Science 5124 - G 10 - 12

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

P.O. Box 50092
LUSAKA
2013
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© Curriculum Development Centre
All rights are reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any
means, electronic, mechanical, photocopying recording or otherwise, without the prior consent of the copyright owners.
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Contents
Preface..................................................................................................................................................................Error! Bookmark not defined.
ACKNOWLEDGEMENTS.................................................................................................................................Error! Bookmark not defined.
INTRODUCTION...............................................................................................................................................................................................vii
Assessment............................................................................................................................................................................................................xi
Grade 10.................................................................................................................................................................................................................1
Grade 11...............................................................................................................................................................................................................12
UNIT 3.0 THERMAL PHYSICS.......................................................................................................................Error! Bookmark not defined.
UNIT 4.0 Wave motion...................................................................................................................................Error! Bookmark not defined.
UNIT 5.0 SOUND...........................................................................................................................................Error! Bookmark not defined.
Grade 12...............................................................................................................................................................................................................68
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VISION
Quality, life-long education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems.
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PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational
Training and Early Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process started way
back in 1999 when the Ministry of Education commissioned five (5) curriculum studies which were conducted by the University of Zambia.
These studies were followed by a review of the lower and middle basic and primary teacher education curriculum. In 2005 the upper basic
education National survey was conducted and information from learners, parents, teachers, school managers, educational administrators,
tertiary institutions traditional leader’s civic leaders and various stakeholders in education was collected to help design a relevant curriculum.
The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National symposium
on curriculum held in June 2009 guided the review process.
The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic,
technological and political developments but also equip learners with vital knowledge, skills and values that are necessary to contribute to
the attainment of Vision 2030.
The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences
that give learners skills to access, criticize analyze and practically apply knowledge that help them gain life skills. Its competences and
general outcomes are the expected outcomes to be attained by the leaners through the acquisition of knowledge, skills, techniques and values
which are very important for the total development of the individual and the nation as a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective
designing, setting high expectations for all learners and appropriate opportunities.
It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Grade 8 and 9 as defined
and recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum Framework
`2013.
Chishimba Nkosha
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Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL, TRAINING AND EARLY EDUCATION.
Acknowledgements
The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.
Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an
opportunity to make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who
participated for their valuable contributions, which resulted in the development of this syllabus.
The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely
thank the Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the Directorate of Human
Resource and Administration, the Directorate of Open and Distance Education ,the Examinations Council of Zambia, the University of
Zambia, schools and other institutions too numerous to mention, for their steadfast support.
We pay special tribute to co-operating partners especially JICA and UNICEF for rendering financial technical support in the production of
the syllabus.
C.N.M Sakala (Mrs.)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
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INTRODUCTION
This syllabus is designed for Grades 10-12. It is intended for pupils not taking Chemistry and Physics as separate subjects.
General Aims
The syllabus aims at providing, through well designed studies of experimental and practical science, a worthwhile educational experience for
all the pupils taking the course, whether or not they go on to study science beyond secondary School level, thereby, contributing to pupils’
general education by using the impact of known applications of science concepts and principles on society. This is intended to enable pupils
acquire adequate understanding and knowledge so that they can:
 become confident citizens in a technological world, able to make appropriate decisions in scientific matters;
 recognise the usefulness and limitations of the scientific method and, furthermore, appreciate its applicability in everyday life;
 Suitably prepare for studies beyond High School level in Science.
The course also aims at developing the following in the pupils:
 abilities and skills that

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

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

- Scientific vocabulary, terminology, conventions; symbols, quantities and units;
- Scientific instruments and apparatus, including techniques of operations and aspects of safety;
- Scientific quantities and their determination;
- Scientific and technological applications with their social, economic and environmental implications.
 Handling information and solving problems
In words or using symbolic, graphical and numerical forms they should be able to:
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- locate, select, organise and present information from a variety of sources;
- translate information from one form to another;
- manipulate numerical and other data;
- use information to identify patterns, reports trends and draw inferences;
- present reasonable explanations for phenomena, patterns and relationships;
- make predictions and propose hypotheses; and
- Solve problems.
 Experimental skills and investigations
As the pupils study Science they should be able to:
- follow a sequence of instructions;

