses of sulphur  Manufacture of
dioxide sulphuric acid: By
Contact Process
(catalyst, temperature)
 Uses of sulphuric acid:

12.11.6.5 Describe the Such as in explosives,
industrial
as drying agent, making
manufacture of
sulphuric acid. of soaps, fertilizers

uses of
sulphuric acid.
12.11.7 12.11.7.1 Describe what  Allotropes: As different  Experimenting the  Awareness of
Carbon and allotropes are forms of an element laboratory preparation physical and
carbonates existing in the same of carbon dioxide chemical
physical state properties of
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 Observing colour carbon dioxide
12.11.7.2 Describe the  The physical properties changes during the and limestone
physical of the allotropes of preparation of carbon and their uses.
properties of the carbon: In terms dioxide  Awareness of
allotropes of crystalline and non- Global warming
carbon. crystalline allotropes of  Communicating the  Appreciating the
carbon uses of Carbon use of Carbon
dioxide in everyday dioxide and lime
12.11.7.3 Describe the  Formation and properties life. in everyday life.
formation and of carbon monoxide: By  Caring for the
properties of incomplete combustion of  Communicating environment
carbon carbon and carbon information on the when disposing
monoxide. compounds, reduction of green house effects. by products of
carbon dioxide by carbon. an experiment.
In terms of colour, odour,  Cooperating in
density, solubility, group activities.
poisonous. 
Reacts as reducing agent. .
 Laboratory preparation,
collection and the test for
carbon dioxide: By
12.11.7.4 Demonstrate reaction of dilute acids
the laboratory with carbonates or
preparation, bicarbonates, collected by
collection and downward delivery
the test for method/ above water,
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carbon forms white precipitate
dioxide. with limewater

carbon dioxide: In terms
of colour, odour, density,
12.11.7.4 Describe the solubility.
physical and Reactions with
chemical limewater/alkalis, water
properties of and carbon
carbon
dioxide.  Uses of carbon dioxide:
Such as in fire
extinguishers, carbonated
drinks, dry ice, baking,
photosynthesis.
12.11.7.5 Describe the  Manufacture of lime from
uses of carbon limestone: By thermal
dioxide. dissociation of limestone
 Uses of lime and slaked

lime: Such as in
12.11.7.6 Describe the neutralizing acidic soils,
manufacture of lime as a drying agent for
lime from ammonia.
limestone.  Uses of limestone: Such
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as in manufacturing of
12.11.7.7 Describe the lime, cement, glass, iron.
uses of lime  Green house effect: As
and slaked global warming due to
lime. increase of carbon
dioxide in the
atmosphere
uses of
limestone.

green house
effect
12.11.8 Silicon 12.11.8.1 Describe the  The properties of silicon:  Communicating the  Awareness of
properties of As a metalloid properties of silicon the use of
silicon. and its uses silicon in
 Use of silicon: Used in everyday life.
12.11.8.2 Describe the semi-conductors Such as  Comparing the fire  Cooperating in
use of silicon. transistors, diodes and resistance of group work.
capacitors. macromolecules.
 Silicones: As
macromolecules that
silicones are.
exist as oils, waxes or
plastics and their
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structures represented as:
12.11.8.4 Compare the

fire resistance
of silicone
plastics to
carbon based
macromolecul
es.
 The nature of silicones:
With reference to nature
12.11.8.5 Describe the of combustion products,
uses of silicon
silicones produce silicon
dioxide (sand)
dioxide (sand) while
organic based
macromolecules produce
carbon dioxide.
 Uses of silicon dioxide:

