THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

CHEMISTRY SYLLABUS FOR ADVANCED

SECONDARY EDUCATION

FORM V - VI
©Ministry of Education and Vocational Training,
First Print: 2009
Second Print: 2010
Third Print: 2016

ISBN:978-9976-61-277-6

Designed and prepared by

Tanzania Institute of Education

P.O. Box 35094
Dar es Salaam
Tanzania

Tel:+255222773005
Fax:+255222774420
Email: director.tie@tie.go.tz
Website: www.tie.go.tz

All rights reserved. No part of this publication may be reproduced, reported,

stored in retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without the permission of the
copyright owner.

ii
 TABLE OF CONTENTS

Pages
1.0 Introduction ....................................................................... iv
2.0 Objective of Education in Tanzania.................................... v
3.0 Aims and Objectives of Secondary Education................... vi
4.0 General Compences for the Subject ................................. vi
5.0 General Objectives for the Subject..................................... vii
6.0 Organization of the Syllabus.............................................. vii
7.0 Instructional Time .............................................................. ix
8.0 Assesment for the subject .................................................. x
Fom V ................................................................................ 1
Form VI ............................................................................. 45

iii
1.0 INTRODUCTION
1.1 Background Information
The A-level Chemistry syllabus for Tanzania was last reviewed in 1996. It
has taken twelve years for the next review done in 2008.
The 2008 review has been done in the context of serious global and local
changes and challenges such as ICT developments and cross-cutting issues.
The present review has been done according to the requirements of the
contemporary curriculum paradigm shift, where the student is placed at the
centre of the teaching-learning process. Student learning is supposed to be
activity oriented and cooperative in nature.
The present A-level Chemistry curriculum review is based on the country-
wide monitoring research which was done in 2007 on the implementation
of the A-level curriculum. This review study was followed by a meeting of
A-level stake holders, who contributed important ideas and recommendations
which has guided the review process. Their comments have been taken on
board.
The world in the last ten years has changed very much technologically and
socially. The present review has put enough emphasis on the development
in the learners skills and competences needed in every day life.This syllabus
has treated quite well the Environmental and Soil Chemistry.

1.2 Brief Description of the Subject

Chemistry is studied as a principal subject. The content has been carefully
selected and organised so as to promote interest and motivation throughout
the course. The topics fall under 5 (five) blocks, namely General Chemistry,
Physical Chemistry, Inorganic Chemistry, Environmental Chemistry and
Organic Chemistry.

1.3 Rationale for Review of the Chemistry Subject Syllabus

The monitoring research which was done in 2007 to pave the way for the
syllabus review identified the following gaps in the chemistry syllabus of
1996:
•• The syllabus was knowledge - based and not learner - centred;
•• It was not geared towards constructivism;
•• It was missing important content areas such as soil chemistry, cross - cutting
iv
 issues, environmental and soil chemistry, as well as qualitative analysis.
In designing this syllabus, due consideration has been made for it to be
learner centred, activity oriented and the cross-cutting issues have been
integrated.
The sub-topics removed were Cyclic hydrocarbons and Amides. However,
radioactivity was shifted to Physics. Extraction of metals, Environmental
Chemistry, Soil Chemistry and Qualitative Analysis have been added. More
over, teaching/learning strategies, assessment and number of periods per
sub-topic have been included in the syllabus.

2.0 OBJECTIVE OF EDUCATION IN TANZANIA

The general aims of education in Tanzania are to:
a) guide and promote the development and improvement of the personalities
of the citizens of Tanzania, their human resources and effective utilization
of their resources in bringing about individual and national development;
b) promote the acquisition and appreciation of culture, customs and
traditions of the people of Tanzania;
c) promote the acquisition and appropriate use of literary, social, scientific,
vocational, technological, professional and other forms of knowledge,
skills and understanding for the development and improvement of man
and society;
d) develop and promote self-confidence and an inquiry mind, an
understanding and respect for human dignity and human rights and
a readiness to work hard for personal self advancement and national
improvement;
e) enable and expand the scope of acquisition, improvement and upgrading
of mental, practical productive and other life skills needed to meet the
changing needs of industry and the economy;
f) enable every citizen to understand the fundamentals of the national
constitution as well as the enshrined human and civic rights, obligation
and responsibilities;
g) promote the love for work, self and wage employment and to improve
performance in the production and service sectors;
h) inculcate principles of national ethics and integrity, national and
v
 international cooperation, peace and justice through the study,
understanding and adherence to the provision of the National
Constitution and International basic charters and
i) enable a rational use, management and conservation of our
environment.

3.0 AIMS AND OBJECTIVES OF SECONDARY EDUCATION

The general aims and objectives of education in Tanzania are to:
a) consolidate and broaden the scope of baseline ideas, knowledge, skills
and principles acquired and developed at primary education levels;
b) enhance further development and appreciation of national unity, identity
and ethnic personal integrity, respect for and readiness to work,
human rights, cultural and moral values, customs, traditions and civic
responsibilities and obligations;
c) promote the development of competency in linguistic ability and
effective use of communication skills in Kiswahili and at least one
foreign languages;
d) promote opportunities for the acquisition of knowledge, skills, attitudes
and understanding in prescribed or selected fields of study;
e) prepare students to tertiary and higher education; vocational, technical
and professional training;
f) inculcate a sense and ability for self-study, self-reliance and self-
advancement in new frontiers of science and technology, academic and
occupational knowledge and skills and
g) prepare the student to join the world of work.

4.0 GENERAL COMPETENCES FOR THE SUBJECT

A-level students who study Chemistry as a principal subject should strive to
develop the ability to:
a) communicate well using chemical symbols, formulae and equations as well
as the language of instruction;
b) use mathematical principles to understand the processes of qualitative and
quantitative chemical reactions;
c) use knowledge and skills to solve social and environmental problems
related to Chemistry;
vi
 d) learn Chemistry knowledge and skills from a variety of sources;
e) use knowledge and skills of Chemistry to address the problems of drug
and substance abuse, as well as environmental destruction and
f) use principles of science and technology in the teaching and learning of
Chemistry, and in solving Chemistry problems in the society.

5.0 GENERAL OBJECTIVE FOR THE SUBJECT

By the end of the A–Level Chemistry course, the learners should be able to;
a) use language and symbols to communicate chemical information;
b) apply mathematical skills to analyse and interpret chemical phenomena;
c) apply knowledge and skills of Chemistry for proper environment
conservation;
d) cultivate an understanding and appreciation of the role and importance of
Chemistry in everyday life;
e) explain how to combat the social predicament of substance abuse;
f) develop fundamental concepts, principles and skills in Chemistry to
solve problems in the society and
g) to prepare themselves for further studies in Chemistry and related fields.

6.0 ORGANIZATION OF THE SYLLABUS

This syllabus has a slightly different structure and organization compared to
the 1997 syllabus. The current syllabus has six (6) columns, namely topic/
subtopic, specific objectives, teaching and learning strategies, teaching and
learning resources assessment and number of periods.
In addition the following changes were incorporated for improvement:
a) General competences for the whole course.
b) Competences for forms V and VI.
c) Suggested areas of assessment.
d) Number of periods per sub-topic.
e) Assessment for the subject.

6.1 Class Level Competences

Competences are the skills, knowledge and attitudes attained by the learners
after a learning process. Competences have been stated for each of the class
levels of the Chemistry course, i.e. Form V and VI. It is upon the class level
vii
 competences that the class level objectives were developed.

6.2 Class Level Objectives

The general objectives for formV and for form VI have been stated so as to
indicate the scope of coverage within each level.

6.3 The Content Matrics

The Content Matrics for this syllabus has the following columns:
•• Topic/sub-topic
•• Specific instructional objectives
•• Teaching/Learning Strategies
•• Teaching/Learning Resources
•• Assessment
•• Number of Periods

6.3.1 Topic/sub-topics
Topics
The topics in this syllabus have been derived from the class level competences
and objectives. Most of the topics in the 1996 A-level Chemistry syllabus
have been retained. Some sub-topics have been left out in order to cut the
syllabus short. However, some topics of major interest have been introduced,
these include:
•• Soil Chemistry
•• Environmental Chemistry (CCI)
•• Analytical Chemistry

Sub-topics
Topics have been divided into sub-topics. Each sub-topic comprises of a
portion of the content of the topic in question.The sub-topics have also been
arranged to attain a logical or der which facilitates transfer of learning.

6.3.2 Specific objectives

There are specific objectives for each sub-topic. These are the expected
outcomes of classroom instruction. They also reflect the process involved
to attain the competences expected. The objectives are meant to cover the
whole range of learning domains; i.e cognitive, psychomotor and affective.
viii
6.3.3 Teaching/learning strategies
The column of Teaching/Learning Strategies suggest that in the Teaching/
Learning process, both the teacher and the students must be involved in
activities. Students are encouraged to work in small groups for maximum
participatory and co-operative learning. The teacher is supposed to help
and facilitate students’ learning activities. The whole syllabus encourages
interactive and participatory Teaching/Learning. However, the Teaching/
Learning strategies suggested in this syllabus are not exhaustive.The teacher
and students may decide to use any other Teaching/Learning strategies which
suit the Teaching/Learning environment and the availableTeaching/Learning
resources to teach a particular topic.

6.3.4 Teaching/learning resources

In the teaching of A-level Chemistry a variety of Teaching/Learning
resources of different nature, quality and quantity will be needed. Incase
the commercial Teaching/Learning resources are not available in their
environment, the teacher together with students are expected to collect or
improvise alternative resources available in their environment.

6.3.5 Assessment
For every specific instructional objective, there is a suggested question or
area for assessment. Formative and summative assessment should be geared
towards mastering all the competences and skills developed within the
course. Teachers should use assessment tools to assess student’s ability by
the end of the lesson. Examples of these tools are: Tests, quizes, assignments,
exercises, project work, experimental work and portifolios.

6.3.6 Number of periods

Each sub-topic has been allocated a specific number of instructional periods.
The teacher should ensure that the sub-topic is completed within the specified
time. The longer and more difficult topics involving more practical sessions
have been allocated more instructional periods.

7.0 INSTRUCTIONAL TIME

The A-level Chemistry syllabus is meant to be covered in two years. The
subject matter content has been apportioned to Form V and Form VI.
ix
 The topics in form V are meant to be a pre-requisite for those taught in
FormVI.
According to the Education Circular No. 9 of 2004, there are a total of 194
effective teaching days per year.The syllabus should be covered within those
days. Two weeks have been reserved for mid-year and annual examinations
in each year. Any lost instructional time must always be compensated for.

8.0 ASSESMENT FOR THE SUBJECT

The table in page ix shows the type of assessment, assessment measure and
weight in percentage (%) to be covered at the end of the course. Teachers
are strongly advised to apply wide selection of assessment measures in
order to develop students’ ability form a stering the subject mater during the
instructional process continuous assess mentcarry 50% and final examination
conducted by the National Examination Council of Tanzania (NECTA) will
carry 50%.

x
 Frequency
Typeof Weight Total
Assessment measures FromV FormVI
Assessment % %
Term1 Term2 Term1 Term 2
1. Practical test 5 5 5 10
2. Tests 2 2 2 10
Continuous 3. Individual assignment 1 1 1 5
Assessment 4. Research Project 1 5
5. Field Work 1 5
6. Terminal Examination 1 1 1 1 15 50
Final Exam National Examination 1 50 50
Total Marks 100

xi
 Table for the Distribution of Topic for Form V and VI

Topics
Branches
Form V Form VI
General Chemistry 1. The Atomic
2. Chemical Bonding
Physical Chemistry 1. Gases 1. Chemical equilibrium
2. Relative molecular masses in solution 2. Chemical Kinetics
3. Two components liquid system 3. Electrochemistry
4. Energetics 4. Acids, Bases and Salts
5. Solubility, solubility production and ionic production.

Inorganic Chemistry 1. Periodic classification 1. Extraction of metals

2. Selected compounds of metals 2. Transition elements

Organic Chemistry 1. Aliphatic hydrocarbons 1. Amines

2. Aromatic hydrocarbons 2. Polymers
3. Halogen derivatives of hydrocarbon
4. Hydroxyl compounds
5. Carbonyl compound
6. Carboxylic acids and derivatives
Topics Added 1. Environmental Chemistry
2. Soil Chemistry
3. Chemical Analysis

xii
 FORM V

General Competences
By the end of the Form V Chemistry course, students should have the ability to:
1. communicate properly in Chemistry using symbols, formula and equations;
2. use general periodic trends to predict the physical and chemical properties
of substances;
3. use various glass ware and a wide range of instruments to carry out chemical
analysis;
4. apply chemical methods and design possible approaches to solve
environmental problems.

General Objectives
By the end of the Form V Chemistry course, students should be able to:
a) communicate well in Chemistry using symbols, formulae and equations;
b) carry out scientific measurements accurately to at least two decimal places;
c) perform quantitative and qualitative analysis experiments and analyse their
results;
d) use Chemistry knowledge, principles and skills to solve daily problems;
e) analyse the chemical and physical nature and properties of matter.