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

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

 Develop an understanding of General Physics  Demonstrate ability to measure length, time, mass, weight and volume
 Develop investigative skills  Show skills and knowledge to calculate density, speed, velocity, acceleration and
 Demonstrate an understanding of mechanics force
 Demonstrate ability to use different sources of energy
 Demonstrate ability to use simple machines to do work
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CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.1 General 10.1.1 10.1.1.1 Distinguish  The difference between  Comparing basic  Asking
Physics International between basic basic and derived quantities and derived questions
System of and derived quantities: Basic quantities. about
Units (SI). quantities quantities; mass, length, physical
time etc quantities
Derived quantities:
force, acceleration,
10.1.1.2 Identify basic velocity etc  Identifying basic and
units and derived  Basic and Derived units: derived units of
units. Basic units: metre(m), quantities
kilogram(Kg),  Participating
seconds(S) ,Kelvin(K) in group
Derived unit: actively
10.1.1.3 Recognise Newton(N),metre per
prefixes, square second(m/s2)
multiples and  Fundamental and  Expressing numbers
submultiples of derived units: Prefixes, in scientific notation
fundamental and multiples and
derived units. submultiples of basic  Specifying number of
10.1.1.4 Use scientific and derived unit significant figures  Applying
notation and numbers in
significant  Scientific notation: standard form
figures in numbers written using
numerical powers of ten and
problems. significant figures:
important figures
10.1.2 Length 10.1.2.1 Demonstrate the  Use of measuring  Measuring lengths of  Participating
and use of various instruments: such as different objects in group
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CONTENT
time measuring rules, vernier calipers actively
instruments to and micrometer screw
determine length gauge to measure the
physical quantity length  Measuring an interval
10.1.2.2 Demonstrate the  Use of devices for of time using clocks
use of clocks and measuring time: Using  Asking
devices for clocks to measure time questions for
measuring an intervals and period of  Communicating more
interval of time pendulum factors affecting the understanding
period of pendulum
10.1.2.3 Identify factors  A simple pendulum:  Applying the
that affect the Factors affecting the use of clocks
period of a simple period of pendulum such and devices to
pendulum as length and amplitude determine the
period of
pendulum
10.1.3 Mass 10.1.3.1 Distinguish  Differences between  Comparing mass with  Asking
and, weight between mass mass and weight in weight questions for
and weight terms of units, more
measuring instrument understanding
and quantities
10.1.3.2 Demonstrate how  Instruments for  Measuring mass and
to measure mass measuring mass and weight of objects  Appreciating
and weight weight: Using Triple the use of
beam balances and beam and
spring balances to  Investigating the spring
measure mass and centre of mass of balances
weight objects
10.1.3.3Demonstrate how  Locating the center of
3
CONTENT
to locate the mass of an object: Use  Participating
centre of mass of of lamina to locate  Communicating in group
an object centre of mass of an conditions for stability actively in
object of objects, e.g. base, locating the
10.1.3.4 Describe  Stability of objects in position of centre of centre of
qualitatively the terms of the position of mass mass
effect of the the centre of mass e.g.
position of the equilibrium(stable ,unsta
centre of mass on ble and neutral)
the stability of an
object.
10.2 10.2.1 10.2.1.1 Describe the  Terms used : such as  Comparing  Participating
Mechanics Linear terms used in distance, displacement, distance with in a group
motion mechanics. speed, velocity, acceleration displacement; actively
 Use of the following speed with velocity
equations of motion;  Classifying
10.2.2.2 Demonstrate the
v = u + at, appropriate  Appreciating
use of equations equation(s) of the use of
of uniformly s = (v + u)t/2,
motion to solve equations of
accelerated motion s = ut + ½ at2 particular motion to
to solve problems v2 = u2 + 2as numerical solve
problems problems
 Graphical representation of
motion in terms of ; rest,  Plotting and
10.2.2.3 Interpret constant speed and constant interpreting graphs
graphical acceleration  Appreciating
representation of graphs
distance-time,
Displacement -
time, speed-time,
 Consequences of over
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CONTENT
velocity-time and speeding e.g. brake failure
acceleration-time. resulting into car crush, loss  Predicting which
of control object in motion
10.2.2.4 Investigate the would be damaged
 Acceleration of free fall for
consequences of the most e.g. a  Appreciating
a body near the earth it is slow moving speed limits ,
over speeding
constant(approximately vehicle or a fast road humps,
10m/s2) moving vehicle , if speed traps
10.2.2.5Describe the  The falling motion of they hit an obstacle etc
acceleration of bodies in a uniform  Calculating
gravitational field: falling acceleration of a
free fall for a
body due gravity
body near the terminal velocity
 Communicating
earth. the cause and
effect relationship  Appreciating
10.2.2.6 Describe of terminal the use of
qualitatively the velocity parachutes
motion of bodies from height
falling in a
uniform
gravitational field
with and without
air resistance
10.2.3 Forces 10.2.3.1 Explain what  The definition of force:  Communicating  Participating
force is. Force as “Pull” or “push” the effects of a in a group
10.2.3.2 Explain the  Effects of forces :change in force using a actively
effect of forces spring, trolley,
shape, change in size,
Ticker Tape Timer
on bodies. change direction, change of  Appreciating
5
CONTENT
motion etc. the use of
 Resistance to change in safety belts
state of motion (Newton’s  Investigating the on vehicles
10.2.3.3 Describe the relationship
1st law)  Appreciating
between mass and
inertia law  The relationship between Newton’s
acceleration, e.g.
force and acceleration: A higher inertia is first law of
10.2.3.4 Demonstrate the constant force produces a due to larger mass motion
relationship constant acceleration  Describing the
between force and  The relationship between relationship
acceleration mass and acceleration: between mass and
acceleration  Giving a
Increase in mass results in presentation
10.2.3.5 Demonstrate the reduction in acceleration of group
 Organising the
relationship (mass is inversely data of work.
between mass and proportional to acceleration investigation in a
acceleration. for a constant force table
 Knowing the
safety rules of
an
investigation
10.2.3.6 Perform  How to calculate force:  Calculating force,  Appreciating