Such as in making glass,
as fire extinguisher, in
iron extraction.
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12.12.1 12.12.1.1 Describe what  Organic compound: As a  Comparing alkanes  Appreciating
12.12 Saturated and an organic compound of carbon and alkenes economic values
Organic unsaturated compound is other than oxides and of alkanes and
Chemistry Hydrocarbons carbonates  Comparing properties alkenes.
of alkanes and  Awareness of
12.12.1.2 Describe what  Hydrocarbon: As a binary alkenes organic
hydrocarbon is compound of carbon and compounds.
hydrogen.  Observing colour  Caring for the
changes during the environment
12.12.1.3 Name the  Structures of the aliphatic reactions of alkalis when using
structures of alkanes: Involve concept organics
the aliphatic of catenation (Chain), use  Comparing different compounds.
alkanes up to the general formula fractions of circle oil.  Participating
five carbon CnH2n+2, Named by actively in
atoms. IUPAC system, all should group activities.
end with ane,
12.12.1.4 Demonstrate  Structures of isomers:
the structures of Use idea of branched(side  Awareness of
isomers and their chains) and unbranched the uses of
names. butane and pentane and alkalines and
nomenclature follows alkalies
IUPAC system .
fractional  Fractional distillation of
distillation of petroleum: As different
petroleum (crude fractions of crude oil
oil) is collected at different
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boiling temperatures
uses of the  Uses of the fractions of
fractions of crude oil: Such as
crude oil domestic fuel, road
construction.
12.12.1.7 Describe the NB: leaded fuel is no
chemical longer recommended due
properties of to harmful effects
alkanes.
 Chemical properties of
12.12.1.8 Account for alkanes: Such as
the apparent non combustion, cracking,
reactivity of substitution, steam
alkanes as reforming
compared to
other organic  The apparent non
compounds reactivity of alkanes:
Lack of a specific site of
12.12.1.9 Illustrate chemical attack
instauration in (functional group) and
alkenes. they are saturated.
12.12.1.10 Name the

structures of the  Instauration in alkenes:
alkenes up to 5 Using the concept of
carbon atoms. catenation and models.
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 Structures of the alkenes
up to 5 carbon atoms: Use
the concept of catenation
and the general formula
CnH2n. Structures must
contain one carbon to
carbon double bond.
Named using the IUPAC
12.12.1.11 Demonstrate system all should end
the structures of with- ene
isomers of
alkenes.  Structures of isomers of
alkenes: Using the
unbranched structures of
butene and pentene
12.12.1.12 Describe the (positional isomers)
chemical
properties of  Chemical properties of
alkenes. alkenes: Such as
combustion, addition
reactions (hydrogenation,
hydration,
hydrohalogenation,
halogenation, addition
polymerisation)
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12.12.1.13 Illustrate the

differences and
similarities  Differences and
between similarities between
saturated and saturated and unsaturated
unsaturated Hydrocarbons: Using
Hydrocarbons structures and bromine
solution to distinguish
12.12.1.14 Describe the between saturated and
chemical tests for unsaturated hydrocarbons
unsaturated hydrocarbons
(alkenes)  The chemical tests of
hydrocarbons: As alkenes
12.12.1.15 Describe the decolourise bromine
uses of alkenes. solution rapidly.
 Uses of alkenes: As in
formation of polymers
(Petrochemical industries)
12.12.2 12.12.2.1 Describe the  Chemical composition  Identifying structures  Appreciating the
Alcohols chemical of an alcohol: As an of alcohols. properties and
(Alkanols) composition of organic compound with  Communicating economic uses
an alcohol. a hydroxyl group with isomerism in alcohols of alcohols
general formula using models.  Caring for the
CnH2n+1OH  Predicting structures environment for
os alcohols based on the environment
 Structures of primary the general formula. in the
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12.12.2.2 Name structures alcohols up to five  Investigating the experiment
of primary carbon atoms: Using properties of alcohols. when
alcohols up to concept of catenation experimenting
five carbon (Chain). Named with alcohols.
atoms. following IUPAC
nomenclature and all
should end with- ol).
 Isomerism in alcohols:
12.12.2.3 Demonstrate Using branched and
isomerism in unbranched and
alcohols positional isomers of
propanol, butanol and
pentanol.
 Formation of alcohols:
12.12.2.4 Describe the By hydration of
formation of alkenes, hydrolysis of
alcohols. esters and fermentation
for ethanol
chemical properties of  Chemical properties of
alcohols alcohols: Such as
combustion,esterificatio
n,dehydration and
12.12.2.6 Describe the oxidation
uses of alcohols
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 Uses of alcohols: Such
as fuel, antiseptic,
organic solvent,
alcoholic beverages.
12.12.3 12.12.3.1 Name structures  Structures of carboxylic  Inferring the  Appreciating the
Carboxylic of carboxylic acids up to five carbon structures of properties and
acids (alkanoic acids up to five atoms: Using concept of carboxylic acids economic uses
acids) carbon atoms. catenation (Chain), of carboxylic
organic compounds  Investigating the acids.
with a carboxylic group chemical properties of  Applying safest
(COOH), general carboxylic acids rules when
formula using
CnH2n+1COOH, all should  Communicating the Carboxylic
end with- oic acid. uses of Carboxylic acids.
acids in everyday life  Cooperating in
12.12.3.2 Describe the  Formation of carboxylic  group activities.
formation of acids: By the oxidation  Predicting structures
carboxylic acids of alcohols and of Carboxylic acids
hydrolysis of esters based on general
12.12.3.3 Demonstrate  Chemical properties of formula.
the chemical carboxylic acids: Such
properties of as reaction with bases,
carboxylic acids. carbonates, metals and
alcohols (esterification)