1

TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
1.0 THE ATOM By the end of this sub- topic
the student should be able
1.1 Dalton’s Atomic to:
Theory a) explain the Dalton’s
Atomic Theory;
b) establish evidence for
the electronic structure
of the atom;
c) describe the Atomic
Models;
d) explain the concept of
isotopy;
ESTIMATED
TEACHING AND LEARNING TEACHING AND
ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
i) Students to discuss main • Wall chart showing main Is the student able to
points of the Dalton’s Atomic points of Dalton’s Atomic explain the Dalton’s
Theory. Theory Atomic Theory?
ii) Students to perform • Copper (II)
experiments to practice Sulphate
subdividing a solid into fine • Chalk
powder and dilute a coloured
• KMnO4
solution to colourless.
• I2 crystals
Teacher to guide students to • Models Is the student able to
discuss the evidence for the • Football establish evidence for
electronic structure of the atom electronic structure of the
as suggested by Thomson, atom? 6
Rutherford and Bohr.
Students to draw the atomic Wall chart showing models Is the student able to
models of Rutherford and of Rutherford and Bohr describe the Atomic
Bohr and discuss their main models?
features.
Students in small groups to Wall chart showing isotopes Is the student able to
discuss the Concept of isotopy, of oxygen chlorine, explain the concept of
and the significance of isotopes magnesium. isotopy?
in real life situations.
2

TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
e) explain the Amendments
of Daltons Atomic
Theory.
1.2 Bohr’s Atomic By the end of this sub-topic
Theory the student should be able
to:
a) describe energy levels
and the hydrogen
spectrum;
b) explain the Atomic
Theory according to
Bohr;
c) work out the
characteristics of atomic
spectrum (energy,
frequency, and wave
length).
TEACHING AND LEARNING TEACHING AND
STRATEGIES LEARNING RESOURCES
Teacher to guide students to
discuss the Amendments of
Dalton’s Atomic Theory as
a result of the discovery of
isotopes.
Students to discuss how
the hydrogen Spectrum is
developed from the electron
transition between energy
levels. Spectral lines forming
the Lyman, Balmer, Paschen
and Pfund series should be
discussed. Teacher to relate
the spectrum of elements to
their identification.
Teacher to guide students to
discuss the AtomicTheory
according to Bohr.
Teacher to lead discussions
on the energy, frequency and
wave length of the radiations
given when electron fall from
n = 4 to n = 2, and from n = 4
to n = 1.
ESTIMATED
ASSESSMENT NUMBER OF
PERIODS
Wall charts showing Is the student able to
amendments of Daltons explain the Amendments of
Atomic Theory. Dalton’s Atomic Theory?
• Charts showing diagrams Is the student able to
of atomic spectrum describe energy levels
• Charts showing energy and the hydrogen
level spectrum?
8
Wall chart showing the Is the student able to
stationary states and Explain the Atomic Theory
movement of electrons. according to Bohr?
Wall chart showing the Is the student able to
energy levels of hydrogen work out the characteristics
atom from Bohr model. of
atomic spectrum?

3
 ESTIMATED
TEACHING AND LEARNING TEACHING AND
TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
1.3 The Atomic Mass By the end of this sub- Students to discuss inpairs Wall chart showing mass Is the student able to
topic the student should be the characteristics of each spectrometer. explain the sub-atomic
able to: individual sub-atomic particles?
a) explain the sub- atomic particles, namely electron,
particles; proton and neutron.

b) compare mass Students to compare mass Wall chart showing mass Is the student able to
number with atomic number with the atomic spectrometer. compare mass number with 2
number; number of atoms. atomic number?

c) describe mass
spectroscopy.
1.4 The Quantum By the end of this sub-
Theory topic the student should be
able to:
a) describe the wave-
particle duality of the
electron;
b) explain the quantum
numbers n, l, ml and
m s;
Students to draw a diagram
of the mass spectrometer,
and describe how it is used to
measure atomic mass.
Students in small groups to
discuss the wave–particle
duality of the electron.
Teacher should lead a
discussion on the meaning
and implications of then, l, ml
and ms
Wall chart showing mass
spectrometer
Wall charts showing
formulae which relates
an electron as a wave and
particle
• Charts showing quantum
numbers
• Pictures showing quantum
numbers
Is the student able to
describe mass
spectroscopy?
Is the student able to
describe the wave- particle
duality of the
electron?
6
Is the student able to
explain the quantum
numbers n, l, ml, and ms

4

TEACHING AND LEARNING TEACHING AND
TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
STRATEGIES
c) describe atomic or bitals
s, p, d and f;
d) explain Hund’srule,
Aufbau’sprinciple
and Pauli’sexclusion
Principle.
2.0 CHEMICAL By the end of this sub-
BONDING topic the student should be
able to:
2.1 Types of Bonds a) differentiate the
characteristics of
electrovalent and
covalent bonding;
b) describe dative
bonding;
LEARNING RESOURCES
Students to draw the shapes of
the s, p, and datomic orbitals.
i) Teacher to guide students
to discuss the implications
of the Hund’s rule, Aufbau
principle and Pauli’s
Exclusion principle.
ii) Students to write the
electronic configurations of
elements using the s, p, d
and f orbitals.
Students to brain storm
the differences in the
characteristics of the covalent
and electrovalent bonds.
Students to discuss the
availability of the lone pair
of electrons to electrophile in
dative bonding.
5
ASSESSMENT
Wall chart showing different
shapes of or bitals
Wall charts showing how
electrons are filled in
different energy levels.
• Atomic models
• Diagrams showing
covalent and electrovalent
bonds.
Diagrams showing dative
bond.
ESTIMATED
NUMBER OF
PERIODS
Is the student able to
describe atomic orbitals
s,p, dandf.
Is the student able to
explain Hund’s rule,
Aufbau’s principle
sand Pauli’s Exclusion
principle?
Is the student able
to differentiate the
characteristics of
electrovalent and covalent
bonding?
6
Is the student able to
describe dative bonding?

TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
c) explain the meaning and
significance of hydrogen
bonding.
2.2 Hybridization of By the end of this sub-
Atomic Orbitals topic the student should be
able to:
a) explain the concept of
hybridization of atomic
orbitals.
b) describe the shapes of
sp3, sp2 and sp hybrid
orbitals;
c) explain the overlapping
of hybrid orbitals
to form molecular
orbitals.
TEACHING AND LEARNING TEACHING AND
STRATEGIES LEARNING RESOURCES
Teacher should lead students to
discuss the effects of hydrogen
bonding in the shape of ice.
Teacher to lead students to
discuss the hybridization of
atomic orbitals, so as to
establish sp3, sp2 and sp hybrid
orbitals and examples of
molecules in which the
hybrid bonds are found.
Students to draw and describe
the shapes of sp3, sp2 and sp
hybrid orbitals.
i) Students draw and use models • Wall charts showing over
to demonstrate the overlapping lapping of sp3 – sp3, sp2 –
of hybrid orbitals to form
molecular orbitals.
• Sigma bond from sp3 – sp3
overlapping
• Sigma and pie bonds from
sp2 – sp2 overlapping
• Sigma and Pie bonds
from sp – sp side way
overlapping
ESTIMATED
ASSESSMENT NUMBER OF
PERIODS
Diagrams showing Is the student able to explain
hydrogen bonding the meaning and significance
of hydrogen bonding?
Diagrams showing Is the student able to
hybridization of atomic explain the concept of
orbitals hybridization of atomic
orbitals?
• Diagrams showing shapes Is the student able to
of hybridized orbital describe the shapes of sp3,
• Models sp2 and sp hybrid orbitals?
Is the student able to 6
explain the overlapping
sp2 and sp – sp. of bybrid orbitals to form
• Models molecular orbitals?
6

TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
3.0 GASES By the end of this sub-
topic the student should be
3.1 The Gas Laws able to:
a) describe the gas laws;
b) use general gas
equation to cary out
calculations;
c) describe the Avogadro’s
law, Graham’s law and
Dalton’s law of partial
pressure.
ESTIMATED
TEACHING AND LEARNING TEACHING AND
ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
ii) Teacher to guide students to
discuss the relative strengths
of molecular bonds from
the type of overlapping
involved.
i) Teacher to guide students Wall charts showing the Is the student able to
to discuss Boyle’slaw and apparatus used to prove the describe the gas laws?
Charles’law laws.
ii) Students to derive
mathematical equations of
• Boyle’slaw
• Charles’law
• General Gas Equation
Students to use general gas Textbooks Is the student able to
equation and ideal gas equation use general gas equation to 6
to carry out calculations based on cary out calculations?
the gas laws.
i) Teacher to guide students Textbooks Is the student able to
to discuss Graham’s laws describe the Avogadro’s
and Dalton’s law of partial law, Graham’s law and
pressure. Dalton’s law of partial
ii) Students to carry out pressure?
calculations based on the
laws.
7

TEACHING AND LEARNING TEACHING AND
TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
STRATEGIES
3.2 Kinetic Theory of By the end of this sub-
Gases topic the student should be
able to:
a) describe the
characteristics of a
gas as influenced by
pressure, volume, and
temperature changes;
b) explain the Kinetic
Theory of Gases and
assumptions leading to
the fundamental Kinetic
Equation;
c) use the fundamental
Kinetic Equation
to deduce the gas
laws.
3.3 Relative Molecular By the end of this sub-
Masses and topic the student should be
Densities of Gases able to:
a) describe molecular
masses and relative
densities of gases;
LEARNING RESOURCES
Teacher to guide students to
discuss the behaviour of gases
as influenced by pressure,
volume and temperature
changes.
Teacher to guide students to
explain Kinetic Theory of
Gases and the postulates
stipulated.
Students in small groups
to discuss how to use the
fundamental kinetic equation
PV=1/3 nmu2 to deduce the
gas laws.
Teacher to guide students to
discuss how molecular masses
of gases are determined by
Duma’s and Victor Meyer’s
methods.
8
ESTIMATED
ASSESSMENT NUMBER OF
PERIODS
• Wall charts and Is the student able to
pictures describe the characteristics
• Models of gas as influenced by
pressure, volume and
temperature
changes.
Wall chart showing cuboid Is the student able to
explain the Kinetic Theory 6
of Gases and assumptions
leading the fundamental
Kinetic Equation?
Textbooks Is the student able to
use the fundamental
Kinetic Equation to deduce
the gas laws?
Textbooks Is the student able to
describe molecular masses
and densities of gases?
4

TEACHING AND LEARNING
TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
STRATEGIES
b) describe different methods
used to find molecular
masses of gases;
c) explain the abnormal
relative densities of
vapour.
4.0 RELATIVE By the end of this sub- topic
MOLECULAR the student should be able to:
MASSES IN a) explain the meaning of
SOLUTION colligative properties;
4.1 Colligative
Properties of
Solutions
b) explain how colligative
properties of solutions
are used to determine
the molar masses of
solutes.
Teacher to guide students to
discuss relative molecular masses
and densities of gases and
vapours.
Teacher to guide students to
discuss how molecular masses
of gases are affected by
association and dissociation of
vapours.
Teacher to guide students
to discuss the meaning of
colligative properties.
Students in small groups to
demonstrate how boiling point
elevation, freezing point
depression, lowering vapour
pressure and osmotic pressure
are used to determine the molar
masses of solutes.
9
ESTIMATED
TEACHING AND
ASSESSMENT NUMBER OF
LEARNING RESOURCES
PERIODS
Duma’s bulb, water Is the student able to
bath, thermometer, describe different
propanone,victor Meyer’s methods used to find
apparatus, diethyl ether, molecular masses of
desiccators. gases?
Textbooks Is the student able to
explain the abnormal
relative densities of
vapours?
• Beckman’s apparatus Is the student able to
• Lands berger explain the meaning of
apparatus colligative properties?
• Freezing point
apparatus
• Osmometer
• Weighing bottle
• Thermometer Is the student able to 6
• Common salt/ Sugar explain how colligative
properties of solutions
• Water
are used to determine the
• Beaker
molar masses of solutes?
• Source of heat

TEACHING AND LEARNING
TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
STRATEGIES
4.2 Laws Governing By the end of this sub-
the Colligative topic the student should be
Properties able to:
a) describe the Raoult’s law
which governs colligative
properties;
iii) Teacher to guide students to
b) determine the relative
molar masses of solutes
from Raoult’s law;
i) Teacher to guide students
to discuss Raoult’s law,
Bladgens Law and Molar
solutions.
ii) Students to perform
experiments to demonstrate
the elevation of boiling point
and depression of freezing
point.
discuss on the lowering of
vapour pressure and osmotic
pressure.
Students to determine the relative
molecular masses of
solutes from colligative
properties of solution under the
guidance of the teacher.
10
ESTIMATED
TEACHING AND
ASSESSMENT NUMBER OF
LEARNING RESOURCES
PERIODS
• Beckman’s apparatus Is the student able to
• Freezing point describe the Raoults
apparatus law which governs
colligative properties?
• Lands berger
apparatus
• Osmometer
• Weighing bottle
• Plastic bottles
8
• Beckman’s apparatus Is the student able to
• Freezing point determine there lative
apparatus molar masses of solutes
from Raoult’s law?
• Lands berger
apparatus
• Osmometer
• Weighing bottle
• Plastic bottles

TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
c) determine the degree
of dissociation of
strong electrolytes in
solution.
5.0 TWO By the end of this sub- topic
COMPONENT the student should be able to:
LIQUID a) describe the properties of
SYSTEMS immiscible liquids;
5.1 Immiscible Liquids
ESTIMATED
TEACHING AND LEARNING TEACHING AND
ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
i) Teacher to guide students • Beckmans apparatus Is the student able to
to determine degree of • Osmometer determine the degree of
dissociation using van’t Hoff • Weighing bottle dissociation of strong
factor-i. • Weighing balance electrolytes in solution?
ii) Students to determine the
relative molecular masses of
solutes by using van’t Hoff
factor-i.
iii) Teacher should lead a
discussion on how relative
molecular masses of solutes
are affected by association/
dissociation of solutes.
i) Students to perform an • Separating funnels Is the student able to
experiment showing • Beakers describe the properties
immiscible liquids and partially of immiscible liquids?
• Immiscible liquids
miscible liquids.
• Partially miscible
ii) Teacher to guide students to 6
liquids
discuss on low boiling point of
immiscible liquids due to high
vapour pressure.
11

TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
b) explain the application
of the immiscible
liquids;
c) determine the molar mass
of a high boiling point
liquid by using steam
distillation.
5.2 Completely By the end of this sub- topic
Miscible Liquids the student should be able to:
a) describe the Raoult’s Law;
b) differentiate ideal from
non-ideal solutions;
TEACHING AND LEARNING
STRATEGIES
i) Student to investigate
the distillation process of
immiscible liquids.
ii) Teacher to guide students
through discussion to explain
how steam distillation of a
compound of high boiling
point can be achieved at lower
temperature than that of either
pure component.
Teacher to guide students to
determine the molar masses of a
high boiling point liquids.
Teacher should lead students in
the discussion on Raoult’s law
and principles underlying the
law.
i) Students to give examples of
ideal solutions and non-ideal
solutions
ii) Teacher to guide students to
distinguish ideal from non-
ideal solutions.
12
ESTIMATED
TEACHING AND
ASSESSMENT NUMBER OF
LEARNING RESOURCES
PERIODS
• Distillation apparatus Is the student able to
• Immiscible liquids explain the application
of immiscible liquids?
• Steam distillation Is the student able to
apparatus determine the molar mass
• Immiscible liquids of high boiling liquid by
using steam distillation?
• Manila sheets Is the student able to
• Marker pens describe the Raoult’s
law?
• Ideal solutions Is the student able to 6
• Non–ideal solutions differentiate ideal and
non-ideal solutions?
 ESTIMATED
TEACHING AND LEARNING TEACHING AND
TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
c) demonstrate positive and i) Students to brainstorm on Wall chart showing positive Is the student able to
negative deviation from solutions that exhibit positive and negative deviation from demonstrate positive and
Raoult’s Law; and negative deviation from Raoult’s law. negative deviation from
Raoult’s law. Raoult’s law?
ii) Teacher to guide students to
discuss reasons for positive
and negative deviation from
Raoult’s law.

d) describe vapour pressure
diagrams;
iii) Teacher to lead students
i) Teacher to lead students Wall chart showing vapour Is the student able to
to sketch vapour pressure pressure diagrams. describe vapour pressure
diagrams for ideal and non- diagrams?
ideal solutions.
ii) Students through group
discussion to explain vapour
pressure diagrams for positive
and negative deviation.
to discuss the concept of
azeotropic mixtures.