calculations on Using formula; mass and the use of the
force. Force = acceleration formula to
mass ×acceleration find force
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CONTENT
 Communicating
 Hooke’s law (F α e) the effects of  Applying the
10.2.3.7 Investigate the including graphs. friction restoration
effect of force on force in
a spring.  Effects of friction e.g. heat, devices
10.2.3.8 Demonstrate the tear and wear
effects of friction
 Describing circular
on the motion of a motion
 Centripetal force:  Participating
body. in class
(F=m(v2/r)) and centrifugal
10.2.3.9 Describe the discussion
force
motion in a
circular path due
to a perpendicular
force.
10.2.4 10.2.4.1 Perform  Mass, weight and distance  Experimenting the  Participating
Moment calculations based of a uniform object e.g. principle of in a group
of on the principle of metre rule, metal bar, plank moments actively
forces. moments. etc based on the principle
 Application of moments
e.g. opening a door or  Calculating  Justifying
10.2.4.2 Investigate the window, opening a bottle mass ,weight and why handles
everyday with an opener, a see-saw, perpendicular of certain
application of on, tightening a nut with a distances objects are
moments. spanner etc long. e.g. a
spanner ,
wheelbarrow
etc
10.2.5 Work, 10.2.5.1 Explain the  The definition of Work,  Communicating  Justifying
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CONTENT
Energy and meaning of the Energy and Power: work, energy and importance of
Power. terms work, Work(force x distance in power conserving
energy and power. direction of force) sources of
Energy(ability to do work) energy
Power(rate of doing work)
 The units of work, energy  Communicating the  Cooperating
and power : Work(joule), SI units for work, in group
10.2.5.2 Identify the units Energy(joule)and Power energy and power activities
of measurement (watt)
for work, energy  The formulae of work:  Calculating work,
and power Work = (Force) x (distance energy and power
moved in the line of action using appropriate  Appreciating
formulae the use of
10.2.5.3 Calculate work of the force)
clean energy
using the  Different forms of energy: (pollution free
appropriate e.g. mechanical (Kinetic  Comparing energy)
formula and gravitational potential different forms of
10.2.5.4 Identify the energy), Chemical, energy
different forms electrical energy etc  Cooperating
of energy in group
activities
 Potential and Kinetic
Energy: Gravitational
potential energy(energy due
to position), Kinetic  Communicating the
energy(energy due to knowledge on
motion) potential(EP) and
10.2.5.5Explain NB: Gravitational potential kinetic(EK) energy
qualitatively and energy(EP = mgh) and
quantitatively the kinetic energy  Participating
8
CONTENT
terms (EK = 1/2mv ) 2
actively in
gravitational  Renewable and non- groups
potential and renewable energy:  Communicating
kinetic energy. Renewable sources of renewable and non-
energy: (solar, wind, renewable resources
hydroelectric , geothermal,
bio-gas)
Non-renewable
10.2.5.6Describe sources energy( chemical/fuel,  Being aware
of renewable and nuclear energy ) that some
non- renewable  Effects of use of energy  Observing the energy
energy. sources on the environment: effects of energy sources are
e.g. air pollution, water sources on the non-
pollution, deforestation, environment renewable
land degradation etc
 Transformation of energy:  Demonstrating
e.g. chemical energy
energy(Battery) to electric transformations
10.2.5.7 Explain the energy (wire)to light  Asking
effects of the energy( bulb) questions for
 Describing the law more
use of energy
 Law of conservation of of conservation of understandin
sources on the g
energy energy
environment.
10.2.5.8 Demonstrate  Calculating
energy  Calculation of efficiency of efficiency  Applying the
transformation energy: Using the formula law of
from one form (Efficiency = energy conservation
output/ energy input x of energy
to another
100%)
10.2.5.9. Describe the
9
CONTENT
conservation of  Calculating power
energy  Calculation of power: from the formula  Justifying
10.2.5.10. Demonstrate the Using the formula why the
calculation of ( Power = work done/ time) difference
between
efficiency of
energy input
energy and energy
conversion using output
the appropriate
formula
10.2.5.11.Demonstrate
calculation of
power using the
appropriate
formula
10.2.6 10.2.6.1Describe what a  The definition of a simple  Communicating the  Cooperating

