Chemistry 9-12 - Curriculum - Revised by HST - 2014 Bishoftu B

የኢትዮጵያ ፌደራላዊ ዴሞክራሲያዊ ሪፐብሊክ

የትምህርት ሚኒስቴር
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
MINISTRY OF EDUCATION

General Education Curriculum

Chemistry (Flow Chart, MLC & Syllabus)
9-12
January, 2021
Addis Ababa
Prepared by: Dr. Sisay Tadesse (Hawassa University)
Dr. Hailu Shiferaw (Bahir Dar University)
Dr. Tsegaye Girma (Jimma University)
1
Introduction chemistry curriculum
Students need an understanding of chemistry to fully appreciate the complexity and interactions
present in their world. Chemistry deals with the composition, properties, and transformation of
substances. The study of chemistry should help the students to increase their analytical and
perceptive capabilities and provide an opportunity to explore vocations in the field of chemistry.
It also provides students with the knowledge and skills in chemistry and technology and enables
them to solve problems and make decisions in everyday life based on scientific attitudes and
noble values.
To achieve the above-mentioned purpose and to cope up with the current demands of chemical
knowledge for technological, agricultural, and industrial development chemistry curriculum has
to be updated all through the grade levels. The chemistry curriculum for grades 9 to 12 are then
revised based on the new curriculum framework of Ethiopian schools taking into consideration
the assessment made in March 2008 in selected secondary schools of the country, international
experiences, and the current situations of our country. Feedback of the assessment made it clear
that the secondary school curriculum has a problem of content overload, content difficulty
inappropriate to the grade levels, giving less emphasis to active learning methods, limitations in
integrating agriculture, and technology and unnecessary repetitions. This curriculum revision has
intended to address these problems.
The revision also considered international experiences of the chemistry curriculum of different
countries including India, Malaysia, Singapore, England, Ghana, and Uganda. The developed
zero draft of the curriculum was also evaluated by both international and national reviewers. The
comments and suggestions given by the national reviewers were very constructive and valuable
to improve the quality of the developed curriculum. The international reviewers from Cambridge
University has also contributed a lot to keeping standards by sharing their experiences and
involving in the revision processes.
Consideration of the above-mentioned major points led to some restructuring of the units of
grades 9 to 12. Some contents such as “measurements and units in chemistry” and “Solutions”
are tools to learn chemistry and therefore moved from grade 11 and 12 (in the previous
curriculum) to grade 9 and 10, respectively. On the other hands, contents such as intermolecular
2
forces and physical states of matter are moved from grade 9 to grade 11 considering content
difficulty. In grade 9, the titles Chemical Symbols, Formulas, and Equations and chemical
Reaction are collectively given under the unit Chemical Reaction and stoichiometry. Similarly,
hydrocarbons and oxygen derivative hydrocarbons are given in grade 10 as Introduction to
Organic Chemistry and the oxygen derivative hydrocarbons are taken to grade 12. In the unit of
Electrolysis of grade 10, Electrolysis of aqueous solutions and their quantitative aspects are also
moved to grade 12. To reduce the problems of content overload, the chemistry of only three
selected metals (Al, Fe, and Cu) is treated in grade 10. Besides, some agricultural and industrial
applications are integrated with the units. Some contents such as “introduction to Chemical
Thermodynamics, Chemical Kinetics, Molecular Orbital Theory” are also move to freshman
program in the University. Crosscutting issues such as environmental pollution global warming
is included in grade 12.
Assessment is done through the continuous process; where, specific assessment techniques are
selected to collect information about how well students are achieving the competencies. The
assessment techniques used at any particular time depend on what facility with the knowledge,
skill, or process the teacher wants the student to demonstrate. The appropriateness of the
techniques, therefore, results in the content, the instructional strategies used, the level of
development of the students, and what is to be assessed.
In general, the curriculum is developed in spiral way keeping the horizontal integration and the
vertical progression of contents, encouraging practical activities, application of indigenous
knowledge, use of locally available materials in learning chemistry, and develop the 21 st century
skills such as digital literacy.
3
Chemistry Flowchart for Grades 9  12
Thematic Area Grade 9 Grade 10 Grade 11 Grade 12
Macroscopic 1. Introduction to 1. Introduction to

world Chemistry inorganic
 Definition and scope of compounds
Chemistry  Oxides
- Types and properties
 Relationship between - preparation of oxides
Chemistry and other natural  Acids and bases
sciences  The pH scale
 Role played by Chemistry  Properties, preparation
in production and society and uses of acids and
 Some common Chemical bases
industries in Ethiopia  Salts
- Naming and
classification of salts
-Preparation and uses of
salts
2. Measurements and
scientific methods in
Chemistry
 Measurements and Units in
Chemistry
 SI Units: Basic and
Derived
 Prefixes used in SI Units
 Uncertainty in
Measurement
 Precision and Accuracy
 Decimal Places
 Significant Figures
 Scientific Notation
Chemistry: Grade 9
 Chemistry as Experimental
Science
 Scientific Method
 Experimental Skills in
Chemistry
Writing a Laboratory Report
Microscopic 3. Structure of the atom 2. Solutions
World  Historical development of  Homogeneous and
the atomic theories of Heterogeneous
matter Mixtures
 Fundamental Laws of  Types of Solutions
 The Solution Process
Chemical Reactions  Solubility as an
- The Law of Conservation Equilibrium Process
of Mass  Ways of Expressing
-The Law of Definite Concentrations of
Proportions Solutions
- The Law of Multiple
 Preparation of Solutions
Proportions
 Solution Stoichiometry
 Describing Reactions in
 Atomic theory
Solution
- Dalton's atomic theory
- Dalton’s atomic model
 Discoveries of the
Fundamental Subatomic
Particles
 discovery of the electron
(J.J. Thomson’s model)
 Discovery of the Atomic
Nucleus (Rutherford’s
model)
 discovery of the neutron
(Jams Chadwick’s model)
- Atomic number, mass
number, atomic mass and
5
Chemistry: Grade 9
isotopes
- The Bohr’s atomic model
 Energy level and electric
configuration
Patterns in the 4. Periodic classification of 1. Atomic structure and

Chemical World the elements Periodic properties of the
 Historical development of elements
 Brief review of atomic
periodic classification of
structure of matter (Refer
the elements grade 9 unit 3)
 Mendleev's periodic  Early experiments to
classification of the characterize the atom
elements - Electromagnetic Radiation
- Mendleev's periodic law (EMR) and Atomic Spectra
- Periodicity - The Quantum Mechanical
Model of the Atom
• Modern periodic
- Electronic configurations
classification of the and orbital diagrams
elements - Electronic Configurations
- Modern periodic law and The Periodic table of
- Electronic configuration The Elements using sub-
of the elements and the energy levels
periodic Table (using main
shells)
- Periods and groups
- The modern periodic table
Chemical 2. Chemical bonding

relationships 5. Chemical Bonding,  Brief review on the types of
 Chemical bonding chemical bonding (Ionic,
Covalent, and metallic
6
Chemistry: Grade 9
 Types of chemical bonding bonding) (Refer grade 9 unit

- Ionic bonding 6)
- Covalent bonding  Molecular Geometry
(VSEPR theory)
- Metallic bonding
 Intermolecular Forces in
Covalent Compounds
 Intermolecular forces and
states of matter
- Dipole-dipole forces
- London dispersion forces
- Van der wales
- Hydrogen bonding
 Chemical Bonding theories
- Valence Bond Theory
- Hybridization of atomic
orbitals
- Molecular Orbital Theory
 Types of crystal
3. Physical states of
matter
 Introduction to physical
states of matter
 The kinetic theory of matter
-The gaseous state
- The Kinetic Molecular
Theory of Gases
- The Gas Laws
• The liquid state
- Phase Changes in liquids
- Energy Changes in Liquids
• The solid state
- Phase Changes in solids
7
Chemistry: Grade 9
- Energy Changes in Solids
Chemical 3. Chemical 4. Chemical kinetics 1.Acid-Base equilibrium

Reactions and reaction and  Introduction to Rate of  Acid-Base Concepts
Energy Changes stoichiometry Chemical Reaction - Arrhenius concept
• Introduction to chemical - Pre-conditions for a - Bronsted-Lowrey concept
reaction Chemical Reaction to occur - Lewis’s concept
•. Types of chemical - Factors Affecting the Rates  Acidity and basicity of
reactions of Chemical Reaction solutions (pH and
-composition reactions pOH)
-Decomposition reactions  Strong and weak acids
-single displacement and bases
reactions 5. Chemical  Ionic Equilibria of Weak
-Double displacement equilibrium Acids and Bases
reactions  Introduction  Common Ion Effect
 Chemical Equations  Reversible and Irreversible (Application of Le
- Writing Chemical Reactions Chatelier’s Principle)
Equation  Dynamic Chemical  Buffer Solutions
-Balancing Chemical Equilibrium  Hydrolysis of Salts
Equation by inspection  Conditions for Attainment of  Acid-Base Indicators
and LCM method Chemical Equilibrium
 Factors affecting position of 2.Electrochemistry
 Oxidation-Reduction Chemical Equilibrium  Electrolysis of Aqueous
Reactions  Le Chatelier’s Principle Solutions
- Oxidation Number or  Applications of Chemical  Quantitative Aspects of
Oxidation State Equilibrium to Industrial Electrolysis
- Oxidizing and Reducing production  Voltaic (Galvanic) Cells and
Agents
- Balancing redox - electrolytic cells
reactions using oxidation  Industrial Application of
number change method Electrolysis
Molecular and formula 3.Industrial Chemistry
mass, the mole concept  Natural resources
 Renewable
and chemical formula
 non-renewable
8
Chemistry: Grade 9
-Molecular mass and natural resources

formula mass
-The mole concept  Manufacturing of valuable
products
-Percent composition  Ammonia
-Chemical formulas:  Nitric acid
Determination of  Sulphuric acid
empirical and molecular  Nitrogen based Fertilizer
formula  Aluminum sulphate
• Stoichiometry  Agrochemicals (pesticides
- Laws of conservation and herbicides)
mass (Brief revision)  Sodium hydroxide
-The mole concepts  Sodium carbonate
- Molar Ratios in  Some Manufacturing
Balanced industries in Ethiopia
Chemical Equation  Glass production
-Mole -mole relationship  Ceramics
- Mass–Mass production
Relationships  cement
- Volume-Volume  Soaps and
Relationships Detergents
- Mass–Volume  Sugar
Relationships  Beverage industry
- Limiting and Excess  Food processing
Reactants and preservation
- Theoretical, Actual and  Tannery
Percentage Yields
4. Energy changes in
chemical reactions
 Introduction
 Exothermic and
Endothermic Reactions
9
Chemistry: Grade 9
 Electrical energy
from chemical
reactions
- Electrical conductivity
(electrolytes and
nonelectrolytes)
- Electrolysis
- Electrochemical cells
- Electrochemical cells
in daily life
5. Metals and non-

metals
 Introduction
 General properties of
metals
 Occurrence, extraction
and uses of some
important metals
 Alloys
nonmetals
Occurrence, extraction and
uses of some important
nonmetals
Compounds 6. Hydrocarbons and 6. Some important organic 4.Polymers
their natural sources compounds  Introduction
 Introduction to  Brief revision to  Polymerization reactions
organic hydrocarbons (Refer Unit  Synthetic Polymers
compounds 5 Grade 10)  Natural Polymers
 Saturated  Alcohols and Ethers
Hydrocarbons:  Aldehydes and Ketones
Alkanes and  Carboxylic Acid and esters
cycloalkanes
10
Chemistry: Grade 9
 Unsaturated  Fats and Oils

Hydrocarbons:
Alkenes and
Alkynes
 Aromatic
Hydrocarbons:
Benzene
 Natural Sources
of Hydrocarbons
The 5. Introduction to
Environment Environmental
Chemistry
 Introduction
 Environmental pollution
and methods to reduce
pollution
 Air pollution (causes,
effects mechanism to
reduce)
 Water pollution
(causes, effects and
mechanism to reduce)
 Soil pollution (causes,
effects and mechanism
to reduce)
 Global warming and
climate change
 Principle of green
Chemistry and cleaner
production
11
Chemistry: Grade 9
Minimum Learning Competencies
Chemistry, Grades 9 to 12
12
Chemistry: Grade 9
Minimum Learning Competencies (MLCs) of Chemistry for Grade 9 to 12
Area of Grade 9 Grade 10 Grade 11 Grade 12

Competency
1. Macroscopic  Define chemistry  Classify inorganic
world  Explain the scope of compounds in to oxides,
chemistry acids, bases and salts
 Describe the relationships  Define oxides and classify
between chemistry and them in to acidic oxides,
other natural sciences basic oxides, neutral
 Identify the importance of oxides, Amphoteric oxides
chemistry in their daily life and peroxides
 Identify some common  Give examples of acidic
chemicals and apparatuses oxides, explain their
used in chemistry properties and methods of
Laboratories preparation
 List and describe some  Describe amphoteric
common chemical oxides, give examples and
industries in Ethiopia explain their properties
 Give examples of neutral
oxides and explain their
 Describe the SI units & properties.
their prefixes;  Define acids and bases and
 Write the names give commonly available
& symbols of derived SI examples from their
units; surroundings
 Identify causes of  Classify acids and bases on
uncertainty in the number of ionizable
measurement; (replaceable) hydrogen ion
 Explain systematic & (H+) and based on the
random errors; number of elements they
are composed of.
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Chemistry: Grade 9
 Define precision &  Explain the general

accuracy properties of acids and
 Analyses a given data in bases
terms of precision &  Distinguish between
accuracy; Strong and weak acids;
 Define significant figures concentrated and diluted
& determine the number acids
of significant figures in a  Distinguish between Strong
calculated result; and weak bases;
 Use the scientific notation concentrated and diluted
in writing very large or bases
very small numbers;  Use the necessary
 Define scientific method, precautions while working
describe its major steps & with acids and bases
use it in solving problems;  Define pH and pOH,
 Demonstrate some  describe the pH scale and
experimental skills in identify a given pH labeled
chemistry & describe the solution as acidic, basic or
procedures of writing neutral
laboratory report  Perform an activity to
categorize some common
substances as acid, base or
neutral using indicators
from locally available
resources (e.g. flower
extract)
 Explain methods of preparing
acids and bases and describe
the uses of the three common
laboratory acids and the three
common laboratory bases
 Conduct simple experiment
to prepare acids and bases in
the laboratory
14
Chemistry: Grade 9
 Define salts and give

examples
 Classify salts as acidic, basic,
and normal salts
 Explain properties of salts
 Demonstrate methods of
preparing salts
 List some important salts and
explain their uses
 Describe the chemical tests
for some salts (Sulfates,
chlorides, nitrates, and
carbonates)
 Describe the importance of
some salts (NaCl, CaCO3 and
CaSO4) in daily life
 Define fertilizers and
describe their importance
 Describe the functions of
nitrogen, phosphorus and
potassium for plant growth
 List some common inorganic
compounds that are used as
pesticides
II. Microscopic  Describe the historical  Define the terms mixture,

World development of atomic homogenous & heterogeneous
theories of matter mixtures, solute, solvent,
 Describe the law of solution;
proportion and multiple  Differentiate between
proportion homogeneous &
 State the law of heterogeneous mixtures;
conservation of mass,  Explain different types of
illustrate with examples solutions & give examples for
15
Chemistry: Grade 9
and demonstrate using each;

simple experiment  Define heat of solution,
• Compare and contrast solvation energy & hydration
Dalton’s Atomic with energy;
Modern Atomic Theories  Explain the solution process
• Describe the discoveries  Explain formation of
of the Fundamental saturated & supersaturated
Subatomic Particles and the solutions;
Atomic Nucleus  Define solubility & describe
• Describe the relative mass the factors that affect it;
and the charge of sub-atomic  Conduct an experiment to
particles determine solubility of table
 Identify location of salt & sugar;
fundamental sub-atomic  State Henry’s law & use it to
particles using diagrams calculate concentration of
• Distinguish the gaseous solute in a solution;
relationships between atomic  Define concentration of a
number, mass number, and solution, mass percentage of a
atomic mass solute in a solution, mole
• Determine the number of fraction , molarity , molality,
electrons, protons and equivalent mass, number of
neutrons from the atomic equivalents & normality;
number and mass number
 Calculate the mass percentage
• Define isotopes and give
& mole fraction of a solute in
examples of isotopes of a solution
hydrogen, chlorine and
 Prepare molar , normal &
carbon
molal solutions of different
 Explain main Energy
substances;
levels, Valence electrons,
 Calculate molarity, normality
and electron
& molality of a solution from
configuration
a given information;
 Show the arrangement of
 Explain dilution process &
electrons in energy
calculate the volume or
sublevels and write the
concentration changes during
electron configuration of
16
Chemistry: Grade 9
the first 20 elements in dilution of solution;

main energy levels  Do calculations involving
solutions to determine the
number of moles, masses or
volumes of reactants and
products in ionic reactions;
 Analyze ionic reactions and
write net ionic equations;
 List the important properties
of solvents that are affected
by the formation of a
solution;
III. Patterns in  Describe the historical  Discuss the historical

the Chemical development of periodic development of atomic
World classification of elements nature of substance
 Explain periodicity and  Evaluate postulates of
state the Mendeleev’s Dalton’s & modern
periodic law atomic theories
 Discuss the contribution  Show diagrammatic
and short comings of representation of the
Mendeleev’s periodic discovery of electron &
classification analyze the properties of
• State the modern periodic cathode rays
law  Distinguish the terms :
radioactivity, radioactive
• Define the period and the decay & radioisotope
group  Differentiate the
common types of
• Correlate the electronic radioactive emission
configuration of the elements  Show the alpha
and their arrangements in the scattering experiment in
diagram
periodic table (using main
 Describe makeup of the
17
Chemistry: Grade 9
shell) nucleus
 Define atomic mass &
• Tell the number of isotope
elements in each period and  Differentiate atomic
write the name of the main number & mass number;
group elements in the  Calculate the number of
periodic table protons, electrons & the
number of neutrons from
• Classify elements as the given atomic number
& mass number of an
representative, transition &
element
inner transition
 Evaluate the relative
atomic mass of naturally
• Describe the major trends
occurring isotopic
in periodic table (atomic size,
elements
ionization energy, electron
affinity and electronegativity  Organize
electromagnetic
radiation in terms of
wavelength, frequency
& calculate the
wavelength & frequency
of the electromagnetic
radiation
 Check that light has both
wave & particle nature
& the emission spectra
of atoms consist of
series of lines
 Evaluate Bohr’s
assumption of energy of
electron in hydrogen
atom
 Calculate the radius of
electron orbit, the
electron velocity & the
18
Chemistry: Grade 9
energy of an electron
using Bohr model
 Discuss that atoms emit
or absorb energy when
electrons undergo
transition from one
energy level to another
 Analyze the spectrum of
hydrogen to
demonstrates the
quantized nature of the
energy of its electron
 Evaluate the short
coming of Bohr’s theory
 State Hinesburg’s
uncertainty principle &
describe the significance
of electron probability
distribution
 Differentiate the
quantum numbers n, l,
ml & ms
 Write all possible sets of
quantum numbers of
electrons in an atom
 Draw the shapes of
orbitals of s, p, d, and f
 Discuss Aufbau
principle, Pauli
exclusion principle &
Hund’s rule
 Write ground state
electron configuration of
main group and
transition elements
19
Chemistry: Grade 9
 Describe atomic size,

nuclear charge, metallic
and nonmetallic
character of elements
across the period and
down a group of the
modern periodic table
 Explain the general
trends in atomic radius,
ionization energy,
electron affinity, electro-
negativity & metallic
character of elements
within a period & a
group of the periodic
table
 Discuss the importance
of periodic classification
of elements in the study
of properties of
substances
Chemical  Define chemical bonding   Define chemical 

relationships and explain why atoms bonding (Refer to
form chemical bonds grade 9 chapter 5)
with other atoms  Discuss the reason
 Relate the concept of why atom from
chemical bonding with chemical bonds
atomic structure learned  Explain ionic bonding
in chapter 3 grade 9 and its formation
• Define ionic bond and  Give examples of ionic
describe its formation compounds & describe
their properties
 Explain the general  Define lattice energy
properties of ionic
20
Chemistry: Grade 9
compounds  Calculate the lattice

• Define covalent bond, and energy of ionic crystals
describe its formation from a given data
using the methods of
 explain the general Born-Haber cycle
properties of covalent  Describe ionic bonding
compounds using Lewis’s electron
 state the octet rule dot symbols
 Draw the Lewis electrons  Discuss the limitation
dot formula of simple of Octet rule
covalent and ionic  Define covalent
compounds bonding & explain the
• Make models of molecules formation of covalent
to show single, double and bonding
triple bonds using balls and  Give examples of
sticks of locally available covalent molecules &
describe their
materials properties
 Draw Lewis structures
• Give examples of locally
of some covalent
available ionic and covalent molecules
compounds and explain  Define resonance &
their properties draw resonance
structures of some
• Elucidate polarity of covalent molecules &
covalent molecules polyatomic ions
 Discuss the exceptions
 Distinguish between polar to the Octet rule in
and nonpolar molecules covalent bonding
 Define metallic bonding  Illustrate the formation
 Describe thermal and of coordinate covalent
electrical conductivity of bonding using
metal in relation to metallic examples
bond  Differentiate between
21
Chemistry: Grade 9
polar & non-polar

covalent molecules
 Describe the properties
of covalent molecules
 Define intermolecular
force & list the
different types of
intermolecular forces
 Explain dipole-dipole
interaction & give
examples of them
 Define hydrogen
bonding & explain the
effects of it on the
properties of
substances
 Explain dispersion
forces & give
examples of them
 Define metallic
bonding & explain the
properties of metals
related to the concept
of bonding
 Explain the VBT
 Distinguish between
the Lewis model &
valence bond model
 Discuss the
overlapping of orbital
in covalent bond
formation
 Explain hybridization
& show its process
22
Chemistry: Grade 9
involved in some
covalent molecules
 Draw hybridization
diagram for the
formation sp, sp2 ,sp3,
sp3d, sp3d2 hybrids
 Discuss the
hybridization involved
in compounds
containing multiple
bonds
 Describe the Valence
Shell Electron Pair
Repulsion (VSEPR)
theory
 Differentiate the
bonding pairs & non-
bonding pairs of
electrons
 Describe how electron
pair arrangement of
molecules can be
predicted from the
number of electron
pairs
 Explain the term
dipole moment with
the help of a diagram
 Analyze the
geometrical shapes of
some simple molecules
on the basis of
hybridization & the
nature of electron pairs
 Explain the VSEPR
23
Chemistry: Grade 9
theory is used to
explain the molecular
parameters like bond
angle & polarity of the
molecule
 Construct models to
represent shapes of
some simple molecules
 explain molecular
orbital theory
 describe molecular
orbital-using atomic
orbitals
 describe bonding and
anti-bonding molecular
orbitals
 draw molecular orbital
energy level diagrams
for homonuclear
diatomic molecules
 write the electron
configuration of simple
molecules using the
molecular orbital
model
 define bond order and
determine the bond
order of some simple
molecules and
molecule-ions
 determine the stability
of a molecule or an ion
using its bond order;
and predict magnetic
24
Chemistry: Grade 9
properties of
molecules
 Define crystal
 Name the four types of
crystalline solids and
give examples.
 Mention the type of
attractive forces that
exist within each type
of crystalline solids
of each type of
crystalline solids
Build a model of sodium
chloride crystal structure
 Discuss the states of

matter
 Analyze the effects of
intermolecular forces
on the physical state
of matter;
 Explain the
assumptions of kinetic
molecular theory of
gases;
• Describe the
properties of gases
using kinetic
molecular theory;
• Describe the
behavior of gases by
using the variables V
25
Chemistry: Grade 9
(volume), T
(Temperature)
P (pressure) and n
(number of moles);
• State Boyle’s law;
• Perform an activity to
illustrates Boyle’s law
by changing the
volume and pressure of
gases;
• Apply Boyle’s law in
solving problems;
• state Charles’ law;
• Perform an activity to
illustrate Charles’ law
by changing the volume
and temperature of
gases;
• Apply Charles’ law in
solving problems;
 State Gay Lussac’s
law:
• Derive combined gas
law equation from
Boyle’s law and
Charles’ law;
• Use the combined gas
law to calculate changes
in volume, pressure or
temperature;
• Define an ideal gas;
•Explain Avogadro’s
26
Chemistry: Grade 9
law
• Derive an ideal gas
equation from Boyle’s
law, Charles’ law and
Avogadro’s law;
• Compare the nature of
real gases with ideal
gases;
• Solve problems related
to ideal gas equation;
• Define diffusion;
• State Graham’s law of
diffusion;
• Carry out an activity to
compare the rate of
diffusion of two
different gases;
• Apply Graham’s law
of diffusion in solving
problems.
 Describe phase changes
 Discuss the
 Explain the terms:
evaporation, boiling
condensation, vapour
pressure, boiling point,
molar heat of
vaporization and molar
heat of condensation.
• Explain the terms
melting, fusion,
sublimation, melting
point, freezing point,
27
Chemistry: Grade 9
molar heat of fusion and

molar heat of
solidification.
Chemical  Define Chemical reaction  Define a reaction rate  State acid & base by
Reactions and and give examples  Demonstrate a reaction Arrhenius, Bronsted-
Energy Changes  Identify the four types of rate using graphs Lowry & Lewis concepts
chemical reactions and give  Perform an experiment & give examples of each;
examples to determine the relative  State the drawback of
 Represent chemical change rate of reactions Arrhenius acid /base
using chemical equation  List factors affecting  Identify the acid-base
 Balance chemical equations rate of chemical conjugate pairs from the
using inspection method reaction given reaction;
 Apply the Least Common  Explain how collision,  Explain what is meant
Multiple (LCM) methods to activation energy and by amphiprotic species
balance chemical equations proper orientation of  Describe the ionization
 Define redox reaction reactants are of water and derive the
 Describe oxidation and precondition for a expression of ion product
reduction in terms of chemical reaction to for water, Kw
electron transfer and give occur  Explain the effect of
examples  Discuss the effect of temperature on Kw
 Define oxidation number changes in temperature,  Define pH and pOH
 State the rules to determine concentration or  Describe the relationship
oxidation number pressure and surface between pH and pOH
 Determine the oxidation area on the rate of a  Write an expression for
number of an element in a chemical reaction the percent ionization of
given formula  Explain the effect of weak acids or weak base
 Describe oxidizing and catalysts on the rate of  Write the expression for
reducing agents chemical reaction the acid dissociation
 Balancing redox reaction  Perform an activity on constant, Ka;
using oxidation number how temperature,  Calculate Ka for an acid
change method concentration, pressure, from the concentration of
 Analyze a given redox and catalyst affect the a given solution and its
reaction by specifying the rate of chemical pH;
substance reduced, the reaction  Write the expression for
28
Chemistry: Grade 9
substance oxidized, the the base dissociation

oxidizing agent and the constant, Kb
reducing agent  Calculate Kb for a base
• Distinguish between redox  Explain reversible & from the concentration of
and non-redox reaction irreversible reactions the basic solution and its
 Define dynamic pOH.
• Solve molecular mass and equilibrium, discuss how  Define common ion
formula mass problems chemical equilibrium is effect;
based on the given chemical established & explain its  Explain the importance
formula of compounds characteristics of common ion effect;
• State the mole concept and  State the law of mass  Define a buffer solution;
describe using example action  Explain the action of
• Deduce percentage  Define equilibrium buffer solution and it's
composition from formula constant, write its importance in chemical
mass/molecular mass of a expression involving processes
compound concentration for  Calculate the pH of a
• State empirical formula and chemical reactions & given buffer solution
molecular formula calculate it  Define hydrolysis;
• Solve molecular formula  Write the equilibrium  Explain why a salt of
problems based on the constant expression weak acid and strong base
given empirical formula involving partial gives a basic solution
 Explain the use of the mole pressure for chemical  Explain why a salt of
concept for solving reactions & calculate it strong acid and weak base
stoichiometry problems  Show relationship gives an acidic solution
 State the law of conservation between Kc & Kp  Explain why salts of
of mass  Distinguish between weak acids and weak
• Deduce mole ratios from homogeneous & bases give acidic, basic or
balanced chemical equations heterogeneous neutral solution
equilibrium reaction  Describe acid-base
• Solve mass-mass problems  Define reaction quotient indicators and give
based on the given chemical & use equilibrium examples
equations quotient to predict the  Suggest suitable
direction of the reaction indicator for a given acid-
& position of base titration
equilibrium
29
Chemistry: Grade 9
• State Avogadro’s principle  Calculate the equilibrium  Calculate the normality

concentrations of a given of a given acidic or basic
 Solve Volume-Volume and initial concentrations solution
mass-volume problems  List factors that affect  Define acid-base
based on the given chemical equilibrium titration
chemical Equations  Apply Le-chatlier  Define end point
• Deduce excess and limiting principle to explain the  Define equivalence point
reactant in a reaction effect of changes in  Distinguish between end
temperature, pressure, point and equivalent
• Calculate the theoretical and concentration & point;
percentage yields of a chemical presence of catalyst of a  Discuss the different
reaction reaction on chemical types of titration curves
equilibrium
 Describe the applications  Define redox reactions,
of chemical equilibrium oxidation and reduction
in chemical industries  Identify the species that
are oxidized & reduced in
a given redox reaction
 Define electrode
 Explain energy changes in  Distinguish between
chemical reactions molten electrolytes and
 Define endothermic and aqueous electrolytes
exothermic reactions  Draw and label an
 Describe endothermic and electrolytic cell
exothermic reactions  Define preferential
 Demonstrate endothermic discharge & explain
and exothermic reactions factors that affect it
using diagrams  Describe the reactivity
 Conduct simple experiment of a metal using its
to demonstrate exothermic position in the activity
and endothermic reactions series
 Explain the importance of  Describe the effect of
chemical changes in the nature of the ions,
production of new concentration of the ions,
30
Chemistry: Grade 9
substances and energy types of the electrodes on

 Define electrochemistry the electrolysis of aqueous
 Explain electrical conductivity solutions of electrolytes
 Differentiate between metallic  State Faraday’s first &
conduction and electrolytic second law of electrolysis
conduction and write mathematical
 Define the term electrolysis expression of them
 Distinguish between strong  Do calculations related
and weak electrolytes to Faraday’s first and
 Perform simple experiments second law of electrolysis
to test conductivity of  Define voltaic cell, salt
aqueous solution of bridge, electrode potential
substances and cell potential
 Describe anode, cathode,  Draw, label and
electrolyte, anion, and construct Zn-Cu voltaic
cation cell
 Use labelled diagram to  Measure the cell
illustrate electrolytic cell potential of Zn-Cu cell
 Define the terms half reaction using voltmeter
and cell reaction  Explain how standard
 Write the oxidation half electrode potential is
reaction, reduction half measured and calculate
reaction and cell reaction cell potential
for electrolysis of molten or  Decide whether a given
fused electrolytes redox reaction is
 Describe the importance of spontaneous or not
electrochemical cells in  Explain the effect of
daily life (Votic cell and concentration on cell
car battery) potential
 Mention different types
of voltaic cells and give
examples of each
 Mention general properties of primary and secondary
31
Chemistry: Grade 9
metals cells
 Describe the forms of  Identify the cathode,
occurrence of some metals anode and electrolyte of a
 List common compounds of given voltaic cell
Na, K, Mg, Ca, Al, Fe, Cu, &  Compare and contrast
Ta and common uses of each electrolyte and voltaic
metal cells
 Define alloys and give  Explain metallic
bronze, brass, solder and steel corrosion in terms of
as examples, redox reaction , its
 Describe some of the negative effects and
common properties of alloys different methods of
& explain their uses prevention
 Mention general properties of  Discuss industrial
Non-metals and uses applications of
 Explain the occurrence and Electrochemistry
uses of carbon, nitrogen
phosphorus, Oxygen & Sulfur
 Describe some common uses
of compounds of nonmetals  List natural resources
such as CO2, Na2CO3, NH3,  Classify natural
HNO3,H3PO4, Ca3(PO4)2, SO2 resources as
& H2SO4 renewable and non-
 Define metallurgy & explain renewable
the major steps in  Describe the process of
metallurgical processes manufacturing of
 Describe the chemical valuable products like
properties and extraction Ammonia, sulphuric
acid, sodium
methods of aluminum, iron
hydroxide, sodium
and copper carbonate and nitric
 Describe the chemical acid
properties and industrial  Outline the production
production of nitrogen, steps valuable
phosphorus, sulfur and products like
32
Chemistry: Grade 9
chlorine Ammonia, sulphuric

acid, sodium
hydroxide, sodium
carbonate and nitric
acid
 Discuss the uses of
organic compounds in
the manufacture of
industrial products like
beverages,
pharmaceuticals, fuels,
soaps and detergents and
dry cleaning agents
 Discuss local production
of beverages (Tella,
Teje, Areki, etc) and the
importance of some
ingredients (e.g. Gesho
(Hope), Bekele(Malt),
etc) in their production
 Discuss the uses of
organic compounds in
the manufacture of
agricultural products like
pesticides, herbicides
and nitrogen fertilizer
 Produce pesticides from
locally available
materials
 Mention the important
steps in the production
of glass, cement, sugar,
sulfuric acid, aluminum
sulphate, nitric acid,
33
Chemistry: Grade 9
ammonia, and tanneries

and agrochemicals
(pesticides and
herbicides)
 Apply indigenous
knowledge for
preparation and use of
nitrogen based fertilizer
and pesticides
 Describe different
methods of food
processing and
preservation
 Discuss and describe
how alcoholic
beverages are
produced
 Compile and Present a
report in a class after
collecting information
from the community
about local alcoholic
beverage preparation
 List and describe the

process how soaps and
detergents are
produced
 Students perform
experiments in
laboratory to prepare
soap
34
Chemistry: Grade 9

visiting a nearby cottage
industry of soap
Compounds  Describe the historical  Describe some important  Define monomer and
development of organic hydrocarbons polymer
chemistry  Classify alcohols based  Classify polymers into
 Classify organic compounds on the number of synthetic and natural
based on their functional group hydroxyl (OH) groups polymers give
 Describe homologous series  Distinguish primary,
examples for each
and its characteristic features  Explain polymerization
secondary and tertiary
 Define terms hydrocarbons, and mention the types
alcohols
structural formula, condensed of polymerizations
structural formula  Write the general  Explain how addition &
 Write the general formulas for formula of monohydric condensation
Alkanes and cycloalkanes alcohols and give some polymerization take
 Describe the physical and examples from each of place
chemical properties of them  Give examples of
alkanes and cycloalkane  Write the molecular addition polymers and
 Write the molecular formula, formulas and names of tell their monomers
condensed structural formula the first six members of  Give examples of
and names of the first ten monohydric alcohols condensation polymers
members of alkanes and  Give the IUPAC names and tell their monomers
cycloalkanes for given alcohols  Explain the common
 Give the IUPAC names for uses of addition &
 Describe the physical
some straight, branched and condensation polymers
properties of alcohols
ring chain alkanes  Describe thermoplastics
 Write the possible structural  Explain the industrial and thermosetting
isomers of the alkanes C4H10, and laboratory polymers& give
C5H12, C6H14 and C7H16 preparation of ethanol examples of each
 Write the general formulas for  Explain the general  Describe natural rubber
Alkenes methods of preparation and tell its monomers
 Describe the physical and of alcohols  Explain vulcanization
35
Chemistry: Grade 9
chemical properties of  Perform an activity of  Explain the use of

alkenes preparing locally natural rubber
 Write the molecular formula, distilled alcohol (  Give examples of
condensed structural formula Katikalla) synthetic rubbers &
and names of the first ten  Explain the chemical explain their uses
members of alkenes
reactions of alcohols  Compare and contrast
 Give the IUPAC names for synthetic and natural
such as oxidation,
some straight, branched and rubber
reaction with active
ring chain alkenes
 Write the possible structural metals, esterification and
isomers of the alkenes C4H8, dehydration
C5H10, C6H12 and C7H14  Write the molecular
 Write cis-trans isomers for the formulas and names of
given alkenes the first six members of
 Write the general formulas for ethers
Alkynes  Give the IUPAC names
 Describe the physical and for given ethers
chemical properties of  Describe the physical
alkynes properties of ethers
 Write the molecular formula,  Explain the general
condensed structural formula methods of preparation
and names of the first ten
of ethers
members of alkynes
 Give the IUPAC names for  Explain the use of ethers
some straight and branched such as solvent in
chain alkynes organic reactions
 Write the possible structural  Write the general
isomers of the alkynes C4H6, structural formulas of
C5H8, C6H10 and C7H12 aldehydes and Ketones
 Explain why alkenes and  Give the structures and
alkynes undergo addition names of common
reaction but not substitution members each group
reaction  Describe the physical
 Describe the laboratory and properties of aldehydes
36
Chemistry: Grade 9
industrial preparation of and ketones

methane, ethane and ethyne  Explain the general
 Perform a project on the methods of preparation
production of biogas from cow of aldehydes and
dung ketones
 Define aromatic hydrocarbons  Explain the chemical
 Distinguish aromatic reactions of aldehydes
compounds from other and ketones such as
hydrocarbons addition, oxidation and
 Draw and explain the structure reduction
of benzene  Write the general
 Describe the main physical formula of saturated
properties and chemical monocarboxylic acid
reactions of benzene  Write the molecular
 Perform simple chemical tests formulas and names of
to identify alkanes, the first six members of
alkenes/alkynes, and saturated
aromatic compounds monocarboxylic acids &
 List the natural sources of give their structural
hydrocarbons and discuss how formulas
they are formed  Give examples for
monocarboxylic,
dicarboxylic and
tricarboxylic acids &
name some branched
carboxylic acids
 Give some examples of
carboxylic acids from
locally available
resources
methods of preparation
37
Chemistry: Grade 9
of saturated
monocarboxylic acids &
the industrial and
laboratory preparation of
acetic acid
 Conduct an experiment
to prepare acetic acid in
the laboratory
 Explain why “Tella” or
“Tej” turns sour
 Describe physical
properties and chemical
reactions of saturated
monocarboxylic acids
 Name and write
structural formulas of
some fatty acids
 Give the general
formulas and naming
system for derivatives of
carboxylic acids such as
esters, amides, acid
halides and anhydrides
 List common local
sources of esters (e.g.
Pineapple, banana)
 Write the general
formulas of esters and
the molecular formulas
& names of the first six
members of esters
 Explain the method of
38
Chemistry: Grade 9
preparation of esters
properties and chemical
reactions of esters
 Define fats and oil
 List some local sources
of fat and oils
 Write the general
formula of fats and oil
and the structures for
some common
triglycerides
properties of fats and oil
 Explain rancidity and
hardening of oil
 Describe some plants
that have medicinal
value in your local area
The Environment  Define Environmental
Chemistry and concepts
related to it
 Describe components of
the environment
 Explain environmental
pollution and
mechanism to reduce
pollution
 Discuss air water and
soil pollution
 Describe the cause and
effects air, water and
soil pollution
39
Chemistry: Grade 9
 Describe the methods to

reduce air, water and
soil pollution
 Describe pollutants of
the environment
o Heavy metals
o Organic dyes
o Pesticides and
herbicides
o Radioactive
materials e.t.c
 Explain and describe
Greenhouse effect and
greenhouse gases.
 Discuss global warming
and climate change
 Apply the principle of
green chemistry and
cleaner production while
doing experiments
40
Chemistry: Grade 9
Chemistry Syllabus
For Grade 9
41
Chemistry: Grade 9
General Objectives of Grade 9 Chemistry
To Develop Understanding and Acquire knowledge of:
 The meaning and scope of chemistry