13

TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
e) demonstrate the
process of fractional
distillation;
f) explain the application
of fractional
distillation.
5.3 The Distribution By the end of this sub-
Law topic the student should be
able to:
a) explain the meaning of the
distribution law
b) demonstrate the
distribution law;
ESTIMATED
TEACHING AND LEARNING TEACHING AND
ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
i) Students under teacher’s • Side armed flasks Is the student able to
guidance to perform an • Thermometers demonstrate the process of
experiment on the processes of fractional
• Fractionating columns
fractional distillation. distillation?
• Boiling flasks
ii) Teacher to guide students
discuss the products of • Beakers
fractional distillation. • Condensers
Teacher to guide students to Fractional distillation Is the student able to
discuss on the application of apparatus explain the application
fractional distillation in the local of fractional distillation?
environment and in industry.
Teacher to guide students to • Separating funnel Is the student able to
brainstorm on the distribution of • Solute explain the distribution
a solute between two immiscible law?
• Two immiscible
solvents.
solvents
i) Students to perform an • Pipettes Is the student able 6
experiment to illustrate • Beakers to demonstrate the
the distribution law e.g. distribution law?
• Conical flasks
distribution of iodine
between water and petroleum • Iodine
ether. • Petroleum ether
• Separating funnel
14
 ESTIMATED
TEACHING AND LEARNING TEACHING AND
TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
ii) Teacher to guide students
discuss the results of the
experiment leading to the
calculation of the distribution
constant. Caution: Avoid
poisonous substances like
tetrachloromethane and
benzene.

c) apply distribution law in
solvent extraction;
i) Students to perform an • Separating funnels Is the student able to
experiment to show application • Burettes apply distribution law in
of distribution law in • Fitter paper solvent extraction?
solvent extraction like in • Petridish
chromatography. • Flowers
ii) Teacher to guide students in • Leaves
the discussion of different • Solvent (propanone)
application of distribution law
in solvent extration.

d) explain the deviations from
the distribution law.
Teacher to guide students in
discussing cases where there is
deviation from the distribution
law i.e. in association and in
dissociation of the solute.
Textbooks Is the student able to
explain the deviations
from the distribution
law?

15
 ESTIMATED
TEACHING AND LEARNING TEACHING AND
TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
6.0 ENERGETICS By the end of this sub- topic i) Students to discuss different • Beaker Is the student able to
the student should be able heat changes. • Salt explain the concept of
6.1 Heats of Reaction to: ii) Teacher to guide students heats of reaction?
• Thermometer
a) explain the concept through discussion on heats
• Sourceof heat
of heats of reaction; of formation, neutralization,
combustion, dilution, • Acid
atomization, solution and • Base
dissociation. • Balance
• Distilled water
b) determine the heat of i) Students to perform an • Salt sample Is the student able to
neutralization; experiment to determine heat of • Calorimeters determine the heat of
neutralization using NaOH and neutralization? 6
• Alkalis
HCl.
• Acids
ii) Teacher to guide students in
discussing the heat change • Thermometer
determination. • Indicators

c) determine the heat of i) Students to perform an • Thermometers Is the student able to

solution. experiment to determine the • NaOH determine the heat of
heat of solution using different • HCl solution?
salts. • Calorimeter
ii) Teacher should lead students in • Sodium thiosulphate
discussing the heats of solution. • CuSO .5H O, CuSO
4 2 4

16

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
6.2 Hess’s Law By the end of this sub- topic the Teacher to guide students in the
student should be able to:
a) explain the Hess’s Law;
b) apply Hess’s Law in
the calculations of heat
changes;
c) describe the Born Haber
cycle;
d) relate heats of formation to
bond energies.
7.0 PERIODIC By the end of this sub- topic the Teacher to guide students to discuss
CLASSIFICATION student should be able to:
a) explain the concept of
7.1 Periodicity periodicity;
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
• Thermometer Is the student able to
discussion on the concept of Hess’s • Beaker explain the Hess’s law?
law. • Salt
• Acids
• Bases
i) Students to carry out calculations Textbooks Is the student able to
on heat changes using Hess’s apply Hess’s law in
law. the calculation of heat
ii) Teacher to lead students in changes?
discussing various calculations 6
where Hess’s law is applicable.
Teacher to guide students in the Diagram showing Born Is the student able to
discussion of Born-Haber cycle Haber cycle describe the Born Haber
using compounds like NaCl, cycle?
KBr, CaO and MgCl2.
Teacher should lead students to Charts and pictures Is the student able to relate
discuss the relation between heats of heat of formation to bond
formation and bond energies. energies?
Modern periodic table Is the student able to
the concept of periodicity. explain the concept of
periodicity? 6
17
 TEACHING ESTIMATED
TEACHING AND LEARNING
TOPICS/SUBTOPICS SPECIFIC OBJECTIVES AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
b) compare the efforts of i) Teacher to guide students to Wall chart showing Is the student able to
different scientist in trying to classify elements according to modern periodic tables explain the progress of
classify elements; Newland, Meyer, Mendeleev and of Newsland, Meyer different scientists in
Mosley. Mendeleev and Mosley classifying elements?
ii) Students to use Mosley
classification to establish a
periodic table.
c) describe the main features i) Teacher should lead students to Modern periodic table Is the student able to
of the modern periodic use the periodic law to establish describe the main features
table; groups, periods and blocks. of the modern periodic
ii) Students to use the periodic law table?
to construct a periodic table
according to Mosley.
d) compare the periodic Students to use the periodic law to Modern periodic table Is the student able to
law in terms of atomic compare atomic masses versus compare the periodic law
masses versus atomic atomic numbers of elements. in terms of atomic masses
numbers. versus atomic numbers?
7.2 Periodic Trends in By the end of this sub- Teacher to guide students to discuss Modern periodic table Is the student able to
Physical Properties topic the student should be the general periodic trends in physical describe the general
able to: properties of elements across periods periodic trends in physical
a) describe the general periodic and down the groups considering properties across periods 6
trends in physical properties atomic size, electronegativity, and in down the groups?
across periods and down the ionization energy and electron
groups; affinity.

18

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
b) describe periodic trends in
physical properties down
the groups;
c) describe periodic trends in
physical properties across
period 3.
7.3 Periodic Trends in By the end of this sub- topic the i) Teacher to guide students to
Chemical Properties student should be able to:
a) describe trends in chemical
properties in groups;
b) describe trends in chemical
properties along period
3 hydrides, chlorides, hydroxides
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
Teacher to lead students to discuss Modern periodic table Is the student able to
the periodic trend in physical describe periodic trends
properties of elements down the in physical properties
groups IA, IIA and VII. down the group?
Teacher to guide students to discuss Modern periodic table Is the student able to
periodic trends in physical properties describe periodic
of elements across period 3. trends in physical
properties across period 3?
• Modern periodic Is the student able
discuss the reaction between table to describe trends in
elements in group IA, IIA and • H2O, HCl, NaOH, chemical properties in
VIIA with air, H2O, HCl, NaOH, HNO3, H2SO4 groups?
HNO3 and H2SO4
ii) Students to establish the trends in
chemical properties of elements
in groups IA, IIA VIIA.
i) Teacher to guide students to • Modern periodic Is the student able
discuss the action of water on table to describe trends in 4
• Water chemical properties along
and oxides of elements in period period 3?
• Hydrides, chlorides,
3.
hydroxides and
ii) Teacher should lead a discussion
oxides of elements
on the ionic character of chlorides,
in period 3
hydroxides and hydrides of
elements in period 3.
19
 TEACHING ESTIMATED
TEACHING AND LEARNING
TOPICS/SUBTOPICS SPECIFIC OBJECTIVES AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
iii) Students to prepare charts that
describes the trends of chemical
properties of elements in period 3.

7.4 Diagonal By the end of this sub- topic
Relationship the student should be able to:
a) explain the concept of
diagonal relationship;
b) explain the diagonal
relationship between lithium
and magnesium; beryllium
and aluminium;
c) explain why the first
elements in a group differ
from the rest.
Teacher to guide students to discuss
the concept of diagonal relationship.
i) Teacher should lead a discussion Modern periodic table
on diagonal relationship of Li/Mg
and Be/Al.
ii) Students to deduce the diagonal
relationship between Lithium
and Magnesium; beryllium and
Aluminium.
i) Teacher to guide students to
discuss the reasons for anomalous
behaviour of the first element in a
group as compared to the rest of
the elements
ii) Students to prepare charts
that describe the anomalous
behaviour of the first elements in
group IA, IIA and VII A.
Modern periodic table Is the student able to
explain the concept of
diagonal relationship?
Is the student able to
explain the diagonal
relationship between
lithium and magnesium;
beryllium and aluminium?
6
Modern periodic table Is the student able to
explain why the first
elements in a group differs
from the rest?

20

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
8.0 SELECTED By the end of this sub- topic
COMPOUNDS OF the student should be able to:
METALS a) classify metal oxides;
8.1 Oxides b) prepare oxides of metals
by direct and indirect
methods;
c) demonstrate the reactions
of metal oxides with
water and with dilute
acids;
d) explain the uses of metal
oxides;
e) describe the reactions of
amphoteric oxides.
8.2 Hydroxides By the end of this sub- topic
the student should be able to:
a) prepare metal hydroxides by
direct and in direct methods;
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
Students to classify metal oxides as Oxides of Na, Mg, Ca, Al, Is the student able to
basic, acidic, amphoteric or mixed Fe, Cu, Zn and Pb. classify metal oxides?
oxides. Metals selected are Na, Mg,
Ca, Al, Fe, Cu, Zn and Pb.
Students to prepare metal oxides in • HNO3 Is the student able to
the laboratory by directly heating the • Metal prepare oxides of metals
metal in air also by indirect method by direct and indirect
using concentrated nitric acid. methods?
Students to carry out reactions to • Dilute H2SO4 Is the student able to
demonstrate the properties of oxides • DiluteHCl demonstrate the reactions 6
as they react with water and dilute of metal oxides with water
• Metal oxides
acids and with dilute acids?
Students to discuss the uses of metal • MgO Is the student able to
oxides in furnaces and as liming • CaO explain the uses of metal
materials oxides?
Students to write balanced equations • ZnO Is the student able to
for the reactions of normal and • Al2O3 describe the reactions of
amphoretic oxides amphoteric oxides?
• PbO
Students to prepare metal hydroxides • Metals selected Is the student able to
by direct and in direct methods prepare metal hydroxides
• Oxides of selected
metals by different methods? 6
• H2O
21
 TEACHING ESTIMATED
TEACHING AND LEARNING
TOPICS/SUBTOPICS SPECIFIC OBJECTIVES AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
b) pescribe the properties of Students to demonstrate Hydroxide of selected Is the student able to
metal hydroxides; experimentally how metal hydroxides metals describe the properties of
react with other elements/compounds. metal hydroxides?

c) explain the uses of metal Teacher to guide students to discuss Hydroxide of selected Is the student able to
hydroxides. the uses of metal hydroxides in metals explain the uses of metal
industry, including the manufacture hydroxides?
of soap.
8.3 Carbonates and By the end of this sub- topic Students to prepare carbonates and • lime water Is the student able to
Hydrogencarbonates the student should be able to: hydrogen carbonates by direct and • NaOH prepare metal carbonates
a) prepare metal carbonates by indirect methods. by indirect methods?
• Straw
indirect methods;
b) explain the non- existence Teacher to guide students to explain • Al2O3 Is the student able to
of the carbonates of iron and why the carbonates of iron and • Fe2O3 explain the non- existence
aluminium; aluminium have never been prepared of the carbonates of iron
• Textbooks
and aluminium?
c) demonstrate the effect of heat Students to demonstrate • Carbonates of selected Is the student able to 6
on carbonates; experimentally the effects of heat on metals demonstrate the effect of
metal carbonates. heat on carbonates?
d) describe the properties Students to demonstrate the reactions • H2O Is the student able to
of metal carbonates and of carbonates with water and with • Mineral acids describe the properties
hydrogen carbonates; acid. of metal carbonates and
• Carbonates of selected
hydrogen carbonates?
metals

22

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
e) describe the uses of
carbonates and hydrogen
carbonates.
8.4 Sulphates By the end of this sub-
topic the student should be
able to:
a) prepare soluble and insoluble
metal sulphates by direct and
indirect methods;
b) describe the properties of
sulphates;
c) describe the uses of
sulphates;
d) demonstrate the effect of
heat on sulphates.
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
Teacher to guide students to • Quick lime Is the student able to
discuss the uses of metal carbonates • Ca(OH) describe the uses of
2
and hydrogen carbonates in industry carbonates and
and in agriculture. hydrogen carbonates?
Students to prepare metal sulphates • H2SO4 Is the student able to
by direct and indirect methods. • Glassware prepare soluble and
• Pb(NO3)2 insoluble metal
• Na2SO4 sulphates by direct and
• Metals selected indirect methods?
• Oxides of selected
metal
Students to carry out experiments to • Na2SO4 Is the student able to
test the properties of metal sulphates. • ZnSO4 describe the properties of
6
• Glassware sulphates?
Teacher to guide students go discuss • H2SO4 Is the student able to
the uses of metal sulphates in • Sulphate of describe the uses of
industry and in agriculture. ammonia sulphates?
Students to test the effects of heat on • BaSO4 Is the student able to
common sulphates of metals. • CuSO4 demonstrate the effect of
heat on sulphates?
23