Simple simple machine machine: Enables a large knowledge on in group
machines is load to be overcome by a simple machines activities
small effort and types
 Types of simple machines:
e.g. Levers, pulleys, gears,
10.2.6.2Identify the inclined planes, wheel and  Listening to
different types of axle other learners
simple machines. with respect
 The relationship between  Relating the

the distance and effort distance moved by
10.2.6.3Describe the &load in a simple machine: the effort to the  Appreciating
distances moved
10
CONTENT
by the effort and Distance moved by effort distance moved by the use of
the load in a and distance moved by the the load simple
simple machine load in the same time machines in
 The definition of  Calculating MA, doing work
Mechanical advantage VR and efficiency e.g. bottle
(MA), Velocity Ratio (VR) of a simple machine opener
10.2.6.4 Explain the terms and Efficiency: Mechanical
of Mechanical advantage (MA =  Applying the
advantage (MA), Load/Effort) formula to
Velocity Ratio Velocity Ratio compare MA
(VR = distance moved by of different
(VR) and effort / distance moved by simple
Efficiency. load) machines
Efficiency (; Efficiency =
10.2.6.5 Perform (MA/VR) x 100%)
calculations
involving simple
machines
11
Grade 11
 Demonstrate an understanding of thermal physics  Demonstrate ability to show how pressure varies with volume and
 Develop investigative skills temperature
 Demonstrate an understanding of wave motion  Show skills and knowledge on the construction of thermometers
 Demonstrate an understanding of sound  Demonstrate ability to show heat transfer in solids ,liquids ,and
 Demonstrate an understanding of Light gases
 Demonstrate an understanding of magnetism
12
CONTENT
11.3Ther 11.3.1Simple 11.3.1.1 Explain What the  The definition of  Predicting the cause  Cooperating in
mal kinetic theory of kinetic theory is kinetic theory: Matter of continuous group activities
physics Matter. is made up of discrete random motion of
individual particles the discrete
that are continuous in individual particles
random motion  Interpreting the
11.3.1.2 Describe  Structure of intermolecular forces  Being aware of
qualitatively the matter(solid ,liquid ,ga i.e. cohesive and the cohesive and
molecular model of ses) and adhesive in a much adhesive forces
matter. intermolecular forces: simpler way in matter
e.g. cohesive and
adhesive
11.3.1.3. Explain changes of  Change of state of
state in terms of the matter in relation to
kinetic theory of kinetic theory  Experimenting on  Asking questions
matter the Brownian for more
11.3.1.4 Apply kinetic theory motion, diffusion, understanding
to explain rates of  Use of kinetic theory evaporation and
as in Rate of diffusion, cooling.  Asking more
diffusion, Brownian
Brownian motion, questions for
motion, evaporation evaporation and  Collecting the data in more
and cooling effect of cooling effect of an experiment understanding
evaporation. evaporation in terms
11.3.1.5 Apply the kinetic of kinetic theory
theory to explain gas
pressure.  Kinetic theory
in gas
pressure(comp  Formulating
ressing a gas conclusion of
in a cylinder) experiment
13
CONTENT
11.3.2 11.3.2.1Explain what  Temperature: as  Communicating  Asking
temperature is average kinetic energy information on questions for
Measurement of the particles of a temperature more
of 11.3.2.2 Describe physical substance  Experimenting the understanding
temperature properties of  Physical properties: thermal expansion of  Cooperating in
substances which such as density, matter(liquid, solid, groups activities
change with electrical resistance gases)
temperature. etc.  Appreciating the
11.3.2.3 Measure the  Measurement of  Measuring use of
temperature with temperature and temperature and thermometers in
thermometers Calibration of demonstrating the determining
11.3.2.4Describe suitability thermometers calibration of temperature
of alcohol and  Suitability in terms of thermometers
mercury for use in colour, expansion,  Communicating the  Justifying the
liquid-in-glass conductivity. suitability of the use use of a specific
thermometers. of a thermometer thermometer
11.3.2.5Describe the  Relationship between
relationship Celsius and Kelvin  Comparing Celsius
between the Celsius scale and Kelvin scale
and Kelvin scales. (K =t+ 273)  Observing the
11.3.2.6Describe the structure of a
structure and use of  Structure of thermal thermocouple  Appreciating the
a thermocouple couple: consisting use of
thermometer different metals, two thermocouples
 Measuring
11.3.2.7Demonstrate the junctions, sensitive temperature
measurement of galvanometer correctly using
temperature using
 Appropriate use of appropriate
an appropriate
thermometers: Liquid thermometers
thermometer.
in glass thermometers
and thermocouple.
14
CONTENT
11.3.3Expansion 11.3.3.1Describe  The thermal  Experimenting the  Appreciating the

of solids, liquids qualitatively the expansion of matter: thermal expansion of knowledge about
and gases. thermal expansion of in terms of linear, area solids, liquids and expansion of
solids, liquids and gases solids, liquids
and volume expansion
and gases.
gases.
 Effects of Anomalous  Cooperating in
11.3.3.2 Explain the effects  Communicating the group activities
expansion of water
of expansion of effects of expansion