 Measurements in chemistry and scientific methods
 Dalton’s atomic theory and modern atomic theory,
 Discoveries of the sub-atomic particles,
 The relationship between the sub-atomic particles and the atomic numbers, mass numbers, atomic masses and isotopes,
 Development of the atomic models and arrangement of the electrons in the atoms,
 Periodic classification of the elements and its importance in studying chemistry,
 The major types of chemical bonding
To Develop Skills and Abilities of:
 Apply scientific methods in solving problems;

 Develop measurement skill in chemistry
 Demonstrate an understanding of experimental skills in chemistry;
 Demonstrate a knowledge of laboratory procedures, data collections, interpretations, and write a report using computer
 Develop skills of classification from the observed patterns
To Develop the Habit and Attitude of:
 Appreciating that all substances are the results of chemical combination of the atoms
 Realizing that properties of substances are attributed to their atomic structures,
 Appreciating problem solving
 Develop personality characteristics such as neatness, exactness, diligence, responsibility and carefulness.
42
Chemistry: Grade 9
Unit 1: Introduction to Chemistry (16 periods)

Unit outcomes: Students will be able to:
• Define chemistry and describe its’ scope
• Explain the relationships between chemistry and other natural sciences,
• Discuss the application of chemistry in production,
• List down some common chemical industries in Ethiopia
• Describe scientific enquiry skills along this unit observing, communicating, asking questions and making generalizations
Competencies Contents Suggested activities Assessment

Students will be able 1. Chemistry and its
to: importance
1.1 Definition and
scope of chemistry
(4 period)
 Define chemistry
 Definition of Students should be asked to discuss in group what they think chemistry is.  Observe discussions
chemistry Write terms on their note book like: and give summary
 Nature
 Forms of nature
 Matter and non-matter
 Science
 Branches of Science
 Study of nature
From these terms extract a simple definition of chemistry in terms of
studying the properties or reactions of materials when treated in different
ways.
42
Chemistry: Grade 9
 Explain the scope  Scope of chemistry Students should be asked what pictures the word ‘chemistry’ conjures’ in Observe the students reply
of chemistry their minds. They are likely to suggest things like: and give feedback
 Burning chemicals like acids
 Bad smells
 Explosions
 Bottles of different coloured liquids
 Pieces of apparatus
 People in laboratory coats wearing safety glasses
Students should identify that chemistry is all of these things. It is the study
of substances by scientists, using a range of specialised equipment and
apparatus.
Chemistry is about taking measurements and making observations, and
using them to come to conclusions.
Chemistry is about looking for patterns in the way substances behave.
 Discuss the 1.2 Relationship

relationship of between chemistry Students should be asked to investigate the relationship between chemistry Check what students write
chemistry with and other natural and other branches of natural sciences including biology, geology and and give feedback
physics, biology sciences physics. Summarize the relationship
and geology
(4 period) Students could be asked to write one sentence about each natural science between chemistry and
saying exactly what areas or aspects of nature are studied e.g. other natural sciences
 Biology – study of living things
 Chemistry – study of the chemical properties and reactions of
substances
 Geology – study of the earth and how it was formed
 Physics – study of the nature and interactions of matter and energy
Students should be requested to identify the regions of overlap between
the disciplines e.g.
 Chemical reactions that take place in living things combine chemistry
43
Chemistry: Grade 9
and biology
 Study on the composition of minerals involve chemistry and geology
Students could be asked to identify other topics where the different
scientific areas overlap.
 Describe the 1.3 Role played by Students should be asked to write down five examples of materials from Check students response
application of chemistry in everyday life which were developed as a result of the expertise of chemists. and give feedback
chemistry in the production and society For example they may choose: Summarize the applications
field of
agriculture,
(4 period)  House utensils like plates, forks, glasses, kettles of chemistry in daily life
medicine, food  Drugs which can be bought from the pharmacy
production and  Fuels used to power motor vehicles
building  Fertilizers used by farmers to increase crop yields
construction.
 Cosmetics used to care for the skin
 Building materials used in construction
Let the teacher use the students’ ideas to construct a large spider diagram
showing the many different fields in which chemistry plays an important
role.
 Name some 1.4 Some common Students should be able to name some of the common chemical industries Listen students response
common chemical chemical industries in in Ethiopia. These will include: and give feedback
industries in Ethiopia  Cement (Mugher, Diredawa, Mesobo, Derba Midroc, Dangote)
Ethiopia and their
products
(4 period)  Sugar (Metehara, Wonji, Finchaa, Omo kuraz)
 Soap (Repi, Adama, Gullele, Etab,)
 Paper and pulp (Wonji)
 Pharmaceuticals (Addis pharm., Adigrat)
 Sulfuric Acid and Aluminum sulfate (Awash Melkassa)
 Caustic soda (Zeway)
 Soda ash (Bulbula)
 Tyre (Horizon Addis tyre)
 Visit a local Students could be asked to discuss in group to find out about local chemical Listen students
chemical industry industries and prepare a three-minute presentation for the class. Emphasis presentation and give
44
Chemistry: Grade 9
and present it to should be placed on raw materials and the finished products. feedback
the class in group.
45
Chemistry: Grade 9
Unit 2: Measurements and scientific methods in Chemistry (25 periods)
 Use proper SI units;

 Identify the causes of uncertainty in measurement;
 Express the result of any calculation involving experimental data to the appropriate number of decimal places or significant figures;
 Apply scientific methods in solving problems;
 Demonstrate an understanding of experimental skills in chemistry;
 Demonstrate a knowledge of basic laboratory apparatuses and safety rules;
 Describe scientific enquiry skills along this unit: observing, inferring, predicting, comparing & contrasting, communicating, analyzing, classifying, applying,
theorizing, measuring, asking question, developing hypothesis, designing experiment, interpreting data, drawing conclusion, making generalizations and
problem solving.
42
Chemistry: Grade 9
Competencies Contents Suggested Activities Assessment

Students will be able to: 2. Measurements and
scientific methods in
Chemistry
 List and describe the 2.1 Measurements and Students should be conscious that SI units are used by scientists
seven SI units and units in Chemistry including chemists throughout the world.
their prefixes Observe group discussion
(15 periods) Students could discuss in group why having a common group of and give feedback
units is an advantage e.g. what is the problem with measuring
 SI units (The pressure in Pascal, bars, pounds force per square inch and Summarize the importance
International system of of using common units, and
millimetres of mercury?
units) the difference between SI
Students should tell the total number of basic SI units and describe and derived units
- Basic SI units
those are relevant to chemistry
Students should realize that other units are derived from the SI
 Write the names and - Derived SI units units. They should discuss and give the derived units relevant to
symbols of derived SI chemistry
units
Students should be asked to tell that the commonly used unit in
measuring temperature, pressure, volume, mass, density, are the
SI or derived SI units.
 Use the factor label
method for solving  Common prefixes used
problems and in SI units Students should understand that it is impractical to use the same Observe students
making conversion
unit for expressing all values for a particular quantity. Students discussion and give
of SI units.
could discuss why it would be difficult to express the amounts of feedback
chemicals used in industrial quantities and the amounts of
chemicals present in pharmaceutical preparations both in kg. From
43
Chemistry: Grade 9

this discussion the students should develop the idea of using
prefixes to express multiples of units:
 mega (M) = 106

 kilo (k) =103
 milli (m) = 10-3
 micro () = 10-6
 Uncertainty in
 Describe uncertainty measurements
of measurement
Students should be made aware of the appropriate use of upper
 Identify the digits Check on a sample of
and lower case e.g. possible confusion between mega (M) and milli
that are certain and exercises
the ones that are (m).
uncertain given a Provide feedback
number representing Students could practice conversion between units e.g. between
micrograms, milligrams, grams, kilograms, mega grams (tonnes).
measurement  Precision and accuracy
 Identify causes of
uncertainty in
measurement
Students should identify, even with careful measurement, there is Check on a sample of
 Define precision and
accuracy a limit to the degree of accuracy of an instrument. For example, exercises
 Estimate the with skill and practice a student may read a burette to the nearest
Provide feedback
precision possible for 0.05 cm3 but no more accurately than that.
any instrument they
use in the laboratory Students should be asked to reflect their expectations of the
accuracy of the instruments they use.
 Explain systematic Students should list the potential sources of errors in taking
and random errors readings e.g. measuring the temperature of a solution by inserting
 Analyse given data a thermometer but waiting sufficient time for the thermometer to
in terms of precision attain the same temperature as the solution.
and accuracy
Students should be able to identify an anomalous reading in a set
44
Chemistry: Grade 9

 Define decimal of data and suggest a reason for it.
places
 Determine the Students should be asked to show the limitations of accuracy in
number of decimal taking measurements. For example, if the mass of a chemical is Observe on a given sample
places in a given as 2.5 g the actual mass may be anything from 2.450 g to
calculated result activity
2.549 g.
Provide feedback
Students should be able to express the uncertainty in any
measurement and the limit of accuracy of a calculation using this
measurement.
Students should be able to round up numbers either to a particular

Check on a sample of
number of decimal places or significant figures. The process for
this is similar. exercises
 Decimal places Provide feedback

Students should indicate that:
 to express a value to the nth decimal place they look at the

value of the n+1th digit
 if the n+1th digit is 5 or more they round up the nth digit
 if the n+1th digit is 4 or less they leave the nth digit unchanged
 Define significant Students should be talked through some examples and then
figures
attempt some examples for themselves e.g.
 Determine the
number of  express 24.546 g to 1 decimal place
significant figures in  the second decimal place digit is 4 so do not round up
a calculated result
 expressed to 1 decimal place the number is 24.5 g
Similarly:
 express 0.167 mol/dm3 to 2 decimal places

 the third decimal place digit is 7 so round up
 expressed to 2 decimal places the number is 0.17 mol/dm3
45
Chemistry: Grade 9
Students should show that a similar system is used for significant Observe on a given sample
figures:
of exercises
 to express a value to the n significant figure they look at the
th
Provide feedback
value of the n+1th digit
 if the n+1th digit is 5 or more they round up the nth digit
 if the n+1th digit is 4 or less they leave the nth digit unchanged
Students should be talked through some examples and then
 Significant figures attempt some examples for themselves e.g.
 Use the scientific
notation in writing  express 348 C to 2 significant figures
very large or very  the third significant digit is 8 so round up
small numbers  expressed to 2 significant figures the number is 350 C
Similarly:
 express 4.381 g to 3 significant figures

 the fourth significant digit is 1 so do not round up Check on a sample of
 expressed to 3 significant figures the number is 4.38 g
Students should identify that it is not possible to express an exercises
answer to a higher degree of accuracy that the data from which it Provide feedback
is derived. For example:
 The mass of a metal block = 15.2 g

 The volume of the metal block = 5.6 cm3
 The density of the metal = mass/volume = 2.714857
 Scientific notation  But the mass and the volume are expressed only to one
decimal point so the density cannot be given any more
accurately than one decimal point = 2.7 g/cm3
Students should realize the problems of writing very large or very
46
Chemistry: Grade 9

small numbers in terms of the numbers of zeros involved e.g.
2300000, 0.000000154. They should show that scientific notation
involves writing numbers to a common format in which there is:
 One digit to the left of the decimal point

 The remaining digits to the right of the decimal point
 The number is multiplied by a power of ten
 The power of ten is determined by number of places the
decimal point must be moved to the left or right regenerate the
number in its original format
For example:
 2300000 = 2.3 x 106

 0.000000154 = 1.54 x 10-7
Students should practice writing very large and very small numbers
in scientific format.
 Define scientific 2.2 Chemistry as Students should discuss in group and suggest the important steps Monitor the group
method experimental Science apply in the scientific method. These are: discussion and give
 Describe the major feedback
steps of the scientific (10 periods)  Identifying the problem - gathering information, devising a
method solution
 Use scientific  The scientific method  Carrying out experiments – observation, measurement,
methods in solving recording, inferring
problems  Examining the results of the experiment – analysis,
generalisations, synthesis
 Conclusions – explanation, prediction
 Demonstrate some  Further experiments – checking predictions, accounting for
experimental skills in unexpected results
chemistry  Some experimental
skills in chemistry
47
Chemistry: Grade 9

Students should demonstrate laboratory safety rules and common Monitor the laboratory
safety labelling demonstration and give
 Describe the feedback
procedures of Students could be asked to suggest common laboratory apparatus
writing laboratory and their use along with the required care and safety. This should Summarize the basic
report include: laboratory safety rules
 Reaction vessels such as beakers, flasks, funnels, boiling tubes

and test tubes
 Writing a laboratory  Measuring equipment such as pipettes, burettes, balances and Give feedback to the
report thermometers laboratory reports
 Support and heating devices such as stand and clamp, tripod
and gauze, spirit burner and Bunsen burner
Students should develop the skills needed to carry out

experimental work successfully. These should include:
 Handling of apparatus
 Accurate measurement
 Careful observation
 Safe practice with regard to themselves and others
Students should exercise how to write an accurate and
comprehensive report on each piece of work carried out in the
laboratory. This should include:
 An explanation of the method used

 The apparatus used including diagrams if necessary
 Accurate observations
 Use of tables to record data
 Examine the results
 Conclusions based on observations and results
48
Chemistry: Grade 9

 Present data in graphs or charts using simple software like Excel
 Identification of any patterns which may be evident
 Inclusion of chemical equations where appropriate
 Calculations if appropriate
Students could be given some practical activities to carry out
where emphasis is placed on scientific method.
Students should be encouraged to type their reports and submit

both in soft and hard copy
49
Chemistry: Grade 9
Unit 3: Structure of the atom (29 periods)

 Discuss the development of Dalton's atomic theory and modern atomic theory;
 Explain the discovery of the electron and the nucleus;
 Differentiate the terms like atomic number, mass number, atomic mass, isotope, energy level, valence electrons and electron configuration;
 Develop skills in
- determining the number of protons, electrons and neutrons of atoms from atomic numbers and mass numbers,
- calculating the atomic masses of elements that have isotopes,
- writing the ground state electron configurations of atoms using main energy levels and drawing diagrammatic representations of atoms.
 Demonstrate scientific inquiry skills: observing, comparing and contrasting, communicating, asking questions, and applying concepts.

Students will be able to: 3.Structure of the
atom
Students should be able to discuss:
 State briefly the 3.1.Historical development  early Greek concepts of the composition of matter based on Facilitate the
history of of the atomic theories of visionary beliefs but not on evidence ( Democritus Vs Zeno of discussion and give
development of matter (3 period) Elea) feedback
atomic nature of
substances
Students should be asked to explain the idea of atoms as the
building blocks from which all matter is formed that was first Listen students
3.2 Fundamental laws of
suggested by the ancient Greeks although. responses and give
chemical reactions (6 periods)
summary
Students should be given a chance to express their feeling about “in
all types of chemical reactions mass is neither created nor
 The law of conservation of destroyed. Students should be able to quote the law of
 State the law of mass conservation of mass:
conservation of mass
and illustrate using ‘Matter cannot be created nor destroyed in a chemical reaction’
50
Chemistry: Grade 9

examples
 Describe the law of
conservation of mass Students should be requested to carry out an experiment to prove Guide students in the
using simple the law of conservation of mass. For example using the reaction laboratory and
experiments between silver nitrate solution and dilute hydrochloric acid: monitor the practical
activities
HCl(aq) + AgNO3(aq) → AgCl(s) + HNO3
 Place dilute hydrochloric acid in a conical flask to a depth of

about 1 cm
 Tie a thread of cotton around the top of a test tube
 Half fill the test tube with silver nitrate solution
 Place the test tube inside the conical flask so that it is held on a
slant by the thread and place a bung in the top of the flask to
hold the thread in place
 Weigh the conical flask and contents
 Tilt the flask so the silver nitrate solution pours into the dilute
hydrochloric acid and a white precipitate of silver chloride is
produced
 Reweigh the conical flask and contents
From their experiment students should show that the mass of the
products is equal to the mass of the reactants.
Students could also use the reaction between barium nitrate and
sodium sulphate:
Ba(NO3)2(aq) + Na2SO4(aq) → BaSO4(s) + 2NaNO3(aq)
 Make up solutions containing 2.61 g of barium nitrate and 1.42

g of sodium sulphate
51
Chemistry: Grade 9

 Mix the solutions
 Filter off the insoluble barium sulphate and dry it (2.33 g)
 Evaporate the water from the filtrate and weigh the residue of
sodium nitrate (1.70 g)
Students should find that, within the limits of experimental error,
the mass of the products equals the mass of the reactants.
Listen the response

Students should be asked to state the atomic theory proposed in and give feedback
3.3 Atomic theory (6 periods)
 Describe Dalton’s
1808 by the scientist John Dalton in which he suggested that:
atomic theory
 Dalton’s atomic theory
1. Elements are made of small particles called atoms
2. Atoms can neither be created nor destroyed
3. All atoms of the same element are identical and have the
same mass and size
4. Atoms of different elements have different masses and size
5. Atoms combine in small whole numbers to form
compounds
Students should discuss each point in Dalton’s atomic theory and

determine whether it is still valid today.
Ask questions
Students should be sked to recognize that at the time that Dalton’s whether students
theory was proposed nothing was known about the internal recognized the
structure of the atom. As a result of our increasing knowledge weakness of Dalton’s
 Describe the modern  Modern atomic theory about atomic structure we now know that statement #2 and theory
atomic theory statement #3 are no longer true.
Students should attempt to modify Dalton’s statements in the light
52
Chemistry: Grade 9

of modern knowledge about the atom. The modified statements
could be:
1. Elements are made of small particles called atoms

2. Atoms cannot be created or destroyed during ordinary chemical
reactions
3. All atoms of the same element have the same atomic number
but may vary in mass number due to the presence of different
 Compare and isotopes
contrast Dalton’s 4. Atoms of different elements are different
atomic theory and 5. Atoms combine in small whole numbers to form compounds
the modern atomic
theory
Students should show the symbols that Dalton used to represent
Check students
atoms of different elements and discuss why these symbols are no
responses and give
longer used.
feedback
3.4 Discoveries of Students should be asked to correlate our modern understanding of Observe students
fundamental subatomic atomic structure came about as a result of the discovery of its responses and give
particles and the atomic component particles. summary
nucleus (6 periods)
 Explain the discovery Students should be asked to tell that the electron was discovered
of electron Listen students
 Discovery of the electron by the physicist J.J. Thomson.
responses and give
Students should be able to give the J.J Thomson’s model of atoms feedback
 Explain the discovery
of nucleus
 Discovery of the nucleus Students should be asked to tell that the nature of the nucleus of an
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Chemistry: Grade 9

atom was discovered by the physicist Rutherford and two of his
students; Geiger and Marsden
Students should be able to give the Rutherford’s model of atoms

Check the students
responses and give
feedback
Students should able to describe that:
 The nucleus of an atom is positively charged

 Most of the mass of an atom is in the nucleus
 There are large spaces within an atom
Students could research why Rutherford predicted the existence of

the neutron and how this was demonstrated by Chadwick in 1932.
Students should be able to tell the neutron was discovered by

 Explain the discovery  Discovery of the neutron James Chadwick in 1932
of neutron
Students should be able to give the James Chadwick’s model of
atoms
3.5 Composition of an atom

and the isotopes (8 periods)
Students should be able to give the relative mass and charge of Check students
 Write the relative  Electrons, protons and each of the fundamental particles in an atom and state in which responses and give
54
Chemistry: Grade 9

charges of an electron neutrons part of the atom it is found. feedback
a proton and a
neutron Students should be asked to tell the masses of the sub-atomic Listen students
 Tell the absolute and particles are very small but they do have absolute values: responses and give
relative masses of an summary
-24
electron, a proton  Neutron – 1.675 x 10 g
-24
and a neutron  Proton – 1.672 x 10 g
-28
 Electron – 9.11 x 10 g
Students should compare the mass of proton with the mass of a

neutron. They should also recognize that the mass of an electron is
negligible (too small).
Students should be asked to describe the composition of the

 Tell the number of nucleus (protons and neutrons).
protons and electrons
in an atom from the
atomic number of the
element  Atomic number and Students should be asked to describe: Check students
 Determine the mass number responses and give
 The atomic number of an atom is equal to the number of
number of neutrons feedback
protons in the nucleus
from given values of
 The atomic number is also equal to the number of electrons in a
atomic numbers and
neutral atom
mass numbers
 The mass number of an atom is equal to the number of protons
+ the number of neutrons in the nucleus
 The number of neutrons in the nucleus of an atom is equal to
the mass number minus the atomic number
Students should find the number of protons and electrons in atoms Give a sample of
from their atomic numbers.
exercises
Students should find the atomic numbers and mass numbers of Provide feedback
atoms of some elements and use them to calculate the number of
55
Chemistry: Grade 9

neutrons present in each atom.
Students should be able to indicate the atomic number and the

mass number of an atom of an element by writing the mass number
as subscript and the atomic number as superscript, placing them
both before the symbol of the element
Mass no
SYMBOL OF THE ELEMENT
atomic no
Students should explain that in the atoms of an element:

 Explain the terms  Atomic mass, and isotope Listen students
atomic mass and responses and give
 the number of protons is always the same
isotope feedback
 the number of neutrons varies slightly
Students should show atoms of the same element which have
different numbers of neutrons will have different mass numbers
and are called isotopes.
Students should show a natural sample of an element is likely to

contain a mixture of two or more isotopes. In determining the
atomic mass of the element, students must take into account that it
is a mixture of isotopes with different mass numbers.
Students should be asked to identify:

 Some elements are composed almost entirely of one isotope exercises
therefore the atomic mass of the element will be the same as
the mass number of the isotope – for example carbon exists as a Provide feedback
mixture of the isotopes carbon-12, carbon-13 and carbon-14,
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Chemistry: Grade 9

but carbon-12 accounts for 98.9% of the element.
 Some elements contain significant proportions of different
isotopes and an accurate value for the atomic mass is obtained
by taking the mass number and percentage of each isotope into
account – for example, boron exists as a mixture of the isotope’s
boron-10, 20%, and boron-11, 80%. Therefore, both isotopes
make a significant contribution to the atomic mass of boron. The
atomic mass is equal to the weighted average mass of its
 Calculate the atomic isotopes.
masses of elements Students should calculate the atomic mass of boron using the
that have isotopes.
following method:
10 x 20 + 11 x 80 = 2 + 8.8 = 10.8
100 100
Students could apply this method to find accurate values for the
atomic masses of other elements such as copper and chlorine.
 Describe main energy  Main energy levels Students should be asked to give: Give a sample of
level
exercises
 Energy main levels by numbers 1, 2, 3, 4, etc. or letters K, L, M, N
etc. Provide feedback
 Define electronic Students should be able to write the ground state electron
configuration configurations of the elements on main shells: Give a sample of
 Write the ground
exercises and
state electronic  Hydrogen – 1
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Chemistry: Grade 9

configuration of the  Helium – 2 Provide feedback
elements  Lithium – 2, 1 etc.
 Draw diagrams to Students should be able to draw diagrams to show the electron
show the electronic configurations of the first 20 elements on main shells
configuration of the Check students
first 20 elements Students should consider some examples. This could include the activity and give
diagrammatic representation of the electronic configurations of the feedback
elements He, N & Al
 Write the electronic

configuration of the 2He : 2 7N : 2, 5 13Al : 2, 8, 3
elements using sub
energy levels - Electronic configuration
on main shells
Students should write electronic configuration of the elements
using main energy levels for the first 20 elements.
Students should identify that the electrons in the outermost orbital
have the highest energy and are called valence electrons. Students exercises
- Valence electrons should describe valence electrons are:
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Chemistry: Grade 9

 Describe valence  furthest from the nucleus of the atom Provide feedback
electrons  the most easily lost
responsible for the chemistry of the element
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Chemistry: Grade 9
Unit 4: Periodic classification of elements (20 periods)

 Explain the historical development of the periodic classification of the elements
 Describe the periodic classification of the elements.
 Develop the skills of correlating the electron configuration of elements with the periodicity of the elements, predicting the trends of periodic
properties of elements in the periodic table.
 Develop skills of classifications based on patterns in chemistry.
 Demonstrate scientific inquiry skills: observing, inferring, predicting, classifying, comparing and contrasting, making models, communicating,
measuring, asking questions, interpreting illustrations, drawing conclusion, applying concepts and problem solving.
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Chemistry: Grade 9

Students will be able to: 4. Periodic
classification of the
• Students should describe that in classifying elements, scientists Listen students
elements were guided by the similarities in chemical properties. The
responses and give
elements are arranged in a table in such a way that elements with
4.1 Historical similar chemical properties appear at regular intervals or periods. feedback
development of periodic • Students should revise early attempts of classifications of elements
classification of the such as Dobereiner’s Triads and Newland’s Octaves.
 Describe periodicity
elements (3 period)
• Students could asked to explain the work of Mendeleev, his
 Dobereiner’s foresight in leaving a gap between silicon and tin, and his
Triads predictions about the properties of the missing elements eg. Listen students
 Newland’s Germanium.
responses and provide
Octaves.
 State Mendeleev's feedback
4.2 Mendleev’s
Periodic law
classification of the
elements (2 period)
 Mendleev’s
periodic law
 periodicity
4.2 The modern Periodic • Students should be asked to differentiate that the rows of the • Give a sample
• State modern Table (15 periods) Periodic Table are called periods. They should identify that exercises and give
periodic law elements in the same period: feedback
 Describe period  The Periodic law o Have the same number of main energy levels
 Describe group o Increase in atomic number by one unit passing across the
period
o Decrease in metal properties passing from left to right
• Students should know that the columns of the Periodic Table are
called groups. They should understand that elements in the same
group:
 Groups and periods o Have the same number of electrons in the outermost shell
61
Chemistry: Grade 9

o Have similar chemical properties
o Students should compare the electronic configurations of

the first 20 elements with their positions in the Periodic Check on a sample
Table. They should see that: exercises and give
 Explain the relationship o Elements whose valence electrons are in s orbital appear to feedback
between the electronic the left-hand side
configuration and the (in Groups 1 and 2)
structure of the
modern Periodic Table
 Classification of the
o Elements whose valence electrons are in p orbital appear to
elements the right-hand side (in Groups 3 to 8)
o Prepare the modern periodic table and present for class
Check the chart and
give feed
- The representative
 Describe the three
classes of the elements elements
in the modern Periodic
Table
 Explain the
representative element
blocks of the elements
related with their
electronic configuration • Students should identify that some groups have traditional names
and others as family of the first member in the group. which are
 Give group names often used in textbooks:
for the main group Group 1 – alkali metals
elements Check on a sample
exercises and give
Group 2 – alkaline earth metals
 Classify the periods into feedback
short, long and Group 3 - boron family
incomplete periods
 Tell the number of groups
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Chemistry: Grade 9

and periods in the Group 4 - carbon family
modern Periodic Table
Group 5 - nitrogen family
 Tell the number of
elements in each period Group 6 - oxygen family
 Predict the period and
group of an element Group 7 – halogens
from its atomic number
 Tell the block and group Group 8 – noble gases
of an element from its
electronic configuration
• Students should be identify that some periods are long while
others are short and are in incomplete. Students should be able to
give examples of each
• Students should describe the number of elements each period of
the Periodic Table. Students should be able to:
 Describe the four major o Identify an element from its group and period
trends (atomic size, o Identify the group and period of the representative element Check on a sample
ionization energy, from its atomic number exercises and give
electron affinity and o Identify the representative element block to which an feedback
electro negativity) in the element belongs from its electronic configuration
periodic table  The major trends in
the periodic table
(atomic size, o Students should be asked to discuss the major trends in the
periodic table: - Monitor the discussion
ionization energy,
• atomic size and give summary
electron affinity and
electro negativity) • ionization energy
• electron affinity
• electro negativity
63
Chemistry: Grade 9
Unit 5: Chemical bonding (27 periods)

 Discuss the formation of ionic, covalent and metallic bonds;
 Explain the general properties of substances containing ionic, covalent and metallic bonds;
 Develop the skills of drawing the electron dot or Lewis structures for simple ionic and covalent compounds;
 Describe the origin of polarity within molecules;
64
Chemistry: Grade 9

Students will be able to: 5. Chemical bonding
5.1 Chemical bonding
 Define chemical bonding (5 period) Students should describe that a chemical bond is any force of
Listen students
attraction between two particles. The particles may be atoms,
 Describe why atoms responses and give
ions or molecules.
form chemical bonds feedback
Students should explain that atoms form bonds in order to
achieve a more stable electron arrangement – a full outer shell of
electrons. This can be achieved by:
 Transferring one or more electrons – ionic bonding
 Sharing one or more pairs of electrons – covalent bonding
Energy changes occur during bond formation – these usually

result in the final substance being more stable.
Check on a sample
Students should describe that atoms which already have a full exercises and give
outer shell of electrons – the elements in Group 8 (noble gases) – feedback
have little chemistry as they do not readily form bonds.
5.2 Ionic bonding (6 periods)
 Explain the term ion  Formation of ionic Students should explain that an ion is an atom which has lost or
bonding gained one or more electrons.
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Chemistry: Grade 9

 Metals tend to lose electrons to form positively charged ions
or cations
 Elucidate the formation
of ions by giving  Non-metals tend to gain electrons to form negatively charged
examples ions or anions
 Hydrogen forms both a cation, H+ (hydrogen ion), and an

anion, H- (hydride ion)
Students should discuss the relationship between position of Monitor the

 Define ionic bonding
elements in the periodic table to the ion formed by them: discussion and
provide summary
Group 1 – M+ e.g. Na+
Group 2 – M2+ e.g. Mg2+
Group 3 – M3+ e.g. Al3+
Group 5 – X3- e.g. N3-
Group 6 – X2- e.g. O2-

 Describe the formation
Group 7 – X- e.g. Cl-
of an ionic bond
Students could be asked to write the formulas of the ions formed
by atoms of different elements. Check on a sample
exercises and give
Students should describe that the easiest way for a metal to
feedback
achieve a full outer shell of electrons is by losing electrons e.g.
 sodium atom (2.8.1) → sodium ion (2.8)
66
Chemistry: Grade 9

The alternative to this would be for the sodium atom to gain 7
electrons which would be very unstable.
 Give examples of simple

ionic compounds Similarly the easiest way for a non-metal to achieve a full outer
 Lewis Formulas of ionic shell of electrons is by gaining electrons e.g.
compounds
 chlorine atom (2.8.7) → chloride ion (2.8.8)
The alternative to this would be for the chlorine atom to lose 7

electrons which would require a large amount of energy and
produce an unstable ion.
Students should be explain that ionic bonding is the result of Listen and give
forces of attraction between oppositely charged ions. feedback
Students should be able to show how an ionic bond is formed by Check on a sample
the transfer of one or more electrons from a metal atom to a exercises and
non-metal atom. provide feedback
 Draw Lewis structures or