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
8.5 Chlorides By the end of this sub- topic the Students to prepare metal chlorides
student should be able to:
a) prepare metal chlorides by
direct and indirect methods;
b) describe the properties of
metal chlorides;
c) describe special
characteristics of FeCl3 and
AlCl3;
d) explain the uses of
chlorides.
8.6 Nitrates By the end of this sub-
topic the student should be
able to:
a) prepare metal nitrates by
direct and indirect methods;
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
• Dil.HCl Is the student able to
by direct and indirect methods. • Cl2 prepare metal chlorides
• Metals selected by a variety of methods?
• oxides of selected
metals
Teacher should lead students to Chlorides of metals Is the student able to
demonstrate experimentally the selected describe the properties of
properties of metal chlorides. metal chlorides?
6
Teacher and students to discuss the • FeCl3 Is the student able to
special characteristics of FeCl3 and • AlCl3 describe the special
AlCl3 in the gaseous state. properties of AlCl3 and
FeCl3?
Students to discuss the uses of metal Chlorides of metals Is the student able
chlorides. selected explain the uses of
chlorides
Students to prepare metal nitrates in • Dil.HNO3 Is the student able to
the laboratory by direct and indirect • Oxides of metals prepare metal nitrates by
methods. selected different methods?
• Hydroxides of metals 6
selected
• Carbonates of metals
selected
24

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
b) describe the properties of
metal nitrates;
c) describe the effects of heat
on metal nitrates;
d) explain the uses of metal
nitrates.
9.0 ALIPHATIC By the end of this sub- topic the Teacher should lead students to brain
HYDROCARBONS student should be able to:
a) differentiate organic from in organic compounds
9.1 Sources of Organic organic compounds;
Compounds
b) identify different sources of
organic compounds;
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
Students to carryout experiments to Nitrates of selected metals Is the student able to
test the properties of metal nitrates. describe the properties of
metal nitrates?
Students to test the effect of heat onNitrate of selected metals Is the student able to
metal nitrates. describe the effects of heat
on metal nitrates?
Students to discuss the uses of Wall chart showing the Is the student able to
nitrates in industry and in agriculture. uses of nitrates. explain the uses of metal
nitrates?
Is the student able to
• Wall chart
storm on the natural occurring differentiate organic and
showing
e.g. proteins, inorganic compounds?
• Natural
carbohydrates, plastics, fats, acids,
occurring organic
synthetic organic compounds
compounds
medicines, drugs and different salts.
• Synthetic organic
compounds
• Different salts 4
• Organic materials
• Salts
Students under teacher’s guidance Is the student able to
Wall chart showing
to discuss different sources of identify different
compounds which can
organic compounds including sources of organic
be obtained from
petroleum, coal, and natural gas. compounds?
• petroleum
• coal
25

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
c) classify organic compounds
into aliphatic and a romatic
groups;
d) describe the special
properties of the carbon
atom.
9.2 Properties of Aliphatic By the end of this sub- topic
Hydrocarbons the student should be able to: to discuss physical and chemical
a) describe the general physical properties of aliphatic hydrocarbons
and chemical properties of
aliphatic hydrocarbons.
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
Teacher should lead students in the Drawing on manila sheet Is the student able to
discussion on classes of aliphatic showing aliphatic and classify alphatic and
and a romatic hydro carbons; with aromatic groups. aromatic groups?
examples i.e. aliphatic alkanes,
alkenes and alkynes exclude cyclic
hydrocarbons
Teacher should lead students in the • Models Is the student able to
discussion on unique features of • Wall charts describe the special
carbon in organic compounds showing properties of the carbon
including the following: atom?
- variable oxidation
i) It undergoes catenation
states of carbon
ii) Exhibits a variety of oxidation - multiple bonds of
states carbon.
iii) Forms strong bonds with a variety
of elements
iv) Forms multiple bonds.
Students under teacher’s guidance • Wall chart showing Is the student able to
physical and chemical describe the general
properties of aliphatic physical and chemical
e.g. melting point, boiling point and hydrocarbons properties of aliphatic 2
solubility. • Atomic models. hydrocarbons?
26

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
b) explain the nature of
bonding in aliphatic
hydrocarbons.
9.3 Alkanes By the end of this sub- topic
the student should be able to:
a) describe the general
formula homologous
molecular and structural
formula and isomerism of
alkanes.
b) describe the production
of alkanes from coal,
petroleum and natural
gas;
c) explain the concept
of saturation in terms
of sp3 hybridization in
alkanes;
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
Teacher to guide students to explain • Wall chart showing Is the student able to
nature of bonding in aliphatic formation of sigma and π explain the nature of
hydrocarbons. This has to explain the bonds. bonding in aliphatic
covalent nature of these compounds, • Atomic models. hydrocarbons?
formation of sigma and π bonds
Students to describe the general Wall charts showing Is the student able to
formula homologous series molecular homologous series of describe the general
and structural formulae and alkane upto ten carbon formula homologous
isomerism of alkanes. atoms molecular and structural
formula and isomerism of
alkanes?
Students under teacher’s guidance Wall charts showing Is the student able to
to brain storm on production of thermal cracking of describe the production
6
alkanes from petroleum, coal and petroleum. of alkanes from coal
natural gas. petroleum and natural gas?
i) Students in groups to discuss the Atomic models Is the student able to
saturation of alkanes. explain the concept of
ii) Teacher to summarise the concept saturation?
of saturation in alkanes in terms of
sp3 hybridization.
27

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
d) explain the physical and
chemical properties of
alkanes;
e) demonstrate laboratory
synthesis of a simple
alkanes;
f) describe the nature of
alkanes as fuels;
g) name alkanes and their
isomers.
9.4 Alkenes By the end of this sub- topic
the student should be able to:
a) describe the industrial
production of alkenes from
the thermal cracking of heavy ii) Teacher to summarise the
alkanes;
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
Teacher to lead students in the Atomic models Is the student able to
discussion of properties of alkanes explain the physical
i.e. reaction with strong acids and and chemical properties of
alkalis, combustion, halo genation alkanes?
and cracking process.
Teacher to guide students in the • Al4C3 Is the student able to
preparation of alkanes • H2O synthesis of a simple
alkane in the laboratory?
Teacher to lead student in discussing Wall charts showing Is the student able to
the gaseous nature of some alkanes gaseous, liquids and solids describe the nature of
and their use as fuels. as fuel of alkanes. alkanes as fuels
i) Teacher to guide students in Wall charts showing Is the student ableto name
naming alkanes and their isomers compounds of alkanes and alkane and their
using the IUPAC system. their names isomers?
ii) Students to name more complicated
alkanes up to ten carbon atoms
i) Students under teacher’s guidance • Wall charts showing Is the student able to
to brainstorm on industrial production of alkenes describe the industrial
production of alkenes by thermal by thermal cracking of production of alkenes?
cracking of heavy alkanes. petroleum 6
• Fractional distillation of
production process of alkenes. petroleum
28
 TEACHING ESTIMATED
TEACHING AND LEARNING
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STRATEGIES
RESOURCES PERIODS
b) explain the concept of Teacher to guide students to discuss Atomic models Is the student able to relate
unsaturation in terms the concept of unsaturation in sp2 hybridization with
of sp2 hybridization in alkenes due to sp2 hybridization. unsaturation?
alkenes;
c) describe electrophilic i) Teacher to guide students Charts showing electro Is the student able to
addition reactions of in discussing electrophilic philic addition reactions describe the electrophilic
alkene; addition reactions e.g. catalytic addition
hydrogenation, halogenation, reactions of the alkenes?
hydrohalogenation, addition of
sulphuric acid etc.
ii) Teacher to explain
Markownikov’s rule.
iii) Teacher to guide students to
discuss oxidation reactions of
alkenes with bromine, KMnO4
d) demonstrate laboratory Teacher should guide students • Alcohol Is the student able to
synthesis of a simple to prepare a simple alkene in the • Conc. H2SO4 describe the synthesis of
alkene; laboratory. ethene?
• Beaker
e) name alkenes and their i) Teacher to explain rules governing Wall chart showing the Is the student able to name
isomers up to five carbon naming of alkenes. names of five isomers of the first five alkenes and
atoms. ii) Students to name alkenes and their alkenes. their isomers up to five
isomers up to five carbon atoms carbon atoms?
using IUPAC system.

29
 TEACHING ESTIMATED
TEACHING AND LEARNING
TOPICS/SUBTOPICS SPECIFIC OBJECTIVES AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
9.5 Alkynes By the end of this sub- topic Teacher should lead students in Wall chart showing Is the student able to
the student should be able to: discussing the industrial production production of alkynes describe the industrial
a) describe the industrial of alkynes from thermal cracking of from cracking of heavy production of alkynes?
production of alkynes from heavy alkanes alkanes.
thermal cracking of heavy
alkanes;
b) explain the unsaturation Students under teacher’s guidance • Wall chart showing Is the student able to
in alkynes in terms of sp to explain unsaturation in alkynes in the diagrams of sp relate alkyne unsaturation
hybridization; terms of sp hybridization. hybridization. in terms of sp
• Atomic models hybridization?
c) describe the Markownikov’s i) Teacher to explain Markownikov’s Charts showing Is the student able
mechanism in electrophilic electrophilic addition reactions of electrophilic addition to describe the
addition reactions of alkynes reactions of alkynes Markownikov’ s 2
alkynes; ii) Students to discuss elecrophilic Textbooks electrophilic addition
addition reactions of alkynes. reactions of alkynes.
d) demonstrate laboratory Teacher to lead students to • CaC2 Is the student able to
synthesis of a simple demonstrate the laboratory • Water describe the synthesis of
alkyne; synthesis of ethyne (acetylene) by acetylene?
• Hard tube
reacting cold water with calcium
carbide.
e) name alkynes and their i) Teacher to explain rules Wall charts showing the Is the student able
isomers up to five carbon governing IUPAC system of names of alkynes and to name alkynes and
atoms. naming alkynes. their isomers their isomers up to five
ii) Students to name alkynes upto carbon atoms?
five carbon atoms.

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10.0 AROMATIC By the end of this sub- topic
HYDROCARBONS the student should be able to:
a) identify different sources
10.1 Sources of of aromatic hydrocarbons;
Hydrocarbons
b) explain the special
features of benzene
10.2 Properties By the end of this sub- topic
of Aromatic the student should be able to:
Hydrocarbons a) describe the resonance
delocalization of the
benzene π system.
TEACHING ESTIMATED
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AND LEARNING ASSESSMENT NUMBEROF
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Teacher should lead students to • Charts showing Is the student able
identify various sources of aromatic different sources to identify different
hydrocarbons. of aromatic sources of aromatic
hydrocarbons hydrocarbons?
• Materials
containing aromatic
compounds.
i) Teachers to introduce the Kekule • Charts showing: Is the student able to
structure of benzene; • Kekule structure of explain the special 2
ii) Teacher to explain the modern benzene features of benzene?
electronic structure of benzene in • Modern structure of
terms of π electron delocalization benzene ring
and resonance description.
iii) Students to prepare pictures
and models that describe the
structure of benzene.
Teacher should lead students in Wall charts showing Is the student able to
the discussion of the resonance/ the resonance structure describe the resonance/
delocalization of the benzene π benzene. delocalization of
4
system. benzene π system?
31
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b) explain electrophilic i) Teacher to explain the chemical Charts showing Is the student able to
substitution reactions of reactivity of benzene in electrophilic substitution explain electrophilic
benzene comparison with alkenes e.g. reactions of benzene. substitution reactions of
catalytic hydrogenation, free benzene?
radical addition, ozonolysis and
oxidation.
ii) Students to explain why benzene
does not form addition products
e.g. with hydrogen halides,
sulphuric acid and KMnO4.
iii) Teacher to lead students in
discussing substitution reactions
of benzene e.g. nitration,
sulphonation, halogenation,
Friedel–Crafts alkylation and
acylation
10.3 Substituted Benzene By the end of this sub-topic the i) Teacher to guide students in the Wall chart showing Is the student able to
student should be able to: discussion of chemical properties various chemical reactions describe the chemical
a) describe the chemical of methyl benzene in comparison of methyl benzene properties of methyl
properties of methyl with benzene (to include benzene?
benzene; hydrogenation, sulphonation,
4
nitration and Friedel craft
alkylation and acylation).
ii) Students to explain the effect of the
methyl group to the ring.

32

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
b) explain the effects of
substituents on rates and
orientation;
c) explain directive
influences in disubstituted
benzene.
11.0 HALOGEN By the end of this sub- topic
DERIVATIVES OF the student should be able to:
HYDROCARBONS a) describe the structures
11.1 Structure and of haloalkanes and their
Nomenlature isomers;
TEACHING ESTIMATED
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i) Teacher to explain factors which • Wall charts showing Is the student able to
activate or deactivate the benzene chemical reactions of explain the effects of
ring, and factors which determine substient groups on the substituent groups on
the orientation of substitution in position of benzene the rate of reaction?
the benzene ring. ring.
ii) Students to explain the effect • Wall chart showing
of substitution in rates and groups which activate
orientations (positions) for and deactivate benzene
further substitutions for the ring.
following groups: X (halogens),
OH, -R, NO2, -COOH, -SO3H,
-CHO, -CONH2.
iii) Teacher should lead a discussion
on inductive and mesomeric
effects in reactions.
i) Teacher to explain the directive Charts showing directive Is the student able to
influences in disubstituted benzenes influences in disubstituted explain directive
(rules involved). benzene. influences in disubstituted
ii) Students to explain some reactions benezene?
of disubstituted benzene.
Teacher to guide students to write the Wall charts showing Is the student able to
structures of haloalkanes and their structures of haloalkanes describe the structures
isomers. and their isomers of haloalkane and their 2
isomers?
33

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
b) name haloalkanes and their
isomers;
11.2 Preparation of By the end of this sub- topic
Haloalkanes the student should be able to:
a) describe different methods
of preparing haloalkanes
b) describe the polarity of
carbon halogen bond
11.3 Chemical Properties By the end of this sub- topic
the student should be able to:
a) describe the nucleophilic
substitution reactions of
haloalkanes
TEACHING ESTIMATED
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AND LEARNING ASSESSMENT NUMBEROF
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i) Students in small groups to discuss Wall chart showing the Is the student able to
how to name haloalkanes using names of haloalkanes name haloalkanes and
IUPAC system their isomers?
ii) Students to name haloakanes using
IUPAC system
i) Teacher to lead a discussion on Wall charts showing Is the student able to
the methods of preparing the chemical reactions describe different methods
haloakanes involving preparations of of preparing haloalkanes?
ii) Students in small groups to write haloalkanes
the chemical reactions involving
the preparations of haloalkanes 4
Teacher to lead a discussion on the Wall charts showing the Is the student able to
polarity of carbon halogen bond. polarity of carbon halogen describe the polarity of
bond carbon halogen bond?
i) Students to name the nucleophilic • OH- Is the student able to
reagents • RO- describe the nucleophillic
ii) Teacher to guide students to discuss substitution reactions of
• CN-
the nucleophilic substitution haloalkanes?
reactions of haloalkanes. • Li[AlH4]
4
iii) Students to write the chemical • NH3
reactions involving nucleophilic
substitution of haloalkanes
34
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b) describe the i) Teacher to lead a discussion Wall charts showing Is the student able to
elimination reactions in on the elimination reactions in elimination reactions of describe the elimination
haloalkanes haloalkanes. haloalkanes reactions in haloalkanes?
ii) Students to write the chemical
reactions involving elimination
reactions in haloalkanes
c) show the interconvertibility i) Teacher to guide students to Wall charts showing Is the student able to
reactions discuss how alkanes, alkenes and the interconvertibility show the interconvertibility
alkyne scan be converted to alkyl reactions reactions?
halides and vice versa.
ii) Teacher to lead a discussion on
how various conversions can
occur through Grignard reagent.
iii) Students to do various conversions