water on aquatic on of water on
 Different rates of
life. aquatic life during
expansions of matter
11.3.3.3Demonstrate that extreme cold
seasons.  Asking
solids, liquids and
 Comparing the rates questions for
gases expand at  Boiling and melting more
point of substances: of expansion of
different rates. matter. understanding
11.3.3.4Demonstrate how to Graphical
representation and  Experimenting the
determine the boiling and melting
interpretation
boiling and melting  Effects of pressure on points of matters
point of different melting and boiling  Being aware of
substances. point of substances: the effects of
11.3.3.5Explain effects of such as increase in  Collecting the data pressure on
pressure lowers the on temperature and boiling and
pressure on the
melting point) Boiling time interval melting points
melting and boiling
point(increased
points.
pressure increases the
boiling point)
 Effects of impurities
on the melting and  Participating in
11.3.5.6Investigate effects of boiling points of groups
15
CONTENT
impurities on the substances: such as  Investigating the discussion
melting and boiling Impurities lower the effect of impurities
Points of substances. melting point and on melting and
increase the boiling boiling points
point of a substance  Asking more
effect of varying
 Boyles law: use of questions for
pressure on volume equation  Organising and more
of a gas PV=a constant at analysing the data understanding
11.3.3.8 Describe the constant pressure on graphs
relationship between  Charles law: as  Applying the use
temperature and temperature against of graphs to
volume of a gas volume of a gas  Organising data in relate variables
V1/T1 = V2/T2 the tables to verify
11.3.3.9 Explain the Kelvin
 Kelvin Scale; volume- the gas laws
scale from the temperature change
relationship (constant pressure )
between Graphical
temperature and extrapolation
volume.
 Appreciating the
11.3.3.10Demonstrate the
 The ideal gas equation  Calculating the use the equation
use of the ideal gas numerical problems
(P1V1/T1=P2V2/T2) and PV/T=constant
equation to solve based on gas laws
numerical problems.
simple numerical
problems.
11.3.5Heat 11.3.5.1 Explain methods of  Heat transfer  Verifying the  Participating in