Students should be asked to represent the formation of an ionic
electron-dot formulas of
compound using Lewis structure.
simple ionic compounds
An example of dot and cross diagram (Lewis formula) for sodium
and chlorine to form sodium chloride could be given as follows.
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Chemistry: Grade 9
(2,8,1) (2,8,7) (2,8) (2,8,8)
Students should also be able to represent the Lewis structure

using symbols. Check on a sample
exercises and give
eg. Na + Cl  Na+ [Cl]- feedback
Students should explain that, when forming ions, the name of a Listen students
non-metal takes the ending –ide e.g. nitride, oxide, chloride. responses and give
feedback
Students could name the ionic compounds formed from given
metals and non-metals and draw Lewis structures to show the
ionic bonding.
 Describe the general  General properties of Students should be asked to discuss general properties of ionic
compounds including: Monitor the
properties of ionic ionic compounds
discussion and give
compounds.
 crystalline nature summary
 high melting points and boiling points
 ability to conduct an electric current when molten or in

aqueous solution
68
Chemistry: Grade 9

 solubility in polar solvents like water
Students should explain the solubility in water in itself is not a Listen students
proof that a compound is ionic. There are ionic compounds responses and give
which are effectively insoluble in water, and covalent compounds feedback
like glucose which are very soluble.
 Investigate the
properties of given Check on a sample
Students could be given samples of ionic compounds and asked
samples of ionic exercises, observe
to investigate their properties such as solubility, physical state,
compounds. students activities,
conductivity
and give feed
5.3 Covalent bonding
( 14 periods)
 Define covalent bonding  Formation of Covalent Students should define that covalent bonds are formed when Listen students
bond atoms share pairs of electrons. responses and give
 Describe the formation feedback
of a covalent bond Students should explain the bond formation due to the
electrostatic attraction between electrons and positively
charged nuclei of two atoms.
Students should be requested to show how a covalent bond is

formed by the sharing of a pair of electrons.
 Draw Lewis structures or  Lewis’s formula of
69
Chemistry: Grade 9

electron-dot formulas of covalent molecules. Students should be given a chance to represent the formation of Check on a sample
simple covalent molecules a covalent molecule using Lewis electron dot formula exercises and give
feedback
Symbols or diagrams can be used to illustrate it.
H + H  H2
Eg. Cl + Cl Cl2
 Give examples of
different types of
Eg. H + Cl  HCl
covalent molecules
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Chemistry: Grade 9
Students should be requested to practice drawing Lewis

structures for common covalent compounds. These could include Check on a sample
water, ammonia and methane (H2O, NH3, CH4) exercises and give
feedback
There are also double and triple bonds between atoms in some
molecules e.g., O2 and N2
 O=O in oxygen
 NN in nitrogen
Students should be asked to practice drawing Lewis structures Check on a sample

for common covalent compounds in which there are double and exercises and give
triple bonds. feedback
Students could draw Lewis’s electron dot formula for other
71
Chemistry: Grade 9

compounds e.g., CO2, CO.
 Make models of covalent
molecules to show
single, double and triple Students should be asked to construct models of simple
bonds using sticks and molecules to show covalent compounds in which there are single
bonds, double bonds and triple bonds, using locally available Observe and
balls or locally available
materials ( mud, fruit and sticks ) evaluate students
materials.
work
 Discuss the polarity in
 Polarity in covalent
covalent molecules Students should be asked to describe that the sharing of the pair
molecules.
of electrons in a covalent bond depends on the attraction of the
electrons. This is related to the electro negativity of the atom.
Check on a sample
Students should be asked to discuss the sharing of the pair of exercises and give
electrons in molecules between two atoms of the same element: feedback
 the electrons are attracted equally by the two atoms
 the electron pair is shared equally
Students should discuss the sharing of the pair of electrons in

molecules formed between atoms of different elements e.g.,
hydrogen and chlorine in hydrogen chloride.
 the chlorine atom is more electronegative than the hydrogen

atom
 the chlorine atom attracts the electrons in the covalent bond

more strongly
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Chemistry: Grade 9

 the pair of electrons in the covalent bond are positioned
closer to the chlorine atom than the hydrogen atom
 the chlorine end of the bond is slightly negative relative to the

hydrogen end
 the relative charge is shown using the symbols + and -
 the bond is polarised and shown as H+ Cl-
 Distinguish between Students should be requested to identify polar bonds in covalent

polar and non-polar compounds and mark their polarity
covalent molecules
Students should be encouraged to discuss the structure of
different covalent bonds and determine whether they are non-
polar or polar.
Monitor the
 Define coordinate
Students could be asked to discuss how polarity affects the discussion and
covalent (dative) bond  Coordinate covalent
properties of covalent compounds. provide summary
bond (dative bond)
 Elucidate the formation Students should explain that another type of covalent bond
of coordinate covalent exists in which both of the electrons which form a covalent bond
bond using suitable between atoms is donated by one of the atoms. This is a
examples coordinate covalent bond or dative bond. Listen the students
responses and
provide feedback
This could include the formation of ammonium ion (NH+4) from
73
Chemistry: Grade 9

+
hydrogen ion (H ) and a molecule of ammonia (NH3)
 Explain the general Students should be asked to show the formation of coordinate
properties of covalent bonds in some familiar substances including:
compounds
 hydronium ion, H3O+
covalent compounds  carbon monoxide, CO
Students should identify that non-bonding pair of electrons is

referred to as a lone pair. Students should describe the role of
 Investigate the lone pairs of electrons in coordinate bonding. Check on a sample
properties of given exercises and give
Students could name the covalent compounds and draw Lewis
samples of covalent feedback
structures to show the covalent bonding.
compounds.
Students should discuss general properties of covalent

compounds including:
 Liquids or gases, and some are solids. Monitor the
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Chemistry: Grade 9

 low melting points and boiling points discussion and give
summary
 do not conduct an electric current when molten or in aqueous
solution
 solubility in non-polar solvents
 insolubility in polar solvents like water
Students could be given samples of covalent compounds and

asked to investigate their properties such as physical state,
solubility, conductivity, etc.
5.4 Metallic bonding
(2 period)
 Discuss the formation of  Formation of metallic Students should identify that metals consist of a matrix of Check on a sample
metallic bond bond positively charged ions in a sea of delocalised electrons. exercises and give
feedback
Monitor the
Students should discuss why metals are able to lose valence discussion and give
electrons so easily to give this structure. feedback
Students should explain and that metallic bonding is the result of Listen the students
electrostatic attraction between the positively charged metal responses and give
ions and the negatively charged delocalised electrons. feedback
Students could be asked to discuss how the strength of the Monitor the
75
Chemistry: Grade 9

metallic bond is related to the atomic radius of the metal atom discussion and give
and the number of valence electrons which are delocalised. summary
Metallic bonding is strongest where metals have small atomic
radii and lose a large number of valence electrons.
Students should explain the ability of metals to conduct both Listen the students
heat and electricity is related to the movement of delocalised responses and give
electrons. These are able to transfer energy and charge through feedback
the metal.
 Explain the electrical and  Properties of metallic
thermal conductivity of bond Students could be requested to discuss how some of the other
metals in relation to properties of metals, such as malleability and ductility are related Monitor the
metallic bonding. to metallic bonding. discussion and give
summary
 Make a model to Students could demonstrate the difference in strength of some in
demonstrate metallic the surrounding. Observe and give
bonding. feedback
76
Chemistry: Grade 10
Chemistry Syllabus
For Grade 10
Page 21
Chemistry: Grade 10
To develop understanding and acquire knowledge of:
 Classes of organic and inorganic compounds and some of their uses

 formation of chemical bonding and properties of compounds formed by different types of bonds
 extraction, chemical properties and uses of metals and nonmetals
 The interconvert ion of electrical and chemical energies and their applications
 Uses of natural resources and their protection
 extraction, chemical properties and uses of metals and nonmetals
 types, properties and processes of formation of solutions
 Importance of electrochemical cells in daily life
To develop skills and abilities of:
 Handling and using science apparatuses and laboratory substances correctly

 preparing solutions of specific concentration and solving quantitative problems involving solutions;
 conducting experiments to observe and analyze the physical properties of substance and determine the type of bonding
 Designing and conducting simple experiments appropriate to their level
 Applying conservations of mass laws to calculate relevant quantities
To develop the habit and attitude of:
 Appreciating the roles of chemistry in energy production

 Having an interest and curiosity towards natural resources
 Responsible about safety of oneself, and protection of natural resources
 Being honest and accurate in recording and validating data
Page 22
Chemistry: Grade 10
Unit 1: Chemical reactions and stoichiometry (23 periods)
 Define the basics of chemical reaction and describe the four major types of reaction
 Develop skills in writing and balancing chemical equations
 Understand oxidation - reduction reactions and analyse redox reactions by specifying the oxidizing agent, the reducing agent, the substance reduced or
oxidized
 Understand fundamental laws of chemical reactions and know how they are applied
 Develop skills in solving problems based on chemical equations (mass - mass, volume - volume and mass - volume problems).
 Develop skills in determining the limiting reactant, theoretical yield, actual yield and percentage yield.
 Demonstrate scientific inquiry skills: observing, inferring, predicting, classifying comparing and contrasting, communicating, measuring, asking questions
designing experiments, interpreting data, drawing conclusions, applying concepts, relating cause and effect and problem - solving.
Page 23
Chemistry: Grade 10

Students will be able to: 1. Chemical reactions and
stoichiometry
 Define chemical reaction 1.1 Introduction (1 period) Students should be asked to explain that a chemical Listen students
reaction is a change that takes place when one or more responses and give
substances, called reactants, react alone or with each feedback
other to produce one or more new substances, called
products.
Reactants → Products
Students should be requested to give examples of Listen students

 Give some examples of
chemical reactions. responses and provide
chemical reactions
summary
The students could also ask to describe the examples of
changes brought by the chemical reactions.
These could include:
 Burning of wood
 rusting of iron
 Fermentation
 Souring Tej and digestion of food
Monitor the discussion

1.2 Types of chemical reactions Students should be asked to discuss in group classes of and give summary
chemical reactions and present each group for the
 List the four types of (3 periods) class
chemical reactions
 Combination reaction Students should explain that combination or synthesis
reactions involve the reaction of one element with
 Define combination Listen students
another to form a compound.
responses and give
Page 24
Chemistry: Grade 10

reaction and give examples Students should discuss in group on examples of feedback
combination reactions. These could include:
 Sodium + chlorine = sodium chloride and give summary
 Conduct some
experiments on  Carbon + oxygen = carbon dioxide
combination reactions in
groups  Copper + oxygen = copper (II) oxide
 Iron + sulphur = iron sulphide
 Hydrogen + oxygen = water
 Magnesium + oxygen = magnesium oxide
Students should discuss the general features of a

combination reaction. Students could carry out some
combination reactions.
Students should be given a chance to explain that

decomposition reactions involve a reactant breaking
 Define decomposition
 Decomposition reaction down to produce two or more products Monitor the discussion
reaction and give
examples and give summary
Students should carry out experiments on some
decomposition reactions and write a report on:
 Conduct some  Thermal decomposition of Group 1 nitrates to Observe students
experiments on activities and give
nitrites and oxygen
decomposition feedback
reactions in groups  Thermal decomposition of Group 2 and Transition
Page 25
Chemistry: Grade 10

Metal nitrates to oxides, oxygen and nitrogen dioxide
 Thermal decomposition of Group 2 and Transition

Metal carbonates to oxides and carbon dioxide

decomposition reaction. Students could carry out
some decomposition reactions.
Listen students
responses and give
Students should explain single displacement reactions feedback
involve a more reactive element displacing a less
 Define single
 Single displacement reaction reactive element from a compound Check on a sample
displacement reaction exercises and give
and give examples Students should give same examples of single feedback
displacement reactions. These could include:
 Reactive metals with water – displacing hydrogen

e.g., sodium + water
 Reactive metals with dilute acids – displacing

hydrogen e.g., zinc + dilute hydrochloric acid
 Metal – metal ion reactions – atoms of a more

reactive element displace ions of a less reactive metal
from solution e.g., iron + copper (II) sulphate solution
 Halogen – halide ion reactions – atoms of a more

reactive halide displace ions of a less reactive halide
from solution e.g., chloride + potassium bromide
Listen students
Page 26
Chemistry: Grade 10

solution. responses and give
feedback
single displacement reaction. Observe students
activities and give
feedback
 Conduct some Students could carry out some double decomposition

experiments on simple reactions and write a report
Listen students
displacement reactions
responses and give
in groups
feedback
Students should discuss in group on double
decomposition reactions and give same examples.
 Define double
decomposition  Double displacement reaction These could include:
reaction and give
 Reactions to precipitate silver halides
examples
 Reactions to precipitate lead halides
 Reactions to precipitate barium sulphate
Students should discuss the general features of a Observe students

double decomposition reaction. activities and give
feedback
 Conduct some Students could carry out some double displacement
experiments on double reactions
displacement reactions
in group
Check on a same
exercises and give
Page 27
Chemistry: Grade 10

feedback
 Explain the conventions
1.3 Chemical equations Students should be requested to apply the following steps
used to write chemical
equation to write an equation:
(3 periods)
1.Write a word equation
 Writing chemical equation
2.Substitute the words by symbols and formulas
Check on a same
3.Balance the equation so that there are equal numbers of
exercises and give
atoms of each type of element on each side of the equation
feedback
 Balance chemical
equations using: Students should be asked to balance an equation:
- inspection method •by inspection method
- the Least Common •by the least common multiple method
Multiple (LCM) method
•Balancing chemical equation •by algebraic method
-algebraic method
Listen students
responses and give
feedback
 Define redox reactions Students should describe that a redox reaction is a reaction
1.4 Oxidation and reduction
 Define the terms that involves transfer of electrons.
oxidation and reduction reactions (5 periods)
in terms of electron Students should explain that the term redox’ is used to
transfer  Oxidation describe oxidation and reduction reactions and that these Check on a sample
 Reduction reactions occur simultaneously.
exercises and give
Students should be asked to define oxidation as a loss of feedback
electrons and reduction as a gain of electrons.
They should identify in a redox reaction:

Listen students
 the oxidised species loses one or more electrons responses and give
 Define oxidation number  the reduced species gains one or more electrons
Page 28
Chemistry: Grade 10

(oxidation state) feedback
Students should describe the oxidation number or
 State oxidation number oxidation state:
rules. Listen students
 is the charge that the atom carries in its compounds
responses and give
 refers to a single atom of the element
 has both sign and numerical value feedback
Check on a sample
 Determine the oxidation exercises and give
Students should be asked to state oxidation number rules.
number of an element in
feedback
a given formula
Students should be requested to deduce the oxidation

 Determine the oxidation  oxidation number number of elements in compounds from their formulas
number of an element in
a given formula Students should do simple examples e.g. MgCl2
 oxidation state of Mg = +2
 oxidation state of Cl = -1
And more complex examples where an atom is part of an
2-
ion e.g. SO4
 oxidation state of O = -2
 total oxidation state of O=4 x -2 = -8
 overall charge on the ion = -2
 oxidation state of S = -2 – (-8) = +6
Students should differentiate that an oxidising agent is one
which brings about oxidation but is itself reduced. Check on a sample
exercises and give
feedback
 analyse the oxidizing and

reducing agents Students should be asked to give examples of oxidising
Page 29
Chemistry: Grade 10

agents which they may have already met in chemical
reactions such as:
 Oxidizing and reducing agents.
 chlorine
 potassium manganate(VII)
 potassium chromate(VI)
 potassium dichromate (VI) Check on a sample
 sodium chlorate(V) exercises and give
 Balance the given  manganese(IV) oxide feedback
chemical reaction
using oxidation
number change Students should be asked to balance a given chemical
reactions using oxidation number change method that
method
includes the following examples: -
 Balance redox reactions using
oxidation number change
 Sodium + chlorine = sodium chloride
method
 Carbon + oxygen = carbon dioxide
 Copper + oxygen = copper (II) oxide
 Iron + sulphur = iron sulphide Observe students

activities and give
 Hydrogen + oxygen = water feedback
 Solve molecular mass
and formula mass
problems based on the 1.5. Molecular and formula
given chemical formula mass, the mole concept and Students should be requested to relate a molecular mass
of compounds chemical formula (3 periods) and formula mass chemical formula of a compound.
 molecular mass and Students should solve molecular mass and formula mass
 State the mole concept formula mass from chemical formula of the compound.
and describe using
example Students should state the mole concept and describe it
using examples.
Page 30
Chemistry: Grade 10

The student should differentiate the terms mole, molar Observe students
mass and actual mass. activities and give
 The mole concept feedback
Students describe molar mass and apply the mole
 Deduce percentage concept to determine number of moles from given mass
composition from and molar mass.
formula mass/molecular
mass of a compound Students should be requested to calculate the
percentage yield of a given compound using atomic
weight of a given element in the compound and the
 Percent composition formula mass of the compound using the equation:
A
%composition   100
B
Where A= total atomic mass of the element in the

 State empirical formula compound and
and molecular formula B= Formula mass of the compound
Students should relate empirical formula with molecular

 Chemical formulas: formula.
 Solve molecular formula Determination of
problems based on Students should be asked to carry out calculations
empirical and molecular
the given empirical involving both empirical formula and molecular formula.
formula
formula
Students should be asked to solve molecular formula
problems based on the given empirical formula
Page 31
Chemistry: Grade 10

1.6 Stoichiometry (8 periods)
1.6.1 Fundamental laws of chemical Students should be given a chance to express their
 State the law of reactions feeling about “in all types of chemical reactions mass is
conservation of mass neither created nor destroyed.
and illustrate using
examples Students should be able to quote the law of conservation Listen students
of mass: ‘Matter cannot be created nor destroyed in a responses and give
chemical reaction’ summary
Students requested to carry out an experiment to prove

the law of conservation of mass and write a report. For
 Describe the law of example, using the reaction between silver nitrate
conservation of mass solution and dilute hydrochloric acid:
using simple
experiments HCl(aq) + AgNO3(aq) → AgCl(s) + HNO3 Observe students
activities and give
 Place dilute hydrochloric acid in a conical flask to a feedback
depth of about 10ml
 Tie a thread of cotton around the top of a test tube
 Half fill the test tube with silver nitrate solution
 Place the test tube inside the conical flask so that it is
held on a slant by the thread and place a bung in the
top of the flask to hold the thread in place
 Weigh the conical flask and contents
 Tilt the flask so the silver nitrate solution pours into
the dilute hydrochloric acid and a white precipitate of
silver chloride is produced
 Reweigh the conical flask and contents
From their experiment students should show that the
mass of the products is equal to the mass of the
reactants.
 Molar ratios in balanced
Students should be asked to explain that stoichiometry is
Page 32
Chemistry: Grade 10

 Deduce mole ratios from chemical equations. the study of the different amounts of substances which
balanced chemical react to give new substances.
equations
Students should describe the significance of the different
numbers of reactant and product particles in a balanced Listen students
chemical equation. responses and give
feed back
Students should explain that a balanced chemical
equation indicates the molar quantities of reactants and
products involved in a reaction.
 Mass-mass relationships.
Students should be requested to interpret a balanced
Listen students
 Solve mass-mass chemical equation in terms of ratios of moles of the responses and give
problems based on the reactants and products. feedback
given chemical equation
Students should interpret a variety of balanced equations
in this way.
Students should be asked to use balanced chemical

equations to deduce the ratio of reacting masses and use
Check on a sample
this to calculate the actual masses.
exercises and give
For example to find the mass of AgBr produced from 1 feedback
 Define molar volume gm of KBr:
KBr(aq) + AgNO3(aq) → KNO3(aq) + AgBr(s)
 State Avogadro’s 1 mole 1 mole 1 mole 1 mole

Check on a sample
principle
119 g 170 g 101 g 188 g exercises and give
feedback
 119 g of KBr yields 188 g of AgBr
 therefore 1.00 g of KBr yields 1.00  188 = 1.58 g of
Page 33
Chemistry: Grade 10

AgBr119
Students should be asked to carry out a number of

similar calculations on reacting masses using equations
with different mole ratios.
Students should identify that one mole of gas particles

occupies a volume of 22.4 litre at standard temperature
and pressure (STP) 0 C and 101.325 Kpa. Check on a sample
 Volume-volume relationships. exercises and give
feedback
Students should describe Avogadro’s principle which
 Solve volume-volume
states that:‘equal volumes of different gases under the
problems based on the
same conditions of temperature and pressure contain
given chemical equation
equal numbers of particles;
Students should be asked to use balanced chemical

equations to deduce the ratio of reacting volumes and Listen students
use this to calculate the actual volumes. responses and give
feedback
For example, to find the volume of HCl produced from
100ml of H2:
H2(g) + Cl2(g) → 2HCl(g) Check on a sample

exercises and give
1 mole 1 mole 2 moles
feedback
22.4 L 22.4 L 44.8 L
 22.4 L of H2 yields 44.8 L of HCl

 100 ml of H2 yields 0.1  44.8 = 0.2 L = 200 ml of HCl
22.4
Page 34
Chemistry: Grade 10

Students should be requested to carry out a number of
similar calculations on reacting volumes using equations
with different mole ratios.
Students should be asked to carry out calculations

involving both mass and volume.
For example, to find the volume of CO2 produced from

 Mass - volume relationships. 0.50gm of CaCO3
CaCO3(s) → CaO(s) + CO2(g)

 Solve mass-volume
problems based on the 1 mole 1 mole 1 mole
given chemical equation Check on a sample
100 g 56 g 44 g or 22.4 L exercises and give
 100 g of CaCO3 yields 56 g of CaO feedback
 0.50 g of CaCO3 yields 0.5  56 = 0.28 g
100
 100 g of CaCO3 yields 22.4 L of CO2

 0.50 g of CaCO3 yields 0.5  22.4 = 0.112 L
100
Students should be given a chance to carry out a number

of similar calculations on reacting masses and volumes
using equations with different mole ratios.
Students should describe that in a chemical reaction

involving two reactants, the reaction will stop when all of
one reactant has been used up no matter how much of
the second reactant remains.
Students should be requested to identify that when two
Page 35
Chemistry: Grade 10

 Limiting and excess reactants. reactants are not in the mole ratio in which they react
then one will be the limiting reactant and the other will
be in excess.
 Describe limiting and Students should be asked to carry out calculations on Listen students
excess reactants responses and give
chemical reactions in which there is a limiting reactant.
For example: feedback
Zn(s) + 2HCl(aq) → ZnCl2(aq) + H2(g)

 Calculate the amount of Check on a sample
1 mole 2 moles 1 mole 1 mole
limiting and excess exercises and give
reactants of a given 5.00 g of zinc is reacted with 3.65g of HCl feedback
chemical reaction
 5.00 g of zinc is 5.00 = 0.076 mol
65.4
 Show that the amount of Check on a sample
product of a chemical  3.65gof hydrochloric acid contains 3.65/ 36.5 = exercises and give
reaction is based on the 0.1 mol. feedback
limiting reactant  The maximum amount of zinc that will react with
0.1 mol dilute hydrochloric acid is 0.050 mol
 The dilute hydrochloric acid is the limiting
reactant
 The zinc is in excess
 The amount of zinc that will remain at the end of
the reaction is 0.076 – 0.050 = 0.026 mol which
is 65.4 x 0.026 = 1.70 g
 The amount of zinc chloride formed will be 0.050
mol which is (65.4 + 2 x 35.5) x 0.05 = 6.82 g
 The amount of hydrogen gas formed will be
0.050 mol which is 22.4 x 0.050 = 1.12 L at room
temperature and standard pressure
Students should be requested to carry out a number of
similar calculations, identifying the limiting reactant and
Page 36
Chemistry: Grade 10

finding the maximum number of products that can be
formed.
Students should explain that:
 given the equation for a chemical reaction and the

quantities of reactants used, it is possible to
calculate the yield of products that should be
obtained – the theoretical yield
 not all of the reactants in a chemical reaction may go
 Theoretical, actual and to form a desired product; some may be used up in
percentage yields. unwanted side reactions. The actual amount of
product obtained is – the actual yield
 the success of a reaction can be assessed by
 Describe the terms comparing the ratio of the actual yield to the
theoretical yield, actual theoretical yield to give – the percentage yield
yield and percentage
yield Students should be requested to calculate the
percentage yield of a chemical reaction from a given data Listen students
using the equation: responses and give
feedback
Percentage yield = actual yield  100%
theoretical yield
Students should be asked to show that:
 percentage yield will be between 0 – 100%

 the higher the percentage yield the more successful
the reacting
 Calculate the percentage
yield of a chemical
reaction from given Check on a sample
information
exercises and give
Page 37
Chemistry: Grade 10

feedback
Check on a sample
exercises and give
feedback
Page 38
Chemistry: Grade 10
Unit 2: Solutions (20 periods)
Unit out comes: Students should be able to:
 List and explain the types of solutions;

 Describe the solution formation process, the rate of solution, the heat of solution & solubility;
 Describe the dependence of solubility on temperature & pressure of solution;
 Solve problems involving concentration of solutions & express the result in various units;
 Describe, using the concept of equilibrium, the behavior of ionic solutes in solutions that are unsaturated, saturated and supersaturated;
 Prepare solutions of required concentration by dissolving a solute or diluting a concentrated solution;
 Describe scientific enquiry skills along this unit: observing, classifying, comparing & contrasting, communicating, measuring, asking questions, drawing
conclusion, applying concept and problem solving.
41
Chemistry: Grade 10
Competencies Contents Suggested Activities

Students will be able to: 2. Solutions
 Define the terms 2.1 Homogeneous and • Student should describe that mixtures are divided in Listen students
mixture, homogenous to three categories: suspensions, colloids, and responses and
heterogeneous mixtures
solutions. A suspension is a dispersion of fine solid give feedback
and heterogeneous
particles in a liquid or gas, removable by filtration. It
mixtures, solute, solvent, (1 period) could also separate into its components under the
solution. influence of gravity. A mixture of sand and water is an
 distinguish between  Some basic definitions - example.
homogenous and mixture, homogeneous • Students should describe that in a solution, the
heterogeneous mixtures and heterogeneous particles of the solute are of the size of individual
 describe suspension and mixtures, solute, atoms, molecules or ions.
colloids solvent, solution • Students should identify that in a colloid the particle
 Suspension and colloids size is much larger than in a solution but not so large
that they separate on standing. Observe students
• Ask students to dissolve sand, Gentian Violet and bile activities and
in water in three different flasks. Set them aside and provide feedback
see if they become any clearer on standing for some
time. Students might need to decant them after 30
minutes. Do you see any change upon further
standing? Pass light through each mixture and see
which one scatters light without separating on
standing. What do you call this type of mixture? Listen students
• Students should conclude that both suspension and responses and
colloid are examples of heterogeneous mixtures give feedback
whereas solution is a homogeneous mixture.
• Students should identify that a solution has at least
2.2 Types of solution two pure components: solute and solvent.
Listen students
 Explain the different responses and
types of solutions. (2 periods) • Students should explain that solutions can assume
provide summary
 give examples for each the three physical states of matter and should
types of solutions describe the general characteristics of solutions
formed by various combinations of gases, liquids and
 Gaseous solutions solids.
42
Chemistry: Grade 10
Monitor the
discussion and
• Students should discuss gaseous solutions form when give summary
a gaseous solute dissolves in a gaseous solvent. They
also could give an example for such solutions. For
example, nitrogen is taken to be the solvent and all
 Liquid solutions other gases in air to be solutes. Check on a
sample exercises
• Students should identify liquid solutions can have and provide
feedback
gaseous, liquid and solid solutes but the solvent is
 Solid solutions always liquid and give examples for each.
Listen students
responses and
• Students should explain solid solutions have no give feedback
restriction on the state of the solute but the solvent
has to be solid. For example, an alloy is a solid
 present a report on how solution of two or more metals or metals and non-
metals. Guide the visit
jewelry gold is made to program and
class after a visit to • Ask students discuss how jewelry gold is made.
• Students should visit a nearby goldsmith and compile check the report
nearby goldsmith
2.3 The solution process repot in group.
 explain how the "like (5 periods)

dissolves like" rule
depends on interparticle  Liquid solutions and Listen students
interparticle forces of responses and
forces of interactions
attractions • Students should describe the factors that control the give feedback
and predict relative
solubility of substances in liquid solvents.
solubilities;
• Students could explain that in order for substances to
 The rate of dissolution be appreciably soluble in each other, they must
 define rate of possess similar intermolecular attractive forces.
dissolution;
• Students should describe that when a solute particle
 define heat of solution,  Energy changes in the is placed in solution it becomes solvated, which is
solution process surrounded by solvent molecules to which it is
43
Chemistry: Grade 10
solvation energy and - Heats of solution attracted. And when the solvent is water, the term
hydration energy. hydrated is used.
 apply the concept of - Heats of hydration of Monitor the
discussion and
heat of solution to the ionic solid in water • Students should discuss how soaps and detergents
give summary
solution of ammonium work
nitrate crystal. • Students should discuss rate of dissolution Listen students
 apply the concept of responses and
heat of solution to the • Students should describe that the heat of solution is give feedback
solution of sodium the energy absorbed or liberated when a solution is
hydroxide crystal; formed. Check on a
 explain how heat of sample exercises
• Students should identify for liquid solutions formed
solution is influenced by and give
from a solvent A and solute B, summary
the inter particle o an ideal solution results when the A-B
interaction forces. attractions are the same as the A-A and B-B
 describe the distinctions attractions and for such a solution, ∆Hsoln = 0.
among unsaturated, o When the A-B attractions are greater than
saturated and the A-A and B-B attractions, ∆Hsoln< 0 and the
supersaturated solution process is exothermic.
solutions. o When the A-B attractions are weaker than
 Prepare unsaturated and the A-A and B-B attractions, ∆Hsoln> 0 and the
saturated solutions of solution process is endothermic.
sodium sulphate • Students should identify that for solutions of solids in
 prepare supersaturated 2.3 Solubility as an liquids the lattice energy (the energy required to Check on a
solution of sodium equilibrium process separate the solute particles from a crystal) and sample exercises
thiosulphate hydration energy (or salvation energy- the energy and give feedback
 explain the equilibrium (4 periods) released when the solute particle is placed into the
nature of saturated solvent cage) must be considered.
solution  Saturated, unsaturated
 define solubility and supersaturated
 describe the factors that solution • Students should identify that solutions are mixtures
affect solubility of but not pure compounds. They can be unsaturated,
substances saturated or even supersaturated.
 investigate the effect of • Students should prepare unsaturated and saturated Observe students
temperature on  Effect of temperature on solution of sodium sulfate activities and give
solubility of sodium solubility feedback
sulphate • Students should prepare supersaturated solution of
44
Chemistry: Grade 10
 conduct an experiment sodium thiosulphate
to determine solubility of
table salt and sugar  Effect of pressure on
solubility of gases • Students should describe that a rise in temperature Listen students
increases solubility if the dissolving of additional responses and
give feedback
solute is endothermic and the solubility of gases,
almost always decreases with increasing
 state Henry's law temperature.
 use Henry's law to - Henery's Law • Students should tell that the solubility of most of solid
calculate concentration solutes increase with temperature whereas those of
of gaseous solute in a gases invariably decrease.
solution
Listen students
• Students should explain that pressure has virtually no responses and
2.4Ways of expressing give feedback
effect on the solubility of solids or liquids in liquid
concentrations of solution solvents and the solubility of gas molecules, are very
markedly affected by pressure changes.
(7 periods) Check on a
 define concentration of a sample exercises
solution  Mass percentage, ppm • Students could apply Henry’s law relates the and provide
 define mass percentage, and ppb of solute concentration of a dissolved gas, Cg, to its partial feedback
ppm and ppb of a solute  Mole fraction pressure, Pg, over the solution.
in a solution  Molarity Cg = kgPg, where kg is Henry’s law constant.
 calculate the mass  Normality
Listen students
percentage, ppm and  Molality • Students should describe the definitions of each responses and
ppb of a solute in a  Conversion of concentration units. give summary
solution from a given concentration units • Students should know that there are different ways in
information which the concentration of a solution can be Check on a
 define mole fraction described. sample exercises
 calculate mole fraction 2.5. Preparation of • Students should express the concentration of a and provide
of a solute and a solvent solutions solution using appropriate units such as: feedback
in a solution (2 periods)  Mass percentage, ppm and ppb of solute
 define molarity  Mole fraction
 prepare molar solutions  Diluting solutions  Molarity
of different substances  Normality and
 Molality
• Students should prepare 1M, 1N and 1m solution of
45
Chemistry: Grade 10
 calculatemolarityof 2.6Solution Stoichiometry available chemical in a laboratory. Observe and give
asolution from a given • They should show how to convert among the feedback
information (3 periods) different units.
 define the terms
 Mole - mass Check on a
equivalent weight, sample exercises
number of equivalents  Mole - volume • Students could explain equivalent weight, number of and provide
and normality  Mole - number of equivalents, normality and molality feedback
 prepare normal solutions particles • Students should discuss how to prepare normal Listen students
of different substances solution, molal solution and inter conversion of responses and
 calculate normality of a various concentration expressions give feedback
solution from a given
information
 define molality • Students should explain why stock solutions are
 prepare molal solutions usually in high concentrations.
2.7Describe reactions in
of different substances Listen students
calculate molality of a solution (1 period) responses and
solution from a given give feedback
information  Molecular equation • Students should show how a concentrated stock
 Inter convert various  Ionic equation solution is diluted
• Students could prepare a 100ml of 0.1 M sucrose Observe students
concentration
from 1M sucrose solution by dilution. activities and
expressions provide feedback
 explain dilution process
 calculate the volume or • Students should explain the principles of
concentration changes stoichiometry and apply in solutions processes.
during dilution of Listen students
solution responses and
• Students should explain that if a solution is diluted by give feedback
 prepare a dilute solution simply adding solvent to it, the number of particle of
from concentrated reactants remains the same when doing solution
solution stoichiometry. Listen students
 use stoichiometrically • Students should calculate amounts of reactants and responses and
equivalent molar ratios products in a reaction of pure and dissolved give feedback
to calculate amounts of substance.
reactants and products
in a reaction of pure and
dissolved substances • Students should writethe net ionic equation for a
 explain the relationship given reaction Check on a
46
Chemistry: Grade 10
between reacting ions, • Students should show how writing ionic equations, sample exercise
spectator ions, formulas for weak electrolytes are written in and give feedback
precipitation and molecular form.
solubility
 write net ionic equations
47
Chemistry: Grade 10
Unit 3: Important Inorganic Compounds (21 periods)
Unit outcomes:Students will be able to:
 Classify inorganic compounds on the basis of their composition and/ or their chemistry;
 Discuss types of oxides and their chemical properties;
 Explain the Arrhenius concepts of acids and bases;
 Mention the classification of acids and salts;
 Describe the general properties, preparation and uses of common acids, bases and salts;
 Distinguish the differences between strong and weak acids/ bases; and concentrated and dilute acids/ bases;
 Recognize the corrosive nature of acids and bases, and exercise the necessary precautions in handling and using them;
 Develop skills for identifying acidic, basic and neutral compounds;
 Demonstrate scientific inquiry skills: observing, classifying, comparing and contrasting, inferring, predicting, communicating, measuring, asking questions,
interpreting data, drawing conclusion, applying concepts, relating cause and effect and problem solving.
20
Chemistry: Grade 10

Students will be able to: 3. Important
Inorganic Compounds
3.1Introduction to
 Define inorganic Students should identify that the term ‘inorganic’ is used to describe Give exercise and
Inorganic compounds(1
compounds chemicals that are, in the main, obtained from the ground and are not check students
period)
associated with living things. These chemicals are largely, but not replay
exclusively, compounds of metals.
Listen students
Students should be asked to tell the names of inorganic compounds
response and give
with which they are already familiar. Write these on the board.
feedback
Students should identify that there are different ways of classifying
compounds on the basis of their composition and/or their chemistry.
For example, they could be classified on the basis of the metals they
contain e.g., copper compounds, or on the basis of the groups present
e.g., sulphates.
Check on a
 Classify inorganic Students should classifyinorganic compounds as oxides, acids, bases
sample exercises
compounds as oxides, and salts.
and give feedback
acids, bases and salts
 Define oxides Students should explain that oxides are formed when an element Listen students
21
Chemistry: Grade 10

 Classify oxides as acidic, 3.2. Oxides (3 periods) combines chemically with the element oxygen. They should identify responses and
basic, neutral, that oxides themselves can be divided into different groups on the give feedback
amphoteric and basis of their chemical behaviour and, in the case of peroxides, their
peroxides structure.
 Define acidic oxides
 Give examples of acidic Students should discuss that most non-metals form oxides which
oxides exhibit acidic properties. They dissolve in water to give acidic
 Explain the chemical
solutions; they react with bases and basic oxides.
properties of acidic
oxides Observe students
 Acidic oxides Students could burn a small amount of sulphur or carbon on a
activities and give
deflagrating spoon in a gas jar of oxygen. If water is added to the
summary
gaseous product, followed by a few drops of universal indicator, the
solution is red (in the case of sulphur) or yellow-orange (in the case of
carbon) indicating it is acidic.
S(s) + O2(g) → SO2(g)
 Define basic oxides SO2(g) + H2O(l) → H2SO3(aq)