11.4 Uses and Hazards of By the end of this sub-topic the Teacher to guide students to discuss Wall chart showing the Is the student able to
Haloalkanes student should be able to: the uses of halohydrocarbons uses of haloalkanes describe the uses of
a) describe the uses of i) as solvents haloalkanes?
haloalkanes; ii) as insecticides 2
iii) in sythensis of polymers

35
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b) describe the hazards of i) Teacher to lead a discussion on • Pictures Is the student able to
haloalkanes. hazards of halohydrocarbons which • Wall charts describe the hazards of
include: showing haloalkanes?
• Damage of liver and causes
• Chemical reaction of
of cancer due to chlorinated
Ozone layer destruction
hydrocarbons and chlorofluoro
by haloalkanes
carbons
Ways of rectifying
• Ozone layer destruction
the land polluted by
• Environmental pollution
halohydorcarbons
ii) Teacher and students to visit the
nearest health centre for more
information
iii) Teacher and students to visit the
land polluted by halohydorcarbons
iv) Students under teachers guide to
suggest ways of rectifying the land
polluted by hydrocarbons

12.0 HYDOXYL By the end of this sub- topic i) Teacher to guide students to write Atomic models Is the student able to
COMPOUNDS the student should be able to: the structures of alcohols, phenols describe the structure of
a) describe the structure of and their isomers. alcohols and phenols?
12.1 Structure and ii) Students to write the structures of 2
alcohols and phenols.
Nomenclature alcohols and phenols.

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TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
b) name alcohols and
phenols;
c) classify alcohols
12.2 Preparation of By the end of this sub- topic
Hydroxyl Compounds the student should be able to:
a) explain the synthesis of
hydroxyl compounds;
TEACHING ESTIMATED
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AND LEARNING ASSESSMENT NUMBEROF
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i) Teacher to lead a discussion on how Wall chart showing names Is the student able to name
to name alcohols and phenols using of alcohols and phenols alcohols and phenols?
IUPAC system.
ii) Students to name alcohols and
phenols according to IUPAC
system.
i) Teacher to guide students to classify Wall chart showing classes Is the student able to
alcohols into primary, secondary of alcohols classify alcohols?
and tertiary alcohols.
ii) Students to distinguish primary,
secondary and tertiary alcohols.
i) Teacher to guide students to • Wall charts showing Is the student able to
discuss various methods of various methods of explain the synthesis of
introducing - OH group into introducing -OH hydroxyl compounds?
organic molecules. group into organic
ii) Students under teacher’s guidance molecules.
to write various conventional • Textbooks
methods of introducing -OH group 2
into the organic molecules.
iii) Teacher to guide students to
discuss Grignard synthesis of
alcohols
37

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
b) explain industrial
preparation of hydroxyl
compounds
12.3 Properties of By the end of this sub- topic
Hydroxyl Compounds the student should be able to:
a) explain the physical
properties of hydroxyl
compounds;
TEACHING ESTIMATED
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AND LEARNING ASSESSMENT NUMBEROF
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iv) Student under teacher’s guidance
to practice the method of Grignard
synthesis of alcohol.
i) Students to discuss how alcohols Wall charts showing Is the student able to
can be prepared locally industrial preparation of explain the industrial
ii) Teacher to guide students to methanol and ethanol. preparation of hydroxyl
discuss how methanol and ethanol • Starch compounds?
are prepared industrially.
• Water
iii) Students under teacher’s
supervision to visit the nearby • Yeast
breweries and observe the process
of beer production and collect
information related to Chemistry.
Teacher to guide students to discuss Atomic model Is the student able to
the physical properties of hydroxyl explain the physical
compounds, including properties of hydroxyl
i) Polarity of O–H bond compounds? 6
ii) The size of alkyl or aryl group on
solubility
38
 TEACHING ESTIMATED
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b) describe the chemical Teacher to guide students to discuss • Wall chart showing Is the student able to
properties of hydroxyl the chemical properties of hydroxyl various reactions of describe the chemical
compounds; compounds under the following: alcohols properties of hydroxyl
i) Comparison of acidity of • pH compounds?
alcohols and phenol and that of
• Ethanol
water,
ii) Reaction of alcohols with
phosphorus trichloride,
phosphorus pentachloride and
thionyl chloride.
iii) Elimination reaction of
alcohols,
iv) Inter convertibility of alkanols,
alkanes, alkenes and alkynes,
v) Oxidation reactions.
vi) The difference between
primary, secondary and tertiary
alcohols,
vii) Iodoform reaction.
viii) Iodoform reaction in detecting
structures of alcohols
ix) Esterifiction, etherification and
reduction reactions.
x) Detection of phenols using
ferric chloride solution.

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xi) Electrophilic substititution • Phenol
in phenols (halogenation, • Propan-2-ol
alkylation, acylation, nitration and • NaOH
sulphonation).
• I2
xii) Difference between alkanols and
• FeCl3
phenols.
• Heat source
c) distinguish alkenes from Teacher to guide students to describe Phenol, Ethanol, NaOH, I2, Is the student able to
phenols. the differences between alkanols and FeCl3, Heat source distinguish alkenes from
phenols phenols?
12.4 Uses and Hazards of By the end of this sub-topic the Teacher to guide students to discuss Wall chart showing Is the student able to
Hydroxyl Compounds student should be able to: the uses of alcohols and phenols. the uses of hydroxyl give uses of hydroxyl
a) give the uses of hydroxyl compounds compounds?
compounds;
b) describe hazards of hydroxyl Teacher should lead students Wall charts showing Is the student able to 2
compounds. to discuss the hazards of alcohols and the hazards of hydroxyl describe hazards of
phenols. compounds hydroxyl compounds?
13.0 CARBONYL By the end of this sub- topic Teacher should lead students to Wall charts showing Is the student able
COMPOUNDS the student should be able to: describe the carbonyl compounds i.e carbonyl compounds to describe carbonyl
13.1 Structure and a) describe the carbonyl the functional groups –CHO and CO. compounds?
Nomenclature compounds;
2
b) name carbonyl i) Teacher to explain the rules Wall charts showing Is the student able to name
compounds. governing the IUPAC system of names of carbonyl carbonyl compounds?
naming carbonyl compounds. compounds

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TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
13.2 Preparation of By the end of this sub- topic
Carbonyl Compounds the student should be able to:
a) explain the preparation
methods of aldehydes;
b) explain the preparation
methods of ketones.
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ii) Students to name carbonyl
compounds and their isomers upto
five carbon atoms (name simple
aromatic carbonyl compounds).
Teacher to guide students in • Methanol Is the student able to
explaining methods of preparing • K2Cr2O7 explain preparation
aldehydes e.g. oxidation of alcohols methods of aldehydes?
• H2SO4
(primary) and reduction of carboxylic
acid s
2
Teacher to lead students in explaining Wall charts showing Is the student able to
methods of preparing ketones e.g. methods of preparing explain preparation
oxidation of alcohols (secondary) and ketones methods of ketones?
Friedel – Craft acylation.

13.3 Properties of Carbonyl By the end of this sub- topic
Compounds. the student should be able to:
a) describe the physical
properties of carbonyl
compounds;
b) explain the chemical
reactions of carbonyl
compounds.
i) Teacher to explain the polarity of
the C= O bond of the carbonyl
group
ii) Students to predict the effect of
polarity to the physical properties
(m.p, b.p. and solubility).
i) Teacher should lead students
to identify aldehydes from
ketones.
Wall charts showing the
table of m.p, b.p and
solubility of aldehydes and
ketones
• Wall charts showing
various chemical
reactions of aldehydes
and ketones
Is the student able to
describe the physical
properties of carbonyl
compounds?
2
Is the student able to
explain the chemical
reactions of carbonyl
compounds?

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TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
13.4 Uses and Hazards of By the end of this sub- topic
Carbonyl Compounds. the student should be able to:
a) explain uses of carbonyl
compounds;
b) explain hazards of carbonyl
compounds.
TEACHING ESTIMATED
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ii) Teacher to guide students in • Methanal
explanation of chemical reactions • Propanone
of aldehydes and ketones to
• Benedict’s solution
include nucleophilic addition,
reactions of the alkyl group • Tollen’s reagent
adjacent to carbonyl carbon atom • Test tubes
and redox reactions
Teacher to guide students to discuss Wall charts showing uses Is the student able to
the uses of carbonyl compounds. of carbonyl compounds explain uses of carbonyl
compounds?
2
Teacher to guide students to discuss Wall charts showing Is the student able to
the hazards of carbonyl compounds. hazards of carbonyl explain hazards of
compounds carbonyl compounds

14.0 CARBOXYLIC By the end of this sub- topic Teacher should guide students to Wall chart showing names Is the student able to name
ACIDS AND the student should be able to: name carboxylic acids using IUPAC of carboxylic acids carboxylic acids using
DERIVATIVES a) name carboxylic acids using system. IUPAC system?
IUPAC system;
14.1 Carboxylic Acids
b) describe the carboxyl group Teacher should lead students to • Acetic acid Is the student able to 6
in carboxylic acids; discuss about the resonance in the • Oxalic acid describe the carboxyl
carboxyl functional group. group in carboxylic acids?

42
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c) explain preparation methods Students to prepare ethanoic acid in • Ethanol Is the student able to
of carboxylic acids; the laboratory. • K2Cr2O7 explain preparation
methods of carboxylic
• Dil.HCl
acids?
d) explain properties of i) Teacher to guide students to • Acetic acid Is the student able to
carboxylic acids; discuss the properties of carboxylic • Oxalic acid explain properties of
acids carboxylic acids?
ii) Students to discuss the contribution
of hydrogen bonding in the physical
properties of carboxylic acids

e) explain uses and hazards of Students in small groups to discuss Wall charts showing uses Is the student able to
carboxylic acids. the uses and hazards of carboxylic and hazards of carboxylic explain uses and hazards
acids. acids. of carboxylic acids?
14.2 Esters By the end of this sub- topic the Teacher to guide students to name Wall charts showing name Is the student able to
student should be able to: esters according to IUPAC system. of esters name esters?
a) name esters;
b) describe esters; Teacher should lead students in the Ethylmethanoate Is the student able to
discussion about the resonance and describe esters?
delocalization of carboxylate group. 4

c) explain the properties of Students under teachers guide to Wallcharts showing various Is the student ableto explain
esters; discuss the chemical properties of chemical properties of the properties
ester including hydrolysis,trans esters of esters?
esterification, alcoholysis,

43
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reduction with LiAlH4 and reaction
with Grignard reagent.

d) explain the uses of Students to discuss the uses of Wall charts showing uses Is the student able to
esters. esters as organic solvents and in the of esters explain the uses of esters?
manufacture of soap.

44
 FORM VI

General Competences
By the end of the Form VI Chemistry course, students should have the ability to:
1. apply mathematical principles to understand qualitative and quantitative chemical
processes;
2. use Chemistry knowledge and skills to solve social and environmental problems;
3. apply the principles of science and technology to carry out scientific investigations
and analysis;
4. carry out investigations on organic compounds and their uses in everyday life;
5. use soil kits to study the properties of soils and propose proper remedial measures.

General Objectives
By the end of the Form VI Chemistry course, students should be able to:
a) explain how the factors of concentration, pressure, energy and catalyst affect the rate
of Chemical reactions;
b) maximize the formation of products in equilibrium reactions;
c) compare and contrast different methods for the extraction of elements from their
natural sources;
d) describe the nature and the principles involved in the aquatic, terrestrial and aerial
pollution;
e) use scientific knowledge and skills to study the chemical nature and properties of
soils;
f) describe the major principles of Organic Chemistry;

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TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
1.0 CHEMICAL By the end of this sub- topic
EQUIILIBRIUM the student should be able to:
a) explain the concept of
1.1 Reversible Reactions reversible reactions and
dynamic equilibrium;
b) describe the law of Mass
Action.
1.2 Equilibrium Constant By the end of this sub- topic the Teacher to guide students to discuss
student should be able to:
a) explain the concept of
equilibrium constant in terms pressures, Kp
of concentrations, Kc, and
partial pressures, Kp.
b) derive equilibrium
constants, Kc and Kp
TEACHING ESTIMATED
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AND LEARNING ASSESSMENT NUMBER OF
STRATEGIES
RESOURCES PERIODS
i) Teacher to guide students • Energy level diagram of Is the student able to
to discuss the principles of reversible reaction explain the concept of
reversible reactions and dynamic • Dil.HCl reversible reactions and
equilibrium. dynamic equilibrium?
• BiCl3
ii) Students to demonstrate reversible
reaction by adding dilute HCl on
BiCl3.
iii) Students to draw energy diagram
to show there action path ways 2
for reversible and irreversible
reactions.
Teacher should lead students to • Ethanol Is the student able to
derive the equilibrium Law, also • Ethanoic acid describe the law of Mass
known as the Law of Mass Action, Action?
from an equilibrium reaction and its
balanced equation
• Charts showing reaction Is the student able to
equilibrium constant in terms between H2 and I2 explain the concept of
of concentration, Kc and partial • Charts showing equilibrium constant in
decomposing terms of Kc and Kp?
N 2O 4
4
Students to derive expressions for • N2O4 Is the student able to
Kc and Kp from first principles, and • H2 derive equilibrium
establish their relationships. • I2 constants Kc and Kp?
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c) use equilibrium constants to Students to carry out experiments on • Ethanol Is the student able to use
determine the quantities of the use of equilibrium constant to find • Ethanoic acid equilibrium constants to
reacting substances and their out the equilibrium concentrations determine the quantities
products. of reactants and products in an of reacting substances and
equilibrium reaction. their products.
1.3 Factors Affecting By the end of this sub-topic the Teacher should lead students to Diagrams showing Harber Is the student able to
Chemical Equilibium student should be able to: discuss the meaning of industrial process and Contact explain Le Chatelier’s
a) Explain the meaning of significance of the Le Chetelier’s process Principle to industrial
Le Chatelier’s Principle to Principle processes?
industrial processes
b) explain how different factors Students to discuss in small groups • Platinum Is the student able to
affect the position of a how the position of chemical • Source of heat explain how different
chemical equilibrium; equilibrium can be affected by: factors affect the position
• Pictures
i) Temperature of chemical equilibrium?
• Diagrams
ii) Pressure 4
iii) Concentration
iv) Catalyst.
c) apply the Le Chatelier’s Students to discuss the industrial • NH3 Is the student able to apply
principle to industrial application of the Le Chatelier’s • H2SO4 Le Chatelier’s principle to
processes. Principle in the following industrial industrial processes?
• Diagrams
processes
i) Haber process for the synthesis • Pictures
of ammonia;