transfer by heat transfer. methods :Conduction, methods of heat group activities
conduction, convection and transfer by during
convection and 11.3.5.2 Use kinetic theory radiation experiments.
experimentation
16
CONTENT
radiation. to explain heat  Relationship between  Identifying the
transfer. kinetic theory and heat relationship between  Being aware of
11.3.5.3 Demonstrate heat transfer kinetic theory to the different
conduction in  Heat conduction in methods of heat
heat transfer
different substances transfer
different
substances.  Communicating uses
of bad and good
11.3.5.4 Demonstrate the  Uses of conductors  Cooperating in
conductors in
uses of bad and Good conductors; everyday life group activities
good conductors of pans, kettle, pots etc.
heat. Bad conductors;
11.3.5.5Demonstrate plastic handles,
wooden handles etc.  Observing heat
convection in liquids
 Heat transfer in fluids transfer in fluids  Asking questions
and gases. for more
through Convection
current understanding
11.3.5.6 Demonstrate the  Experimenting good
differences between and bad absorbers of
bad and good  Differences between radiant heat
absorbers of radiant good and bad
energy absorbers of heat: e.g.
shiny(white or silver)
11.3.5.7 Demonstrate the and dull(black  Inferring good and
bad emitters of heat.
differences between surfaces  Appreciating the
good and bad heat knowledge about
emitters.  Differences between good and bad
good and bad emitters emitters
of heat such as
shinning (white or
17
CONTENT
silver) and dull (black
surfaces  Investigating the
daily applications of  Appreciating the
 Application of the methods of heat knowledge about
knowledge on the heat transfer and
11.3.5.8 Explain every day’s transfer
processes of heat its application
applications of
knowledge on transfer: e.g. thermos
conduction, flask, electric
convection and kettle ,land and sea
radiation. breeze, greenhouse
effect
11.4 11.4.1 Simple 11.4.1.1 Demonstrate wave  Wave motion: e.g.  Designing  Asking
Wa ideas of the motion. vibrations in ropes, experiments to questions for
ve wave Springs demonstrate wave more
mot  Different types of motion by using understanding
motion 11.4.1.2 Distinguish
ion waves: ropes, strings  Cooperating in
theory. between
Transverse(water and group activities
longitudinal and light waves) and  Communicating
transverse waves. Longitudinal(sound terms associated with
waves)in terms of waves  Being aware of
direction of oscillation the terms
11.4.1.3Describe the terms  Scientific terms:  Calculating associated with
associated with Amplitude (A), numerical problems wave motion
period(T),frequency using the formula
waves
(f), wavelength () “v = f”  Appreciating the
and wave front  Communicating use of the
11.4.1.4 Apply the wave  The wave equation: knowledge on the formula to
equation in solving Displacement-time daily application of calculate the
18
CONTENT
wave motion and displacement – waves speed of a wave
problems distance graphs of a
11.4.1.5 Explain the use of wave. (Use the  Participating in
waves in everyday equation v = f.) group activities
life.
 Use of waves in our
daily life: radio,
television, ultrasonic
etc.
11.4.3Electromag 11.4.3.1Describe main  Main components of  Communicating all  Being aware of
netic spectrum components of electromagnetic components of the components
electromagnetic spectrum: such as electromagnetic of
spectrum. Gamma, X-rays, ultra spectrum electromagnetic
violet, visible light, waves and their
infrared, microwaves  Communicating properties.
and radio waves properties of
11.4.3.2Describe the  Properties of electromagnetic
properties of electromagnetic spectrum  Appreciating the
electromagnetic waves: e.g. transverse knowledge about
waves in nature, same speed  Analysing the the existence of
in vacuum sources of each of the electromagnetic
(approximately, c = 3.0 electromagnetic rays radiation.
x 108m/s) etc. waves
 Sources of
11.4.3.3Identify the sources Components  Communicating  Cooperating in
of each of the rays of knowledge on how to group activities
in the electromagneti detect the rays
electromagnetic c spectrum:  Communicating the
spectrum. e.g. sun uses of  Participating in
radioactive electromagnetic groups actively
19
CONTENT
materials, waves
oscillating  Investigating the
electrical harmful effects
circuit etc. radiation
11.4.3.4 Describe the
 The method for
method of detection
detecting
of each of the main electromagnetic
components of the radiation
electromagnetic
spectrum.
11.4.3.5 Explain the use of
each of the waves in
the electromagnetic
 Uses of
radiation spectrum. electromagnetic waves
11.4.3.6 Explain the harmful
effects of ultra
violet radiation,