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uses of  Uses of carboxylic
carboxylic acids acids: Such as
formation of esters
12.12.4 Esters 12.12.4.1 Name the  Structures of esters up  Observing the  Participating
(Alkanoates) structures of to five carbon atoms: structures and actively in class
esters up to five Using the concept of characteristic work.
carbon atoms. catenation (Chain), properties of esters  Caring for the
Organic compounds environment
with an ester link  Communicating the when using
chemical properties of Esters in
and all should esters everyday life.
12.12.4.2 Describe the end with –oate.  the properties
chemical and economic
properties of  Chemical properties of uses of esters.
esters esters: Such as
combustion and
hydrolysis
uses of esters  Uses of esters: Such as in
perfumes, food
flavourants because of
having pleasant smell.
12.12.5 12.12.5.1 Describe what  Homologous series: As  Classifying the  Awareness of
Homologous homologous a collection of organic different homologous homologous
series series is compounds belonging series. series.
to the same family with  Fostering team
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the same general  Communicating work.
formula (consider information on the
alkanes, alkenes, homologous series.
alcohols, acids, esters).
 The general
characteristics of
12.12.5.2 Describe the homologues: Such as
general members of each
characteristics of homologous series have
homologues the same general
(members). 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.
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12.12.6 12.12.6.1 Describe what  Macromolecules  Classifying  Awareness of
Macromolecul macromolecule (polymers): As giant macromolecules polymers.
es (Polymers) s (polymers) molecules formed by  Appreciating
are combination of many  Identifying linkages economic use of
small molecules in different polymers.
(monomers) macromolecules  Caring for the
environment
 Synthetic  Comparing the when using
12.12.6.2 Describe what macromolecules: As structure of nylon and macromolecules
synthetic human made giant teryline in everyday life.
macromolecule molecules (polymers).  Cooperating in
s are.  Predicting the group work.
12.12.6.3 Describe the  Formation of structure of different
formation of polyalkenes: By addition macromolecules
polyalkenes. polymerisation E.g. based in the
polyethene, monomers they
polyvinylchloride, contain.
polypropene,
polystyrene.
12.12.6.4 Classify the  Types of plastics: As
types of plastics thermal plastics and non-
thermal plastic
 Formation of nylon and
12.12.6.5 Describe the Terylene: By
formation of condensation
nylon and polymerisation, Nylon:
Terylene. from a diamine and dioic
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acid structures
represented as:
Terylene: from diol and

dioic acid. Structures
represented as:
 Caring for the

12.12.6.6 Differentiate  Different structure of  Comparing natural environment
between the structure of Nylon and Terylene: and man made when disposing
Nylon and Terylene. Nylon as polyamide and macromolecules by products of
Terylene as polyester. an experiment.
 Identifying of
12.12.6.7 Describe  Typical uses of plastics linkages in
typical uses of plastics and synthetic fibres: nature/macromolecule
and synthetic fibres. Plastics used as in carrier s
bags, buckets, pipes
12.12.6.8 Describe the Nylon and terylene as in  Designing an
biodegradability of clothing, tents, strings, experiment to
synthetic fibres. ropes. investigate the
 Biodegradability of hydrolysis of fats and
12.12.6.9 Describe what synthetic fibres: As non- its products.
natural macromolecules biodegradable (cannot be
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are broken down by
microorganisms)
 Natural
12.12.6.10 Describe macromolecules: Such
composition of as Carbohydrates,
carbohydrates proteins and fats (lipids)
12.12.4.11 Identify  Composition of