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TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
2.0 CHEMICAL By the end of this sub- topic the
KINETICS student should be able to:
a) explain howa chemical
2.1 Factors Affecting the reaction may be affected by
Rate of a Chemical different factors;
Reaction
b) explain the kinetic nature of
reacting substances;
c) use Arrhenius equation to
determine activation energy
Ea, and rate constant.
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ii) Contact process for the synthesis
of sulphur trioxide, which is
used to produce sulphuric acid.
Teacher to guide students to • MnO2 Is the student able to
discusson how the following factors • KMnO explain factors which
4
affect the rate of a chemical reaction: affect the rate of a
• Heat source
i) Concentration chemical reaction?
ii) Temperature
iii) Pressure
iv) Catalyst
v) Physical state of aggregation
vi) Light
Students to discuss the kinetic • Marble Chips Is the student able to 6
behaviour of solid, liquid and • Powdered calcium explain the Kinetic nature
gaseous substances at different carbonate of reacting substances?
temperature conditions.
• HCl and NH3
Teacher to lead students to demonstrate • Glassware Is the student able to
experimentally the application of the • HI use Arhenius equation to
Arrhenius equation to find activation determine activation energy,
• KMnO4
energy, Ea, and the rate constant of a Ea, and rate constant.
chemical reaction, K. • H2C2O4
48

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
2.2 Order of Reaction By the end of this sub-
topic the student should be able
to:
a) explain the concept of order ii) Students to differentiate the
of reaction;
b) relate the rate determining
step to the order of
reaction;
c) describe the mechanism of
a reaction in relation to its
molecularity;
d) derive expressions for 1st and Students to demonstrate experimentally • H2O2
2nd order reactions;
e) determine 1st and
2nd order reactions
experimentally.
TEACHING ESTIMATED
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AND LEARNING ASSESSMENT NUMBER OF
STRATEGIES
RESOURCES PERIODS
i) Teacher to guide students to • Glassware Is the student able to
discuss the concept of order of • H2SO4 explain the concept of
reaction order of reaction?
concepts of molecularity and order
of a chemical reaction.
Students to discuss the relationship • H2O2 Is the student able to
between the order of a reaction and its • N O relate the rate determine
2 5
rate determining step. step to the order of
• Wall chart
reaction?
• Pictures
Teacher to guide students to derive the • HI Is the student able to
relationship between the mechanism of • Na S O describe mechanism of 6
2 2 3
a reaction and its molecularity. a reaction in relation to
its molecularity.
Is the student able to derive
how to derive expression for the first • NO expressions for 1st and 2nd
2
and second order reactions. order
reactions?
Students to engage the integrated rate • Na2SO2 Is the student able to
law to derive expressions for the 1st • HCl determine 1st and 2nd
and 2nd order reactions. order reactions
• Stop watch
experimentally?
49

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
3.0 ELECTRO By the end of this sub- topic
CHEMISTRY the student should be able to:
a) differentiate oxidation and
3.1 Oxidation and reduction reactions;
Reduction
b) balance oxidation
and reduction half
reactions;
TEACHING AND ESTIMATED
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STRATEGIES
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i) Teacher to guide students to • Rusted iron Is the student able to
discuss the concepts of oxidation • FeCl2 differentiate oxidation and
and reduction in terms of electron reduction reaction?
transfer and change of oxidation
state in reactions.
ii) Students to give varied examples of
oxidation and reduction reactions.
Students to write molecular and • KIO3 Is the student able to
ionic balanced reaction equations • KMnO4 balance oxidation and
for the following chemical reactions reduction half reactions?
• Na2Cr2O7
i) Reduction of an acidified
potassium permanganate by • H2(COO)2
sodium nitrite; • Na2S2O3 . 5H2O 10
ii) Reduction of a solution of sodium
dichromate with potassium
bromide;
iii) Oxidation of an oxalic acid
solution using acidified potassium
permanganate;
iv) Oxidation of sodium thiosulphate
from in directly liberated iodine;
v) An acidified mixture of KI
and KIO3 oxidizes sodium
thiosulphate solution.
50

TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
c) perform redox
titrations;
d) explain the effects of
electricity on electrolytes
(Faraday’s Laws of
electrolysis);
e) explain corrosion as a redox
reaction;
f) compare the mechanism of
iron corrosion protection by
zinc and tin.
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBER OF
STRATEGIES
RESOURCES PERIODS
Students should carry out practical • KI Is the student able to
experiments for each of the redox • KMnO4 perform various redox
reactions. titrations?
• H2C2O4
i) Students to demonstrate • Metal electrodes Is the student able to
experimentally the Laws of • Inert electrodes explain the effects of
electrolysis by using metal and electricity on electrolytes?
• CuSO4
inert electrodes;
ii) Students to compare the quantity • HCl
of electricity supplied with the • H2SO4
amount of substance liberated
during electrolysis.
Students to discuss the conditions and • Galvanized iron Is the student able to
the balanced ionic equations for the • Iron explain corrosion as a
corrosion of iron. • Rusted iron redox reaction?
• Pictures
i) Students to discuss the conditions • Tin Is the student able to
and the balanced ionic equations for • Zinc compare the mechanism of
the protection of corrosion through iron corrosion protection
• Diagrams
galvanization and through cathodic by zinc and tin?
protection using a sacrificial • Wallcharts
anode;
ii) Students should compare the
efficiency of corrosion protection by
galvanization and by tin coating.
51

SPECIFIC OBJECTIVES
TOPICS/SUBTOPICS
3.2 The Nernst Equation By the end of this sub- topic
the student should be able to:
a) explain standard electrode
potentials.
b) explain the effect of
varying electrolyte
concentration on the emf of
a cell;
c) determine the emf of a
cell by using the Nernst
equation;
d) calculate equilibrium
constants for redox
reactions.
3.3 Electrolytes in By the end of this sub- topic
Solutions the student should be able to:
a) use the Van’t Hoff factor-i,
in the calculation of the
degree of ionization;
TEACHING ESTIMATED
TEACHING ANDLEARNING
AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
Teacher should lead students to • Wall chart showing Is the student able to
discuss the concept of standard cells explain standard electrode
electrode potentials and their • Textbooks potentials
significance.
• Pictures
Students to demonstrate • CuSO4 Is the student able to
experimentally the production of • ZnCl2 explain the effect of
emf by varying the concentrations of varying electrolyte
• Gulvanoic cell
electrolytes. concentration on the emf
of a cell? 6
Teacher to guide students on how to • KI Is the student able to
use the Nernst equation to find the • CuSO4 determine the emf of a
emf of a cell. • Diagram showing Daniel cell by using the Nernst
and Galvanic cell equation?
Students to calculate equilibrium • CuSO4 Is the student able to
constants for redox reactions. • ZnCl2 calculate equilibrium
• KI
constants for redox
reactions?
Students should demonstrate • K4Fe(CN)6 Is the student able to use
experimentally how to find the • C2H4O2 the Van’t Hoff factor-i,
degree of ionization of an electrolyte in the calculation of the
by using the Van’t Hoff factor-i, and degree of ionization? 4
carry out related calculations.
52

SPECIFIC OBJECTIVES
TOPICS/SUBTOPICS
b) describe the electrical
conductivity of solutions of
electrolytes.
4.0 ACIDS, BASES AND By the end of this sub- topic
SALTS the student should be able to: discussion of Arrhenius concept of • Wood ash
4.1 Acids and Bases a) explain the Arrhenius concept acids and bases.
of acids and bases;
b) explain the Lowry- Bronsted
concept of acids and
bases;
TEACHING ESTIMATED
TEACHING ANDLEARNING
AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
i) Teacher to guide students to • Conductance Is the student able to
discuss the concept and principles bridges describe the electrical
of Ostwald’s dilution. • Electroytes conductivity of solutions
ii) Students in small groups to of electrolyte?
discuss specific conductance and
molar conductance.
iii) Teacher to guide students to
describe the conductance of weak
and strong electroytes at infinite
dilution.
Teacher to guide students in the • Water Is the student able to
explain the Arrhenius
• Lemons concept of acids and
bases?
• Charts
• Pictures
• Beakers
• Acids
• bases 2
i) Students to discuss the conjugate • Weak acid Is the student able to
acid base pairs. • Strong acid Weak explain the Lowry-
ii) Teacher to guide students to base Bronsted concept of acids
discuss several examples of • Strong base and bases?
conjugate acid base pairs based
on the donation and acceptance
of a proton.
53
 TEACHINGAND ESTIMATED
TEACHINGAND LEARNING
TOPICS/SUBTOPICS SPECIFIC OBJECTIVES LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
c) explain the Lewis concept of Teacher should lead students to • Diagrams Is the student able to
acids and bases. discuss the Lewis concept of acids • Magic marker explain the Lewis concept
and bases. of acids and bases?
4.2 Ionic Equilibrium of By the end of this sub- topic the i) Teacher to guide students through Textbooks Is the student able to
Acids and Bases student should be able to: group discussion to explain explain the ionization
a) explain the ionization of weak ionization of a weak acid in of weak acids in water,
acids in water, leading to the water. leading to the acid
acid dissociation constant, Ka ii) Teacher to lead students in dissociation constant, Ka?
derivation of acid dissociation
constant, Ka , in relation to
hydrogen ion concentration.
iii) Students to carry out calculations
related to Ka
b) explain the ionization of a Teacher to guide students in Textbooks Is the student able to 6
weak base in water, leading to discussing the ionization of a weak explain the ionization
the base dissociation constant, bases in water leading to dissociation of a weak base in water,
Kb constant for a weak base, leading to the base
Kb . dissociation constant, Kb?
c) carry out calculations based i) Students to carry out calculations Textbooks Is the student able to carry
on Ka and Kb. based on Kb. out calculations based on
ii) Teacher summarize few Ka and Kb?
calculations on Ka and Kb.

54

TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
4.3 Ionic Product of Water By the end of this sub- topic the Teacher to guide students in the
and pH student should be able to:
a) derive the expression for Kw; Kw i.e. Kw = [H ][OH ]
b) express the strength of a
solution in terms of pH and
pOH;
c) carry out calculations based
on pH and pOH.
4.4 Buffer Solutions By the end of this sub- topic
the student should be able to:
a) explain the concept of a
buffer solution;
b) describe the properties of
buffer solutions;
c) prepare buffer
solutions;
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBER OF
STRATEGIES
RESOURCES PERIODS
Textbooks Is the student able to derive
derivation of ionic product of water, the expression for Kw?
+ -
Teacher to supervise students on Diagram of pH scale Is the student able to
carrying out calculations based in pH express the strength of a 2
and pOH. solution in terms of pH and
Note: pKw = pH + pOH. pOH?
Students to carry out calculations Textbooks Is the student able to carry
based on pH and pOH. out calculations based on
pH and pOH?
i) Students to brainstorm on the Acetic acid/sodium acetate Is the student able to
concept of buffer solutions giving ammonia/ammonium explain the concept of a
examples. chloride buffer solution?
ii) Teacher to summarise the concept
of buffer solutions.
Teacher to guide students in the Charts showing how Is the student able to
discussion of properties of buffer buffer works when small describe the properties of 4
solution. amounts of base and acid buffer solutions?
are mixed.
Students under teacher’s guidance to • Acetic acid/sodium Is the student able to
prepare buffers from weak acid and acetate prepare buffer solutions?
its salt, and from a weak base and • Ammonia/ammonium
its salt. chloride.
55
 TEACHING ESTIMATED
TEACHING ANDLEARNING
TOPICS/SUBTOPICS SPECIFIC OBJECTIVES AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
d) carry out calculations based Teacher to supervise students Textbooks Is the student able to carry
on buffer solutions. carrying out calculations on buffer out calculations based on
solutions. buffer solutions?
4.5 Salt Hydrolysis By the end of this sub- topic Teacher to guide students to discuss • Sodium acetate Is the student able to
the student should be able to: the concept of salt hydrolysis. • Ammonium explain the concept of salt
a) explain the concept of salt i) Salt from weak acid and strong chloride hydrolysis?
hydrolysis; base; • Ammonium
ii) Salt from weak base and strong acetate
acid;
2
iii) Salt from weak base and weak
acid.
b) describe the behaviour of Teacher to guide students in showing • Litmus paper Is the student able to
salts when hydrolysed. the behaviour of different salts • Universal describe the behaviour of
towards litmus when hydrolysed. indicator salts when hydrolysed?

5.0 SOLUBILITY, By the end of this sub- Students under teachers guidance • BaSO4 Is the student able to
SOLUBILITY topic the student should be to brainstorm on the concept of • CaCO3 explain the concept of
PRODUCT AND able to: solubility solubility?
IONIC PRODUCT a) explain the concept of
5.1 Solubility solubility;
2
b) explain common ion Teacher to guide students to discuss • AgCl Is the student able to
effect. the concept of common ion effect and • AgNO explain common ion
3
how it affects solubility of sparingly effect?
soluble salts

56
 TEACHING ESTIMATED
TEACHING ANDLEARNING
TOPICS/SUBTOPICS SPECIFIC OBJECTIVES AND LEARNING ASSESSMENT NUMBEROF
STRATEGIES
RESOURCES PERIODS
5.2 Solubility Product By the end of this sub- i) Students to discuss solubility product, • BaSO4 Is the student able to
topic the student should be Ksp, of a sparingly soluble salt. • AgCl describe solubility
able to: ii) Teacher to guide students to discuss product as an equilibrium
a) describe solubility product as factors affecting solubility product, constant?
an equilibrium constant; Ksp
• High concentration
• Temperature
• Complex formation
b) calculate solubility product i) Teacher to guide students in Textbooks Is the student able to
of substances; carrying out calculations related to calculate solubility 4
solubility product of salts. product of substances?
ii) Students to carry out calculations
related to solubility product of salts.
c) compare solubility and i) Students to discuss the relationship Wall chart showing Is the student able to
solubility product. between solubility and solubility relationship between compare solubility and
products. solubility and solubility solubility product?
ii) Teacher to summarise the product.
contributions given by students.