gamma rays and x-  Harmful effects of
rays to life. electromagnetic waves
e.g. skin cancer etc.
11.5 11.5.1 Properties 11.5.1.1Explain how sound  Production of sound  Experimenting on  Cooperating in
Sound of sound is produced. using vibrating objects sound production group activities
11.5.1.2 Describe what  Sound wave
rarefactions and essentials:  Communicating  Participating in
rarefactions(“stretches knowledge about groups actively
compressions are.
”) and wave motion
compressions(“Squash  Asking
11.5.1.3 Describe the es”)  Designing questions for
20
CONTENT
approximate range  Range of audible experiment that more
of audible sound frequencies sound requires a understanding
frequencies. (20Hz to 20000Hz) medium for its
 Effects of sound propagation through  Being aware of
11.5.1.4Investigate that
waves traveling experimentation the fact that
sounds requires a
through air and a sound travels at
medium for vacuum  Communicating different speeds
transmission.  Speed of sound in knowledge about the in different
11.5.1.5 Determine the air(approximately speeds of sound in media
speed of sound in 330m/s) different medium.  Giving
air.  Respective speeds of  Identifying factors presentation
11.5.1.6 Describe the sound in solids, liquids that influence the
and gases quality of sound  Listening to
relative speed of
others with
sound in solid, respect
 The characteristics of
liquid and gas. sound waves:  Appreciating
11.5.1.7 Demonstrate the Loudness of sound and  Communicating the uses of ultrasonic
characteristics of its amplitude uses of ultrasonic
sound waves. Pitch of sound and its  Investigating
frequency measures to
 Factors which minimize sound
influence the quality pollution
11.5.1.8 Describe the factors of sound: such as
which influence overtones or wave
the quality of form of a note
sound  Ultrasonic: as
fundamental frequency
11.5.1.9 Describe what of Sounds above
human hearing range
ultrasonic is
 Uses of ultrasonic:
21
CONTENT
cleaning, quality
11.5.1.10 Describe the uses control, pre-natal
of ultrasonic. scanning etc.
 Measures to minimize
sound pollution: such
11.5.1.11State how to
as sound proof
minimise sound structures
pollution
11.6Light 11.6.1 Rectilinear 11.6.1.1Describe the  The nature of light:  Experimenting the  Appreciating the
propagation of rectilinear Straight line nature of light (light existence of light
light propagation of light. propagation of light travels in a straight
 Formation of line)  Cooperating in
shadows(umbra,  Predicting the group activities
11.6.1.2Investigate the
penumbra) and formation of  Asking questions
formation of eclipses(earth in shadows and eclipse for more
shadows and umbra and penumbra) understanding
eclipse.  Reflection of light on  Experimenting the  Giving
smooth and rough laws of reflection presentation
11.6.1.3Describe reflection surfaces: as being  Listening to
of light. regular and diffuse  Investigating the others with
 Laws of reflection: as characteristics of an respect
angle of incidence = image formed by  Appreciating
11.6.1.4 Investigate the laws
angle of reflection and plane mirrors using image formed by
of reflection of light incident ray, reflected ray diagrams plane mirror
ray and the normal all
lie in the same plane.
 Image in a plane
mirror (virtual,
laterally
formation of
22
CONTENT
images by plane inverted ,position,
mirrors. position and size)
11.6.1.6 Identify the position  The position of an
of an image using image: through
Construction of ray
plane mirrors.
diagrams
11.6.2 Refraction 11.6.2.1 Describe what  Refraction of light: as  Experimenting the  Asking questions
of light refraction of light is Bending of light rays refraction of light for more
after passing through understanding
different media.  Collecting data on
 Incident ray, refracted the laws of  Cooperating in
ray ,normal ray and refraction group activities
11.6.2.2 Explain the terms of emergent ray)
refraction of light  Laws of refraction: as  Calculating the  Participating in
The ratio sin I/sin r is refractive index group activities
a constant value(snells actively
law)  Comparing the
11.6.2.3 Verify the laws of The incident ray ,the refractive index to  Applying the
normal, and the critical angle knowledge of
refraction of light.
refracted ray all lie in refraction in
the same plane  Observing the total daily life
11.6.2.4 Describe what  Refractive index: as internal reflection
refractive index is. Measure of bending of  Appreciating the
11.6.2.5Investigate the light knowledge on
refractive index of a total internal
glass block.  Refractive index of reflection
glass
11.6.2.6Calculate refractive  Using the formula;  Appreciating use