 Give examples of basic
oxides H2SO3(aq) ⇌ 2H+(aq) + SO32-(aq)
 Describe the chemical
properties of basic Students should describe that most metals form oxides which exhibit
oxides basic properties and dissolve in water to give alkaline solutions. They
react with acids and acidic oxides.
Students could burn a small amount magnesium or calcium on a Observe students

deflagrating spoon in a gas jar of oxygen. If water is added to the ash activities and give
 Basic oxides
followed by a few drops of universal indicator, the solution is blue- summary
purple indicating it is alkaline.
 Differentiate basic 2Mg(s) + O2(g) → 2MgO(s)

oxides from acidic oxides
by conducting
22
Chemistry: Grade 10

experiments MgO(s) + H2O(l) → Mg(OH)2(aq)
 Compare and contrast
acidic and basic oxides Mg(OH)2(aq) ⇌ Mg2+(aq) + 2OH-(aq)
Students should identify that acidic and basic oxides can be Check on a
distinguished by their chemical properties. In addition to their effects sample exercises
on indicators acidic oxides react with bases while basic oxides react and give feedback
 Define amphoteric
oxides with acids.
Students should be asked to identify that acids and bases are chemical
amphoteric oxides
 Discuss the chemical opposites and react together in neutralisation reactions. Explain that:
properties of amphoteric
oxides  non-metallic oxides are acidic because they will react with bases
 Explain the salt forming  metallic oxides are basic because they react with acids
nature of acidic oxide,
basic oxide and Observe and give
Students could be asked to investigate the chemical reactions of
amphoteric oxide summary
aluminium oxide.
Students should react aluminium oxide with a dilute acid, such as

 Define neutral oxides
hydrochloric acid.
 Give examples of neutral
oxides
Al2O3(s) + 6H+(aq)  2Al3+(aq) + 3H2O(l)
 Amphoteric oxides
Students should then react Al2O3 with sodium hydroxide solution.
 Define peroxides Al2O3(s) + 2OH-(aq) + 3H2O(l)  2Al(OH)4-aq)

peroxides Students should explain the amphoteric behaviour of Al2O3. It reacts Listen students
 Discuss the chemical both with an acid and a base, hence the name amphoteric oxide. responses and
properties of peroxides give feedback
Students should identify that oxides and hydroxides which react with
both bases and with acids are described as amphoteric oxides.
23
Chemistry: Grade 10

Students could be asked to investigate the amphoteric properties of
zinc oxide and of lead oxide.
Students should explain that a small number of oxides react neither

with acids nor with bases. In other words, they don’t show basic or
acid properties but are neutral, and therefore described as neutral
 Differentiate peroxides
from other oxides by oxides. Students should recall carbon monoxide and nitrogen
conducting an  Neutral oxides monoxide as examples of neutral oxides.
experiment
Students should identify that a small number of oxides exist in which

two oxygen atoms are linked together as –O-O- and that this structure
is called a peroxide.
Students should demonstrate sodium burning in sufficient oxygen to Observe students

 Peroxides form sodium peroxide. activities and give
summary
2Na(s) + O2(g) → Na2O2(s)
Students should explain that peroxides are powerful oxidising agents

and react with the loss of oxygen. There are many organic peroxides
which are important activators in polymerisation reactions.
Students should be asked to describe the chemistry of hydrogen

peroxide, which has the peroxide structure H-O-O-H. Listen students
responses and
Students should be encouraged to show the effect of adding hydrogen give summary
peroxide to a coloured dye. The dye is oxidised and the molecule
responsible for the colour is destroyed. Observe students
actives and give
24
Chemistry: Grade 10

feedback
3.3. Acids (6 periods)
 Define acids in terms of  Definitions of acids Students should be asked to describe the simple definition of an acid Listen students
the concepts of as a substance that releases hydrogen ions or protons, H+, when in responses and
Arrhenius solution. Ask students to give some examples of common acids. give summary
 Give examples of acids Students should identify that this definition of an acid, first proposed
based on Arrhenius
by Arrhenius, is limited to the chemistry in aqueous solutions.
Demonstrate what happens when ammonia solution and hydrochloric Observe students
acid are brought together and ask students to consider the reaction activities and give
that takes place: feedback
NH3(g) + HCl(g) ⇌ NH4Cl(s)
The hydrogen chloride provides a hydrogen ion or proton but this is

not released into aqueous solution since the reaction is carried out
between gases.
Check on a
Students should identify that acids can be classified according to the
sample exercises
number of hydrogen ions or protons that can be released. They should
and give feedback
compare hydrochloric acid with sulphuric acid:
HCl(aq) ⇌ H+(aq) + Cl-(aq)
H2SO4(aq) ⇌ 2H+(aq)+ SO42-(aq)

 Categorize acids as  Classification of acids Check on a
25
Chemistry: Grade 10

monoprotic and poly Based on the number Students should be asked to differentiate the term ‘monoprotic’ to sample exercises
protic based on the of ionizable hydrogen describe hydrochloric acid since it has only one replaceable hydrogen and give feedback
number of atom, and ‘diprotic’ (or polyprotic) to describe sulphuric acid since it
ionizable(replaceable)  Classification of acids has two (more than one) replaceable hydrogen atoms.
hydrogen atom Based on the number
of elements in which it Students should explain that acids can be classified as binary or
 Group acids as binary is composed tertiary depending on the number of elements, they contain e.g.,
and ternary based on
the number of elements, hydrochloric acid is a binary acid while sulphuric acid is a ternary acid.
they contain
Students should be asked to perform practical activities that show the

 Explain the general acids properties of acids including: Observe students
properties of acids activities and give
 Effect on common indicators such as litmus, phenolphthalein, feedback
methyl red, universal indicator and locally available indicators
(e.g. flowers extracts)
 Reaction with more reactive metals
 Reaction with carbonate and hydrogencarbonates
 Reaction with sulphites
 Neutralisation reactions with bases/alkalis
Check on a
Students should identify that some substances completely dissociate sample exercises
when in aqueous solution. Acids like hydrochloric acid the dissociation and give feedback
 Strengths of
 Define strong and weak is almost complete:
acids(Strong and weak
acids acids) HCl → H+ + Cl-
 Differentiate between
Hydrochloric acid is described as a strong acid because it is almost
strong and weak acids
fully dissociated.
 Define concentrated and
Acids like ethanoic acid only a small proportion of molecules
dilute acids
 Concentrated and
26
Chemistry: Grade 10

 Describe the conceptual diluted acids dissociate:
difference between
strong and concentrated CH3COOH ⇌ CH3COO- + H+
acids
Ethanoic acid is described as a weak acid because it is only partially
 Explain the conceptual dissociated.
difference between
weak and dilute acids Students should identify that whether an acid is described as strong or
weak depends upon the degree which it dissociates and has nothing to
do with its concentration.
Check on a
sample exercises
The concentration of an acid is a measure of the number of moles of
and give feedback
the acid dissolved in 1 litter and is therefore expressed in mol dm-3.
 Precautions in Both a strong acid and a weak acid may be concentrated or dilute
 Apply the necessary handling acids depending on the number of moles of acid present. Observe students
precautions while activities and give
working with acids Students should demonstrate the corrosive nature of strong acids and
feedback
some weak acids such as ethanoic acid. Precautions should be taken
when handling acids including:
 Wearing eye protection

 Wiping spillages straight away
 pH  Diluting any acid that gets onto clothes
 the relationship  Using a bellows to pipette acid
 Define pH
between pH and
 Describe the pH scale
concentration Students should identify that thepH is negative logarithm of hydrogen
 Identify a given pH- Observe students
labelled solution as (H+) ion concentration. activities and give
acidic, basic or neutral feedback
Students should demonstrate that the pH scale is used to measure
 Perform activities to
determine the pH of acidity and alkalinity. It runs from 0 to 14 and that pH 7 is neutral. The
27
Chemistry: Grade 10

some common smaller the pH value the more acidic; the larger the pH value to more
substances using alkaline.
universal indicators or
pH meter Students should identify the pH of locally available substances using
 Calculate the pH of a universal indictor, red and blue litmus paper and a pH meter if Listen students
given acidic solution available. responses and
 Calculate the give feedback
concentration of Students should describe that the pH of an acid is a measure of the
hydrogen ion from the concentration of hydrogen ions which is related to its concentration
given information
and strength Check on a
+
Students should give the mathematical definition of pH = - log10[H ]. sample exercises
They should identify that pH is a logarithmic scale thus the hydrogen and give feedback
ion concentration of an acid of pH 3 is ten times that of an acid of pH
4.
Check on a
Students should be able to: sample exercises
 Calculate the pH of an acid given its concentration and assuming and give feedback
complete dissociation
 Calculate the hydrogen ion concentration of a solution from its pH
value Observe students
 Perform activities to activities and give
investigate some Students should be asked to conduct an investigation into the physical feedback
physical properties of properties of acids. These could include:
acids
 Effect on acid-alkali indicators
 Measuring conductivity
 Measuring relative density
Observe students
 Do activities to Students should be asked to conduct an investigation into the activities and give
investigate some chemical properties of acids. These could include: feedback
chemical properties of
28
Chemistry: Grade 10

acids  Reaction with a metal e.g., magnesium, zinc, iron
 Reaction with metal carbonates and hydrogen carbonates
 Reaction with metal oxides and hydroxides
 Discuss the direct
combination of Check on a
Students should be asked differentiatemethods that used to prepare
elements, the reaction sample exercises
of acidic oxides with acids. These could include:
and give feedback
water and formation of
 The direct synthesis of hydrogen chloride gas by burning hydrogen
volatile acids from non -
in chlorine and the subsequent addition of water to form
volatile acids as the
hydrochloric acid, HCl(aq).
three methods of
preparation of acids  The reaction of sulphur dioxide gas with water to form sulphurous
acid, H2SO3(aq).
 Carry out simple  The reaction of concentrated sulphuric acid, H2SO4 , with sodium
experiment to prepare nitrate to form nitric acid, HNO3 Observe students
acids in laboratory Students should be requested to show the preparation of chlorous activities and give
 Preparation of acids acid from barium chlorite and sulphuric acid in the laboratory.
Common uses of HCl, feedback
HNO3, H2SO4
Check on a
sample exercises
Students should identify the three common acids used in the
and give feedback
laboratory and give some uses of each:
 Hydrochloric acid – present in the stomach and needed for

 Describe the uses of the digestion; manufacture of aniline dyes; pickling iron to clean it
three common before galvanising and tin plating
laboratory acids.  Nitric acid – manufacture of explosives, manufacture of nitrate
fertilisers
 Sulphuric acid – present in car batteries, used to make a variety of
other chemicals and products including phosphate fertilisers,
detergents, paints and pigments
29
Chemistry: Grade 10

3.4. Bases (6 periods)
 Define bases in terms of  Definition of bases  Students should define a base as a substance which dissociates in Listen students
the concepts of aqueous solution to release hydroxide ions, OH-. responses and
Arrhenius  e.g. Sodium hydroxide is a base by this definition because it give feedback
releases OH- in aqueous solution.
Students should identify that an alkali is a base which is soluble in
 Give examples of bases water.
based on Arrhenius
Students should be requested to describe the properties of
 General properties of alkalis/bases including:
bases
 Discuss the general
 Effect on common indicators such as litmus, phenolphthalein,
properties of bases
methyl red and universal indicators
 Neutralisation reactions with acids
Students should identify substances that dissociate in water
Listen students
completely like sodium hydroxide are alkaline:
responses and
NaOH → Na+ + OH- give feedback
 Strength of bases Sodium hydroxide is described as a strong alkali because it is fully

(Strong and weak
 Define strong and weak dissociated.
bases)
bases
Students should be requested to describe an alkali is described as
strong or weak depends upon the degree which it dissociates and has
nothing to do with its concentration.
strong and weak alkalis
 Concentrated and
(soluble bases) The concentration of an alkali is a measure of the number of moles of
dilute bases
the alkali dissolved in 1 litre and is therefore expressed in mol liter-1.
Listen students
 Define concentrated and Students should describe both a strong alkali and a weak alkali may be
responses and
dilute alkalis concentrated or dilute depending on the number of moles present.
30
Chemistry: Grade 10

concentrated and dilute Students should identify the corrosive nature of strong alkalis and give feedback
alkalis (soluble bases) some weak alkalis such as ammonia solution. Precautions should be
 Use the necessary  Precautions in taken when handling alkalis including: Check on a
precautions while handling bases sample exercises
working with bases  Wearing eye protection and give feedback
 Wiping spillages straight away
 Diluting any alkali that gets onto clothes
 Using a bellows to pipette alkali
Students should describe POH is a measure of the concentration of

hydroxide ions in an acidic or a basic solution.
Listen students
 Define pOH responses and
 POH Students should identify that the pOH scale is used to measure
alkalinity or acidity and be given the mathematical definition of pOH = give feedback
- Relationship
 Show the mathematical between pH and - log10[OH-].
relationship between pH pOH
and pOH Students should show that pH and pOH are related mathematically as:
 Calculate the pOH of a
given basic solution pH + pOH = 14
Check on a
 Calculate the sample exercises
concentration of Students could attempt to derive this using the ionic product of water,
Kw, as follows: and give feedback
hydroxide ion from the
given information
In a neutral substance such as distilled water:
Kw = [H+][OH-] = 10-14
-log10{[H+][OH-]} = log1010-14
{-log10[H+]} + {– log10[OH-]} = 14
pH + pOH = 14
Students could be asked to determine the pOH values of concentrated
31
Chemistry: Grade 10

and dilute, weak and strong bases.
Students should be asked to:

 Carry out activities to
investigate some  Calculate the pOH of an alkali given its concentration and Check on a
chemical properties of assuming complete dissociation sample exercises
bases  Calculate the hydroxide ion concentration of a solution from its and give feedback
pOH value
 Discuss the reaction of  Identify bases in their surroundings
active metals with
water, the reaction of
basic oxides with water
and double
displacement reactions Students should discuss different methods used to prepare bases.
as the three methods of These could include:
preparation of bases
 The reaction of a reactive metal from Group 1 or Group 2 with
water to form the hydroxide.
 The reaction of a Group 1 or Group 2 metal oxides with water to Listen students
form the hydroxide. responses and
 Double displacement reactions in which the products of the provide summary
reaction are a soluble base and an insoluble salt e.g.
K2SO4(aq) + Ba (OH)2 (aq) → 2 KOH (aq) + BaSO4(s)
 Preparation of bases
 Carry out simple
experiments to prepare
bases in laboratory Students could prepare the hydroxides of lithium and/or calcium by
reacting the metal directly with water.
 Explain the uses of the Students could prepare magnesium and/or calcium hydroxide by
two common laboratory  Common uses of reacting the metal oxide with water.
bases NaOH and Ca(OH)2
Observe students
Students could prepare NaOH or KOH by reaction of a solution of Na
activities and give
or K metal sulphate with barium hydroxide solution.
32
Chemistry: Grade 10

feedback
Students should be asked to identify the two common alkalis used in

the laboratory and give some uses of each:
 Sodium hydroxide – soap, degreasers, various chemicals

 Calcium hydroxide – lime water test for carbon dioxide, slaked
lime for reducing pH of soil
3.5. Salts (5 periods)
 Define salts Students should be requested to explain that a salt is produced when Listen students
an acid is neutralised by a base: responses and
give feedback
 Give examples of salts acid + base = salt + water
Students should be requested tolist some common salts. They could

be able to suggest a possible combination of acid and base to prepare
each salt e.g. copper (II) sulphate: sulphuric acid and copper (II) oxide.
Students should discuss that salts can be classified in three groups:

 Classify salts as acidic  Classification Monitor the
and normal salts - Acidic salts
 Acidic salts – are salts in which not all of the hydrogen ions in an discussion and
acid have been replaced e.g., sodium hydrogensulphate, NaHSO4. give summary
Students should understand that when made into an aqueous
- Normal salts solution it releases the ions Na+, H+, SO42-. It releases hydrogen
ions hence it is acidic.
- Basic salts
 Normal salts – are salts in which all of the hydrogen ions in an acid
have been replaced e.g. sodium sulphate, Na2SO4.
 Basic salts- are salts that contain ionizable hydroxide ions e.g Basic
 discuss the direct zinc chloride, Zn(OH)C1
combination of  Preparation of salts
elements, the reaction Students should be asked to show different methods of preparing
33
Chemistry: Grade 10

of acids with bases, salts. These could include:
neutralization and the
reaction between acids  Metal + acid e.g. calcium, magnesium, aluminium, zinc, iron + Observe students
and metals as the dilute hydrochloric/nitric/sulphuric acid activities and give
methods of salt Students should identify that metals which are higher in the reactivity feedback
preparation series (above calcium) are too vigorous for this method while metals
below iron are either too slow or do not react at all.
Students should be asked to identify that calcium sulphate is only

sparingly soluble so in a reaction with dilute sulphuric acid, calcium
Check on a
tends to become coated with calcium sulphate which inhibits the
sample exercises
reaction from proceeding
and give feedback
 Metal oxide + acid e.g. transition metal oxides + dilute
hydrochloric/nitric/sulphuric acid
 Metal hydroxide + acid e.g. Group 1 metal hydroxides + dilute
hydrochloric/nitric/sulphuric acid
 Metal carbonate + acid e.g. any metal carbonate+dilute
hydrochloric/nitric/sulphuricacid
 Double decomposition reactions in which two soluble reactants
form soluble and an insoluble product which are easily separated
e.g., lead nitrate(aq) + sodium iodide solution(aq) = lead iodide(s)
+ sodium nitrate(aq)
 Carry out simple  Some important salts
experiment to prepare a and their uses
salt by neutralization. Students should identify that not every method can be used to make
 List some important salts every salt.
 Explain the uses of some
important salts Students should prepare NaCl from NaOH and HCl and obtain it by
evaporation. Observe and give
feedback
 Discuss the properties of Students should be asked to describe the uses of some salts. These
salts
34
Chemistry: Grade 10

 Properties of salts could include: Listen students
responses and
 Sodium chloride – preparation and preservation of food; raw give feedback
material for the manufacture of sodium hydroxide and chlorine
 Ammonium nitrate – nitrogenous fertiliser
 Copper (II) sulphate – Bordeaux mixture and other fungicides
 Iron (III) chloride – etching printed circuits
 Potassium nitrate – explosives and fertilisers
 Explain the chemical tests Students should demonstrate the solubility of some salts. They could Observe and give
of some salts by
use their results to derive some simple rules about solubility. feedback
conducting activities  Chemical tests of
salts Students could be asked to demonstrate the properties of salts which
are:
 Hygroscopic – absorb water from the atmosphere but remain solid

 Deliquescent – absorb so much water from the atmosphere that
they form solutions
 Efflorescent – lose water to the atmosphere
Students could demonstrate that when salts dissolve in water they
release ions therefore the solutions conduct electricity.
Students could conduct simple tests to detect the presence of specific

ions in solution. These could include: Observe students
activities and give
 Flame tests – lithium, sodium, potassium, calcium, strontium,
feedback
barium
 Ammonia solution – copper(II)
 Sodium hydroxide – iron(II) and iron(III)
 Silver nitrate solution – halides
 Barium nitrate/chloride solution – sulphates
 Dilute acid – carbonates and hydrogencarbonates
 Brown ring test – nitrates
35
Chemistry: Grade 10
Unit 4: Energy changes in Chemical Reactions (19 periods)
 Describe energy changes in chemical reactions.

 Describe how a chemical reaction produces electric current and how electricity brings about a chemical reaction in electrochemical cells.
 Distinguish the difference between metallic conduction and electrolytic conduction;
 Develop skills in writing the oxidation half-reaction, reduction half-reaction and cell reaction for the electrolysis of molten electrolytes that occur in
electrolytic cells;
 List and describe the three types of Voltaic cells;
 Identify the difference between electrolytic cells and voltaic cells;
20
Chemistry: Grade 10

4. Energy changes in
chemical reactions
4.1 Introduction
 Describe energy changes (4 periods) Students should explain that changes in energy take place during Listen students
in chemical reactions a chemical reaction. responses and
provide feedback
Students should describe enthalpy is a measure of the internal
energy of a substance. It is represented by the symbol H. The
energy change that takes place during a chemical reaction are
the result of enthalpy.
 Define endothermic
reaction
 Describe endothermic  Endothermic reaction Listen students
reaction Students should explain that in an endothermic reaction:
responses and give
 Heat is taken in from the surroundings feedback
 The internal energy of the reactants is less than the internal
energy of the products
 There is a rise in enthalpy therefore the value of ΔH is positive
change in enthalpy and is represented as ΔH.
 Define exothermic
reaction  Exothermic reaction
 Describe exothermic Students should describe as an exothermic reaction:
Listen students
reaction
 Heat is given out to the surroundings responses and give
 The internal energy of the reactants is more than the internal feedback
energy of the products
 There is a fall in enthalpy therefore the value of ΔH is negative Check on a sample
Students should identify that most of the reactions they will see exercises and give
and carry out in the laboratory will be exothermic. feedback
21
Chemistry: Grade 10
 Elucidate endothermic  Energy diagrams for Students should be requested to draw energy diagrams to Observe students
and exothermic reactions endothermic and represent exothermic and endothermic reactions. These have the activities and give
using diagrams exothermic reactions general form: feedback
Hr> HP H is negative

(H < 0)
Hr - heat content of reactants
HP - heat content of products
22
Chemistry: Grade 10
HP> HrH is positive (H > O)

Do simple experiment to
demonstrate exothermic and
endothermic reactions Observe students
Students should be asked to carry out some exothermic and
activity and give
endothermic reactions to identify heat is given out or taken in
feedback
either by direct observation or by measuring temperature
rise/fall with a thermometer. These could include:
Exothermic
 Burning gas
 Adding water to anhydrous copper (II) sulphate
 Adding a few drops of concentrated sulphuric acid to water
 Mixing dilute hydrochloric acid and sodium hydroxide solution
Endothermic
 Adding solid ammonium nitrate to water Monitor the

 Adding solid potassium nitrate to water discussion and give
23
Chemistry: Grade 10

Discuss the importance of Importance of chemical feedback
chemical changes in the changes Students should discuss about the importance of the energy
production of new released in some exothermic reactions. These should include:
substances and energy
 Combustion of fuels
4.2 Energy changes in  Oxidation of glucose during cell respiration
electrochemistry (8 periods
• Electrochemistry Students should describe that electrochemistry is concerned with Listen students
 Describe electrochemistry bringing about chemical change using an electric current or responses and give
Electrical conductivity
generating electrical energy from chemical reactions. feedback
 Define electrical  Metallic conductivity

conductivity
 Explain metallic Students should explain that both metals and aqueous electrolytic
conductivity solutions conduct electricity but that the process is different in each
case.
 Explain electrolytic Students should describe that in metallic conductivity:

conductivity
 Differentiate between  Metallic structure can be described as matrix of positive ions in a
metallic conduction and sea of mobile electrons
electrolytic conduction  Metals contain delocalised valence electrons which are able to
 Electrolytic conductivity
 Distinguish between strong move
and weak electrolytes Observe students
 Electric charge is carried by electrons
 use conductivity apparatus Students should check the ability of different materials to conduct activities and give
to test conductivity of feedback
electricity.
substances
 Define the term Students could be requested to relate the ability of graphite, a non-
electrolysis
metal, to conduct electricity to the delocalised electrons contained
 Define the terms electrode,
anode cathode, electrolyte, within its layered structure.
anion, and cation
24
Chemistry: Grade 10

4.3. Electrolysis (3 periods) Students should describe that in electrolytic conductivity:
 Electrolytic cell  The electrolyte contains ions Listen students

 Electrolysis of molten  The ions are able to move in the solution responses and give
electrolytes  Electric charge is carried by ions feedback
Students should explain that ionic compounds are composed of ions
but their ions are not mobile when the compound exists as a solid –
and this is why ionic solids do not conduct an electric current.
Students should identify the ability of different soluble compounds

to conduct electricity. These could include: Check on a sample
exercises and give
 Ionic compounds such as salt feedback
Organic compounds such as glucose and sucrose
Observe students
This could be asked to do simple experiments using a simple circuit activities and give
composed of three cells and a lamp.
 Describe electrolytic cell feedback
Students should define that electrolysis is the process of bringing
Listen students
about chemical change using an electric current. They should
responses and give
describe terminologies such as:
feedback
 Anode
 Anions
 Cathode
 Cations
 Electrolyte
Students should provide schematic representation of electrolytic

cells and label their components
Observe students
activities and give
25
Chemistry: Grade 10

feedback
 Draw labelled diagram of

an electrolytic cell
Students should explain that the ability of an electrolyte to conduct Listen students
an electric current is determined by the concentration of ions. responses and give
feedback
 Define the terms’ half-  Strong electrolyte – high concentration of ions e.g. very soluble
reaction and cell reaction ionic compound
 Weak electrolyte – low concentration of ions e.g. sparingly
soluble ionic compound Observe students
activities and give
feedback
Students should be asked to draw an electrolytic cell and label:
 Power source (must be d.c.)

 Electrolyte
 Anode
 Cathode
Monitor the
26
Chemistry: Grade 10

 Write the oxidation half- discussion and give
reaction, reduction half feedback
reaction and cell reaction Students should discuss that during electrolysis:
for the electrolysis of
molten or fused  Negatively charged ions or anions are attracted to the positive
electrolytes electrode or anode
 The anions lose electrons to form atoms (that combine to form
molecules)
 The anions are therefore oxidised
 Perform an activity to
 The reaction at the anode can be shown by a half equation
show electrolysis of
 Positively charged ions or cations are attracted to the negative
molten electrolytes
electrode or cathode
 The cations gain electrons to form atoms
 The cations are therefore reduced Observe students
 The reaction at the cathode can be shown by a half equation activities and give
feedback
Students should be requested to conduct the electrolysis of molten
lead bromide using graphite electrodes.
Students could:
 Observe bromine given off at the anode

 Write a half equation for the reaction at the anode
- -
2Br → Br2 + 2e
 Identify the reaction at the anode as an oxidation reaction

because it involves the loss of electrons
 Observe lead produced at the cathode
 Write a half equation for the reaction at the cathode
2+ -
Pb + 2e → Pb
Listen students
 Identify the reaction at the cathode as a reduction reaction responses and give
because it involves the gain of electrons feedback
Students should be requested to consolidate their understanding of
the term’s oxidation and reduction in terms of electron loss and
27
Chemistry: Grade 10

gain. They should identify that equal number of electrons are lost at
the anode and gained at the cathode, and since electrolysis overall is
4.4 Electrochemical cells a redox reaction and oxidation or reduction cannot occur in isolation
(4 period) – if something is oxidised something else must be reduced.
Galvanic cells (voltaic cells) Observe students’

• Construct a simple
performance and
cell using strips of Primary cells and secondary
give feedback
zinc, copper, ZnSO4 cells
• Students should make a simple cell by inserting pieces
and CuSO4
of different metals into a lemon or lime. This could be
solutions
extended by investigating which metals give the
• mention different Listen students’
greatest voltage and which the least they related to responses and give
types of voltaic cells
the reactivity series summary
• Describe how
• Students should explain that early cells consisted of
voltaic cells can be
metal rods suspended in electrolyte solutions. They
used to make
are sometimes referred to as wet cells. Student could
commercially useful
research to find out more about:
batteries
• Distinguish - The wet Leclanché cell
between voltaic cell - The Daniell cell Students could discuss the Check students’
and an electrolytic practical problems of using wet cells and why performance and
cell dry cells were developed give feedback
• Describe voltaic
cell  Students should draw and label the structure of a dry
Leclanché cell
 Students should identify that in a dry cell:
• Oxidation occurs at the negative electrode
(zinc) with the reaction Zn(s) → Zn2+ + 2e-
• Reduction occurs at the positive electrode
(carbon) with the reaction 2 2NH4 + (aq) +
2MnO2 + 2e- → Mn2O3(s) + 2NH3(aq) + H2O(l) Check students’
When the cell is connected in a circuit responses and give
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Chemistry: Grade 10

electron are pumped from the negative summary
electrode to the positive electrode
 Students should explain the terms ‘conventional current’
and ‘actual current’ and the reason for them
 Students should identify that dry cells are described as
primary cells because they cannot be recharged. Once the
chemicals in the cell are exhausted no electricity flows and
the cells are replaced
 Students should compare this with a secondary cell which
can be recharged when it becomes exhausted. They also
identify that a car battery can be used as an example of a
secondary cell.
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Chemistry: Grade 10
Unit 5: Metals and non-metals (13 periods)

 Explain the renewable and non-renewable natural resources and appreciate their importance in industry as raw materials;
 Describe the extraction, chemical properties and uses of aluminium, iron, copper, nitrogen, phosphorus, oxygen, sulphur, and chlorine;
 Describe the production and chemical properties of nitrogen, phosphorus, oxygen, sulphur and chlorine;
 Demonstrate scientific inquiry skills: observing, classifying, communicating, and asking questions, applying concepts and problem solving.
6
Chemistry: Grade 10
Competencies Contents Suggested Activities Assessments

Students will be able to: 5. Metals and non-metals
5.1 Introduction (1 period)
 Definition of natural
 Define natural resources resources Students should describe that natural resources are Listen students
 List natural resources  Classification of natural materials that are available on Earth for people to use. responses and give
resources feedback
Students should make a list of natural resources. This
could include:
 Stone, metal ores, soil, wood, air, food crops, crude

oil, natural gas, coal, fibres (e.g. wool and cotton)
Students should discuss that natural resources provide

Monitor the
 Importance of natural many important raw materials which are the starting
discussion and
resources for industry materials for industrial processes.
summarize
5.2 Production of some

important metals and
non-metals (12 periods) Monitor the
discussion and
 Outline the extraction Students should discuss about the extraction of
7
Chemistry: Grade 10

of aluminium by the Aluminium aluminium. This should include: summarize
Hall process
 The main ore of aluminium is bauxite (Al2O3)
 Aluminium is a reactive metal and cannot be extracted
- Extraction simply by heating the bauxite
 Aluminium is extracted by electrolysis using the Hall
cell
 Bauxite is first purified and converted to alumina
Al(OH)3 and then decomposing the alumina back to
aluminium oxide
 Alumina is dissolved in molten cryolite in the
electrolytic cell: the reactions at the graphite
electrodes are:
Anode: 6O2- → 3O2 + 12e-
Cathode: 4Al3+ + 12e- → 4Al
 Under the conditions in the cell the anode is gradually

 Describe the main
oxidised to carbon dioxide and must be replaced
physical and chemical
periodically
properties of aluminium
 Molten aluminium is siphoned off or tapped off from
the bottom of the cell
Students should describe the physical properties of Listen students

aluminium responses and give
summary
Students should describe the chemical properties of
- chemical properties aluminium. These should include:
 Aluminium is a reactive metal and rapidly reacts with

oxygen from the air to form a layer of aluminium
oxide. This layer of aluminium oxide inhibits the
reaction of aluminium thus aluminium sometimes
appears less reactive that its position in the reactivity
series would suggest. This can be removed with
8
Chemistry: Grade 10

mercury(II) chloride solution. Freshly exposed
aluminium reacts rapidly with oxygen from the air to
form aluminium oxide.
4Al(s) + 3O2(g) → 2Al2O3(s)
 Aluminium reacts with dilute acids to form salts e.g.

2Al(s) + 3H2SO4(aq) → Al2(SO4)3(aq) + 3H2(g)
 Aluminium burns in chlorine gas to form aluminium

chloride.
2Al(s) + 3Cl2(g) → 2AlCl3(s)
 Aluminium reacts with sodium hydroxide solution

2Al(s) + 2NaOH(aq) + 6H2O(l) → 2NaAl(OH)4(aq) +
3H2(g)
Students should give examples of aluminium made

 Describe the uses of
- Uses materials in their surroundings
aluminium
Students should discuss about the uses of aluminium. Monitor the
These should include discussion and
summarize
 The manufacture of light alloys e.g. duralumin
 The construction of air crafts , ships and cars
 The manufacture of household utensils
 Window frames and roofing sheets
 Packing material the food industry
Students discuss in group about the extraction of iron. Monitor the

 Iron This should include: discussion
- Extraction
 Outline the extraction of
 The main ores of iron are haematite (Fe2O3) and observe students’
iron by the blast furnace
magnetite (Fe3O4) participation in the
 Iron is less reactive than aluminium and can be
9
Chemistry: Grade 10

extracted by heating the ore with a reducing agent. group activities and
 Iron is extracted in a blast furnace. A mixture of iron provide feedback
ore, coke and limestone are heated together and air
is blown through them
 Coke is essentially carbon and is oxidised to carbon
dioxide. The carbon dioxide then reacts with excess
carbon and is reduced to carbon monoxide
C + O2 → CO2
CO2 + C → 2CO
 Carbon monoxide is the main reducing agent in the

blast furnace and reduces the iron ore to iron
Fe2O3 + 3CO → 2Fe + 3CO2
 The heat decomposes the limestone to calcium oxide

and carbon dioxide
CaCO3 → CaO + CO2
 Briefly describe - Conversion of pig iron  Calcium oxide reacts with acidic impurities such as
conversion of pig iron to silicon dioxide to form a slag. This protects the lining
to steel
steel of the furnace from damage
CaO + SiO2 → CaSiO3
 Molten iron falls to the bottom of the furnace and is

tapped off
 Slag floats on top of the molten iron and is scraped off
 Describe wrought iron - Wrought iron and used as a foundation for road building
 Students should be given a project to construct a
model which shows the blast furnace form locally Record students’
available materials. performance and
Students should explain the conversion of pig iron to provide feedback
steel. The iron obtained from blast furnace (called pig
iron) contains impurities like carbon that make it brittle.
Steel can be made by blowing oxygen into molten iron to
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Chemistry: Grade 10

oxidize impurities and decrease the amount of carbon
content.
Students should identify that wrought iron is the purest

form of iron with very low carbon content and other
impurities.
Students should describe the physical properties of iron.
physical and chemical - Physical properties Record students’
properties of iron performance and
- Chemical properties Students should explain about the chemical properties of
iron. These should include: provide feedback
 Iron reacts with dilute acids to form salts e.g.

Fe(s) + 2HCl(aq) → FeCl2(aq) + H2(g)
 Iron rusts in the presence of air and moisture to form

a hydrated iron oxide
 Iron is a transition metal and has two common
oxidation states Fe(II) and Fe(III)
 Iron(II) and iron(III) compounds are coloured
 Solutions of some iron(II) compounds are rapidly
oxidised to the corresponding iron(III) compounds by
air
 Heated iron reacts with hydrogen chloride gas.
Fe(s) + 2HCl(g) → FeCl2(s) + H2(g)
 Heated iron reacts with chlorine gas.