5.3 Ionic Product By the end of this sub- Teacher should lead students to • Na2SO4 Is the student able to
topic the student should be discuss the concept of ionic product, • Ba(NO3)2 explain the conceptof
able to: Q. ionic product?
• Textbooks 4
a) explain the concept of ionic
product;

57

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
b) compare solubility product
and ionic product;
c) explain the prediction of
precipitation using ionic
product and solubility
product.
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBER OF
STRATEGIES
RESOURCES PERIODS
i) Students to discuss the relationship Charts showing the Is the student able to
of solubility product, Ksp, and ionic relationship of solubility compare solubility
product, Q, for sparingly soluble product and ionic product product and ionic
substances. product?
ii) Teacher to summarise the
relationship between solubility
product and ionic product, that is:
• If Ksp < Q ppt occurs
• If Ksp > Q no ppt
• If Ksp = Q saturated
i) Teacher to guide students in the Qualitative sheet Is the student able to
discussion on how solubility explain the prediction of
product and ionic product can be precipitation using ionic
used to explain precipitation in product and solubility
qualitative analysis. product?
ii) Teacher should lead a discussion on
systematic qualitative analysis by
group separation.
iii) Students to carryout systematic
qualitative analysis by group
separation.
58

TOPICS/ SUB TOPICS
6.0 EXTRACTION OF
METALS
6.1 Extraction of Metal by
Thermal Reduction
SPECIFIC OBJECTIVES
By the end of this sub- topic the
student should be able to:
a) describe the natural
occurrence of metal ores of
the selected elements;
b) describe the preliminary
stages of ore
concentration;
c) explain the mechanism of
thermal reduction;
d) describe the chemical
reactions involved in
the thermal reduction of
tin;
TEACHING AND ESTIMATED
TEACHING AND LEARNING
LEARNING ASSESSMENT NUMBER OF
STRATEGIES
RESOURCES PERIODS
i) Teacher to guide students to Wall chart showing natural Is the student able to
discuss the natural occurance of occurance of metal ores of describe the natural
metal ores of Sn, Al and Cu Sn, Al and Cu. occurrence of metal
ii) Students to write natural ores of the selected
occurrence of metal ores of tin, elements?
aluminium and copper.
Teacher should lead a discussion • Wall chart showing Is the student able
on the preliminary stages of ore preliminary stages of ore to describe the
concentration concentration preliminary stages of
i) Crushing • Pictures are concentration?
ii) Concentration by floatation
iii) Roasting in air. 6
Teacher to guide students to discuss Textbooks Is the student able
the mechanisms of thermal reduction. to explain the
mechanism of thermal
reduction?
i) Teacher should lead a discussion on Wall chart showing Is the student able to
how Sn can be extracted by Blast important reaction describe the chemical
furnace. equations taking place in reactions involved in
ii) Students to write important the Blast furnace. the thermal reduction
reaction equations taking place in of Sn?
the Blast furnace.
59

TOPICS/SUB TOPICS
6.2 Extraction of Metals by By the end of this sub- topic the Teacher to guide students to discuss
Electrolytic Reduction student should be able to:
TEACHING AND LEARNING
SPECIFIC OBJECTIVES
STRATEGIES
e) explain why some metals
cannot be extracted
by thermal reduction
method.
a) explain the criteria for
selecting the electrolytic
procedure for extracting some
metals;
b) explain the mechanism of
electrolytic reduction;
c) describe the chemical
reactions involved in the
electrolytic reduction
of aluminium and
copper;
TEACHING ESTIMATED
AND LEARNING ASSESSMENT NUMBER OF
RESOURCES PERIODS
i) Teacher to guide students to Wall chart showing Metals Is the student able to
discuss why some metals can’t which can’t be extracted explain why some
be extracted by thermal reduction by thermal reduction metals can not be
methods. method extracted by thermal
ii) Students to write some metals reduction method?
which can’t be extracted by
thermal reduction method.
Wall chart showing Is the student able to
the criteria for selecting electrolytic activity series explain the criteria
procedure for extraction of metals. for selecting the
electrolytic method of
metal extraction?
i) Teacher should lead discussion Wall chart showing Is the student
on the mechanism of electrolytic reduction equations. able to explain
reduction. the mechanism of
ii) Students to write reduction electrolytic reduction? 6
equations.
i) Teacher to guide students to Wall chart showing Is the student able to
discuss the reactions involved in chemical equations describe the chemical
the electrolytic reduction of Al occurred at the cathode reactions involved at
and Cu. and anode. the cathode and
ii) Students to write important anode?
reactions taking place at the
electrodes.
60

TOPICS/SUB TOPICS SPECIFIC OBJECTIVES
d) explain why some metal
cannot be extracted by
electrolytic reduction.
7.0 TRANSITION By the end of this sub- topic the i) Teacher to lead students to
ELEMENTS student should be able to:
a) describe the concept of
7.1 Characteristics of transition elements;
Transition Elements
b) explain the variable
oxidation states in transition
elements;
TEACHING AND LEARNING
STRATEGIES
i) Students under teachers guidance
to discuss why some metals
cannot extracted by electrolytic
reduction.
ii) Students to write some metals
which can’t be extracted by
electrolytic reduction
discuss the concept of transition
elements.
ii) Students to write electronic
configuration of elements with
atomic number 21-30.
iii) Students to discuss in small groups 21–30.
whether Cu and Zn are transition
elements or not.
i) Teacher should lead a discussion
on the variable oxidation states of
transition elements.
ii) Students to determine the variable elements of atomic
oxidation states of transition
elements from their different
compounds
61
TEACHING ESTIMATED
AND LEARNING ASSESSMENT NUMBER OF
RESOURCES PERIODS
Wall chart containing Is the student able
some metals which to explain why
can’t be extracted by the some metal cannot
electrolytic reduction. be extracted by
electrolytic method?
• Modern periodic Is the student able to
table describe the concept
• Wall chart showing of transition elements?
electronic configuration
of transition elements
with atomic number
Wall chart showing Is the student able to 6
variable oxidation explain the variable
states of each transition oxidation states in
transition elements?
number 21-30.
 TEACHING ESTIMATED
TEACHING AND LEARNING
TOPICS/SUB TOPICS SPECIFIC OBJECTIVES AND LEARNING ASSESSMENT NUMBER OF
STRATEGIES
RESOURCES PERIODS
iii) Teacher to guide students to discuss
the cause for variable oxidation
states of transition elements.

c) explain the formation of Teacher should lead discussion on the Wall chart showing Is the student able to
coloured ions; Crystal Field Theory. diagram of spliting d- explain the formation
orbitals. of coloured ions?
d) explain the formation of Teacher to lead a discussion on the • Wall chart showing Is the student able to
complexes in transition concept of empty d-orbitals which empty d-orbital of explain the formation
elements; can be utilized by other elements/ transition elements of complexes in
compounds. of atomic number transition elements?
21 –30.
• Transition elements
of atomic number
21-30
e) explain the magnetic i) Teacher to guide students to • Transition elements Is the student able to
properties of transition discuss the cause of magnetism in of atomic number explain the magnetic
elements; transition elements. 21-30 properties of transition
ii) Students to classify transition • Magnetic bar elements?
metals as • Wall chart showing
• diamagnetic elements which
• Paramagnetic are diamagnetic
• Ferromagnetic paramagnetic and
ferromagnetic.

62

TOPICS/SUB TOPICS SPECIFIC OBJECTIVES
f) describe the catalytic
properties of transition
elements.
7.2 Complex Formation By the end of this sub- topic theTeacher to lead a discussion on the
and Ligands student should be able to:
a) describe the factors which
favour complex ion formation; • small ionic radii
b) differentiate an ionic from
cationic complexes;
TEACHING ESTIMATED
TEACHING AND LEARNING
AND LEARNING ASSESSMENT NUMBER OF
STRATEGIES
RESOURCES PERIODS
i) Teacher should lead students • Finely divided Fe Is the student able to
to discuss the concept of describe the catalytic
• V2O5
catalytic properties of transition properties of transition
elements. • Ni elements?
ii) Students in groups to describe with • I2
examples the industrial process • Fe3+
where transition elements act as • Cu+
catalysts • KI
• Haber process
• Contact process
• Hydrogenation of oil
• Liberation of iodine from
potasium iodide.
Wall chart showing the Is the student able to
factors that favours the formation of central metal ion and describe the factors
complex ions, which includes: ligands. favouring complex ion
formation?
• utilization of vacant d-orbitals.
i) Students to give varied examples Wall chart showing Is the student able 6
of cationic and an ionic cationic and an ionic to differentiate an
complexes. complexes ionic from cationic
ii) Students to differentiate cationic complexes?
complexes from an ionic complexes.
63

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
c) describe the positive,
negative and neutral
ligands;
d) name complexes using
IUPAC system;
e) explain why some
precipitates dissolve in
excess alkali, while others
do not;
TEACHING ESTIMATED
TEACHING ANDLEARNING
AND LEARNING ASSESSMENT NUMBER OF
STRATEGIES
RESOURCES PERIODS
i) Teacher should guide students Wall charts showing Is the student able to
to discuss the concept of positive negative and describe the positive,
ligands. neutral ligands negative and neutral
ii) Students in small groups to discuss ligands?
and classify positive, negative and
neutral ligands.
i) Teacher should lead students to Wall charts showing the Is the student able to
discuss on how to name complexes name of complexes. name complexes using
according to IUPAC system. IUPAC system?
ii) Students to name complexes
according to IUPAC system.
i) Students in groups to prepare • AgNO3 Is the student able to
solutions of the following salts: • Zn(NO3)2 explain why some
AgNO3; Zn(NO3)2; Ca(NO3)2; precipitates dissolve
• Ca(NO3)2
Pb(NO3)2; Cu(NO3)2; Fe(NO3)3; in excess alkali while
KOH; Mg(NO3)2 • Pb(NO3)2 others do not?
ii) To each solution add sodium • Cu(NO3)2
hydroxide solution in small amount, • Fe(NO3)3
then in excess. • KOH
iii) Students to explain why some • Mg(NO3)2
precipitates dissolve in excess
alkali, while others do not.
64

TEACHING ANDLEARNING
TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
STRATEGIES
f) draw the shapes of planar,
tetrahedral and octahedral
complexes.
8.0 AMINES By the end of this sub- topic
the student should be able to:
8.1 Structure and a) describe the structures of
Nomendature amines;
b) give the systematic names of
amines.
8.2 Preparation By the end of this sub- topic
properties and Uses the student should be able to:
of Amines. a) describe different methods
of preparing amines;
b) describe the physical and
chemical properties of
amines;
TEACHING ESTIMATED
AND LEARNING ASSESSMENT NUMBER OF
RESOURCES PERIODS
Teacher to assist students to draw/ • [Ni(CN)4]2+ Is the student able to
sketch the shapes of planar, draw the shapes of
• [Cu(H2O)4]2+
tetrahedral and octahedral planar, tetrahedral
complexes • [Fe(CN)6]4- and octahedral
complexes?
Teacher to guide students to write • Atomic models Is the student able
the structure of 10, 20 and 30 amines. • Wall chart showing to describe the
the structures of structures of amines?
amines 2
Students in small groups to name Wall charts showing Is the students able
amines according to IUPAC system. structures and names of to give systematic
amines names of amines.
Students in small groups to discuss • R–X where x = Cl, Is the student able to
how amines can be prepared by Br, I describe different
i) Alkylation of ammonia; • NH3 methods of preparing
amines?
ii) Reduction of nitro–alkane; • R–C = N
iii) Reduction of amides. • H2
• Ni 4
• Li [AlH4]
Teacher to guide students to discuss Wall charts showing Is the student able to
i) Physical properties of various physical and describe the physical
amines; chemical properties of and chemical
ii) Chemical properties of amines amines properties of amines?
65

TEACHING AND LEARNING
TOPICS/ SUB TOPICS SPECIFIC OBJECTIVES
STRATEGIES
c) explain the use of amines.
9.0 POLYMERS By the end of this sub- topic
the student should be able to:
9.1 Concept of Polymers a) describe the concept of
polymers;
b) describe the structures of
polymers;
c) identify monomers from
polymers.
ESTIMATED
TEACHING AND
ASSESSMENT NUMBER OF
LEARNING RESOURCES
PERIODS
Students in small groups to Wall charts showing Is the student able to
discuss the uses of amines. various uses of amines. explain the uses of
amines?
Teacher to guide student to • Polythene Is the student able to
discuss the concept of polymers. • Polyvinyl chloride describe the concept
of polymers?
• Cotton cellulose
• Nylon 6.6
• Terylene
Teacher should lead students Wall charts showing Is the student able to
to describe the structures of different structures of describe the 4
polymers. polymers structures of
polymers?
Teacher should lead students Wall charts showing Is the student able to
to identify monomers from the different structures of identify monomers
polymer. polymers from polymers?