linkages in starch, carbohydrates:
proteins and fats Carbohydrates contain
carbon, hydrogen and
oxygen in the form
CxH2yOy where x is a
12.12.4.12 Relate multiple of six
linkages in synthetic and  linkages of starch,
natural polymers. proteins and fats: In
starch – glycosidic,
Protei
ns – amide, fats – ester
12.12.4.13 Describe linkages
hydrolysis of fats
(saponification)  Linkages in synthetic
and natural polymers:
12.12.4.14 Identify the Such as difference and
products of the hydrolysis similarities between
of starch and proteins. nylon and proteins.
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Terylene and fats.
 Hydrolysis of fats
(saponification): As
formation of soaps and
glycerine (glycerol)
 Products of the
hydrolysis of starch and
proteins: 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.
73
A learner should also carry out the tests for the anions such as carbonate, chloride, iodide, nitrate and sulphate. Chemical tests for
gases which should include ammonia, carbon dioxide, chlorine, hydrogen, oxygen and sulphur dioxide.
Organic substances and ions not mentioned above may be included in the practical sessions. A learner is expected to have sufficient
knowledge in this area. Examination involving different salts with cations similar to the ones specified above may be set but
candidates are expected to draw out their conclusions from the observations.
N.B. No note books, course books, information booklets and text books will be allowed in the practical examination.
A learner shall be expected to perform simple calculations as outlined by the chemistry syllabus. However non programmable
calculators are allowed.
Practical techniques
Schools and students are reminded of the importance of accuracy in quantitative and qualitative exercises during the practical lessons.
(i) A learner is expected to read the burette accurately and to the nearest volume of 0.1cm 3. 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 0.5 oC. 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 2cm 3) in a test tube. Reagents should be
added drop by drop and thoroughly mixing them, to ensure effective results for each test. The student should make sure that no further
changes may occur if more reagents are added. A learner should take note of the stage at which the precipitate forms and also the colour
changes. Furthermore the learner must take note of chemicals used to detect gases, if any, during the experiments. Observations must be
recorded as stipulated in the qualitative notes. Equations are not required during practical.
Apparatus
The following apparatus should be stocked for teaching and examination purposes. Each learner should be provided with the necessary
apparatus to conduct the experiments.
74
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
75
Aqueous ammonia 1.0 mol/dm3

Aqueous sodium hydroxide 1.0mol/dm3
Lime water (a solution of calcium hydroxide)
Aqueous silver nitrate 0.05 mol/dm3
Aqueous potassium dichromate (VI) 0.1 mol/dm3
Aqueous potassium iodide 0.1 mol/dm3
Aqueous lead (II) nitrate 0.2 mol/dm3
Aqueous potassium permanganate (VII) approximate 0.02 mol/dm3
Barium nitrate 0.2 mol/dm3
In addition chemical substances such as aluminium foil, red litmus paper, blue litmus paper and universal indicators should be in stock.
QUALITATIVE ANALYSIS TESTS

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

produced
Chloride (Cl – ) [in solution] Acidify with dilute nitric acid , then add White ppt.
76
aqueous silver nitrate
Iodide (I – )[ in solution] Acidify with dilute nitric acid , then add Yellow ppt.
aqueous lead (II) nitrate
Nitrate (NO3 – )[ in solution] Add aqueous sodium hydroxide, then Ammonia produced
aluminum foil, warm carefully.
Sulphate (SO42 – ) [in solution] Acidify with dilute nitric acid, then add White ppt.
aqueous barium nitrate
Test for aqueous cations
Cations Effect of aqueous sodium hydroxide Effect of aqueous ammonia

Aluminium ions (Al3+) White ppt.soluble in excess giving a White ppt., insoluble in excess
colourless solution
Ammonium ions (NH+¿ 4) 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.
77
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
potassium dichromate (VI) green.
SCOPE and SEQUENCE

The following table shows the “Scope and Sequence” of Chemistry syllabus from G10 to G12.
Grade 10 Grade 11 Grade 12

Unit 1 SUBTOPIC Unit 5 SUBTOPIC Unit 9 SUBTOPIC
Introduction to 10.1.1 Introduction to Acids, Bases and 11.5.1 Characteristic Chemistry and 12.9.1.Conductors
Chemistry Chemistry Salts properties of acids Electricity
and bases
Unit 2 10.2.1 Matter and the 11.5.2 Preparation of 12.9.2 Electrolysis