2Fe(s) + 3Cl2(g) → 2FeCl3(s)
 Iron will displace ions of less reactive metals from

solutions of their salts
Fe(s) + Cu2+(aq) → Fe2+(aq) + Cu(s)
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Chemistry: Grade 10

Students should describe the use of iron. These could Record students’
include: performance and
 Describe the uses of iron - Uses provide feedback
 as pig iron to make items like domestic boilers,
castings and mouldings
 as wrought iron to ornamental gates, door knockers,
etc.
 Manufacture of alloys, e.g. Carbon steels and alloy
steels.
Monitor the
Students should discuss in group about the extraction of discussion, record
 Copper
 Outline the extraction of - Extraction copper. This should include: students’
copper performance and
 Copper is an unreactive metal and can be found in provide feedback
the ground as native metal, but is more often found
as sulphide ores such as bornite (Cu5FeS4),
chalcopyrite (CuFeS2) and chalcocite (Cu2S)
 Copper ore can be reduced to copper by roasting in
air. The oxygen combines with the sulphur to form
sulphur dioxide
Cu2S(s) + O2(g) → 2Cu(s) + SO2(g)
The copper obtained by roasting is called blister

copper and is too impure for use.
 Blister copper is further purified by electrolysis
12
Chemistry: Grade 10
Anode: Cu(s) → Cu2+(aq) + 2e-
Cathode: Cu2+(aq) + 2e- → Cu(s)
Students should describe the physical properties of

copper
Students should explain about the chemical properties of Record students’

copper. These should include: performance and
- Chemical properties provide feedback
 Copper reacts with oxygen forming copper oxide
 Describe the main 2Cu(s) + O2(g) → 2CuO(s)
chemical properties of
copper  Over a period of time in damp air, copper turns green
due to the formation of verdigris, a basic carbonate
13
Chemistry: Grade 10

(CuCO3.Cu(OH)2)
 Copper is a transition metal and has two common
oxidation states Cu(I) and Cu(II)
 Copper (II) compounds are coloured
 Copper does not react with dilute acids. But it reacts
with dilute and concentrated HNO3 and hot
concentrated H2SO4
Students should explain about the uses of copper. These

- Uses could include: Record students’
performance and
 Describe the uses of  Manufacture of alloys provide feedback
copper  Electrical conductor
Students should give bronze, brass, solder and steel as

examples of alloys Monitor the group
discussion, record
students’
Students should discuss in group about the production of
 Define alloys and give  Nitrogen nitrogen. This should include:
performance and
examples - Production provide feedback
 Nitrogen makes up about 80% by volume of air
 Outline the production
 Nitrogen is obtained by the fractional distillation of
of nitrogen
liquid air
 Water vapour and carbon dioxide are removed from
air and what remains is compressed and cooled to
form liquid air
 The temperature of the liquid air is allowed to rise
and the gases in air boil off at different temperatures;
nitrogen at -196 C, argon at - 186 C and oxygen at -
183 C.
Monitor the
Students should describe the physical properties of discussion, record
students’
14
Chemistry: Grade 10

- Chemical properties nitrogen performance and
provide feedback
Students should discuss in group about the chemical
properties of nitrogen. These should include:
chemical properties of  Nitrogen is relatively inert
nitrogen  When heated with reactive metals in Groups 1and 2,
nitrogen reacts to form nitrides
3Mg(s) + N2(g) → Mg3N2(s)
 Nitrogen reacts with oxygen to form a number of

different oxides: N2O, NO, NO2
 In the Haber process nitrogen and hydrogen
combine to form ammonia Monitor the
N2(g) + 2H2(g) → 2NH3(g) discussion, record
students’
 Phosphorous
- Production performance and
Students should discuss in group about the production of provide feedback
 Outline the production phosphorus. This should include:
of phosphorous
 Phosphorus has two common allotropes: white
phosphorus and red phosphorus
 White phosphorus can be made in a number of ways
including heating calcium phosphate in an electric
furnace in the presence of carbon and silica. White
phosphorus given off as vapour and collected under
phosphoric acid.
 Red phosphorus can be made by heating white
phosphorus to 250 C or by leaving it in sunlight
 Describe the main Students should give the physical properties of

chemical properties of phosphorus. Record students’
phosphorus performance and
15
Chemistry: Grade 10

provide feedback
- Chemical properties
Students should describe about the chemical properties

of phosphorus. These should include:
 Phosphorus reacts with oxygen to form phosphorus

oxides, P2O3 and P2O5, e.g. phosphorus(V) oxide
P4(s) + 5O2(g) → 2P2O5(s)
 These oxides dissolve in water to form acids e.g.

phosphoric(V) acid
P2O5(s) + 3H2O(l) → 2H3PO4(aq)
Monitor the
 Phosphorus reacts with chlorine to form
phosphorous chlorides, PCl3 and PCl5, e.g. discussion, record
phosphorus(V) chloride students’
 P4(s) + 10Cl2(g) → 4PCl5(s) performance and
 Oxygen
- Production provide feedback
Students should discuss about the production of oxygen.
 Outline the production This should include:
of oxygen
Chemical properties  Oxygen makes up about 20% by volume of air
 oxygen is obtained by the fractional distillation of
liquid air
 Water vapour and carbon dioxide are removed from
air and what remains is compressed and cooled to
form liquid air
 The temperature of the liquid air is allowed to rise and
the gases in air boil off at different temperatures;
nitrogen at -196 C, argon at - 186C and oxygen at -
183 C.
 Describe the main Students should know about the chemical properties of
16
Chemistry: Grade 10

chemical properties of oxygen. These should include:
oxygen
 Oxygen is relatively reactive
 Oxygen combines with metals to form basic oxides
2Mg(s) + O2(g) → 2MgO(s)
 Oxygen combines with non-metals to form acidic Monitor the

oxides discussion, record
S(s) + O2(g) → SO2(g) students’
performance and
 Oxygen is required for combustion
provide feedback
CH4(g) + 2O2(g) → CO2(g) + 2H2O(g)
 Sulphur
- Production
Students should discuss in group about the extraction of
 Outline the production sulphur. This should include:
of sulphur
 Sulphur exists in the ground in elemental form
 Elemental sulphur is extracted by the Frasch process.
Hot water is pumped underground under high
pressure and melts the sulphur. The molten sulphur is
then brought to the surface
 About half of the sulphur needed by industry is
obtained as a waste product of other industrial
- Chemical properties processes. These are mainly from the removal of
hydrogen sulphide from natural gas and refined crude
 Describe the main oil, and the removal of sulphur dioxide obtained by
chemical properties of roasting metal sulphide ores.
sulphur  Using sulphur produced by other industries reduces
the demand on natural resources and reduces
atmospheric pollution and acid rain
Students should describe the physical properties of
17
Chemistry: Grade 10

sulphur

of sulphur. These should include:
 When heated with metals, sulphur combines to

give metal sulphides
Fe(s) + S(s) → FeS(s)
 Sulphur reacts with oxygen to form two different

oxides: SO2 and SO3
 Sulphur is the raw product from which sulphuric
acid is made:
S(s) + O2(g) → SO2(g)
2SO2(g) + O2(g) → 2SO3(g)

Monitor the
H2SO4(l) + SO3(g)→ H2S2O7(l) discussion, record
students’
H2S2O7(l) + H2O(l) → 2H2SO4(l)
performance and
 Chlorine
- Production provide feedback
Students should discuss in group about the production of

chlorine. This should include:
 Outline the production  Chlorine is obtained by the electrolysis of

of chlorine concentrated sodium chloride solution or brine.
Sodium hydroxide solution is produced at the same
time
Ions in solution Na+, H+, Cl-, OH-
Anode: 2Cl-(aq) → Cl2(g) + 2e-
18
Chemistry: Grade 10

+ -
Cathode: 2H + 2e → H2(g)
Ions remaining in solution: Na+, OH-
 Chlorine and sodium hydroxide solution must be kept

apart as they react together
NaOH(aq) + Cl2(g) → NaOCl(aq) + HCl(aq)
Students should describethe physical properties of

chlorine
- Chemical properties

of chlorine. These should include:
 Describe the chemical
properties of chlorine
 Chlorine is a powerful oxidising agent
 Chlorine reacts with heated metals to form
chlorides
2Fe(s) + 3Cl2(g) → 2FeCl3(s)
 Chlorine reacts with hydrogen to form hydrogen

chloride
H2(g) + Cl2(g) → 2HCl(g)
 Chlorine will displace less reactive halide ions

from solutions of their compounds
Cl2(g) + 2Br-(aq) → 2Cl-(aq) + Br2(aq)
 Chlorine dissolves in water to give an acidic

solution
H2O(l) + Cl2(g) → HCl(aq) + HOCl(aq)
 Chlorine and chlorine water will bleach coloured

material
19
Chemistry: Grade 10
Unit 6: Hydrocarbons and their Natural sources (21 periods)

 Discuss the historical development of organic chemistry and classification of organic compounds;
 Write the general formulas of alkanes, alkenes and alkynes
 Develop skills in naming and writing the molecular and structural formulas of simple alkanes, branched chain alkanes, simple alkenes, branched chain
alkenes and simple alkynes
 Explain isomerism and draw the possible isomers of alkanes and alkenes;
 Explain the physical and chemical properties; and general methods of preparation of alkanes, alkenes, alkynes, benzene and alcohols
 List the major natural sources of hydrocarbons;
 Demonstrate scientific inquiry skills: observing, classifying, communicating, measuring, asking questions, interpreting data, drawing conclusions, applying
concepts, predicting and problem solving.
20
Chemistry: Grade 10

Students will be able to: 6. Hydrocarbons and their
natural sources
6.1 Introduction (1 period)
 History of organic chemistry

 Narrate the historical Students should describe that chemicals found in and derived Let students give
development of organic from living things, both animals and plants, were once their reflections
chemistry. thought to contain a life force, the ‘force vitals’, which was and give
absent in chemicals obtained from the ground. summary
 Classify organic
compounds  Classification of organic
On this basis, all chemicals were divided into two groups:
compounds
 Organic chemicals
 Inorganic chemicals
Students should identify that, although the theory of life force
has long since been discarded after Wohler's synthesis of
Urea, this classification is still used but the definition of
organic chemistry has changed. Organic chemistry is now
described as the chemistry of carbon with the exception of
the oxides of carbon, carbonates and hydrogen carbonates.
Students should explain that organic compounds are classified

 Define the term Listen students
functional group into groups on the basis of a functional group. It is the
functional group in a molecule that determines much of the responses and
chemistry of a compound. The functional groups of organic
21
Chemistry: Grade 10

chemicals studied in this unit could be given as a table. give feedback
6.2 Saturated hydrocarbons

(alkanes) (9 periods)
 Define hydrocarbon Students should define the term hydrocarbon is used to Listen students
describe organic chemicals that contain hydrogen and carbon responses and
only. give feedback
22
Chemistry: Grade 10

 Define saturated  Compounds that contain only carbon-carbon single bonds,
hydrocarbon the alkanes to be studied now, are described as saturated
hydrocarbons.
 Compounds that contain carbon-carbon double or triple
bonds, the alkenes, alkynes and aromatic compounds to
be studied later are described as unsaturated
hydrocarbons.
 Define homologous
series Students should identify that a series of compounds that
 Drive the general  Homologous series differ by a certain same group are called a homologous series. Check on a
formula of alkanes and The alkanes are a homologous series which have the general sample exercises
cycloalkanes from based
formula CnH2n+2. Whereas, cycloalkanes have the general and give
on the number of
hydrogen and carbon formula of CnH2n . feedback
Students should be requested to apply the general formula to

 Write the first ten generate the chemical formulas of the first ten alkanes in the
members of alkanes and series. For example: n=1, CH4, n=2, C2H6 etc. Whereas, for
cycloalkanes cycloalkanes, when n= 3; C3H6, n=4 C4H8, etc.
homologous series Listen students
 Write the molecular Students should explain that there are forces of attraction responses and
formulas of alkanes from between molecules in alkanes (van der Waals’ forces). As the give feedback
the given numbers of size of the molecule increases so do the forces. At room
carbon atom
temperature:
 Explain the physical  Physical properties
properties of alkanes  Alkanes up to and including C4 are gases
 Alkanes from C5 – C17 are liquids
 Apply IUPAC rules to  Alkanes C18 and above are solids
name straight and  Nomenclature Monitor the
branched chain alkanes. discussion and
Students should discuss that the name of an organic chemical give feedback
is derived from:
 a prefix indicating the number of carbons present
23
Chemistry: Grade 10

 a suffix indicating the functional group present
Students should encouraged to learn the prefixes for
compounds containing up to ten carbon atoms as these are
widely used in organic chemistry.
Prefix Number of carbon atoms Prefix Number of carbon atoms
Meth 1 hex 6
Eth 2 hept 7
Prop 3 oct 8
But 4 non 9
Pent 5 dec 10
Students should be asked to use the suffix ‘ane’ to generate

the names of the first ten alkanes e.g. meth + ane = methane,
eth + ane= ethane, etc.
Students could give structures and name the first ten alkanes
 Write the structural Check students’
formulas of the first ten in the series.
performances
alkanes and give
Students should describe the principles of naming branched
chain alkanes: feedback
 Isomerism
 identify the longest possible carbon chain which gives the
base name
 Number the carbon atoms in the longest carbon chain.
Any side groups are on the lowest possible numbered
carbon
 name the side chains on the basis of the prefix which
24
Chemistry: Grade 10

indicates the number of carbon atoms, followed by the
suffix –yl
 combine the side chains and the base name to give
the name of the compound as one word
Students should work through an example with the help of
the teacher.
 The longest carbon chain contains 7 carbon atoms

therefore it is a heptane
 The carbon chain is numbered from right to left to
ensure the numbers of the carbon atoms which have
 Define isomerism as the groups attached are as low as possible
way how compounds  There is a methyl group on carbon 2
having the same formula  There is an ethyl group on carbon 4
differ in the way their Combining this information gives 4-ethyl 2-methylheptane
atoms are arranged
Check students’
Students should identify that the first three members of
 Define structural alkanes- CH4 ,C2H6 and C3H8 etchave only one possible
performances
isomerism and give
arrangement for their structures.
feedback
Students should show the possible isomers of butane, C4H10.
They should appreciate that it is easier simply to draw the
 Draw the possible
structural isomers for carbon skeletons and omit the hydrogen atoms.
C4H10, C5H12 and C6H14.
25
Chemistry: Grade 10

Students should show that when the number of carbons in an
alkane reaches four or more there are different ways of
arranging them in a molecule. This is called isomerism. The
isomers have the same chemical formula but different
structures and different physical properties such as melting
point and boiling point.
Students should show by drawing as many possible different Check students’

structures as they can for pentane, C5H12 (3 isomers) and performances
hexane, C6H14 (5 isomers). and give
feedback
Students could practice this technique by naming the
different isomers of pentane and hexane.
 Describe the general  Preparation Students should should that crude oil is a mixture of many
methods for preparation
different alkanes and that industrially, alkanes are obtained
of alkanes in a laboratory
by the refining of crude oil.
 Synthesis methane in a In the laboratory alkanes can be made by a number of

laboratory by different routes including:
decarboxylation method
 The hydrogenation of alkenes
R-CH=CH2 + H2 → R-CH2-CH3
 The Wurtz synthesis using halogenated hydrocarbons and

sodium
2R-Br + 2Na → R-R + 2NaBr
 The decarboxylation of the sodium salt of a carboxylic acid

RCOONa + NaOH → Na2CO3 + R-H
Student should appreciate evolution of methane gas in
26
Chemistry: Grade 10

marshy areas.
Students should be requested to synthesize methane by the Check students’

decarboxylation of sodium ethanoate. performances
 Carryout a project work and give
to produce biogas from Students should be asked to produce methane on a small feedback
cow dung scale by the fermentation of cow dung. They should identify
the significance of methane made in this way, as the main
component of biogas, and how it provides a renewable source
of energy

properties of alkanes Students should describe that alkanes are generally Listen students
considered unreactive chemicals. responses and
 Chemical properties give feedback
 Like all hydrocarbons, alkanes burn in air to give carbon
dioxide and water. In limited supplies of air some carbon
monoxide is also formed.
 Alkanes react with chlorine in the presence of sunlight to
produce chloroalkanes. This is an example of a free radical
reaction.
6.3 Unsaturated hydrocarbons –

alkenes and alkynes (9 periods)
 Homologous series
 Define unsaturated Students should give the definition of an unsaturated Let students give
hydrocarbons hydrocarbon from the previous section in terms of the their reflections
 Define alkenes presence of carbon-carbon double or triple bonds. and provide
feedback
Students identify that alkenes are a homologous series of
27
Chemistry: Grade 10

unsaturated hydrocarbons:
 Alkenes contain the functional group C=C

 The general formula for alkenes is CnH2n
 The suffix used for alkenes is ‘ene’
 Write the general Students should be asked to write the molecular formulas of
formula of alkenes  Nomenclature the first nine alkenes in the series.
Check students’
 Write the molecular performances
formula first nine Students could use the prefixes given in the previous section and give
homologous series of together with the suffix ‘ene’ to name the first nine alkenes in feedback
alkenes the series.
Students should describe that alkynes are also a homologous

 Define alkynes series of unsaturated hydrocarbons: Listen students
 Write the general responses and
formula of alkynes  Alkynes contain the functional group CC
give feedback
 Write the molecular  The general formula for alkynes is CnH2n-2
formula first nine  The suffix used for alkynes is ‘yne’ Check students’
homologous series of Students should be given a chance to write the molecular
alkynes performances
formulas of the first nine alkynes in the series.
and give
Students could be asked to use the prefixes given in the feedback
previous section together with the suffix ‘yne’ to name the
first nine alkynes in the series.
 Write the molecular
formulas of alkenes and Students should be able to write the molecular formulas of
alkynes from the given
alkenes and alkynes provided with number of carbon atoms.
number of carbon atoms
 Describe the physical Students should describe that, as was the case with alkanes,
properties of alkenes  Physical properties Listen students
there are forces of attraction between the molecules in both
and alkynes alkenes and alkynes. Those with small molecules are gases at responses and
room temperature but as the carbon chain increases in size
28
Chemistry: Grade 10

the attractive forces also increase giving higher melting points give feedback
and boiling points. Alkenes and alkynes with large molecules
are liquids and larger still, are solids.
 Write the structural

formulas alkenes and  Isomerism Students should identify that within the carbon chain of an
alkynes up to nine alkene, a carbon-carbon double bond might be between any
carbon atoms. pair of adjacent carbon atoms. The same is true of the carbon- Check on a
carbon triple bond in alkynes. In order to differentiate sample exercises
between two molecules with the same formula but in which and give
the carbon-carbon double or triple bond is in a different feedback
position, we:
 number the carbon atoms in such a way that the carbon

atoms joined by the double or triple bond have the
lowest number
 give the number of the first carbon atom involved in the
bond
Students should consider some examples.
C-C-CC C-CC-C
but -1-yne but-2-yne
(1-butyne) (2-butyne)
C-C-C-C-C=C C-C-C-C=C-C C-C-C=C-C-C
Hex-1-ene hex-2-ene hex-3-ene
(1-hex ene) (2-hex ene) (3-hex ene)
29
Chemistry: Grade 10

Students could draw and name different straight chain
alkenes and alkynes up to nine carbon atoms.
Students should identify that the rules given for naming

 Use IUPAC rules to name branched chain alkenes and alkynes are the same as those for
straight and branched
alkanes with the additional requirement of identifying the
chain alkenes and Check students’
alkynes. position of the carbon-carbon double or triple bond. performances
Students should work through an example with the help of and give
the teacher. feedback
 The longest carbon chain contains 6 carbon atoms

therefore it is a hexene
 The carbon chain is numbered from right to left to ensure
the numbers of the carbon atoms which have groups
attached are as low as possible
 The carbon-carbon double bond is between carbons 1 and
2
 There are methyl groups on carbons 2 and 4
Combining this information gives 2,4-dimethylhex-1-ene.
Students could be asked to practice this technique by naming

the same other branched chain alkenes.
Students should show that isomers of C5H10 exist because the

carbon-carbon double bond can be in two different positions,
giving pent-1-ene and pent-2-ene.
Check students’
 Write possible structural
Show students the two possible structures of pent-2-ene and performances
isomers for C4H8 and
30
Chemistry: Grade 10

C5H10 point out that it is not possible to rotate about a carbon- and give
 Define geometric (cis- carbon double bond. feedback
trans) isomerism
 Give examples of Students could show that there are branched chain isomers
molecules that show with the formula C5H10
geometric isomerism
Introduce the term geometric isomerism to describe this type

of isomerism. Explain that we use the terms:
 cis to describe when different groups are attached to the

 Construct models that
same side of a plane through the carbon-carbon double
show cis-trans isomerism
bond
 trans to describe when different groups are attached to
opposite sides of a plane through the carbon-carbon
double bond
Students should identify that the structures given above are
cis-pent-2-ene and trans-pent-2-ene.
Students should consider some other examples of alkenes

that give cis and trans isomers.
Students should be given a project work to construct model Check students’

that show cis and trans isomerism from locally available performances
materials and give
feedback
Students should describe that alkenes are obtained on an
31
Chemistry: Grade 10

industrial scale by the cracking of fractions obtained from the Listen students’
distillation of crude oil. responses and
 Preparation
give feedback
 Explain the general In the laboratory alkenes can be made by a number of
method for preparation different routes including:
of alkenes in a
laboratory  The dehydration of alcohols with alumina or
 Produce ethylene in a concentrated sulphuric acid.
laboratory by R-CH2-CH2-OH → R-CH=CH2 + H2O
dehydration of ethanol
 The dehydrohalogenation of haloalkanes by refluxing
them with a base.
R-CH2-CH2-X → R-CH=CH2 + HX
Students should prepare ethene by the dehydration of

ethanol.
Observe
students’
performances
In the laboratory alkynes can be made by a number of
 Describe the general and give
method for preparation different routes including:
feedback
of alkynes in a
laboratory.  The dehydrohalogenation of 1,2-dihaloalkanes by
refluxing them with a base.
R-CHX-CH2-X → R-CCH + 2HX
 The alkylation of sodium dicarbide with a primary

haloalkane
HCCNa + RX → HCC-R + NaX
 Prepare acetylene in a
laboratory by the  Ethyne can be made by the reaction of calcium
reaction of CaC2 with carbide and water.
water. CaC2 + 2H2O → HCCH + Ca(OH)2
Students should be given a chance to prepare ethyne by
32
Chemistry: Grade 10

hydrolysis of calcium carbide.
Students should carry out the addition reaction of ethene and

ethynewith bromine in tetra chloromethane that is used as a
test for unsaturation. Check the
 Test for unsaturation of students’
ethylene and ethyne  R-CH=CH2 + Br2 → R-CHBr-CH2Br performance and
 R-CCH + 2Br2 → R-CBr2-CHBr2 give feedback
The tetra chloromethane loses its colour as the bromine adds
across the carbon-carbon double or triple bond.
Students should describe that alkenes are generally

Listen students
 Chemical properties considered reactive chemicals and this is due to addition
responses and
across the carbon-carbon double bond.
give feedback
 Explain chemical  Addition of halogens to form 1,2 dihaloalkanes
properties of alkenes R-CH=CH2 + X2 → R-CHX-CH2X
 Addition of hydrogen halides to form haloalkanes

R-CH=CH2 + HX → R-CH2-CH2X
 Addition of water to form an alcohol.

R-CH=CH2 + H2O → R-CH2-CH2OH
 Oxidation with cold alkaline potassium manganate (VII)

solution to form a 1,2 diol.
R-CH=CH2 → R-CHOH-CH2OH
Students should discuss that the chemical properties of

alkynes are similar to those of alkenes and are determined Monitor the
 Explain chemical largely by addition reactions about the triple bond. discussion, check
properties of alkynes. the students’
Students should know that the addition reactions of alkynes performance and
33
Chemistry: Grade 10

proceed in two steps. give feedback
Students should give particular attention to the combustion

of ethyne (acetylene) as this has important industrial
applications.
2C2H2 + 5O2 → 4CO2 + 2H2O + a large amount of heat

 Explain the uses of Oxy-acetylene burners reach temperatures high enough to
ethylene and acetylene.
melt steel. They are widely used in metal ‘cutting’.
Students should identify in the importance of ethylene and

 Uses of ethylene and acetylene /ethyne
acetylene.
Students should be encouraged to deduce that comparing the

Check the
chemistry of ethane with that of ethene and ethyne. They are:
students’
 Compare and contrast performance and
 Similar in that they undergo combustion to form carbon
the properties of give feedback
dioxide and water
ethane, ethene and
ethyne  Different because ethene and ethyne are unsaturated and
take part in addition reactions whereas ethane does not
6.4 Natural sources of

Hydrocarbons (2 periods)
 List the major natural Students should be asked to list the major natural sources of Listen students
sources of hydrocarbons  Natural gas hydrocarbons- natural gas, crude oil and coal. responses and
give feedback
Students should explain that natural gas is composed mainly
 Describe natural gas of methane with smaller amounts of ethane and traces of
carbon dioxide and nitrogen. The composition of natural gas
34
Chemistry: Grade 10

varies depending on the source but is always over 90%
methane.
 Define crude oil
 Explain fractional
distillation of crude oil Students should differentiate that the use of the following
 Mention products of
 Crude oil terms: Check the
fractional distillation of
crude oil students’
 Crude oil describes the raw material obtained from the
 Discuss the uses of performance and
ground
petroleum products give feedback
 Petroleum describes the products after the refining
of crude oil
 Students should understand how fractions of crude
oil are obtained by fractional distillation.
 Identify the composition Students should explain that crude oil is a complex mixture of
of coal alkanes which is of little use in the form in which it leaves the
ground. The first stage in refining involves fractional
 Describe destructive distillation which separates the crude oil into a series of
distillation of coal  Coal fractions which boil over different temperature ranges.
Students should give name of the main fractions and describe

Check the
their uses. These could include:
students’
 Refinery gases – used for heating in the refinery and performance and
bottled gases give feedback
 Petroleum ether – solvents
 Gasoline – petrol fuel for internal combustion engine
 Kerosene – jet engine fuel
 Diesel oil – fuel for diesel engines
 Lubricating oil – lubricants
 Paraffin wax – candles and polishes
 Residue – bitumen for roof sealing and road surfaces
From this discussion, students could identify that as the
35
Chemistry: Grade 10

temperature increases the fractions become:
 more coloured
 more viscous
 less inflammable
Students should explain that coal is essentially an impure

form of carbon. In addition to carbon, it contains Listen students’
hydrocarbons which are given off as volatiles when the coal is responses and
heated in the absence of air. What remains after heating is a give feedback
purer form of carbon called coke which is used in the blast
furnace for the manufacture of iron.
36
Chemistry: Grade 11
Chemistry Syllabus
for
Grade 11
6
Chemistry: Grade 11
General Objectives of Grade 11

To develop understanding and acquire Knowledge of:
 Atomic Spectra and the Quantum Mechanical Model of the Atom;

 The relationship between electronic arrangement of the atoms and periodic trends of the elements;
 Formation of chemical bonding and properties of compounds formed by different types of bonds;
 Predicting the shapes of molecules and intermolecular forces in covalent compounds;
 Kinetic theory of matter and change of physical states;
 Chemical equilibrium in a reversible system and methods of shifting it to the desired direction;
 Sources, properties, compositions, structures, names and uses of organic substances such as alcohols, organic acids, esters, fats and oils.
 using quantum mechanical model of atom to show the structure of atom;

 applying bonding theories to predict properties of substances;
 conducting experiments to observe and analyze the physical properties of substance and determine the type of bonding;
 solving problems related to chemical equilibrium;
 demonstrating experiments to investigate the behaviour of different equilibrium systems and to explain effects of some factors on equilibrium system;
 carrying out laboratory activities involving alcohols, carboxylic acids, esters, fats and oils;
 preparing soap and testing its cleaning action in different types of water;
 design and conduct simple experiments appropriate to their level.
To Develop Habits and Attitudes of:
 Visualizing abstract idea through physical model;

 Appreciating the importance of chemical equilibrium in industrial production;
 Appreciating the interrelationship between electronic structure of the atoms and periodic classification of the elements;
 Developing personality characteristics such as neatness, exactness, diligence, responsibility and carefulness;
 Relating a scientific knowledge to everyday applications.
1
Chemistry: Grade 11
Unit 1: Atomic structure and periodic properties of the elements (26 Periods)
Unit outcomes: students will be able to:
 Discuss the historical development of atomic structure;

 Explain the experimental observations & inferences made by some famous scientists to characterize the atom;
 List and describe the subatomic particles;
 Differentiate the terms atomic mass & isotope;
 Explain electromagnetic radiation, atomic spectra & Bohr models of the atom;
 Do calculations involving atomic structure;
 Describe the quantum mechanical model of the atom & the related postulates and principles;
 Demonstrate an understanding of periodic law & how electronic configurations of atoms are related to the orbital diagrams & can explain periodic trends;
 Describe scientific enquiry skills along this unit: inferring, predicting, classifying, comparing & contrasting, communicating, asking questions and making
generalization.
2
Chemistry: Grade 11

Students will be able to: 1. Atomic Structure and
Periodic Table
 Identify major changes 1.1 Historical development Students should discuss: Monitor the
in Atomic Theory of the atomic nature of discussion and
substances (brief  early Greek concepts of the composition of matter based on give summary
review) (1 period) visionary beliefs but not on evidence ( Democritus Vs Zeno of
Elea)
1.2 Dalton's Atomic  why Dalton’s Atomic theory is considered scientific even
 Evaluate postulates of though it had errors
Dalton's Atomic Theory Theory and the Modern  how scientific ideas develop based on previous scientific
with the present findings
situation Atomic Theory (1 periods)
 Describe Modern  Postulates of Dalton’s Students should identify that

Check on
Atomic Theory and Atomic Theory through
compare them with the  the Postulates of Dalton’s Atomic theory as they were questions and
Dalton’s Atomic Theory formulated by Dalton himself then give feedback
 Postulates of Modern  the modified version of it (the Modern Atomic Theory) as it
Atomic Theory stands today
 Discuss the laws of
chemical combination
and relate them with  How the theory explains Let students discuss on the mass laws (law of conservation of
Dalton;s Atomic Theory the mass laws Guide the
mass, law of definite composition, and law of multiple
proportions) so that they can see the connection between each students to
one of them. comprehend
how Dalton’s
The teacher may act as the Devil’s advocate by telling the postulates
students that you don’t believe in the law of conservation of explain the mass
mass by raising issues the students are most likely to raise as ‘ laws one by one
evidences’ against the law. The mass of a piece of wood
3
Chemistry: Grade 11

before and after it is burnt, in an ordinary stove, to ashes is
not the same- showing that mass can be created. A seedling
growing shows increase in mass which can be taken as
‘evidence’ that mass can increase during a biochemical
reaction. Then work backwards to show them that indeed
mass is conserved by showing them if one burned the
wooden log inside a completely closed chamber, that does
not allow any gases or otherwise to leave the chamber, then
there would not be mass loss. Look for more similar examples
that the students take as ‘evidences’ against the law and
guide them so that they correct the misconceptions they
earlier formulated, on their own.
 Discuss the discovery of 1.3 Early experiments to
electron characterize the atom
of cathode rays (3 periods)
 Define the terms: Monitor the
radioactivity,  Discovery of the electron discussion, check
Students should discuss in group on the early experiments
radioactive decay and  Radioactivity and the students’
radio-isotope. discovery of nucleus carried out and what lessons learned from their findings (the
performance and
 Describe the common  Discovery of neutron discoveries of fundamental subatomic particles and the atomic
give feedback
types of radioactive nucleus) helped in understanding the composition and structure
emissions. of the atom
 Discuss the alpha
scattering experiment.  J.J. Thompson-electron
 Describe the major  Ernest Rutherford-nucleus & proton
contribution of  Chadwick-neutron
experiments by
Thomson, Millikan and Students should explain that though Rutherford concluded that Listen students
Rutherford concerning an atom must possess a very tiny nucleus that contains all of the responses and
atomic structure. positive charge in the atom and nearly all its mass, this is the only give feedback
way he could account for the scattering of some α-particles at
large angles from thin metal foils, and the fact that most of the α-
4
Chemistry: Grade 11

particles passed through the foil nearly unaffected. Students
should identify that the mass of the nucleus could not be
accounted for with only protons and this became evident when
Chadwick, another student of Rutherford, discovered a nuclear
particle, without electrical charge-hence named neutron.
Check the
Let the teacher summarize on the continuity of ideas (and the
students’
importance of being in the right place at the right time)
performance and
considering the pivotal role Rutherford and his students played in
give summary
discovering the constituents of the nucleus
 how the discovery of radioactivity by Becquerel was necessary

for the discovery of the nucleus of the atom
 how the discovery of the neutron helped to discover the
presence of isotopes
 Describe make-up of 1.4 Make up of the nucleus
the nucleus
(2 periods)
 Constituents of the
nucleus
Students should differentiate atomic number, mass number and Check on a
atomic mass. Students should identify that atomic number was sample exercises
discovered (not protons) by a young British physicist, Mosley in and give
1913 by correlating x-ray spectrum of each metal with its order in feedback
the periodic table (its atomic number) and realized that the
nuclear charge increased by one unit for each element. In other
 Define atomic mass.
words atomic number is an element’s position number in the
periodic table and is numerically equal to the number of protons
in the nucleus of an atom. Listen students
 Atomic mass and responses and
isotopes Students should explain that the total number of nucleons give feedback
(protons and neutrons) found in the nucleus is called mass
 Define isotope.
5
Chemistry: Grade 11

 Calculate the relative number.
atomic mass (atomic
mass) of naturally Numerically mass number and atomic mass are very close but
occurring isotopic they should not be taken to be one and the same. Atomic mass is
elements. the average of the naturally occurring isotopes of an element
weighted according to their abundances. Check the
Students need to be given group assignments to calculate the students’
atomic mass of few elements like chlorine, bromine, carbon and performance and
hydrogen from the masses and abundances of the corresponding give feedback
isotopes.
Students should find the number of naturally occurring isotopes. Listen students
Students should explain that isotopes are different atoms (not responses and
identical) of the same element. Analogies would be helpful here give feedback
to make the concept clear. The word isotope comes from the
Mendeleve’s periodic law (atomic properties of elements are
periodic functions of their atomic masses.)
Students should identify that isotopes of an element are different

atoms not identical.
Students should be able to see that our models (mental

perceptions) of the atom become more accurate with new
findings emerging that help scientists formulate new models that
agree with facts waiting to be explained.
Students should be able to see that the nature of the nucleus has
been known for quite some time since the days of Rutherford
1.5 Electromagnetic
and his associates. What has been elusive is the position and
 Characterize Radiation (EMR) and
6
Chemistry: Grade 11