9.2 Types of Polymers By the end of this sub- topic
the student should be able to
describe different types of
polymers
Teacher to guide students to
describe
types of polymer i.e.
i) Synthetic polymers
ii) Natural/ synthetic rubber
iii) Vulcanisation
Wall chart showing different Is the student able to
types of describe different
• Synthetic polymers types of polymers?
• Natural/synthetic 2
rubber
• Vulcanisation

66

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
9.3 Preparation of By the end of this sub- topic the
Synthetic Polymers student should be able to:
a) describe additional
polymerisation;
b) describe condensation
polymerisation.
9.4 Properties and By the end of this sub- topic the
Hazards of Polymers student should be able to:
a) describe the properties of
polymers;
b) describe the hazards of
polymers.
10.0 ENVIRONMENTAL By the end of this sub- topic the
CHEMISTRY student should be able to:
a) explain the meaning and
10.1 Conservation significance of environmental i) Protection of mineral ores against
conservation;
ESTIMATED
TEACHINGANDLEARNING TEACHINGAND
ASSESSMENT NUMBEROF
STRATEGIES LEARNING RESOURCES
PERIODS
Teacher to guide students to • Wall charts showing Is the student able to
discuss how additional polymer are additional polymers describe additional
prepared. • Pictures polymerisation?
Teacher to guide student to discuss • Wall chart showing Is the student able to 2
how condensation polymers are condensation describe condensation
prepared. polymers polymerisation?
• Pictures
Teacher should lead students to Wall charts showing the Is the student able to
discuss the properties of polymers properties of polymers describe the properties
of polymers?
2
Students in small groups to discuss Wall charts showing the Is the student able to
the hazards of polymers hazards of polymers describe the hazards
of polymers?
Teacher should lead students to Pictures showing mining Is the student able to
discuss environmental conservation process explain the meaning
by considering the following: and significance of
environmental
over exploitation. conservation? 6
ii) Management of industrial
chemical wastes before disposal.
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PERIODS
b) compare between Teacher to guide students to • Pictures Is the student able to
resource protection and discuss the differences between • Diagrams differentiate resource
utilization; resource protection, utilization protection from
• Wall charts showing
and conservation in this respect, resource utilization?
the differences between
mineral ores, coal, natural gas and
resource protection and
petroleum should be considered.
resource utilization.
c) describe possible reasons Students in small groups to discuss • Diagrams Is the student able
for environmental the following reasons of • Pictures to describe possible
destruction; environmental destruction: reasons for
• Agricultural
i) Agricultural chemicals; environmental
chemicals
ii) Dumping of solid and liquid destruction?
industrial wastes on the land
and into large water masses,
engravers, wells and oceans.
iii) Opening up gaseous effluents
from industry into the air.
d) describe environmental Teacher and students to discuss • CuSO4 - Is the student able
management the following environmental • Water treatment to describe the
interventions. management interventions: environmental
• Chemicals
i) Chemical treatment of urban management
• Alums interventions?
sewage
ii) Chemical treatment of urban
supplies of edible/ portable
water.

68

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
10.2 Pollution By the end of this sub-
topic the student should be able
to:
a) explain the concept of
pollution
b) describe aquatic, terrestrial
and aerial pollution and their
intervention measures;
c) explain the chemical basis of
Ozone layer destruction;
ESTIMATED
TEACHING ANDLEARNING TEACHING AND
ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
- Is the student able to
predict any possible
intervention
measures for proper
environmental
management?
Students in small groups to discuss Diagrams and pictures Is the student able to
the meaning and significance of showing polluted land, explain the concept of
pollution in real life situation. water and air pollution?
i) Students in small groups to • Pictures Is the student able to
discuss the sources of materials • Diagrams differentiate aquatic
which cause aquatic terrestrial from terrestrial and
and aerial pollution, and how to aerial pollution?
prevent or manage them
ii) Students to discuss the effects of
gaseous, terrestrial and aquatic
pollution to human and other
animals
Students to collect information • Journals Is the student able to
from libraries or the internet on • Diagrams explain how the
the chemical reactions which lead Ozone layer is
• Wall charts showing
to the destruction of the natural destroyed chemically?
equations of the
Ozone layer.
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TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
d) describe the chemical basis of Students to seek information
the green house effect;
e) describe possible
intervention measures
for proper environmental
management.
11.0 SOIL CHEMISTRY By the end of this sub- topic the
student should be able to:
11.1 Soil Colloids a) explain the meaning and
significance of soil colloids;
b) describe the properties of soil
colloidal particles
ESTIMATED
TEACHING AND LEARNING TEACHING AND
ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
They should write equations for natural ozone layer
such reactions destruction.
• Journals Is the student able to
from libraries or the internet on • Pictures explain the chemical
the chemical reactions of the basis of green house
• Wall charts showing
compounds which cause global effect?
chemical reactions
warming in the context of green
which causes global
house effect
warming
Teacher to guide students to discuss Wall charts showing Is the student able to
possible intervention measures for possible measures for describe possible
proper environmental management proper environmental intervention measures
management. for proper
environmental
management?
Teacher to guide students • Pictures Is the student able to
to discuss the meaning and • Soils explain the meaning
significance of soil colloids. and significance of
soil colloids?
2
Students in small groups to • Pictures Is the student able to
discuss the following properties of • Diagrams describe the properties
colloidal particles of colloidal particles?
i) Surface area
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 ESTIMATED
TEACHING AND LEARNING TEACHING AND
TOPICS/SUBTOPICS SPECIFIC OBJECTIVES ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
ii) Electric charge
iii) Ion exchange

11.2 Ion Exchange By the end of this sub- topic theTeacher to guide students to • Diagrams Is the student able
student should be able to: discuss the mechanism of ion • Pictures to explain the
a) explain the mechanism of ion exchange in a soil sample. mechanism
exchange in a soil; of ion exchange in
soil?
b) describe cation exchange Students in small groups to discuss • Pictures Is the student able to
capacity of a soil the meaning and significance of the • Textbooks Describe the cation
sample; cation exchange capacity of soil. exchange capacity 4
of soil?
c) calculate the percentage Teacher to help students in the • Diagrams Is the student able to
base saturation of a soil calculations of the percentage base • Wall charts showing calculate the
sample. saturation of different samples calculations of percentage percentage base
of soils, preferably taken from base saturation of different saturation of asoil
different geographical areas type of soil. sample?

11.3 Soil Reaction By the end of this sub- topic the
student should be able to:
a) explain the concept of soil
reaction;
Teacher to guide students to discuss • pH meter Is the student able to
the meaning of soil reaction i.e. the • Soil kit explain the concept of
soil pH (the acidity and alkalinity soil reaction?
• Pictures 6
of the soil)

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 ESTIMATED
TEACHING AND LEARNING TEACHING AND
TOPICS/SUBTOPICS SPECIFIC OBJECTIVES ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
b) explain the significance of soil i) Students to use soil kit or any • Soil kit Is the student able
pH; other improvised method to • pH meter to explain the
measure the pH of a sample of significance of soil
• Diagrams
soil. pH?
ii) Teacher to guide students to • Wall charts showing the
discuss how very high or very pH range Vs availability
low pH of the soil can influence: of plant nutrients.
• Availability of nutrient
elements to plants;
• The formation of insoluble
complex compounds in
the soil;
• The collapse or growth of
the population of micro
organisms in the soil;
• The roting of plant roots.
c) describe the organic and Students to discuss how the • pH meter Is the student able to
in organic causes of soil following contribute to the increase • Soil kit describe the organic
acidity. of soil acidity. and inorganic causes
• Wall charts showing
i) Decomposition of organic of soil acidity?
equations of Al3+ and
matter;
Fe3+ how they cause soil
ii) Presence of soluble aluminium
acidity.
ions, Al3+and iron (III) ion, Fe3+
in the soil;

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TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
11.4 Liming and Liming By the end of this sub- topic the
Materials student should be able to:
a) explain the meaning and
significance of liming;
b) describe the efficiency of
liming materials;
c) describe the beneficial effects Students in small groups to discuss • CaO
of liming;
d) outline the detrimental effects i) Students in small groups to
of overliming;
ii) Students to carry out projects
ESTIMATED
TEACHING AND LEARNING TEACHING AND
ASSESSMENT NUMBER OF
STRATEGIES LEARNING RESOURCES
PERIODS
iii) Excessive leaching due to
irrigation or rainfall;
iv) Industrial fertilizers.
Students under teacher’s guidance Fertile and infertile soils. Is the student able to
to discuss the meaning and explain the meaning
significance of liming as a and significance of
treatment to soil pH liming?
Students to discuss the neutralizing • CaCO3 Is the student able to
values of carbonates, oxides, • CaO describe the efficiency
hydroxides and silicates of liming materials?
• Ca(OH)2
• CaSiO3
Is the student able to
the beneficial effects of liming. • CaCO3 explain the beneficial
4
effects of liming?
• pH meter Is the student able
discuss the detrimental effects of • Soilkit to describe the
overliming; detrimental effects of
• CaO
overliming?
• CaCO3
to study the relative growth
of plants under different pH
conditions i.e. strongly acidic,
weakly acidic, neutral; weakly
basic and strongly basic.
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TOPICS/SUBTOPICS
11.5 Fertilizers and
Manures
SPECIFIC OBJECTIVES
By the end of this sub- topic the
student should be able to:
a) explain the similarities and
differences between fertilizers manures.
and manures;
b) mention the commonly used
N, P and K fertilizers;
ESTIMATED
TEACHING AND LEARNING TEACHING AND
ASSESSMENT NUMBEROF
STRATEGIES LEARNING RESOURCES
PERIODS
Students in small groups to discuss • Fertilizers Is the student able to
the differences and similarities • Organic manures differentiate manures
between industrial fertilizers and from fertilizers?
Students to mention the Mixed and straight Is the student able
advantages of straight and mixed fertilizers to mention the
4
fertilizers of N, P and commonly used N,
K. P and K fertilizers?

c) classify straight and mixed Students to mention example of Mixed and straight Is the student
fertilizers straight and mixed fertilizers and fertilizers able to classify
classify them. straight and mixed
fertilizers.

12.0 CHEMICAL By the end of this sub- topic Students to carry out volumetric • Na2CO3 Is the student able
ANALYSIS the student should be able to: analysis to standardize an acid • dil.HCl to standardize
a) standardize an acid using a using a standard base (Na2CO3 ). an acid using a
• glassware
12.1 Volumetric Analysis standard base; standard base?
• M.O
b) standardise a base using a Students to carry out volumetric • Oxalic acid Is the student able to 20
standard acid; analysis to standardize an alkali • NaOH standardize a base
using a standard acid, • P.O.P using a standard acid?
(oxalic acid) • Glassware

74

TOPICS/SUBTOPICS SPECIFIC OBJECTIVES
c) determine volume of HCl
used when Na2CO3 is titrated
against HCl using P.O.P. and
M.O indicators;
d) determine the proportions in a Students to determine through
mixture by the double indicator volumetric analysis the proportions
method;
e) standardize sodium
thiosulphate using potassium
permanganate;
f) standardize sodium
thiosulphate using potassium
iodate;
g) carry out a volumetric
estimation of copper in copper
(II) sulphate.
ESTIMATED
TEACHING AND LEARNING TEACHING AND
ASSESSMENT NUMBEROF
STRATEGIES LEARNING RESOURCES
PERIODS
Students to determine volume of • Dil. H.Cl Is the student able to
HCl used when Na2CO3 • Na2CO3 determine volume
is tritated against HCl using P.O.P. of HCl used when
• P.O.P
and M.O indicators. Na2CO3 is tritrated
• M.O against HCl using
P.O.P and M. O?
• Na2CO3 Is the student able to
• M.O Determine the
of sodium carbonate and sodium • NaOH proportions in a
hydroxide in a mixture by double • POP mixture by the double
indicator method. • HCl indicator method
Students to standardize sodium • KMnO4 Is the student able to
thiosulphate by potassium • Sodium thiosuphate standardize sodium
permanganate. thiosulpahate by
• dil-H2SO4
using potassium
permanganate?
Students to standardize sodium • KIO3 Is the student able to
thiosulphate by using potassium • Sodium thiosulphate standardize sodium
iodate by volumetric method. • KI thiosulphate using
• Starch KIO3?
Students to carry out • CuSO4 Is the student able to
experimentally the volumetric • I2 carry out volumetric
estimation of copper in copper (II) estimation of copper?
sulphate by the indirect method of
iodine production.
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TOPICS/SUBTOPICS
26.2 Qualitative Analysis
26.3 Physical Chemistry
Analysis
ESTIMATED
TEACHING ANDLEARNING TEACHING AND
SPECIFIC OBJECTIVES ASSESSMENT NUMBEROF
STRATEGIES LEARNING RESOURCES
PERIODS
By the end of this sub- topic the Teacher to guide students • Glassware Is the student able to
student should be able to: to discuss the meaning and • NaOH explain the meaning
a) explain the meaning and significance of qualitative and significance of
• HCl
significance of qualitative analysis. qualitative analysis
analysis;
b) carry out qualitative analysis Students to carry out systematic • HCl Is the student able to 20
to identify cations and qualitative analysis through group • H2S carry out qualitative
anions in a salt or mixture of analysis to identify cations and analysis to identity
• NaOH
salts. anions in a single salt or a mixture cations and anions in
of salts. • NH4OH a salt or mixture of
salts?
By the end of this sub-topic the Students to carryout experiments • HI Is the student able to
student should be able to: to verify first and second order • Ester determine the order
a) determine the order of a chemical rections. • Na2S2O3 of reactions
reaction experimentally; experimentally?
• HCl/HNO3
b) determine activation energy, Ea, Students to carryout several • Glassware Is the student able to
experimentally; experiments to determine the • Heat source determine activation
20
activation energy, Ea, of a chemical energy of a reaction
• Water bath
reaction. experimentally?
• Na2S2O3
• HCl
• H2C2O4
• KMnO4
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 ESTIMATED
TEACHING ANDLEARNING TEACHING AND
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STRATEGIES LEARNING RESOURCES
PERIODS
c) use the partition law to Students to carryout experiments • NH3 between water and Is the student able to
establish the distribution of to verify CHCl3 explain the
a substance between two the partition law, where a substance • NH between water and distribution of a
3
phases; is distributed between two layers isobutyl alcohol substances between
or phases two layers?

d) determine heats of Students to carryout experiments to • NH4Cl Is the student able

reaction. determine the following heats of • Mg to determine heats
reactions • MgCO3 of reaction
• Heat of reaction experimentally?
• HCl
• Heat of neutralization
• NaOH
• Heat of disolution
• H2SO4

77
Qualitative analysis shall test the identification of the following an ions:
•• Sulphate: SO42-
•• Carbonate: CO 2- 3

•• Hydrogen carbonate
HCO3-
•• Nitrate: NO - 3

•• Nitrite NO2-
•• Chloride: Cl-
•• Chromate: CrO42-
•• Dichromate Cr2O72-
•• Oxalate C2O42-
•• Acetate CH3COO-
Qualitative analysis shall also test the identification of the following cations through group separation analysis

Table for Group Separation

Analytical groups Ions of solution precipitated Nature of precipitates
I Ag+, Pb2+ Chlorides
II Cu2+, Cd2+, Bi3+ Sulphides
II Sb3+, Sn2+ Sulphides
3+ 3+ 3+
III Fe , Al , Cr Hydroxides
2+ 2+ 2+ 2+
IV Zn , Mn , Ni , Co Sulphides
V Ba2+, Ca2+, Sr2+ Carbonates
VI Na+, K+, Mg2+, NH4+ No ppt formed

78