The Particulate Kinetic theory salts
nature of matter 10.2.2 Diffusion 11.6.3 Types of 12.9.3 Simple cells
oxides (chemical cell)
Unit 3 10.3.1 Measuring of 11.6.4 Identification Unit 10 12.10.1 General
Experimental quantities of ions and gases Metals properties of a metals
78
Techniques (Qualitative analysis)

10.3.2 Criteria of Unit 7 11.6.1 Relative 12.10.2 Reactivity
purity The mole masses and Electro Chemical
concept Series
10.3.3 Separating 11.6.2 The mole 12.10.3 Alloys
mixtures
Unit 4 10.4.1 Atomic 11.6.3 Empirical and 12.10.4 Corrosion
Atoms, elements, structure and Periodic Molecular formulae
compounds and Table
molecules 10.4.2 Bonding Unit 7 Chemical 11.7.1 Rates of Unit 11 12.11.1 General
reactions and energy chemical Non Metals properties of non-
changes reactions metals
10.4.4 11.7.2 12.11.2 Hydrogen

Macromolecules Chemical equilibrium
10.4.5 Chemical 11.7.3 Redox 12.11.3 Oxygen
formulae and reactions
equations
11.7.4 Energetic of 12.11.4 Nitrogen
reactions 12.11.5 Chlorine
Unit 8 11.8.1 Group and 12.11.6 Sulphur
The Periodic Table Periods
11.8.2 Group and 12.11.7 Carbon and
Periodic trends carbonates
11.8.3 Transition 12.11.8 Silicon
metals
Unit 12 12.12.1 Saturated
Organic Chemistry and unsaturated
Hydrocarbons
79
12.12.2 Alcohols
(Alkanols)
12.12.3 Carboxylic
acids (alkanoic acids
12.12.4 Esters
(Alkanoates)
12.12.5 Homologous
series
12.12.6
Macromolecules
(Polymers)
80

Chemistry G10 12

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CHEMISTRY 5070 –CURRICULUM DEVELOPMENT CENTRE-ZAMBIA

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL, TRAINING AND EARLY EDUCATION

Prepared and published by Curriculum Development Centre

© Curriculum Development Centre, 2013

Unit 6.0 The Mole

C.N.M Sakala (Mrs.)

3. develop abilities and skills that:

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

1. add, subtract, multiply and divide.

The following aspects of the aims will be assessed:

2. Handling information and solving problems.

(c) Manipulate numerical data.

3. Experimental Skills and Investigating.

absorption of heat during

10.4.1.6 Describe the  Isotopes : As atoms with

 Formulating  Asking more

 Molecule as the smallest

 How to deduce valency of

10.4.2.13 Describe the

11.1.1.6 Demonstrate the  Characteristic

11.5.2.7 Describe the  Behaviour of salts with

11.2.2.5 Illustrate  Using molar mass and  Communicating

NB:No equations involving

12.10.2.7 Explain the  Uses of copper, iron,

12.10.3.4 Identify  Common uses of

12.11.4 12.11.4.1 Describe  Manufacture of nitrogen:  Experimenting the  Awareness of

 The uses of ammonia: In

12.11.4.10 Describe the

 In terms colour, odour,

 Uses of sulphuric acid:

12.11.6.6 Describe the

 The physical and

 Uses of lime and slaked

12.11.7.9 Describe the

12.11.8.4 Compare the

 Uses of silicon dioxide:

12.12.1.10 Name the

12.12.1.13 Illustrate the

12.12.3.4 Describe the

Terylene: from diol and

 Caring for the

12.12.4.11 Identify  Composition of

Chemistry Practical Syllabus

Hydrochloric acid 1.0 mol/dm3

Aqueous ammonia 1.0 mol/dm3

QUALITATIVE ANALYSIS TESTS

Test for anions

Anions Test Test result

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

aqueous silver nitrate

Test for aqueous cations

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

SCOPE and SEQUENCE

Grade 10 Grade 11 Grade 12

Unit 2 10.2.1 Matter and the 11.5.2 Preparation of 12.9.2 Electrolysis

Techniques (Qualitative analysis)

10.4.4 11.7.2 12.11.2 Hydrogen

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