Electromagnetic Atomic Spectra (8 periods) velocity of electrons.
Radiation (EMR) in
terms of wave length,  Electromagnetic
frequency and speed. Radiation
 Calculate the Check the
wavelength and students’
frequency of the EMR. Students should describe electromagnetic radiations and express performance and
 Explain that light has the energies of waves (photons) in terms of λ & ν. give feedback
both wave and particle
nature. Students should explain that light has both wave and particle
nature.
 Explain that the
emission spectra of
atoms consist of series  Atomic Spectra
of lines
Check the
Students should explain that atomic or line spectra are produced
students’
from emission but not absorption of distinct frequencies of
performance and
photons.
give feedback
 Define photon as a unit
Let students identify a line spectrum consists of only relatively
of light energy.  The quantum theory and
 Explain how photon few wavelengths that is produced from light emitted by excited
photon
theory explains the atoms. It is a unique feature of an element that can be used for Monitor the
photoelectric effect and identification purposes. discussion and
the relation between give summary
photon absorbed and Let students to discuss in group on the concept of waves treated
electron released. as particles and vice versa.
 State Bohr's
assumption of energy Students should give the meaning of the word quantum which is
of electron in hydrogen a packet of energy equal to hv. It is the smallest quantity of
atom.  The Bohr Model of the energy that can be emitted or absorbed. Energy related to
Hydrogen atom
emissions or absorptions are whole number multiples of this
7
Chemistry: Grade 11

quantum, E = nhv.
 Calculate the radius of Students should identify that the Rutherford model of an atom
electron orbit, the could not explain why the emission spectrum of an atom was not
electron velocity and a continuous one instead of being discrete. Monitor the
the energy of an discussion, check
electron using Bohr  Limitations of the Bohr Students should discuss what the Bohr model of the atom looks the students’
model. Theory
like including what make it a better model than the previous ones performance and
and its limitations in explaining certain facts. give feedback
Let students draw pictures of elements individually whose atomic

number is less than 30 and then discuss them in groups.
The Bohr model of an atom was successful in accounting for the

spectral lines of H-atom, which indicated he was on the right
track. His model, however, failed to predict the wavelengths of
spectral lines of atoms more complicated than hydrogen
demonstrated that there was a basic flaw somewhere in the
 Explain that the line
1.6 The Quantum theory.
spectrum of hydrogen
demonstrates the Mechanical Model of the
Students should explain the relationship between atomic (line)
quantized nature of the Atom (5 periods)
energy of its electron. spectra and Bohr model of the hydrogen atom.
 Explain that atoms emit  Quantum numbers.
or absorb energy when
they undergo Check on a
transitions from one sample questions
state to another Students should identify the breakdown of classical mechanics in and give
 Explain the short  Shapes of atomic orbitals
relation to subatomic particles like the electrons, hence necessity feedback
comings of Bohr's
theory. for a new theory-the Quantum mechanical model of the atom.
 State Heinsberg's
Students should explain that according to the quantum
uncertainty principle
 Describe the mechanical model of the atom an electron is described in terms
8
Chemistry: Grade 11

significance of electron of 4 quantum numbers, of which three describe the orbital- the
probability distribution. space the electron is supposed to occupy and the 4th relates to
 Explain the quantum the spin of the electron. Check students’
numbers n, l, ml, ms performances
 Write all possible sets Students should describe the set of the quantum numbers as a and give
of quantum numbers of street address of a person in a country. The four quantum feedback
electrons in an atom.
numbers are principal quantum number, subsidiary quantum
 Describe the shapes of
number, magnetic quantum number, and spin quantum
orbital designated by s,
p and d numbers.
Listen students
responses and
Students should explain that there are different shapes of atomic
give feedback
orbital. For example, S-spherical, P-dumbbell. They also differ in
size depending upon their energy.
Students explain the way scientific ideas progress. Let the Guide students,
students to form groups and discuss to see how our beliefs about monitor the
structure of matter evolved. What was once believed to be discussion and
continuous is now without doubt particulate (atom). Dalton’s give summary
atom was considered indivisible; now we know there are
fundamental particles inside the atom. It is now clear what is
found in the nucleus but there is still some ambiguity about the
exact location and energy of the electrons that are known to
move around the nucleus. The era of modern atomic theory
begins with Dalton’s model of the atom. This should not make
the students think that his model is the best of all similar models.
Ask students to list down what has been retained in the modern
atomic theory from Dalton’s postulates. Help students organize a
debate to award a prize to one prominent scientist from among
9
Chemistry: Grade 11

the many who contributed to the current model of the structure
 Explain Aufbau of the atom. This will give them a chance to revise the unit.
principle. 1.7 Electronic
 Explain pauli-exclusion configurations and orbital
principle. diagrams (2 periods)
 Explain Hund's rule
 Aufbau principle
 Pauli-exclusion principle Students should differentiate the following principles to be used
Observe
 Hund's rule in writing electron configurations of atoms along with the
students’
 Ground state electronic quantum numbers
 Write ground state configuration of the activities and
electron configurations elements.  Aufbau’s principle give feedback
of multi-electron  Pauli’s Exclusion principle
atoms.  Hund’s principle
Ground state electronic configurations of the elements can be

solved if students are given the atomic number in conjunction
Check on a
with the charge of the atom using aufbau principle as there is
sample exercises
only one of its kinds. However, to check that they know the
and give
difference between excited and ground states ask students
feedback
individually to write excited electronic configurations for some
1.8 Electronic elements or ions.
Configurations and The
 Correlate the electron
Periodic table of The
configuration of
Elements (4 periods)
elements with the
periodicity of elements.
 The modern periodic
 Give a reasonable Listen students’
table
explanation for shape responses and
of the periodic table. Students should differentiate the Mendeleve’s and Modern
give feedback
 Classify elements as periodic laws.
representative,
transition and inner-  Classification of the
transition elements. elements Check on a
10
Chemistry: Grade 11

Students should use the electronic configurations of elements to sample exercises,
 Explain the general locate the position in the periodic table and vice versa and their observe
trends in atomic radius, properties. Give assignments individually and then ask them to students’
ionization energy, performance and
find out the differences, if there are any.
electron affinity,
give feedback
electro negativity and
metallic character of  Periodic properties
elements within a Students should explain that elements can be classified in the
period and a group of Monitor the
periodic table according to their electronic configurations.
the periodic table.
discussion and
 Write the advantages Students should discuss the general trends in periodic properties
of periodic classification give feedback
of elements across the period and along the group in the periodic
of elements.
table. Check students’
performance and
 Advantages of periodic Students should use the periodic table for further study of give feedback
classification of elements and their compounds.
elements. Monitor the
Let students discuss in groups on the advantages of periodic discussion and
classification of elements. give summary
11
Chemistry: Grade 11
Unit 2: Chemical Bonding (30 Periods)
 Explain that a chemical bond is an attractive force between particles;

 Demonstrate an understanding of the formation & general properties of substances containing ionic, covalent & metallic bond;
 Draw Lewis structure for simple ionic & covalent compounds;
 Identify the origin of polarity within molecules;
 Describe the formation & nature of hydrogen bonds, dipole-dipole forces and London forces;
 Explain the bonding models (Lewis model, valence bond model & molecular orbital model) & show the usefulness of the bonding theories in explaining &
predicting molecular properties (bond angle, bond length, bond energy, etc…);
 Explain how the properties of a substance (solid or liquid) depends on the nature of the particles present and the type of intermolecular forces;
 Discuss the importance of intermolecular forces in plant & animal life:
 Explain how the Valence Shell Electron Pair Repulsion(VSEPR) model can be used to predict molecular shape;
 Discuss the types of crystalline solid (ionic, molecular, covalent network, or metallic) formed by a substance & describe their properties;
 Conduct experiments to observe & analyze the physical properties of different substance to determine the type of bonding present;
 Describe scientific enquiry skills along this unit: observing, inferring, predicting, classifying, comparing & contrasting, making models, communicating,
asking questions, applying concepts, relating cause & effect and making generalization.
Chemistry: Grade 11

Students will be able to: 2. Chemical Bonding and
Structure
2.1. Introduction (1 period)

 Define chemical bonding Students should define chemical bonding in the simplest Check students’
 Reason out why atoms way such as: performances and give
form chemical bonds feedback
i. that holds the parts of a chemical structure together or
ii. a force which holds chemical species together. You might
sometimes refer to bonding as a ‘chemical bond’, and at
other occasions refer to it as ‘an interaction’ or ‘the force’
holding molecules together. Yet different students may well
have their own idiosyncratic ways of using these various
terms that teachers are not aware of. All these terms which
mean the same thing could be used interchangeably but
students may not see it that way. Besides students should
describe how bonding has resulted in the formation of
 an ever increasing number of substances from a limited

number of elements
 substances with different properties from the elements
they are formed
 substances accompanied with energy change(energy
consuming or releasing)
 Describe chemical
bonding using octet rule  Octet rule Students should explain that the octet rule is an observation
that correlates atomic stability with outer shell carrying eight Check students’
electrons. performances and give
feedback
 Describe the types of Students should discuss the types of chemical bonding and
Chemistry: Grade 11

chemical bonding and  Types of chemical how they relate to the electronic structures of the atoms Monitor the discussion,
their mechanisms of the bonding that are bonded together. Students should also describe the check students’
bonding processes importance of bonding, especially in biological systems. performances and give
feedback
 Define ionic bonding. 2.2 Ionic Bonding Students should explain that an ionic compound is stable
because of the very large lattice energy that is released
Listen students
(5 periods) when the oppositely charged ions come together to produce
explanation,monitor
the ionic solid. If it were not for this lattice energy, ionic
the discussion, check
compounds would not exist. Thus in the gas phase the ions,
students’ performances
Li+ (g) and F-(g), are less stable (i.e., of higher energy) than
and give feedback
Li(g) and F(g) and therefore Li(g) and F(g) would not react
spontaneously to produce the ions. This is a good indication
how easily students revert to simple and familiar ideas.
Students need to attempt chemical stability assignments
individually and discuss them in groups. Eg. Na+/Na/Na7-;
Cl7+/Cl/Cl- and C4+/C/C4.
 Use Lewis electron dot
symbols to depict main  Lewis electron dot
group elements. symbols When discussing this section focus should be on:
 Describe ionic bonding
using Lewis electron dot  Showing the structures of elements using the Lewis dot
symbols. formulas as entry to showing what constitutes ionic
 List the favorable bonds. Check students’
conditions for the performance on a
formation of ionic bond. sample exercises and
 Explain the formation of  Formation and set of criteria for the formation of ionic
give feedback
ionic bonding bonding
 Formation of ionic  how transfer of electrons between the atoms forming an
 Define lattice energy bonding ionic bond results in the formation of stable ions,
 Calculate lattice energy isoelectronic to nearby noble gas elements
of ionic crystal from a
Chemistry: Grade 11

given data using the - The Born-Haber cycle  Students should discuss and give their reflection on Monitor the discussion,
Born-Haber cycle - Factors affecting factors that influence the formation of ionic compounds check students’
 Give examples of ionic formation of ionic (one needs to be of low ionization energy and electron performances and give
compounds bonding affinity and the second with high ionization energy and
feedback
electron affinity and when the lattice energy of the
 Discuss the exceptions to resultant compound is high)
octet rule
 Exceptions to octet rule
Students should identify the problem of over generalizing
 Describe the properties the Octet Rule; it works beautifully for period 2 elements but Check students’
ionic compounds has limitations elsewhere performance and give
feedback
 Properties of ionic Students should describe the concept that properties of ionic
compounds compounds reflect the kinds of particles that are within
them.
Students should explain the strong attractive forces between

ions cause ionic compounds to have their characteristic
properties (it is important to highlight that ionic compounds
 Carryout an activity to
investigate the melting conduct electricity when melted but not in the solid state)
point and solubility of Observe students
Students should be given samples of ionic compounds (PbI2,
some ionic compounds activities and give
(NaCl and CuCl2) NaCl, CuCl2) and asked to investigate their conductivity,
feedback
solubility, and melting points.
2.3 Covalent Bonding
 Define covalent bonding (14 periods)

 Explain the formation of
covalent bonding Check students’
 Give examples of Students should explain covalent bond is very different from
performances and give
covalent molecules ionic bond and this in turn gives rise to very different
feedback
properties from ionic compounds:
 sharing a pair of electrons between two atoms lowers

Chemistry: Grade 11

their energy hence making the association more stable
than the starting atoms
 covalent bonding is favored when the difference between
the ionization energies and electron affinities of the
 Formation of covalent combining atoms is not large
bonding  it is important from the outset to stress that substances
containing covalent bonds only are called molecules with
ample examples
 Draw Lewis structures or
electron dot formulas of Students should explain the connection between structure
some covalent molecules Check students’
and properties of molecules early on and therefore must performance and give
 Representation of grasp the techniques of drawing Lewis structures of simple feedback
covalent bond. molecules.
- drawing Lewis
structures  the need to determine skeletal structure
 be sure the students learn and use the rules of counting
and distributing valence electrons among the bonds and
atoms in the skeletal structure
 Illustrate the formation
of coordinate covalent
bonding using examples Students should identify that the electrons to be shared by
the two nuclei connected by a covalent bond need not be Check on a sample
 Coordinate covalent always contributed by both atoms; one could donate and the exercises and give
bonding second accept. This is how the Coordinate Covalent bond is feedback
formed. Difference in the source of the electrons may not
result in difference in the covalent bonds formed. (eg the
bonds in H3O+ are all identical even if it is formed from a
reaction between H+ and H2O)
 Define resonance
structures
 Draw resonance structures Students identify the limitations of the Resonance concept Check students’
Chemistry: Grade 11

of some covalent molecules and see it only as a last resort to give a structure of a performance and give
and polyatomic ions molecule when there is more than one reasonable way of feedback
 Discuss the exceptions to  Resonance structures distributing electron pairs in a molecule
the octet rule in covalent
bonding Students should identify that there are exceptions to the
 Exceptions to the octet
octet rule by giving them few simple examples.
 Distinguish between rule in covalent bonding
polar and non-polar Students should explain that ionic substances are always Check students’
covalent molecules polar (the extreme case of polarity is ionic bond) but that performance on a
 Polar and non-polar sample exercises and
covalent molecules molecules could be either very polar, weakly polar or non-
polar at all which dependence on the composition and shape give feedback
of the molecule. It is important that ample examples should
be given here to determine the net dipole moments which
ultimately decide polarity.
of covalent molecules Using the electro negativity table, let students predict bond
 Properties of covalent
stability (large electro negativity) and dipole formation of
compounds
molecule.
Students should discuss the general properties of covalent

compounds.
Students should explain the concept that properties of

covalent compounds reflect the kinds of particles that are
within them.
Students should describe how the properties of molecules

depend on the net dipole moment in particular.
 Carryout an activity to Students should be given samples of covalent compounds

investigate the effects of (naphthalene, graphite, iodine and ethanol) and asked to Observe students’
heat, electricity and investigate their conductivity and solubility. activities and give
some solvents on
Chemistry: Grade 11

covalent compounds feedback
(naphthalene, graphite,
iodine and ethanol)
Students should discuss the VSEPR theory and its connection

 Describe the valence to Lewis diagrams of molecules in describing molecular
shell electron pair shapes. Monitor the discussion
repulsion theory (VSEPR) and give feedback
 Distinguish the bonding 2.3.1 Molecular Geometry
pairs and non-bonding  Valence shell electron
pair repulsion (VSEPR) Students should describe the concept of lonepair-lonepair
pairs of electrons
Theory repulsion> lonepair-bondpair repulsion > bondpair-bondpair
 Describe how electron
pair arrangements of  Electron pair repulsion using a balloon model of water.
molecules can be arrangement and Check students’
molecular shape Give assignments to the students individually to construct performance and give
predicted from the
number of electron pairs the five shapes of molecules and discuss them in groups. feedback
 Explain why double
bonds and lone pairs
cause deviation from Students should use guidelines for applying VSEPR theory to
ideal bond angles draw the shapes of molecules. Ball and stick models are
helpful to students as they attempt to visualize the geometry
Check students’
of molecules (use locally available materials).
performance and give
 Guidelines for applying
Students should determine shapes and polarity of molecules feedback
VSEPR model.
 Explain the term dipole
by combining the Lewis and VSEPR theories. When
moment with the help of
a diagram considering bond polarity dipole moments should be treated
qualitatively in conjunction to geometry of the bonds. Give assignment and
 Molecular shape and check students’
 Describe the relationship molecular polarity performances
between dipole moment Students should identify how some properties of similar
- Bond polarity
and molecular geometry compounds differ because of varying molecular shapes and
 Describe how bond - Bond angle structures.
polarities and molecular
shapes combine to give
Chemistry: Grade 11

molecular polarity - Dipole moment Check students’
performance on a
Students should be asked to construct models (from locally
sample exercises and
available materials) to represent shapes of simple molecules.
 Predict the geometrical give feedback
shapes of some simple Students should demonstrate the ability to predict avoids
molecules on the basis of the necessity of memorizing hundreds of individual
hybridization and the molecular shapes.
nature of electron pairs Observe students’
 Discuss how the valence performances’ and give
It is very important to help students see that the particles in
shell electron pair  Predicting the shapes of molecular substances are molecules whereas in ionic
feedback
repulsion theory is used Molecules
substances the particles are positive and negative ions. The
to explain the molecular
parameters like bond fact that molecular substances are either gases, liquids or
angle and polarity of the soft solids whereas ionic substances are usually hard solids
molecule with high melting point does not imply that covalent bonds
 Construct models to are in general weaker than ionic bonds; the forces that
represent shapes of should be considered in molecular substances is the various
some simple molecules types of intermolecular associations or bonds with varying
strength. Students often do not count intermolecular forces
as bonds and these needs to be corrected.
 Define intermolecular
forces
Students should define that an intermolecular force is a
 Name the different types 2.3.2. Inter molecular
of intermolecular forces force of attraction between molecules.
forces in covalent
 Explain dipole-dipole Check students’
compounds Students differentiate that Dipole-Dipole force and hydrogen
interactions performance and give
 Give examples of dipole- bonding occur in some molecules, but Dispersion or London
 Dipole- dipole force forces are common to all molecules.
feedback
dipole interaction
-hydrogen bonding
 Define hydrogen
bonding Students should use polarity to explain hydrogen bonding
 Dispersion or London and should describe the properties of substances having
force
 Explain the effects of
Chemistry: Grade 11

hydrogen bond on the hydrogen bonding.
properties of substances
Students should identify that the hydrogen bonding that Observe students’
causes ice to occupy more volume and therefore less dense performance and give
is important both to ice skaters and to aquatic plants and summary
animal. If ice were denser, the ponds and streams would
 Give reason why H- freeze from the bottom up. The plants and animals would
bonding is stronger than die.
ordinary dipole-dipole
interaction Let students compare the strength of H-bonding and
 Explain dispersion ordinary dipole-dipole interaction
(London) forces Give assignment and
 Give examples of Students should explain dispersion forces and give some
Check students’
dispersion forces examples performances
 Predict the strength of
inter molecular forces Let students compare the strength of intermolecular forces
for a given pair of in a given pair of molecules
molecules Check on a sample
exercises and give
feedback
 Explains how metallic

bond is formed
Students should explain metallic bonding is not the sharing
2.4. Metallic Bonding
or loss or gain of electrons. It is just a loose association of
(1 periods) metal ions and electrons they have lost.
Listen students’
 Formation of metallic Students should discuss that the electron Sea model depicts responses and give
bond metallic bonding as a situation where all the metal atoms in
summary
a sample pool their valence electrons into an evenly
distributed ‘sea’ of electrons that ‘flows’ between and Monitor the discussion
 Electron Sea Model
around the metal-ion cores and attracts them together. and check students’
Chemistry: Grade 11

Unlike the localized electrons in covalent bonding, electrons performance
in metallic bonding are delocalized, moving freely
 Explain the properties of throughout the piece of metal. Give summary
metals related to the
concept of bonding
Students should explain that the physical properties of
Metals vary over a wide range.
 Properties of metals Almost all are solids with moderate to very high melting and
related to the concept of
extremely high boiling points. Periodic trends are consistent
bonding.
with the model. Ca has higher melting point than K- a
reflection of 2 vs 1 valence electrons. They are malleable and
ductile-the metal ions slide past each other when force is
 Carryout an activity to applied. They are good conductors of electricity and heat-
investigate the because of the mobility of the delocalized electrons.
conductivity, malleability
and ductility of some Students could be given samples of metals and non-metals
metals and nonmetals ( (Aluminum, copper, iron, tin, zinc, charcoal, graphite and
Al, Cu, Fe, Sn, Zn, S, C- Observe students’
silicon) and asked to investigate their conductivity,
charcoal, C- graphite and activities and give
Si) malleability and ductility.
summary
 Name the two bonding 2.5.Chemical Bonding

Let students describe MOT and VBT are complementary and
theories therefore should be used when one has more advantage Check students’
Theories (8 periods)
 Explain the valence bond than the other. performances and give
theory. 2.5.1.Valence Bond Theory feedback
 Distinguish between the Students should identify that VBT is a theory that explains
Lewis model and the (VBT) covalent bond formation by hybridization and overlapping of
valence bond model. atomic orbitals.
 Discuss the overlapping - Overlap of atomic
of orbital in covalent
Chemistry: Grade 11

bond formation orbitals (sigma and Pi
 Explain hybridization bonds)
 Show the process of
hybridization involved in
some covalent molecules Students could draw hybridization diagram and predict the Check students’
 Draw hybridization geometrical shapes of some simple molecules. performance on a
diagram for the sample exercises and
formation of sp, sp2, sp3, - Hybridization of give feedback
sp3d and sp3d2 hybrids. orbitals
 Suggest the kind of
hybrid orbitals on the
basis of the electron
structure of the central
Students should give the kind of hybrid orbitals by Check on a sample
atom.
 Predict the geometrical considering the electron structure of the central atom exercises and give
shapes of some simple feedback
molecules on the bases
of hybridization and the
Let students discuss in group and present to the class
nature of electron pairs.
 Discuss the hybridization and give summary
involved in compounds
containing multiple bonds.
 Explain bond strength Let the students identify the hybridization of atoms involved
and bond length. Check students’
in double and triple bonds.
performance on a
Students should compare the strength and bond length of sample exercises and
single, double, and triple bonds give feedback
 explain molecular
orbital theory
 describe molecular
orbital-using atomic Students should explain the basic assumption of MOT
orbitals
2.5.2 Molecular Orbital
 describe bonding and Students should show how molecular orbitals could form Check students’
Chemistry: Grade 11

anti-bonding molecular Theory (MOT) from atomic orbitals performance and give
orbitals feedback
 draw molecular orbital Students should discuss the difference between bonding and
energy level diagrams antibonding MOs
for homonuclear
diatomic molecules Students should draw molecular orbital energy diagram for
 write the electron some homonuclear diatomic molecules
configuration of simple
molecules using the Students should write the electron configuration of simple
molecular orbital model molecules using molecular orbital model
 define bond order and
determine the bond Students should calculate the bond order of some simple Check on a sample
order of some simple molecules and ions exercises and give
molecules and feedback
molecule-ions Students should evaluate the magnetic properties of some
 determine the stability simple molecules
of a molecule or an ion
using its bond order; compare the strength and bond length of single, double, and
and predict magnetic triple bonds
properties of molecules
Students should evaluate which theory (VBT or MOT)
perfectly explains all aspects of bonding
 Define crystal
 Name the four types of
crystalline solids and
give examples.
 Mention the type of 2.6.Types of crystals Students should explain that types of crystals are
attractive forces that distinguished from each other by the type of intermolecular
exist within each type of (1 period)
forces between the individual molecular particles or ions
crystalline solids
 Describe the properties  Ionic crystal which in turn determine physical properties like melting and
of each type of  Molecular crystal boiling points and solubility in different solvents.
crystalline solids  Covalent network crystal
 Build a model of sodium  Metallic crystal Listen students’
Chemistry: Grade 11

chloride crystal structure responses and give
summary
Students should describe the properties of each type of
crystalline solids
Students should be asked to construct a model of NaCl

structure from ball and sticks or other locally available
materials. Check students’
feedback
Chemistry: Grade 11
Unit 3: Physical states of matter (18 periods)
 Discuss the kinetic molecular theory and properties of the three physical states of matter.
 Explain the behaviour of gases by using the variables volume, temperature, pressure and number of moles.
 Distinguish terms like ideal gas, diffusion, evaporation, boiling, condensation, vapour pressure, boiling point, molar heat of vaporization, molar heat of
condensation, melting, fusion, sublimation, melting point, freezing point, molar heat of fusion, and molar heat of solidification.
 Analyse the gas laws.
 Develop skills in solving problems to which the gas laws apply.
 Perform activities to illustrate gas laws.
 Carryout experiments to determine the boiling points of liquids and the melting point of solids.
 Demonstrate an experiment to show phase changes.
Chemistry: Grade 11

Students will be able to:
3.1.The physical states of
matter
 Name the three physical 3.2. Introduction (1 period) Students should discuss the three physical states of matter: solids, Monitor the
states of matter. liquids and gases. Students should identify that, although it is discussion and give
seldom found in everyday life, there is the fourth state known as summary
 Give examples for each the plasma state.
of the three physical
states of matter Students should give everyday examples of substances that
occurring each of these states. Check students’
 Compare and contrast performance and
the main types of inter Let students compare and contrast the main types of inter give feedback
molecular forces. molecular forces
3.3. Kinetic theory and

properties of matter
(2 periods)
 State kinetic theory of Students should explain the kinetic theory of matter:
 Kinetic theory of matter
matter
 All matter is composed of particles which are in constant
motion Check students’
performance and
 The particles possess kinetic energy (movement energy) and give feedback
potential energy
 Properties of matter  The difference between the three states of matter are due to
 Explain the properties of their energy contents and the motion of the particles
the three physical states
of matter in terms of Students should identify that in a solid:
kinetic theory
Chemistry: Grade 11

 Particles are in fixed positions
 Particles are able to vibrate but not translate
Students should discuss how the kinetic theory explains the Monitor the
properties of solids e.g. fixed shape, can’t be compressed discussion and give
summary
Students should identify that in a liquid:
Check students’
 The particles have more energy than in a solid responses and give
feedback
 The particles are not in fixed positions but able to move
 Compare and contrast
the three physical states  The particles are in continual constant motion
of matter
 The particles are closely packed but less so than in a solid
Students should discuss how the kinetic theory explains the

properties of liquids e.g. taking the shape of a container, can only Monitor the
be compressed a small amount. discussion and give
summary
Students should describe that in a gas:
 The particles have more energy than in a liquid
 There are large distances between particles compared to

liquids and solids
 Particles move about in all directions at high speed
Students should discuss how the kinetic theory explains the

properties of gases e.g. diffusion to fill the space available, easy to
Chemistry: Grade 11

compress.
Students should discuss the differences between the properties of Monitor the
the three states of matter based on the kinetic theory. discussion and give
3.4. The gaseous state feedback
 Explain the assumptions (10 periods)
of kinetic molecular
theory of gases  The kinetic molecular
theory gases Students should be requested describe the kinetic molecular
 Describe properties of theory assumptions and use them in explaining properties of gases
gases using kinetic  The gas laws
Students should identify that the behaviour of gases is explained by Check students’
molecular theory
a series of gas laws which study the relationships among variables: performance and
 Describe the behaviour give feedback
 V denotes volume
of gases by using the
variables V (volume),T  T denotes temperature
(Temperature), P
(pressure) and n  P denotes pressure
(number of moles)
 n denotes number of moles
Students should differentiate some common units we use for the

above mentioned variables
 State Boyle’s law

- Boyle’s law
Students should explain Boyle’s law:
Students should show how the volume of a given mass of gas is

inversely proportional to its pressure provided that the
temperature remains constant’ Listen students’
responses and give
Students should show that this can be expressed mathematically
Chemistry: Grade 11

as: summary
 P  1 or PV = K where K is a constant Check students’

V performances and
When we change the pressure or volume at constant temperature give feedback
it follows that:
 P1V1 = P2V2 where subscripts denote initial and final conditions
Students should be asked to conduct a practical activity to prove

the validity of Boyle’s law as follows:
 Perform an activity to  Two tubes partially filled with mercury joined by rubber tubing Observe students’
show changes in volume giving a U-tube arrangement
activities and give
and pressure of gases to  One tube is calibrated, contains air and is sealed by a tap feedback
illustrate Boyle’s law
 By moving the un-calibrated tube up and down the volume of
air in the calibrated tube can be varied
The pressure exerted on the air is obtained from the difference in

height of the mercury in the two tubes
 Students should be requested to plot a graph of P against 1/V

and obtain a straight line
 Apply Boyle’s law in Students should carry out calculations using Boyle’s law.
solving problems Check on a sample
exercises and give
feedback
Students should state Charles’ law:
Check students’
Charles’ law ‘the volume of a fixed mass of gas at constant pressure is directly
performances and
proportional to its absolute temperature’
Chemistry: Grade 11

 State Charles’ law Students should know that this can be expressed mathematically give feedback
as:
 V  T or V = K where K is a constant
T
When we change volume or temperature at constant pressure it
follows that:
 V1 = V2 where subscripts denote initial and final conditions

T1 T2
Students should conduct a practical activity to demonstrate

Charles’ law as follows:
 Set up a round-bottomed flask fitted with a bung and delivery

 Conduct an activity to Observe students’
show changes in volume tube activities and give
and temperature of feedback
 Invert the flask and place the delivery tube in a beaker of water
gases to illustrate
Charles’ law.  Investigate what happens to the volume of air in the flask
when it is heated or cooled by observing whether bubbles of
air are forced out or water is drawn up the delivery tube
- Gay Lussac’s Law
 Apply Charles’ law in
Students should carry out calculations using Charles’ law.
solving problems Observe students’
activities and give
Students should state Gay Lussac’s law: feedback
 State Gay Lussac’s law:
‘at constant volume, pressure of a fixed amount of a gas varies
directly with the temperature
Students should show that this can be expressed mathematically

Chemistry: Grade 11

- Combined gas law as:
 Derive combined gas law  P  T or P = K where K is a constant Check on a sample

equation from Boyle’s T exercises and give
law and Charles’ law feedback
Observe students’
Students should show how Boyle’s law and Charles’ law combine to activities and give
give one law called the combined gas law. feedback
Students should identify that this can be expressed mathematically
as:
PV = K where K is a constant

T
More generally for changing conditions:
 Use the combined gas Check on a sample
law to calculate changes  P1V1 = P2V2 exercise and give
in volume, pressure or T1 T2 feedback
temperature - Ideal gas equation
Students should carry out calculations using the combined gas law.
Listen students’
 Define an ideal gas responses and give
summary
Students should explain that an ideal gas is a hypothetic gas that
exactly obeys the gas laws. In reality real gases only obey the gas
 Derive an ideal gas laws closely at high temperatures and low pressures as under these Observe students’
equation from Boyle’s conditions their particles are far apart. activities and give
law, Charles’ law and feedback
Students should describe that the ideal gas law is a combination of
Avogadro’s law
Boyle’s law, Charles’ law and Avogadro’s law.
Chemistry: Grade 11

 Boyle’s law V  1/P (n and T constant)
 Charles’ law VT (n and P constant)
 Avogadro’s law Vn (P and T constant)
 Compare the nature of It follows from these that:

real gases with ideal
gases  V  nT
P
 V = RTn or PV = nRT
P
 Solve problems related
to ideal gas equation  where R = molar gas constant = 8.314 L.Kpa or 0.082 L.atm Check on a sample
mol.k mol .k exercises and give
or 8.314 J__ feedback
 Define diffusion mol.k
Students should be requested carry out calculations using the ideal

Graham’s law of diffusion
gas law.
 State Graham’s law of
Check students’
diffusion
Students should define diffusion of a gas is the spreading out of its performance and
particles so that they are evenly distributed through the whole of give feedback
the space available.
Students should describe Graham’s law of diffusion:
‘At constant temperature and pressure, the rate of diffusion of a Observe students’
gas, r, is inversely proportionally to the square root of its density, ρ, activity and give
or molar mass, M.’ feedback
Students should show that this can be expressed mathematically as
Chemistry: Grade 11

follows:
 r 1 or r = K where k is a constant
 
 r 1 or r = K where k is a constant
m m
Also the rate at which a gas diffuse is inversely proportional to the

time taken therefore:
 r  1 so comparing two gases r1 = t2

t r2 t1
It also follows that
 Carry out an activity to
compare the rate of  r1 = (  2 / 1 ) = (m2 / m1 )
Guide and check
diffusion of two different r2 students’
gases
performance
Students should compare the rate of diffusion of gases as follows:
 Porous pot fitted with a cork and delivery tube
 Delivery tube attached to a U-tube containing coloured water
 Porous pot placed in beaker of hydrogen
 Pressure in pot increases as hydrogen diffuses in quicker than
the air diffuses out
 Porous pot placed in beaker of carbon dioxide
 Apply Graham’s law of  Pressure in pot decreases as air diffuses out quicker than
diffusion in solving carbon dioxide diffuses in
problems  Pressure changes shown by levels of coloured water in the Give a sample
limbs of the U-tube exercises and give
3.5. The liquid state
feedback
Chemistry: Grade 11

(2 periods) Students should carry out calculations using the different versions
of Graham’s law
Students should describe the simple properties of liquids from the

work carried out at the start of this unit. They should account for Check students’
these properties using the kinetic theory of matter. performance and
 Boiling give feedback
Students should explain a variety of terms relating to the liquid
 Explain the terms:
state including:
evaporation, boiling
condensation, vapour  Condensation
 Boiling – change from a liquid to a gas at a definite
pressure, boiling point,
 Energy changes in temperature, the boiling point of the liquid
molar heat of
boiling and
vaporization and molar  Condensation – change from a gas to a liquid at the boiling
condensation
heat of condensation point of the liquid
 Molar heat of vaporisation – the amount of heat needed to

convert 1 mole of a liquid at its boiling point to a gas (the same
amount of energy that is released when 1 mole of vapour at
 Evaporation the condensing point of a vapour condenses to become liquid)
 Molar heat of condensation - the amount of heat realised
when 1 mole of a gas is converted to a liquid at its
condensation point Monitor the
 Evaporation – change of a liquid to a gas at any temperature. discussion and give
 Vapour pressure Students should discuss the differences between boiling and summary
evaporation:
 boiling is at a fixed temperature and occurs throughout a liquid
 Evaporation is at any temperature and occurs only at the
 Determination of vapour surface of a liquid
 Carry out an activity to pressure and boiling Students should be able to explain vapour pressure and identify
Chemistry: Grade 11

demonstrate the point of a liquid that a liquid boils when its saturated vapour pressure becomes Guide students,
concept of vapour equal to atmospheric pressure observe students’
pressure activities and give
feedback
Students should carry out an experiment to demonstrate vapour
pressure by connecting a round-bottomed flask with bung and
delivery tube, containing some liquid, to a manometer. As the
 Carry out an activity to liquid is warmed the vapour pressure increases and this is detected
determine the boiling by the manometer. Observe students’
points of water and activities and give
Students should quantify the above experiment and collect data
ethanol feedback
which could then be analysed.
Students should carry out an experiment to measure the boiling

3.6. The solid state points of water and ethanol just above the surface of the liquids as
they boil.
(2 periods) Check students’
Students could discuss why the thermometer y should not be performances and
 Explain the terms placed in the boiling liquid – superheating. give feedback
melting, fusion,
sublimation, melting  Melting
point, freezing point,
Students should describe the simple properties of solids from the
molar heat of fusion and
work carried out at the start of this unit. They should be able to
molar heat of  Freezing account for these properties using the kinetic theory of matter.
solidification.
Students should explain a variety of terms relating to the solid state
including:
 Energy changes in melting Observe students’
and freezing  Melting (fusion) – change from a solid to a liquid at a definite
activities and give
 Describe phase changes. temperature, the melting point of the solid
feedback
 Explain temperature  Freezing (solidification) – change from a liquid to a solid at the
changes associated with  Sublimation freezing point of the liquid Check students’
phase changes
Chemistry: Grade 11

performance and
 Molar heat of fusion – the amount of heat needed to convert 1 give feedback
mole of a solid at its melting point to a liquid (the same
amount of energy that is released when 1 mole of liquid at
 Determination of the freezing point of a liquid freezes to become solid
melting point.  Molar heat of solidification - the amount of heat released Monitor the
 Determine melting point when discussion and give
of ice. 1 mole of a liquid is converted to a solid at its freezing feedback
points.
Phase changes
 Sublimation – change directly from solid to gas without going
 Demonstrate an
through the liquid phase or the reverse i.e. the direct change
experiment to show the
from a gas to solid
phase changes from ice
Students could measure the melting point of ice by placing a
to liquid water and then
to water vapour thermometer in a funnel containing melting ice, suspended about a
beaker. Students should round off the unit by discussing phase
changes.
Students should carry out experiments in which they:
 Convert ice to water

 Convert water to steam
 Convert steam to water
 Convert water to ice
Students should name the processes involved and state which are
exothermic (give out heat), and which are endothermic (take in
heat).
Students should discuss some of the practical implications of phase

changes e.g. why does a burn from steam at 100 C more damaging
to the skin than a burn from water at 100 C?
Chemistry: Grade 11
Unit 4: Chemical kinetics (9 periods)
 Explain the rate of a chemical reaction

 Describe the preconditions for a reaction to occur
 Discuss the factors affecting the rate of chemical reactions
Chemistry: Grade 11

Students will be able to: 4.1 Rate of chemical
reaction (3 periods)
 Reaction rate
Define a reaction rate Students should define that the rate of a reaction is the rate at which Check students’
reactants are converted to products. performance
Students could discuss different ways in which the rate of a reaction can be Monitor the
monitored. These could include: discussion and give
feedback
 Change of colour
 Volume of gas evolved
 Amount of precipitate formed
 Loss or gain of mass
Students should draw a graph showing how the rate of a chemical reaction
Describe a reaction rate changes over time and relate the rate to the slope of the graph. Observe students’
performance and
using graphs
give feedback
Chemistry: Grade 11
Conduct an experiment to Students should carry out experiments to study how the rate changes Observe students’
illustrate the relative rate of during a chemical reaction. These could include: activities and
reactions provide feedback
 Metal + dilute acid e.g. zinc + dilute sulphuric acid
 Metal carbonate + dilute acid e.g. calcium carbonate + dilute
hydrochloric acid
In both of these types of reaction the rate can be monitored by:
 Measuring the loss of mass over time

 Measuring the volume of gas produced over time
•List the preconditions for a •Preconditions for a chemical Check students’

Students should list down the preconditions for a chemical reaction to
chemical reaction to occur reaction performance and
occur – collision, activation energy and proper orientation
give feedback
• Explain how collision, Students should describe that in order for a chemical reaction to take place
activation energy and proper the reacting particles must collide with each other with sufficient force –
orientation of reactants are a an effective collision.
preconditions for a chemical Monitor the
reaction to occur Students should discuss how providing reacting particles with activation
energy: discussion and give
summary
 Increases the kinetic energy of the particles
 Increases the chances that collisions between particles will be effective
2.4 Factors affecting rate of
chemical reaction (6 Students should identify that the rate of a chemical reaction depends on:
 List factors that affect periods) Check students’
rate of chemical reaction  Nature of reactants performance and
 Temperature give feedback
 Concentration or pressure
 Surface area
Chemistry: Grade 11

 Use of a catalyst
 Describe the effect of Monitor the

changes in temperature, Students should discuss these factors in terms of collision theory. This discussion, check
concentration or pressure could include: students’
and surface area on the performance and
rate of a chemical  Temperature – an increase in temperature increases the kinetic energy
give summary
reaction of the reacting particles so there is a greater chance of collisions being
 Explain the effect of effective
catalysts on the rate of  Concentration or pressure – increasing the concentration (of reacting
chemical reaction solutions) or pressure (of reacting gases) increases the chances of
particles colliding with each other as there will be more particles per
unit volume
 Surface area – increasing the surface area of a solid reactant increases
the chances of collisions with the other reactant
 Use of a catalyst – a catalyst reduces the activation energy so particles
collisions can be effective at lower temperatures
 Do an activity on how the
factors affect the rate of Guide the students
chemical reaction Students should investigate the effects of each of these factors and observe their
experimentally e.g. performance
 Temperature – metal-acid reaction using acid of different temperatures Provide feedback

 Concentration – metal-acid reaction or metal carbonate-acid reaction
using acid of different concentrations
 Surface area – zinc-acid reaction using granulated zinc and zinc powder;
calcium carbonate-dilute hydrochloric acid using chippings and
powdered calcium carbonate
 Catalyst – decomposition of hydrogen peroxide using manganese (IV)
oxide
Chemistry: Grade 11
Unit 5: Chemical Equilibrium (16 periods)

 Discuss how equilibrium is established;

 Explain characteristics of dynamic equilibrium;
 State the law of mass action and write an expression for equilibrium constants, Kc and Kp, from a given chemical reaction;
 Apply the law of mass action to calculate Kc , Kp, concentration and pressure of substances in equilibrium;
 Explain how the reaction quotient is used to indicate position of the equilibrium;
 State Le-Chatliers’ principle and use it to predict and explain the effects of changes in temperature, pressure, concentration and presence of a catalyst on a
reaction;
 Perform an activity to demonstrate the effects of changes in concentration on the position of equilibrium and to determine Kc or Kp values;
 Explain how equilibrium principles may be applied to optimize the production of industrial chemicals (e.g. production of ammonia and sulphuric acid );
 Describe scientific enquiry skills along this unit: observing, predicting, comparing & contrasting, communicating, asking questions and making
generalization.
Chemistry: Grade 11

Students will be able to: 5. Chemical Equilibrium
5.1 Introduction (1 periods)
5.2 Chemical Equilibrium

(15 periods)
 explain reversible and Students should define chemical equilibrium and explain the Check students’
irreversible reactions definition with the help of examples performance and give
 define dynamic chemical summary
equilibrium  Reversible and Students should identify that chemical equilibrium applies only to
 state the necessary irreversible reactions reversible chemical reactions and is a dynamic one (not static),
conditions for that what remain unchanged in a chemical reaction at equilibrium
attainment of  Attainment and are the rates of both the forward and reverse reactions and that
equilibrium characteristics of they are equal; hence no shift in position of equilibrium,
 describe the microscopic chemical equilibrium
event that occur when a concentrations of reactants and concentration of products
chemical system is in remain the same (but concentration of reactants are not
equilibrium necessarily equal to concentration of products; if they are it is
 explain the mere coincidence)
characteristics of
chemical equilibrium Students should identify that there is a simple relationship
between the concentrations of reactants and products in an
 Equilibrium expression equilibrium system.
 state the law of mass and give summary
and equilibrium constant
action The relationship between mass action expression, reaction
quotient and equilibrium constant has to be discussed by
- The law of mass students. They should identify that the equilibrium constant is a
 define equilibrium action special reaction quotient which itself is a numerical value of mass
constant action expression that is determined when the system is at
 write the equilibrium equilibrium.
constant expression for Guide the discussion
chemical reactions that The use of reaction quotient in relation to the equilibrium and give summary
Chemistry: Grade 11

involve concentration - Equilibrium constant constant, as an indicator which way a reaction will go to reach
expression involving equilibrium, has to be discussed. Applications of the equilibrium
concentration, KC constant in determining the composition of the equilibrium
mixture needs highlighting.
 calculate values for Check students’
equilibrium constant Students should explain that at equilibrium, at a given performance and give
involving concentration feedback
temperature, the mass action expression for a given reaction is
always equal to the same number, the equilibrium constant.
 state the relationship of Remember, there are no restrictions on the individual equilibrium
Keq to the relative concentrations. The only requirement is that when they are
amounts of products substituted into the mass action expression, the resulting fraction
and reactants in a given must equal the equilibrium constant.
reaction
For the general reaction aA + bB ↔ mM + nN the mass
action expression is:
[M]m [N]n = Kc
 write the equilibrium
constant expression for [A]a [B]b
chemical reactions that
involve partial pressure; Where Kc is equilibrium constant, when all concentrations are
Check students’
 calculate values for equilibrium concentrations.
equilibrium constant activities and give
involving partial Students should show that for reactions involving gases, partial feedback
pressure; - Equilibrium constant
pressures can be used in place of molar concentrations.
 show the relationship expression involving
between KC and KP partial pressure, KP Remember the relationship Kp = Kc(RT)∆n which is used to
 distinguish between interchange Kp and Kc.. ∆n is change in the number of moles of
homogeneous and
gases. Listen students’
heterogeneous
equilibrium reactions; responses and give
Students should explain that in heterogeneous reactions the
- Equilibrium constant for summary
reactants and products are not all in the same phase. The
heterogeneous
concentrations of pure liquid and solid are not included in the
reaction
Chemistry: Grade 11

mass action expression of the heterogeneous reactions. This is
because they are constant and are included in the equilibrium
constant.
 define reaction quotient check students’
- Reaction quotient (QC) Students should identify that reaction quotient, QC, is the
feedback
numerical value of the mass action. It is used to predict whether a
 use the equilibrium reaction has reached or not and if it has not which direction it will
quotient to predict the proceed.
direction of the reaction
and the position of If Kc = QC, system is at equilibrium,
equilibrium - Predicting the direction
of reaction Kc < QC , reaction proceeds toward reactants and
 calculate equilibrium Kc > QC , reaction proceeds toward products.

concentrations given Check on a sample
initial concentrations There are basically two kinds of calculations that students have to exercises and give
- Applications of
 determine whether the learn. One is to calculate K from either equilibrium feedback
equilibrium constant
reactants or products concentrations or information from which you can deduce
are favored in a equilibrium concentrations.
- Predicting the
chemical reaction given
position of
the equilibrium The other is to calculate information about equilibrium
equilibrium mixture
constant; concentrations, given the value of K.
- Calculating the
equilibrium
concentrations of Students should be given exercises until they become conversant.
reactants and
products Students should explain the concepts behind the mathematical
 list factors that affect manipulation of equilibrium problems.
chemical equilibrium
 state Le-Chatliers Monitor the discussion
 Changing equilibrium Students should define the Le Chatelliers principle.
principle and give summary
conditions: Le-
 use Le-Chatliers principle Students should discuss that after new equilibrium is established
Chatleries principle
to explain the effect of right after subjecting a system in equilibrium to stress, the
changes in temperature, equilibrium constant remains unchanged but the individual
Chemistry: Grade 11

pressure, concentration concentrations of reactants and products could change. The point
and presence of catalyst that, equilibrium constant for a given reaction changes only with
on a reaction; temperature but not with concentration or pressure of
 state the effect of
reactants/products has to be explained by students. Monitor the discussion
changes in
concentration, Students should discuss the application of Le Chatelier’s principle and give summary
pressure/volume and  Equilibrium and Industry
- Equilibrium in the in industrial production of important substances such as
temperature on Keq
Haber process ammonia and sulfuric acid.
- Equilibrium in the
contact process  When a reactant or product is added to a system at
equilibrium, the position of equilibrium shifts toward the
opposite side of the equation.
 Decreasing the concentration of a reactant or product causes
the position of equilibrium to shift in the direction of the
substance removed.
 Increasing the pressure by decreasing the volume shifts the
position of equilibrium in the direction of the fewest number
of moles of gas.
 An increase in temperature causes the position of equilibrium
to shift in the direction of the endothermic reaction.
 A decrease in temperature causes the position of equilibrium
to shift in the direction of the exothermic reaction.
 A very important point to remember is that the only thing that
changes K for a reaction is a change in temperature‼
 Adding an inert (unreactive) gas to a system, without changing
the volume, has no effect on the position of equilibrium.
 A catalyst has no effect on the position of equilibrium. It only
 perform an activity to
increases the speed with which the system reaches
demonstrate the effect
equilibrium.
of changes in
concentration on the Observe student’
Students should perform activities to demonstrate the effects of activities and give
position of equilibrium
changes feedback
Chemistry: Grade 11

-In concentration on the position of equilibrium.
 perform an activity to
demonstrate the effect Eg. Take 0.01M, 0.02M, 0.03M and 0.04M Fe(NO3)3 (aq) to
of changes in react with 0.01M KSCN(aq)
temperature on the
position of equilibrium -In temperature on the position of equilibrium.
 Perform an activity to Eg. The reaction between iodine, I2 and starch

determine KC for
esterification of an Students could perform activities to determine equilibrium
organic acid constant.
Eg. Kc for esterification of an organic acid Check students’

 define optimum performance and give
conditions
Students should explain that chemical equilibrium along with Le feedback
 explain how Le-Chatliers
Chatelier’s principle has applications in industrial production of
principle is applied
- in the Haber process important substances.
(production of NH3)
Students should describe that in order to optimize production of
- in the Contact process ammonia in the Haber process and sulfuric acid in the contact
(production of H2SO4) process, chemists or chemical engineers exploit fully the
principles in this unit.
Chemistry: Grade 11
Unit 6: Some important organic compounds (20 periods)

 Give the general formulas of alcohols, aldehydes, ketones, carboxylic acids, esters, anhydrides, amides, and acid chloride;
 Develop skills in naming and writing the molecular and structural formulas of alcohols, aldehydes, Ketones, carboxylic acids esters, anhydrides, amides, and
acid chloride
 Write the structural formula and IUPAC names of given alcohol, aldehyde, ketones, carboxylic acids, and esters;
 Describe some physical and chemical properties of carboxylic acids and esters;
 Predict and correctly name the products of organic reactions, including substitution, addition, elimination, esterification, hydrolysis and oxidation reactions;
 Carry out activities to prepare a carboxylic acid and an ester;
 List some important fatty acids;
 Test for the carboxylic acid and ester functional groups;
 Give the structures, properties and uses of fats and oils;
 Describe scientific enquiry skills along this unit: observing, classifying, comparing & contrasting, asking questions, drawing conclusion, applying concepts
and problem solving.
Chemistry: Grade 11

Students will be able to: 6.1. Introduction (1 period)
 Classify organic  Classification of organic Students should identify that organic compounds are classified Check students’
compounds compounds into groups on the basis of a functional group. It is the performance and
functional group in a molecule that determines much of the give feedback
chemistry of a compound.
6.2. Alcohols and ethers (6 Students should describe that the alcohols are a homologous
periods) group of organic chemicals which have the general structural
 Define alcohols formula R-OH, where R= alkyl or aryl group. The functional
 Tell the functional group
group in alcohols is –OH and the suffix used to denote this
of alcohols.
group is an ’ol’.
 Give the IUPAC names
Students could use the prefixes given in a previous section
for given alcohols.
together with the suffix an’ ol’ to name the first six alcohols in Check on a
 Classify alcohols based  Classification and the series. sample exercises
on the number of nomenclature of alcohols and give feedback
hydroxyl (OH-) groups. Students should explain that alcohols can be classified on the
basis of the number of hydroxyl groups in the molecule. These
are described as:
 Monohydric e.g. ethanol CH3-CH2-OH

 Write the general  Dihydric e.g. ethane-1,2- diol HO-CH2-CH2-OH
formula of monohydric  Trihydric e.g. propane-1,2,3-triol HO-CH2-CH OH- CH2-OH
alcohols
Students should identify that monohydric alcohols have the
formulas and the names general formula CnH2n+1OH
of the first six members
of monohydric alcohols Students could apply the general formula to find the molecular
formulas of the first six members of monohydric alcohols
Chemistry: Grade 11
Students should discuss that alcohols can be classified according

Monitor the
to the nature of the groups attached to the carbon atom which
discussion and
 Classify monohydric  Classifications of monohydric carries the hydroxyl group:
give summary
alcohols based on the alcohols
 Primary alcohols – the carbon carrying the hydroxyl group is
number of alkyl groups
attached to only one alkyl group (and two hydrogen atoms)
attached to the carbon
RCH2OH
atom carrying the
hydroxyl group  Secondary alcohols – the carbon carrying the hydroxyl
group is attached to two alkyl groups (and one hydrogen
 Give some examples for
atom)
primary, secondary and
RR’CHOH
tertiary alcohols
 Tertiary alcohols – the carbon carrying the hydroxyl group is
attached to three alkyl groups (and no hydrogen atoms)
RR’R’’COH
Students should draw the structure of alcohols and state Check on a

 Give the structural whether they are primary, secondary or tertiary alcohols. sample exercises
formula of monohydric and give feedback
alcohol Students should explain that:
Listen students’
 Describe the physical  the hydroxyl group in an alcohol is polar due to the high
performance and
properties of alcohols electro negativity of oxygen: -Oδ--Hδ+
 Physical properties  as a result of this there is significant hydrogen bonding in
provide summary
alcohols
 the melting points and boiling points of alcohols are much
higher than those of alkanes of similar relative molecular
mass
 even the first alcohol in the series, methanol, is a liquid at
room temperature
Students could compare the boiling points of ethanol (RMM =
46) and propane
Chemistry: Grade 11

(RMM = 44)
In the laboratory alcohols can be made by a number of different Listen students’

routes including: responses and
 Explain general methods  Preparation give feedback
of preparation of  Hydrolysis of alkyl halides by heating with sodium hydroxide
alcohols solution
R-Cl + NaOH → R-OH + NaCl
 Hydrolysis of esters by heating with potassium hydroxide

solution
R-COO-R’ + KOH → R-COOK + R’-OH
These are both examples of replacement reactions since

different groups are replaced by –OH.
Students should explain that there are two main industrial

 Explain the industrial
preparation of ethanol processes for the manufacture of ethanol:
 the fermentation of carbohydrates such as sugars

C6H12O6(aq) → 2C2H5OH(aq) + 2CO2(g)
 the hydration of ethene with steam at 573 K and 60

atmospheres in the presence of a phosphoric acid catalyst
Students should prepare a small sample of ethanol by

 Perform an activity to Observe students
prepare ethanol from fermentation followed by distillation. activity and give
sugar feedback
Students should explain that alcohols can be oxidised using Listen students’
 Chemical properties
 Explain the chemical suitable reagents such as acidified potassium manganate(VII) responses and
reactions of alcohols solution or acidified potassium dichromate solution. give feedback
such as oxidation,
reaction with active The nature of the oxidation product depends on whether the
metals, esterification
Chemistry: Grade 11

and dehydration. alcohol is primary, secondary or tertiary.
 Primary alcohols are oxidised to form aldehydes

R-CH2-OH + *O+ → R-COH
 Carryout an activity to
show chemical reaction of  Students should carry out some experimental activities to
alcohols with active investigate properties of alcohols Observe students’
metal activity and give
feedback
 Write the molecular  Students should write the molecular formula and name the
formulas and names of • Ethers first six members of ethers
the first six members of -Structure and Nomenclature of
ethers Ethers
 Give the IUPAC names
for given ethers
 Students describe the physical properties of ethers and
properties of ethers
compare with alcohols and hydrocarbons
 Explain the general -Physical Properties of Ethers
methods of preparation
of ethers
-Preparation of Ethers
 Explain the use of
ethers such as solvent in
organic reactions -Reactions of Ethers
6.3. Aldehydes and Ketones (2

 Write the general periods)
structural formula of
aldehydes Students should write the general formula of aldehydes
 Write the molecular - Structure and Nomenclature
formulas and names of Aldehydes are named on the basis of the number of carbon
simple aldehydes atoms present and the suffix ‘anal’.
Chemistry: Grade 11

Check students’
performance and
give feedback
Students could draw and name the aldehydes up to those

 Write the general containing six carbon atoms.
ketones Ketones are named on the basis of the number of carbon atoms
present and the suffix an ‘one’.

formulas and names of
simple ketones
Check students’
Students should identify that with large numbers of carbon
performance and
atoms it is necessary to identify the carbon atom which is
give feedback
bonded to the oxygen atom.
(2-pentanone) (3-pentanone)
Chemistry: Grade 11

Students could draw and name ketones up to those containing Check students’
six carbon atoms. performance and
give feedback
Students should explain why aldehydes and have higher
boiling points than those of nonpolar compounds with
properties of aldehydes comparable molecular weight.
and ketones -Physical properties of Aldehydes
Students should describe the preparation of aldehydes and
and Ketones Check students’
ketones by ozonolysis alkenes and oxidation of alcohols
performance and
methods of preparation  Ozonolysis of alkenes give aldehydes and ketone give feedback
of aldehydes and -Method of preparation of R-CH=CR’R’’ → RCHO + R’COR’’
ketones aldehydes and ketones  Primary alcohols are oxidized to form aldehyde, but further
oxidized to carboxylic acid
R-CH2OH + *O+ → R-CHO → R-COOH
 Secondary alcohols are oxidised to form ketones
R-CHOH-R’ + *O+ → R-CO-R’
reactions of aldehydes Students should discuss addition of Grignard reagents and
and ketones such as -Reactions of aldehydes and alcohols to aldehydes and ketones Check students’
addition, oxidation and ketones (addition, oxidation, and performance and
reduction reduction) Students should explain oxidation and catalytic reduction of
give feedback
aldehydes and ketones
 List common organic 6.4. Carboxylic acids (5 periods) Students should explain that the carboxylic acids are a Check students’
acids and mention their homologous group of organic chemicals which have the general performances and
sources;  Nomenclature and structure structure R-COOH. The functional group in carboxylic acids is - provide feedback
COOH and the suffix used to denote this group is an ‘oic acid’.
 Write the general Students should list the common sources of carboxylic acids.
formula of saturated
You could motivate the students if you relate common names of
monocarboxylic acids;
some carboxylic acids to the source they were isolated from
Chemistry: Grade 11

initially. Example is butyric acid from rancid butter.
 Write the molecular Students could use the prefixes given in a previous section
formulas and names of together with the suffix ‘anoic acid’ to name the first six
the first six members of carboxylic acids in the series.
saturated
monocarboxylic acids;
 Give the structural

formula for the first four
members of saturated
mono carboxylic acids.
Students should give examples’ of monocarboxylic, dicarboxylic,
and tricarboxylic acids
 Give examples for mono
carboxylic, dicarbcxylic Students should give the IUPAC nomenclature for branched
Check students’
and tricarboxylic acids; carboxylic acids. Even though IUPAC should be at the center of
 Name some branched performance and
nomenclature, it is useful to introduce the α,β,γ,δ…position of
carboxylic acids; give feedback
attachment.
Students should identify that the carboxyl carbon is always

considered as C-1, and hence C-2 corresponds to α of the
common names, C-3 to β, and so on. (Caution: Do not mix Greek
letters with IUPAC names, or Arabic numerals with common
names.) Hence the α-carbon is the one bearing the carboxyl
group. This is commonly used in biochemical literature.
γ β α
C-C-C-COOH (used in common names)
Students should describe the structural differences between the Listen students’
aromatic carboxylic acids and aliphatic acids with phenyl ring responses and
Chemistry: Grade 11

substituents. The aromatic acids are usually named as give feedback
derivatives of the parent acid, benzoic acid, C6H5COOH.
 Physical properties
Students should list down some physical properties using the
 describe the physical
properties of saturated chemical knowledge they have mastered so far. You might hint
mono carboxylic acids that properties of molecules follow structure, to the students at
this point and see how this might help them.
 Solubility: Carboxylic acids have two distinct parts in terms

of associating with water. Ask the students to identify them. Monitor the
They could discuss this in groups. The hydrocarbon part is discussion and
hydrophobic whereas the carboxyl group is hydrophilic. The
give feedback
aliphatic acids, therefore, show very much the same
solubility behavior as the alcohols: the first four or five are
miscible with water and the higher acids are virtually
insoluble. Water solubility undoubtedly arises from
hydrogen bonding between the carboxylic acid and water.
The simplest aromatic acid, benzoic acid, contains too many
carbon atoms to show appreciable solubility in water.
Carboxylic acids are soluble in less polar solvents like ether,
alcohol, benzene, etc.
 Boiling Point: As a class the carboxylic acids are even higher

boiling than alcohols. For example propionic acid (b.p. 141
C) boils more than 20 C higher than the alcohol of
comparable molecular weight, n-butyl alcohol(b.p. 118 C).
These very high boiling points are due to the fact that a pair
of carboxylic acid molecules are held together not by one
but by two hydrogen bonds. Students draw structure of two
carboxylic acids with two intermolecular H-bonds between Check on a
them. sample exercises
 Chemical properties  Odor: Students should list down odors of some carboxylic and give feedback
acids that they might have encountered in laboratories or
elsewhere.
Describe the chemical
Chemistry: Grade 11

properties of carboxylic Monitor the
acids Students should discuss that the characteristic chemical discussion and
behavior of carboxylic acids is, of course, determined by their provide feedback
 explain the chemical functional group, carboxyl, -COOH. This group is made up of a
properties of saturated carbonyl group (C=O) and a hydroxyl group (-OH). It is the –OH
mono carboxylic acids
that actually undergoes nearly every reaction-loss of H+, or
replacement by another group-but it does so in a way that is
possible only because of the effect of the C=O.
The most important chemical property of carboxylic acids is

their acidity. They form salts when treated with strong bases
like OH- and even with weaker bases such as HCO3- and NH3.
The rest of the molecule undergoes reactions characteristic of

its structure; it may be aliphatic or aromatic, saturated or
 Preparation unsaturated, and may contain a variety of other functional
groups. Check on a
sample exercises
 explain the general Students should explain preparation of carboxylic acids. You
and give feedback
methods of preparation may pick few appropriate chemical reactions to illustrate their
of saturated mono preparations.
carboxylic acids;
1. Oxidation of Primary alcohols
KMnO4
R-CH2OH ------- → R-COOH
2. Oxidation of alkyl benzenes
Ar-R -------------→ Ar-COOH

Observe students’
Students should explain the industrial and laboratory performance and
 explain the industrial and preparations of acetic acid.
Chemistry: Grade 11

laboratory preparation Students should prepare acetic acid in the laboratory give feedback
of acetic acid.
 Conduct an experiment Let students to discuss why “tella” or “tej” turns sour in few Monitor the
to prepare acetic acid in days after preparation discussion and
the laboratory give feedback
Students should identify fatty acids are carboxylic acids with a
 explain why "tella" or  Fatty acids long hydrocarbon chain that are found in all cells. The
"tej" turns sour. hydrocarbon chains of animal fatty acids are more saturated
than those of vegetable origin. With only a few exceptions, the
 Name and write fatty acids are all straight-chain compounds. Most fatty acids
structural formulas of contain an even number of carbon atoms.
some fatty acids.
 describe some uses of  Uses Let the students mention some uses of common carboxylic acids
common carboxylic acids like acetic acid
Students should identify that esters are found abundantly in Check students’
 list common sources of living organisms. performance and
esters; 6.5. Esters (4 periods)
give feedback
Students should explain that an ester is made by replacing the H
 Sources of esters
of an –OH acid with an R group. Carboxylic esters derived from
 write the general carboxylic acids, therefore, have the formula RCOOR’. They are
esters  Nomenclature named as derivatives of the corresponding carboxylic acids, and
 write the molecular the best way to begin is by
formulas and names of
1. Naming the acid, using either the IUPAC name or the
some simple esters
common name.
2. After that, the procedure is the same as for naming
salts. The “-ic acid” is changed to “ate,” and this word is
the second word in the ester name.
3. The first word is the name of the R’ group.
Chemistry: Grade 11

E.g CH3-C-O-CH2CH3
║
O
1. Name of acid: Ethanoic acid or acetic acid
2. Change “-ic acid to “ate,”: Ethanoate or Acetate
3. Name of R’ comes first: Ethyl
Hence full name is: Ethyl ethanoate or Ethyl acetate. Check students’
Students should give names for few common carboxylic esters. performance and
(Remember there are inorganic esters like phosphoesters as give feedback
 Physical properties well.)
 describe physical You may ask them also to identify the acid and alcohol (or
properties of esters, phenol) portions of these carboxylic esters.
Check students’
Boiling points: Students should identify whether esters will have
performance and
higher, lower or similar boiling points compared to compounds
give feedback
of comparable molecular mass that do form hydrogen bonds.
Because ester molecules cannot form hydrogen bonds with

each other, esters have lower boiling points than compounds of
comparable molecular mass that are capable of forming
hydrogen bonds.
Solubility: Since carboxylic esters can form hydrogen bonds with

water, it is not surprising that their solubility in water is about
the same as that of carboxylic acids of the same molecular
Chemistry: Grade 11

weight.
Odor: In sharp contrast to the disagreeable odors of carboxylic

acids, esters have pleasant odors. Many of the odors of fruits
 explain the chemical  Chemical properties and flowers result from mixtures of carboxylic esters, and many
properties of esters;
of them are used in perfumes and food flavorings.
Check students’
Students should identify that the most important reaction of performance and
 Explain the general give feedback
methods of preparation  Preparation carboxylic esters is their hydrolysis, which may be catalyzed by
of esters either acids or bases.
For synthetic purposes, base catalysis is often preferred because

the reaction is not reversible. Base catalyzed ester hydrolysis is
called saponification.
In biological systems, ester hydrolysis is catalyzed by enzymes.

 describe some uses of
common esters;  Uses Students should explain preparation of esters. Carboxylic esters Check students’
can be considered as a combination of a carboxylic acid and an performance and
alcohol (or phenol). In fact, they can be synthesized by heating a give feedback
mixture of a carboxylic acid and an alcohol in the presence of an
acid catalyst such as H2SO4.
Students should describe that esters have numerous uses:
- Solvent
- Medicine
- Clothing eg polyesters (Dacron) Give a project
- Fragrance in perfumes work to students
- Plasticizers eg octyl phthalate and evaluate their
work
Students should gather information on carboxylic acid
Chemistry: Grade 11

derivatives (amides, acid chloride, and anhydrides) from
different sources, compile and present. This includes structural
 Write the general Structural formula of derivatives of formula, naming, physical properties, chemical reactions, and
structural formula of carboxylic acids such as amides, methods of preparations).
amides, acid halides and acid halides and anhydrides
anhydrides
 Give IUPAC name of Nomenclature
amides, acid halides and
anhydrides
• describe physical Physical properties

properties of amides, acid
halides and anhydrides
Chemical reactions and methods of
 Discuss the common
preparations
chemical reactions and
methods of preparations
for amides, acid halides Listen students’
and anhydrides Fats and oils are esters. Students should explain that they are responses and
widely found in nature especially in living things as esters of give summary
6.6. Fats and Oils (2 periods) glycerol, in fact triacylglycerols. Fats and oils are triacylglycerols
 define fats and oils
 write the general whose hydrocarbon tails, derived from carboxylic acids, are long
 Structure
structural formula for enough to make them hydrophobic.
fats and oils
 write the structures of As the hydrocarbon tail gets longer, they become more fatty i.e
some common less water soluble. The degree of unsaturation of the fatty acid
triglycerides tail portion of triacylglycerol is responsible for the physical
states of the fats and oils.
Observe students’
performance and
give feedback
 describe physical Students should explain that animal fats are generally solids at
properties of fats and room temperature and those from plants are usually liquids
Chemistry: Grade 11

oils (oils). Warn students not to confuse the edible vegetable oils Monitor the
with mineral oils which are entirely different; mineral oils discussion and
 Physical properties (petroleum) which are long chains of alkanes. give summary
Students should discuss how hydrogenation of vegetable oils

 explain hardening of oils
results in the formation of solid fat (eg SHENO LEGA) which is Check students’
(process of converting
oils to hard fats) not different in composition from animal fat. Students identify if performance and
it is OK to consume Sheno Lega during fasting season. give feedback
 Hardening of oils
Students should show how to calculate oxidation numbers of
the various carbon atoms in both fats and oils and use oxidation
number as an indicator of energy content; the lower the
oxidation number the higher the energy content of the Check students’
substance. Reference could also be made to the type of performance and
hybridization of the carbon atoms. give feedback
Vegetable oils differ from animal fats in possessing higher

degree of unsaturation, but could have double bonds. Students
Monitor the
should identify that numerous fats contain sites of unsaturation
discussion and
like vegetable oils. give feedback
Students should discuss why unsaturation in fat tends to lower
its melting point and thus tends to make it a liquid at room
temperature. Hydrogenation of some of the double bonds in
oils converts these liquids into solids having a consistency
comparable to that of butter. The accompanying change of
state is called hardening of oils.
Listen students’
responses and
provide summary
Students should explain that hydrogenation not only changes
the physical properties of a fat, but also-and this even is more
Chemistry: Grade 11

 explain rancidity important-changes the chemical properties. Students should
discuss why a hydrogenated fat becomes rancid much less
readily than does a non-hydrogenated fat.
Students should explain why fats and oils become rancid if left
 Rancidity un refrigerated. Students should also discuss why Mothers treat
butter (animal fat) by heating it to boiling? And what is going on
during the heat treatment?
Chemistry: Grade 12
Chemistry Syllabus
for Grade 12
Chemistry: Grade 12
To develop understanding and acquire knowledge of:
 different concepts of acids and bases, their properties and qualitative and quantitative expressions;
 energy changes in physical and chemical processes and laws governing them;
 fundamental concepts related to the interconversion of chemical and electrical energy;
 qualitative and quantitative aspects of electrochemistry and its applications;
 occurrence, abundance and metallurgical processes of some useful elements;
 analyzing the risks and benefits of the development and application of synthetic polymers and suggesting possible methods of control.
 solving equilibrium problems involving acids and bases;

 predicting weather a solution of a specific salt will be acidic, alkaline or neutral;
 calculating energy changes in chemical reactions;
 determining spontaneity of chemical reactions;
 calculating problems related to electrolysis;
 constructing model galvanic cell;
 designing and conducting simple experiments relevant to their level.
To develop habits and attitudes of:
 appreciating the roll of some chemical processes such as buffer systems in balancing natural phenomena in our lives;
 practicing the chemical and physical methods of preventing corrosion;
 realising that elements are cycling in nature;
 being confident and independent;
 relating a scientific knowledge to everyday applications.
Chemistry: Grade 12
Unit 1: Acid-base Equilibria (32 periods)
 describe the draw backs of Arrhenius,

 define Bronsted-Lowery & Lewis concepts of acids & bases;
 describe the dissociation of water, weak mono-protic & polyprotic acids, & weak bases;
 explain how to solve equilibrium problems involving concentration of reactants & products, ka, kb, PH& POH;
 discuss the common ion effect, buffer solution, hydrolysis of salts, acid-base indicators and acid-base titrations;
 explain how buffering action affects our daily lives using examples;
 determine the equivalents of acid or base that are required to neutralize specific amount of acid or base;
 predict, in qualitative terms, whether a solution of a specific salt will be acidic, basic or neutral;
 explain how to solve problems involving concentration and PH of acid-base titration;
Chemistry: Grade 12

Students will be able to: 1. Acid-base Equilibria
 state acid by the 1.1 Acid-base concepts  Students should define the terms acids and bases Listen student’s
Arrhenius concept according to Arrhenius, Bronsted-Lowry and response and give
 explain why proton (5 periods) Lewis\ feed back
exists bounded to
water molecule , as  Arrhenius concept of acids and bases  Students should describe why proton exists bound
H3O+, in all acid-base to water molecule’s, as H3O+, reactions involve
reactions; acid-base
 give examples of
Arrhenius acids  Bronsted-Lowry concept of acids and  Students should define some terms like conjugate Give Sample exercise
bases acid-base pair, auto ionization and amphiprotic and give feed back
 define base by the
- Conjugate acid-base pairs species under Bronsted-Lowry concepts.
Arrhenius concept
 give examples of - Auto ionization of substances  Students should give examples of Arrhenius,
Arrhenius bases; Bronisted-Lowry and Lewis acids and identify
- Amphiprotic species conjugated acid – base pairs
 define acid by the
Bronsted-Lowry  Students should identify that the most general
concept; theory of acids and bases is that of Lewis. This
 give examples of theory encompasses the Bronsted-Lowry theory,
Bronsted-Lowry acids and it goes one step further by describing acid- Monitor the
base behavior to many reactions that do not discussion and give
involve the transfer of a proton feedback
Bronsted-Lowry
 Students should discuss one direction in which the
concept
science of chemistry matured, as narrow
definitions of acids and bases progressively
Bronsted-Lowry
widened to encompass different species, physical
bases.
states, solvent systems and reaction types.
 explain what
conjugate acids and
conjugate bases are
 identify the acid-base
conjugate pairs from
the given reaction;
Chemistry: Grade 12
 Write an equation for

self-ionization of
water and ammonia.
 explain what is meant
by amphiprotic
species
reactions of
amphiprotic species;
 define acid by the
Lewis concept
Lewis acids
Lewis concept
Lewis bases  Lewis’s concept of acids and bases
 calculate pH from
[H+]and [H+] from pH
 calculate pOH from
[OH-] and [OH-] from
pOH
 describe the
Listen the student’s
ionization of water
response and give
 drive the expression of 1.2 Ionic Equilibria of weak acids and
bases (9 periods) • Students should explain that equilibria feedback
ion product for water,
Ionization of water involving the ionization of weak acids and
KW
weak bases in aqueous solution are very
 explain the effect of - Ion product for water, KW
important in many fields of science.
temperature on Kw
• Students should describe that in any solution
 explain why water is a  Measures of the strength of acids and
bases in aqueous solution; in which water is the solvent, the equilibrium
weak electrolyte
- H+ ion concentration, [H+], and OH- condition for the ionization of water
 use Kw to calculate Kw = [H+] [OH-] = 1.0 x 10-14 holds at Give sample exercise
[H3O+] or [OH-]in ion concentration , [OH -]
and provide feedback
aqueous solution
Chemistry: Grade 12
 write an expression - pH and pOH 25 0C.
for the percent Listen the student’s
ionization of weak - percent ionization • They should calculate pH/pOH given from response and give
acids or weak bases [H+] or [OH-]and [H+] or [OH-] given from feedback
 calculate the percent - Ionization (dissociation) constant pH/pOH.
dissociation of weak
acids and bases * Acid ionization constant, Ka
 write the expression • Students should explain that the strengths
for the acid * Base ionization constant, Kb of acids and bases can be described in many
dissociation constant, ways. Some of the ways are:
Ka;
 calculate Ka for an acid o H+ and OH- ions concentration
from the concentration o pH and pOH
of a given solution and o Percent dissociation Give sample exercise
its PH; o Ka and Kb and provide feedback
 Calculate [H+] and PH Here Ka and Kb are treated more
of an acidic solution
from given values of • Students should do exercise to calculate Ka
Ka and initial and Kb of an acid and a base from given
concentration of the solutions and their pH and pOH respectively.
solution.
 Write the expression
for the base
dissociation constant,
Kb
 Calculate Kb for a base
from the
concentration of the
basic solution and its
pOH
 Calculate the [OH-]
and pOH of a basic
solution from a given
values of Kb and initial
concentration of the
solution Observe the student’s
activity and give
Chemistry: Grade 12
feedback
 define common ion
effect; 1.3 Common ion effect and Buffer Solution Monitor the
 explain the (9 periods) demonstration and
importance of  Students should be given a group activity to give feedback
common ion effect;  Common ion effect discuss on the concept common ion effect to see
 define a buffer if they have understood the Le Chatelier’s Listen the student’s
solution; principle discussed in grade 11 Chemistry class response and give
 give some common feedback
examples buffer  Students should demonstrate that buffer
systems; solutions have wide applications especially in Monitor the
biological systems demonstration and
 explain the action of  Buffer solutions give feedback
buffer solution and  Students should describe that a buffer is a
it’s importance in mixture/ solution that can be prepared by
chemical processes mixing a weak acid with one of its salts, or a
 calculate the pH of a weak base with one of its salts and discuss how
given buffer solution buffer is useful in biological systems.
 demonstrate the
buffer action of  Students should demonstrate that a solution
CH3COOH/CH3COONa; resists pH change in the presence of a buffer
when a small amount of an acid or base is
added, which otherwise would suffer pH change
 Students should identify strong acids have very

weak conjugate bases; strong bases have very
weak conjugate acids Listen the student’s
response and give
feedback
Give sample exercise

1.4 Hydrolysis of Salts
 define hydrolysis; Monitor the
(3 periods) discussion and give
summary
 Salts of weak acids and strong bases:
Chemistry: Grade 12
anion hydrolysis  Students should explain that solutions of salts
contain two ions. The cation of the salt can
 explain why a salt of potentially serve as an acid; the anion as a base
weak acid and strong  Salts of strong acids and weak bases:  Students should identify whether a solution of a
base gives a basic cation hydrolysis salt is acidic, basic, or neutral depends on the
solution strengths of the acids and bases making the salt
 explain why a salt of  Salts of weak acids and week bases:  Students should discuss hydrolysis of each type
strong acid and weak cation and anion hydrolysis of salt. They may raise the following points:
base gives an acidic o Salts of strong acids and strong bases.
solution Solutions of these salts are neutral. For
Example, NaCl and KNO3.
 explain why salts of o Salts of weak acids and strong bases.
weak acids and weak Solutions of theses salts are basic.
bases give acidic, Examples a NaC2H3O2 and NaNO2.
basic or neutral o Salts of weak acids and weak bases.
solution o Students should identify salts of strong
acids and weak bases. Students should
understand that solutions of theses salts
are acidic because the cation of the weak
base is a moderately strong acid.
Examples are NH4Cl and N2H5Cl.
o Students should identify general case; Listen student’s
the anion of the salt reacts as follows: response and give
X- + H2O ↔ HX + OH-. Since a feedback
1.5 Acid-base indicators and Titrations (6 component of the salt is reacting with
Observe the activity
periods) water, the phenomenon has come to be
and give feedback
known as hydrolysis
 define acid-base  Acid-base indicators Give sample exercise
indicators and provide feedback
 write some examples
of acid-base  Equivalents of acids and bases
indicators - Number of equivalents
- Normality  Students should explain that acid-base
 suggest suitable
indicators are organic molecules whose colors
indicator for a given
Chemistry: Grade 12
acid-base titration  Acid-base titrations depend on the acidity or basicity of the solution
 explain the  Students should perform an activity how to
equivalents of acids measure a pH or [H+] of a solution using pH
and bases meters by means of two electrodes immersed in
 calculate the a test solution Listen student’s
normality of a given response and give
acidic or basic  Students identify that acid-base indicators are feedback
solution organic molecules that indicate whether a
 define acid-base solution is acidic, basic or neutral.
titration
 Students should identify that an acid-base
indicator is a weak acid or weak base with its
corresponding conjugate pair and the molecular
form of the indicator, HIn, has one color and the
ionic form In-, has a different color. Listen student’s
response and give
 Students should explain that the color that is feedback
observed in a solution of the indicator is
controlled by the ratio of [Hin] to [In], which is
determined in turn by the H+ concentration in
the solution and an indicator can be used to
signal the completion of a reaction during a
 The equivalent point and the end point titration by changing color. Listen student’s
 define end point response and give
 define equivalence feedback
 Students should explain that an equivalent of an
point acid is the mass of the acid that releases one
 distinguish between  Acid-base titration curves mole of H+ in solution. Likewise, an equivalent of
end point and a base is the mass of the base that produces one
equivalent point; Give sample exercise
- Titration of a strong acid with a mole of OH- or accepts one mole of H+
 discuss the different and provide feedback
strong base  Students should explain that molarity and
types of titration - Titration using a weak acid and a normality and see if they know that the
curves strong base difference lies in noticing the differences
- Titration of a weak base with a strong between equivalent mass and molecular mass
acid
 Students do exercise to calculate the normality
of a given acidic or basic solution.
Chemistry: Grade 12
 Students should give examples like: A 0.1 M and provide feedback
solutions of HCl in water and a 0.1 M solution
acetic acid have pH’s 1 and 2.9, respectively, that
is they differ in acidity but the total concentration
of acid is the same and each of these solutions
neutralizes the same amount of NaOH solution
 Students should identify that the equivalence

point of a titration the pH is always 7. Students Give sample exercise
need to see that this is true only if the titration is and provide feedback
between a strong acid and strong base and they
could have to relate this to hydrolysis of anions or Listen student’s
cations response and give
 Students should identify that acids are titrated to feedback
the point of neutralization by adding equivalent
amount of a base. An indicator is employed to
determine the end point.
 Students should differentiate between equivalent Listen student’s
point and end point of a titration response and give
feedback
 Students should describe that titration is an
analytical method in which a solution, generally of
known concentration, is added gradually from a
burette to another solution where the solutes
react.
 Students should identify that acid base titration
curves are drawn by plotting points corresponding
to the pH of the solution and equivalents of the
titrant added.
Chemistry: Grade 12
Unit 2: Electrochemistry (26 periods)
 describe the fundamental concepts related to oxidation- reduction reaction;

 explain the application of redox reactions in production of new substances and energy;
 demonstrate an understanding of fundamental concepts related to the interconversion of chemical & electrical energy;
 distinguish between metallic conduction & electrolytic conduction;
 identify & describe the functioning of the components of electrolytic & galvanic cells;
 distinguish difference between electrolytic & galvanic cells;
 apply Faradays laws to solve problems associated with electrolysis experiment;
 measure through experimentation the mass of metal deposited by electroplating (e.g.: - copper from copper (II) sulphate), &
apply Faraday’s law to relate the mass of metal deposited to the amount of charge passed;
 predict the spontaneity of redox reactions & overall cell potentials by studying a table of half-cell reduction potentials;
 determine the emf of an electrochemical cell experimentally or from given data;
 explain the application of electrochemistry in our daily lives & in industry;
 explain corrosion as an electrochemical process, & describe corrosion- inhibiting techniques (e.g. painting, galvanizing,
cathodic protection);
 describe examples of common galvanic cells & evaluate their environmental & social impact;
Chemistry: Grade 12

Students will be able to: 2. Electrochemistry
2.1. Reduction-oxidation
 define redox reaction reactions (6 periods)
 define oxidation in terms • Students should explain the importance /role of redox
of electron transfer and  Oxidation reaction in biological science especially its role to plant Listen student’s
change in oxidation  Reduction and animal physiology response and give
number. • Students should describe the rules to assign oxidation feedback
 define reduction in terms numbers and to define the terminologies like redox
of electron transfer and reaction, oxidation, reduction half-reaction, oxidizing
change in oxidation agent and reducing agent
number. Give sample exercise
 describe the oxidizing and • Students should be asked to identify the oxidized and and provide feedback
reducing agents reduced species and, the oxidizing and reducing agents
 identify the species that
are oxidized and reduced
in a given redox reaction • students should discuss the concept that an oxidizing Monitor the discussion
and determine the agent itself reduced by taking example like the action of a and provide summary
oxidizing and reducing bleaching agent on clothing in a washing machine
agents
2.2 Electrolysis of Aqueous

Solutions (7 periods)
and provide summary
• Students should discuss the metallic and electrolytic
 Electrolytic cell
 explain metallic conductivities and electrolysis of molten electrolytes.
conductivity, electrolytic • Students should discuss the processes that take place at
conductivity and the cathode and anode in an electrolytic cell Observe the student’s
electrolysis of molten • activity d and provide
electrolytes • Students should be asked to draw and label electrolytic
feedback
cells. They should also show at which electrodes reduction
Chemistry: Grade 12
and oxidation reactions take place Give sample exercise
 draw labeled diagrams of
an electrolytic cell; • Students should identify that the electrode can discharge
 Preferential discharge only one type of species in preference to the other at a
 define preferential time
discharge
 explain factors that affect • Students should explain the process that electrons lost
preferential discharge. during oxidation half reaction are equal to electrons Observe the activity of
 describe the effect of gained during reduction the students and give
nature of the ions on the feedback
electrolysis of aqueous
solutions of dil. H2SO4 and
NaOH.
 describe the effect of  Electrolysis of some • Students should do the experiments on electrolysis of Give sample exercise
concentration of the ions selected aqueous aqueous solutions and identify the effects of different and provide feedback
on the electrolysis of solutions factors on preferential discharge of ions. They should
dilute and concentrated write also the anode, cathode and overall reactions name
solutions of NaCl the product for each types of activities.
 describe the effects of • Ask students to tell the difference between the
types of electrodes on the electrolysis of molten electrolytic and aqueous electrolytic
electrolysis of CuSO4 solutions.
solution using Ni
electrodes and Cu
electrodes.
 write electrode half

reactions and overall
reactions for the
electrolysis of dil. H2SO4,
NaOH, dil NaCl, conc. NaCl
and CuSO4 solutions
 distinguish between
molten electrolytes and
Chemistry: Grade 12
aqueous electrolytic
solutions,
Listen student’s
response and provide
feedback
 State Faraday’s first law of 2.3 Quantitative Aspects of
electrolysis. Electrolysis (5 periods)
 write the mathematical  Faraday’s First Law of
Electrolysis • Students should describe that electrolytic reactions are no and provide feedback
expression for the
Faraday’s first law of exception to the general quantitative relationship of the
electrolysis,  Faraday’s Second Law of amount of energy involved and the amount of chemical
 do calculations related to Electrolysis produced.
Faraday’s first law of • Students should be asked to write the formula of the two
electrolysis, Faraday’s laws of electrolysis.
 state Faraday’s second • Students to be asked to explain the Quantitative and
law of electrolysis. qualitative significance of the of the two laws of Faraday
 write the mathematical by doing qualitative and quantitative problems
expression for the
Faraday’s second law of • Students should be asked to practice calculations
electrolysis. involving Faraday’s laws of electrolysis as class work and Listen student’s
 do calculations related to assignment. response and provide
Faraday’s second law of feedback
electrolysis.
 mention industrial 2.4 Industrial Application of Observe the activity

applications of Electrolysis (3 period) and provide feedback
electrochemistry,
 explain electroplating and  Electroplating and Electro Monitor the discussion
electro refining, refining and provide summary
 demonstrate copper  Extraction of metals
• Students should be asked to list down some of the
refining,  Manufacturer of Non-
applications of electrolysis in class. They should also be
 explain how electrolysis is metals and some asked to explain to class how they are related to
used in the production of compounds electrolysis.
some metals, nonmetals
Chemistry: Grade 12
and compounds, • students should conduct simple experiment that show
refining of copper
• Students should discuss about electroplating and they
should identify which electrode is the metal to be plated
and the vice versa
• They also should be asked to discuss how and which Give sample exercise
2.5 Voltaic Cells (5 periods) elements are extracted from their ores only through and provide feedback
electrolysis.
 Construction of Zn – Cu
 define voltaic cell and salt voltaic cell
bridge  Cell diagram (Notation for
Voltaic cell)
 draw and label Zn – Cu  Electromotive Force
• Students should identify that voltaic cells have important Observe student’s
voltaic cell, roles to play in society activity and provide
 define electrode potential
feedback
and cell potential, • Students should also be asked to write chemical equations
 construct Zn – Cu voltaic for the reactions they take place in voltaic cell
 Measuring standard
cell
electrode potentials
• Students should identify the various components of the
voltaic cells and to draw diagrams of the various types of
 measure the cell potential voltaic cells
of Zn – Cu cell using
voltmeter Give sample exercise
• Students should construct a simple galvanic cell (Daniel’s and provide feedback
 explain how standard cell). They should identify the parts and measure the cell
electrode potential is potential. Observe student’s
measured activity and provide
 describe the reactivity of a
feedback
metal from its position in • Students should measure potentials of half-cell using
the activity series or standard half-cells Finally, students can make their own
electro motive series EMF of given elements.
Listen student’s
 Calculation of cell
response and provide
 calculate cell potential potential
Chemistry: Grade 12
 decide whether a given feedback
redox reaction is
spontaneous or not. • Students should do exercise for calculating the cell
 explain the effect of potential and decide the spontaneity of the reactions
concentration on cell
potential
 Mention the different • Students should be asked to collect and bring used and Observe student’s
types of voltaic cells  Dependence of emf on disposed batteries and asked to identify their types activity and provide
 give examples of each concentration feedback
type of voltaic cell  Types of voltaic cells,
 describe how Hydrogen-
Oxygen Fuel cell operates
 distinguish between • Students should describe how hydrogen-oxygen fuel cell Monitor the discussion
primary and secondary operates. and provide feedback
cells • Students should tell the differences between primary,
 identify the cathode,  Corrosion of metals secondary and fuel cells.
anode, and the electrolyte
of a given voltaic cell,
 compare and contrast
electrolytic and voltaic
cells • Students should design and do experiments that will
 explain metallic corrosion enable them to identify the factors responsible for
in terms of redox reaction corrosion of metals. Can the students see that this is a
 explain the negative spontaneous reaction? Would we have to worry if it was a
effects of corrosion, non-spontaneous reaction?
 explain the different
methods of prevention of • Students should discuss on the different methods of
corrosion prevention of corrosion
Chemistry: Grade 12
Unit 3: Industrial Chemistry (31 periods)

 list the renewable and non-renewable natural resources and appreciate their
Importance to industry as raw materials
 describe the relationship between natural resources and industry
 list some chemical and related industries in Ethiopia
 list some important chemicals used for the manufacture of valuable products
 explain the major steps in the industrial production of ammonia, nitric acid, sulphuric acid, sodium hydroxide, sodium carbonate and
aluminum sulphate and di-ammonium phosphate and other Nitrogen fertilizers ; and
 list some important direct uses of NH3,HNO3, H2SO4,Na2CO3 and their uses as raw material in production of other products
 list some important uses of NH3,HNO3, H2SO4,and Na2CO3 as raw material in production of other products.
 list some important uses of DAP, (NH4)2HPO4, nitrogen fertilizers, insecticides and Herbicides
 Produces insecticides from locally available material
 describe the uses of the common insecticides and pesticides that are manufactured in chemical industries
 discuss the important steps in the production of glass, ceramics, cement, sugar and paper and pulp
 describe the important steps in the production of soaps and detergent, and beverage
 Produce soaps in small scale from the available resources
 Describe the tanning process
 Apply local methods of tanning
 Use local methods of food preservation
Chemistry: Grade 12

Students will be able to: 3 Industrial Chemistry
 Discuss the role of  Students should discuss in group the role of Monitor the
industry for the society 3.1 Introduction chemical industries for the society group discussion
2 period and provide
•Define chemical industry  Students should define industry and describe the summary
general characteristics of Industries
•Describe the application
of minerals in industry  Students should discuss in group and describe the Monitor the
general characteristics of chemical industries group discussion
•List general characteristics and provide
of chemical industries  Students Could list some common industries in summary
Ethiopia
•Define industry Give exercise
and provide
•List some industries in feedback
Ethiopia
•Describe the general

characteristics of industries
3.2 Natural Resource and

Industry ( 2 periods)
 List natural resources • Natural  Students should have to list the available natural
 Classify natural resources resources resources Listen student’s
as renewable and non-  Students should classify the natural resources as response and
• Renewable
renewable renewable and non-renewable provide feedback
natural
 Classified  Students should classify the manufacturing
resources
manufacturing industries based on the raw material they utilize
• Non-renewable
industries based on the
natural
raw material they
resources
utilize
• Classification
of
Chemistry: Grade 12
manufacturing
industries
based on the
raw materials
they utilize
3.3 production of
valuable products (13
periods)  Students should discuss in group of 4 or 5 about
the uses of manufacturing valuable chemicals for Monitor the
 Discuss the uses
 Production of the production of other products group discussion
manufacturing valuable
Ammonia (NH3)-Haber and provide
products/chemicals for
process summary
the manufacturing of  Students should draw schematic diagrams that
other products  Nitric acid
shown the steps of production of Ammonia, Help the students
Manufacturing process
 Outline the production Nitric acid and sulphuric acid how they can
steps of valuable (Ostwald process)
draw the
products like  Sulphuric acid
schematic
Ammonia, Nitric acid manufacturing process
diagram that
and sulphuric acid (contact process)
shown the
production steps
 Describe the condition in  Students should discuss and describe the

Monitor the
which the production condition in which how the production of
group discussion
of Ammonia, nitric Ammonia, nitric acid and sulphuric acid increases
and provide
acid and sulphuric acid summary
increases  Students should discuss the uses of
 Discuss the uses of DAP(NH4)2HPO4, Nitrogen fertilizers, herbicides
Monitor the
and insecticides in the agriculture sector
DAP(NH4)2HPO4,  Diammonium group discussion
Nitrogen fertilizers, monohydrogen and provide
herbicides and phosphate summary
insecticides in the (DAP,(NH4)2HPO4
agriculture sector  Students should prepare insecticides from local
 Nitrogen Based available material ( Neam leaf)
 Produces insecticides fertilizers
from local available  Some common Facilitate and
resources pesticides and motivate students
to prepare
herbicides
Chemistry: Grade 12
insecticides from
Neam Leaf
 Describe the production  Manufacturing of  Students should discuss and describe the steps present in
steps of valuable Sodium Carbonate production of sodium hydroxide and sodium carbonate Monitor the
products like sodium (Solvay process) group discussion
hydroxide and sodium  Manufacturing of and provide
carbonate Sodium hydroxide summary
3.4 Some Manufacturing

Industries in Ethiopia
products (14 periods)  students should have to list the raw materials for the
manufacture of glass Listen student’s
 List the raw material response and
that used in the  Glass manufacturing
•Students should discuss in group and describe the process provide feedback
manufacture of glass
of manufacture of glass
 Outline the important Monitor the
steps in glass group discussion
production and provide
 Differentiate ordinary •students identify ordinary glass from Borosilicate glasses, summary
glass from the other such as Pyrex
Give exercise
and check
students
 Students should describe the process takes place in response
manufacture of ceramics
 Describe the important
steps in ceramics  Manufacturing of Listen student’s
production Ceramics response and
 Students should draw schematic diagram and describe
the important steps that shown cement production provide feedback
 Draw schematic
diagram and describe  Cement production Follow up
the important steps that students drawing
shown cement and listen
production student’s
response and
provide feedback
 Outline the important •Students should give a brief description of the production of
Chemistry: Grade 12
steps in sugar  Sugar production sugar including:
production  Sugar cane as the raw material
 How the sugar is extracted from the sugar cane Listen student’s
 Separation of sugar solution from remaining organic response and
plant material provide feedback
 removal of water to leave granulated sugar
 students should describe the important steps to be

 Describe the important followed in paper and pulp manufacturing
steps to be followed in  Paper and pulp Listen student’s
paper and pulp
response and
manufacturing
provide feedback
•Students should give a brief description of the manufacture
 Explain how tanning is of leather including:
carried out  How Tanning is carried out
 Tannery  How Tannin alters the protein structure of the skin
Listen student’s
 Describe the application
 Tannery processing and  Why leather cannot turn back to skin? response and
of chemical preservation provide feedback
production
of skin and hide
 Students should organize a report that describe how
 Describe how tanning
Tanning is carried out using local available material
carried out using local
available material Listen students
 Mention some uses of  Students list common uses of skin and hide report and give
skin and hide feedback

 Students should discuss the different methods of Listen student’s
processing and preserving foods. These could include: response and
 Explain the process of traditional locally available methods e.g. provide feedback
food packing and  Food processing and  Salting &Pickling
preservation preservative  Sugaring
 Smoking & Drying Listen student’s
 Food processing and
 Canning & the modern methods e.g. response and
preservation
 Freezing, Freeze drying & Vacuum packing provide feedback
 Compile and Present a •Students should visit and compile report by vising the
report in a class after traditional and modern methods of food preservation methods
visiting a nearby food that commonly used in Ethiopia
processing factory
 students should describe the important steps to be
Listen student’s
Chemistry: Grade 12
 Discuss and describe followed during the preparation of alcoholic beverages presentation and
how alcoholic provide feedback
beverages are produced  Production of Alcoholic Monitor the
beverages group discussion
 Students should organize a report that describe how local and give
 Compile and Present a alcoholic beverages like Areki, Tella and Bordie is summary
report in a class after prepared by the community
collecting information  Local alcoholic
from the community beverages
about local alcoholic
beverage preparation
 Preparation of local
 List and describe the
alcoholic beverages  students should describe the important steps to be
(Areki or Katicala) followed during the production of soap and detergent
process how soaps and
Listen student’s
detergents are
response and
produced
 students should arrange the setup and perform the provide feedback
experiment to prepare soap in laboratory
 Students perform
experiments in Observe the
laboratory to prepare student’s activity
soap  Students should organize a report that describe how soap and provide
feedback
 Soaps and detergents is produced in cottage industry
 Soaps Listen student’s
 Dry detergent presentation and
visiting a nearby cottage
industry of soap provide feedback
Chemistry: Grade 12
Unit 4: Polymers (12 periods)

• define polymers
• realize that most of the materials around you may be polymers
• define, identify and classify monomers
• list a variety of synthetic polymers & natural polymers & explain their differences
• classify polymers into their types based on different criterion
• classify synthetic polymers as addition or condensation polymers & identify their monomers;
• classify synthetic polymers as addition or condensation polymers & identify their monomers
• describe the properties of the different types of polymers
• describe the monomers, properties & uses of plastics, rubbers, carbohydrates & proteins;
• list the applications of the different types of polymers
• define polymerization reactions
• list the different types of polymerization reactions
• describe the process of addition & condensation polymerization;
Chemistry: Grade 12

Students will be able to: 4. Polymers
• Students should identify that macromolecules are made of Give sample
 define the terms 4.1 Polymerization (2 smaller units (monomers) which could be made of identical exercise and
monomer and polymer; periods) monomers- homopolymers or different types of monomers- check students
 classify polymers into copolymers. response
synthetic and natural  Addition polymerization
polymers;  Condensation • Students should be asked to list down examples of polymers Give sample
polymerization from their surroundings and classify them as synthetic or exercise and check
natural polymers. students response
 give examples of 4.2 Synthetic polymers( 4

synthetic and natural periods) • Students should identify that polymerization could be Give sample
polymers; affected either through: exercise and check
 explain polymerization; o Addition polymerization or students response
 mention the two types o Condensation polymerization
of polymerizations;  Students should take reading assignment on the Observe the activity
 explain how addition difference between addition and condensation and provide
polymerization takes  Addition polymers polymerization that should be presented to the class, feedback
place; - Polyethylene this will give opportunity for the student to applied
 explain how condensation organic chemistry is in everyday life both synthetically
polymerization takes - Polypropylene and naturally
place;
- Polyvinyl chloride
addition polymers;
- Polymethyl
 tell the monomers of
metacrylate(Perspex) • Students should identify that the number of synthetic Give sample
each of the given
polymers is increasing rapidly in response to the needs of exercise and check
addition polymers
- Polystyrene mankind student’s response
 explain the common
uses of addition - PolyTetraFlouroEthylene • Students should be asked to discuss what problems are Monitor the
polymers;
(PTFE) or Teflon arising to surrounding/the environment with increasing of discussion and
synthetic polymer and what should be taken as prevention provide summary
condensation polymers;
 Condensation polymers mechanism
Chemistry: Grade 12
 tell the monomers for - Nylon
the given condensation - Polyester
polymers; (Dacron) • Students should be assigned to collect synthetic polymers
 explain the uses of - Bakelite which they think are useful or with serious drawbacks and Observe student’s
condensation polymers: they are asked to identify the polymers, the corresponding activity and provide
nylon, polyester, and  Thermoplastics and monomers and whether they are addition polymers or feedback
bakelite; thermo setting polymers condensation polymers?
 describe thermoplastics • Students should identify that synthetic polymers are that
and thermosetting they can design and produce materials with properties of Give sample
polymers. their desire exercise and check
 give examples of students response
thermoplastics and • Students should be asked to discuss what uses recycling
thermosetting polymers; have. What makes thermoplastic polymers recyclable Monitor the
whereas thermosetting ones are not? They should also ask discussion and
to see the similarity with intermolecular forces in solids provide feedback
covered in grade 11 and thermoplastic and thermosetting
polymers
 describe natural rubber;
 tell the monomer of
natural rubber; • Students should be asked to list down as many natural Give exercise and
 explain vulcanization polymers as they could find around them or even within check students
4.3 Natural polymers ( 6 them
 explain the use of response
natural rubber; periods) • Students should identify that the number of natural
 give three examples of polymers is almost constant but every day new synthetic Give exercise and
synthetic rubbers;  Rubber polymers are made? check students
- Natural Rubber • Students should identify the monomers for the given response
 explain uses the examples
- Synthetic Rubber synthetic and natural rubber polymers.
of synthetic rubbers;
• Students should discuss in group the role of sulfur in making Monitor the
 compare and contrast
rubber harder (vulcanization) discussion and
synthetic and natural
rubber; provide feedback
 define the term
• Students describe carbohydrates in detail about its
carbohydrate
components, characteristics, its classification and its Listen student’s
 describe mono
biochemistry response and
saccharides;
provide feedback
 draw the structure of  Carbohydrates • Students should be asked to draw various structures of few
monosaccharide, monosaccharides including glucose Observe student’s
Chemistry: Grade 12
 give examples of mono - Monosaccharide activity and give
saccharides feedback
 describe disaccharides; - Disaccharide
 draw the structure of
disaccharides; - Polysaccharide
disaccharides;
 describe poly
saccharides;
 draw structures of starch
and cellulose;
 explain the difference • Students should be asked to discuss whether there is any
between starch, similarity between starch, cellulose and glycogen. Which Observe student’s
glycogen, and cellulose; ones can be used as energy sources by mammalian cells? Do activity and give
they give the comparable amount of energy if combusted in feedback
a crucible? Do you see reasons for the differences?
• Students should identify that proteins got their names from

 define the terms amino a similar Greek word meaning of primary importance and
acid, peptide and describe how proteins are composed Listen student’s
protein; response and
 describe the structure of  Proteins • Students should discuss why proteins are called amino acids provide feedback
amino acids; - Amino acid and about properties of amino acids that are important for
 explain how proteins are polymerization. Monitor the
formed; list types of - Polypeptides discussion and
proteins; • Students should show similarity in the way amino acids are provide summary
polymerized to form proteins with nylon. Why do amino
acids and monomers of nylon have two functional groups? Observe the
• Students should describe about the two types of nucleic student’s activity
acids, RNA and DNA. and provide
feedback
Listen students
response and
provide feedback
Chemistry: Grade 12
Unit 5: Introduction to Environmental Chemistry (16 periods)

 Unit outcomes: Students will be able to:
 Define terms related to environmental chemistry
 Explain environmental pollution
 Identify the three types of environmental pollution and list common pollutants of the environment;
 Discuss cause and effects of air ,water and soil pollution
 Describe pollutants of the environment
 Apply Pollution control mechanisms to reduce air, water and soil pollution
 Explain greenhouse gases and greenhouse effect.
 Discuss global warming and climate change
 Describe Green chemistry and cleaner production
 Apply principle of green chemistry and cleaner production
Chemistry: Grade 12

Students will be able to: 5.Introduction to Environmental
Chemistry
5.1 Introduction (3 periods)

• Students should discuss and explain environmental
 Environmental chemistry chemistry
 Explain the term Listen student’s
environmental response and
Chemistry • Students should discuss and describe components of provide feedback
 Describe components of the environment
 Components of the environment • Students should discuss and describe the major natural
the environment  Natural cycle in the environment cycles occurred in the environment
• Students should discuss and explain components of the

 Explain concepts related  Concepts related to the environment Listen student’s
environment
to environmental chemistry response and
chemistry  Pollutant provide feedback
 Contaminate
 Dissolved oxygen, Chemical
oxygen demand (COD),
Biological oxygen demand (BOD)
,threshold limit value(TLV)
5.2 Environmental Pollution and Methods

Listen student’s
to reduce pollution (8 periods) • Students should discuss and explain environmental
 Explain environmental  Air pollution causes and effects pollution
response and
pollution  Air pollutants provide feedback
• Students should discuss and explain causes and effects
 List the common air  SO2, of air pollution
pollutant and describe  Oxide of nitrate,
their effects on  hydrocarbon and Ozone,
environment  Carbon monoxide,
Chemistry: Grade 12
 Chlorofluro carbon (CFCs, Give exercise and
 Excess Carbon dioxide and • Students should list the common air pollutants and provide feedback
 Discuss air water and soil  Heavy metals describe each
pollution  Methods to reduce air pollution Give exercise and
 Describe the cause and • Students should identify the methods which is provide feedback
effects air, water and soil employed to reduce air pollution
pollution • Students should discuss and explain causes and effects Listen student’s
of water pollution
 Describe the mechanism  Water pollution cause and effects response and
of reduce air, water and provide feedback
soil/land pollution • Students should identify the methods which is
Give exercise and
 Methods of reducing water pollution employed to reduce water pollution
provide feedback
• Students should discuss and explain causes and effects

 Land pollution of land/soil pollution
Give exercise and
• Students should identify the methods which is provide feedback
 Methods of reducing land pollution employed to reduce land/soil pollution
 Waste segregation, recycling the
wastes
 Compile report how the Listen student’s
community practices to presentation and
• Students should organize a report about the common provide feedback
reduce land/soil pollution methods which is employed by the community to
and present to the class reduce land/soil pollution
• Students should discuss and describe pollutants of the Monitor the group
 Describe pollutants of the  Pollutants of the environment environment
environment discussion and
 Lead (Pb) provide summary
 Methane (CH4)
 Plastic
 Mercury
 Fertilizers
 Volatile Organic compounds
(VOCs)
Chemistry: Grade 12
 Organic dyes
 PCBs(polychlorinated biphenyl)
 Pesticides and herbicides
 Radioactive material
5.3 Global warming and Climate Change
(2 periods)
 Discuss and explain  Global warming and climate change • Students should discuss in group and explain global
warming and climate change
global warming and  Chemistry of greenhouse gases and Monitor the group
climate change • Students should discuss and describe about the
their effects on climate change relationship between greenhouse gases and global discussion and
 Explain and describe  Greenhouse effect warming provide summary
Greenhouse effect and  Composition of the
greenhouse gases atmosphere
 Contribution of greenhouse
 Demonstrate the gases • Students construct small scale greenhouse and Follow up students
greenhouse effect by demonstrate its effect activity and
constructing small scale
observe the
greenhouse
demonstration
 Describe the principle
5.4 Principle of green chemistry and
of green chemistry and • Students should discuss in group and describe about
cleaner production cleaner production (3 periods)
the principles of green chemistry and cleaner Monitor the group
 Principle of green chemistry production discussion and
 Explain atom economy  Cleaner production
provide summary
• Students should discuss in group and explain what
 Atom economy mean atom economy
Observe students
while doing
 Apply the principle of experiments
green chemistry and • Students should apply the principle of green chemistry
and cleaner production while doing experiments in whether they are
cleaner production while
laboratory apply the principle
doing experiments
of atom economy
and atom economy
 Apply the concept of • Students should apply the concept of atom economy
atom economy while provide feedback
while doing experiments in laboratory
doing experiments
Chemistry: Grade 12

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የኢትዮጵያ ፌደራላዊ ዴሞክራሲያዊ ሪፐብሊክ

General Education Curriculum

Thematic Area Grade 9 Grade 10 Grade 11 Grade 12

Macroscopic 1. Introduction to 1. Introduction to

Patterns in the 4. Periodic classification of 1. Atomic structure and

Chemical 2. Chemical bonding

 Types of chemical bonding bonding) (Refer grade 9 unit

- Energy Changes in Solids

Chemical 3. Chemical 4. Chemical kinetics 1.Acid-Base equilibrium

-Molecular mass and natural resources

5. Metals and non-

 Unsaturated  Fats and Oils

Minimum Learning Competencies

Minimum Learning Competencies (MLCs) of Chemistry for Grade 9 to 12

Area of Grade 9 Grade 10 Grade 11 Grade 12

 Define precision &  Explain the general

 Define salts and give

II. Microscopic  Describe the historical  Define the terms mixture,

and demonstrate using each;

the first 20 elements in dilution of solution;

III. Patterns in  Describe the historical  Discuss the historical

 Describe atomic size,

Chemical  Define chemical bonding   Define chemical 

compounds  Calculate the lattice

polar & non-polar

 Discuss the states of

molar heat of fusion and

substance oxidized, the the base dissociation

• State Avogadro’s principle  Calculate the equilibrium  Calculate the normality

substances and energy types of the electrodes on

chlorine Ammonia, sulphuric

ammonia, and tanneries

 List and describe the

 Compile and Present a

chemical properties of  Perform an activity of  Explain the use of

industrial preparation of and ketones

 Describe the methods to

General Objectives of Grade 9 Chemistry

To Develop Understanding and Acquire knowledge of:

 The meaning and scope of chemistry

To Develop Skills and Abilities of:

 Apply scientific methods in solving problems;

To Develop the Habit and Attitude of:

Unit 1: Introduction to Chemistry (16 periods)

Competencies Contents Suggested activities Assessment

 Discuss the 1.2 Relationship

Unit 2: Measurements and scientific methods in Chemistry (25 periods)

Unit outcomes: Students will be able to:

 Use proper SI units;

Competencies Contents Suggested Activities Assessment

Competencies Contents Suggested Activities Assessment

 mega (M) = 106

Competencies Contents Suggested Activities Assessment

Students should be able to round up numbers either to a particular

 Decimal places Provide feedback

 to express a value to the nth decimal place they look at the

 express 0.167 mol/dm3 to 2 decimal places

Competencies Contents Suggested Activities Assessment

 express 4.381 g to 3 significant figures