refractive index of of fibre glass
23
CONTENT
index of a substance substance = real
(n) using real and depth/apparent depth”
apparent depth.
11.6.2.7 Explain the term  Critical angle: as
angle of incidence at
‘critical angle’.
which the angle of
refraction is 90o
relationship  the relationship
between critical between critical angle
angle and refractive and refractive index:
index. n = sin 90o/ sin c,
Angle of incidence
11.6.2.9 Explain how total
greater than critical
internal reflection angle
occurs.  Internal reflection: all
the light reflected
11.6.2.10 Explain how total inside the more denser
internal reflection medium
is used.  Use of internal
reflection: optic fibre
for communication
11.6. 3 Lenses. 11.6.3.1 Describe different  Types of lenses;  Communicating  Asking questions
types of lenses. Convex(thin different types of for more
converging) and lenses understanding
concave (diverging)
 Types of rays:  Cooperating in
24
CONTENT
Converge and diverge  Experimenting to group activities
11.6.3.2 Explain the action rays of light find out what
of lenses on beams happens to light  Participating in
of light. when passed through group activities
 Focal length:
lenses. actively
11.6.3.3Demonstrate how to NB: use of formula:
determine the focal “1/f = 1/u +1/v  Inferring the focal  Giving
length, magnification=v/u” length presentation of
 Characteristics of group activity
image: in terms of the  Predicting the  Listening to
position, size and images formed by others with
11.6.3.4 Demonstrate how
converging lenses respect
to obtain images nature of images
 Accept
formed by formed by converging
 Investigating the responsibility of
converging lenses lenses. uses of lenses group work
 Use of lens: in
correcting defects in
vision: short sight-
concave lens, long
sight-convex lens,
LCD, Camera etc.
11.6.3.5 Describe the uses of
lenses in everyday
life.
25
CONTENT
11.7 11.7.1 Simple 11.7.1.1Describe properties of  Fundamental properties of  Communicating  Cooperating
Magnetism phenomenon magnets magnet: such as repulsion, knowledge on in group
of attraction direction N-S, magnetism theory activities
magnetism. pole, etc.  Investigating
11.7.1.2Explain the domain  Domain theory of induced  Asking
theory of magnetism magnetism magnetism questions
 Induced magnetism: Transfer for more
of magnetic properties  Experimenting understandin
11.7.1.3 Demonstrate induced
without contact on magnetization g
magnetism.
 Magnetisation: using and
stroking and electrical demagnetization  Participatin
11.7.1.4 Demonstrate the method  Observing g in group
making of a magnet  Demagnetisation: using magnetic field activities
11.7.1.5 Demonstrate the methods such as lines using a actively
demagnetization of a Electrical method, compass and/ or
magnet hammering, heating etc. iron filings  Applying the
 Magnetic field lines: Use of  Formulating the use of
Magnetic compass to plot pattern of magnets in
plotting of magnetic magnetic field everyday life
field lines.
field lines.  Magnetic properties of Iron lines
(susceptible) and steel  Appreciatin
11.7.1.7 Distinguish the (retentive).  Communicating g the uses of
magnetic properties of  The use of magnetic information on the magnets
26
CONTENT
iron and steel. screening and magnetic uses of magnets
11.7.1.8 Explain the use of keepers : Magnetic screening
magnetic screening (shielding equipment) and
magnetic keepers.(prevent
and magnetic keepers.
loss of magnetic strength)
 Use of magnets in our life:
11.7.1.9Describe the uses of circuit breakers,
magnets. speakers ,electromagnets
Grade 12
 Demonstrate an understanding about Static electricity  Demonstrate ability to measure current and voltage
 Develop investigative skills  Show skills and knowledge to dispose cells and battery
 Demonstrate an understanding of Current Electricity  Demonstrate ability to save electricity
 Demonstrate an understanding about electromagnetic  Demonstrate ability to cost use of electricity
induction
 Demonstrate an understanding of basic electronics
 Demonstrate an understanding about atomic physics
27
CONTENT
12.8 Static 12.8.1 Static 12.8.1.1Demonstrate the  Existence of static  Experimenting the  Cooperating
electricity Electricity. existence of static charge: Positive and existence of charges in group
charges negative charges by rubbing some activities
12.8.1.2Explain how to detect  Detection of charge: materials
charging by contact,  Detecting charge  Asking
electric charges.
testing the sign of using an electroscope questions for
charge using gold - more
12.8.1.3 Describe the leaf electroscope etc.  Communicating understanding
properties and uses of  Properties and uses of properties and uses
static charges static charges: of static charge  Participating
-Properties; like  Experimenting in groups
charges repel, unlike charging and actively
charges attract (Law discharging of  Knowing the
of electrostatics) objects safe rules of
-Uses: dust experiment
precipitators, ink jet  Communicating
printers, photocopiers. knowledge on the  Being aware
12.8.1.4 Describe the electric  Electric charging and relationship between of the effects
charging and discharging of objects current and static of charges
discharging of objects. by friction and electricity
28
CONTENT
12.8.1.5 Explain the induction  Investigating the
relationship between effects of static
current and static  Relationship between charges on the
electricity. current and static environment e.g.
electricity in terms of lightning
12.8.1.6 Investigate effects of
effects as static
static charges on the electricity producers
environment. same effect as current
electricity.
 Effects of static
charges on an
environment: e.g.
lightning etc
12.9 Current 12.9.1Electric 12.9.1.1Describe the terms  Scientific Terms:  Measuring an  Participating
electricity charge, current, associated with such as Electric electric current using in groups
and potential electricity charge, potential an ammeter. actively
difference. difference and  Communicating the  Cooperating
SI units for voltage in group work
electric current
 Communicating the  Appreciating
12.9.1.2 Identify the units of  Units of electric concept of the energy the use of
electric charge and charge and current: dissipated electrical
current. as Coulomb and  Measuring potential appliance
ampere(I =Q/t difference using a  Appreciating
12.9.1.3 Demonstrate how to voltmeter the safety
measure an electric  Measure an electric rules during
current. current in the circuit: an
Ammeter experiments
12.9.1.4 Describe what
 Potential difference:
potential difference as energy required to
29
CONTENT
is. move a unit charge
between two points
12.9.1.5 Describe what the in a circuit
volt is.
 Volt: as joules per
12.9.1.6 Differentiate between
coulomb
potential difference  Difference between
(PD) and PD and EMF in
electromotive force terms of work done
(EMF). per unit of charge in
12.9.1.7 Describe the basic driving charge in a
concept of EMF. circuit and through a
component
 The maximum PD of
measuring of a cell
potential difference
(PD) and
electromotive force  Measurement of PD
(EMF). and EMF:
Connecting terminals
across source of
electric current
/conductor
30
CONTENT
12.9.2 Electric 12.9.2.1Describe the structure  Structure of primary  Communicating the  Asking
cells. of primary and and secondary cells: structure of cells questions for
secondary cells. Primary cells(dry more
cell), Secondary (lead  Investigating understanding
acid accumulator) charging and
12.9.2.2 Demonstrate charging
 How to charge and discharging an acid  Cooperating
and discharging of discharge the accumulator in group
the accumulator. accumulator: activities
Charging when  Communicating
current is passed a in appropriate methods
opposite direction to of disposing off used  Participating
current supplies, cells in group
discharging when in activities
use (acid actively
12.9.2.3 Identify methods of accumulator)  Applying the
disposal of used cells  Appropriate methods knowledge of
of disposing used disposal of
cells. cells in dairy
life
12.9.3 12.9.3.1Explain the meaning  Resistance:  Measuring the  Asking

Electrical of resistance opposition to the flow current and potential questions for
resistance. 12.9.3.2 Demonstrate how to of charge difference, using a more
determine resistance voltmeter and an understanding
 Value of resistance in ammeter
in a simple circuit.
series and parallel  Collecting data for an  Cooperating
12.9.3.3 Describe the (use formula 1/R = experiment in group
relationship between 1/R1 + 1/R 2 )  Organizing data in activities
current and potential  Relationship between tables and their
difference in Ohmic current and potential graphs on ohmic and  Participating
31
CONTENT
and non Ohmic difference: (Graph of non ohmic conductor in group
conductors. p.d. against current  Formulating the activities
12.9.3.4 Describe what the for Ohmic and non- patterns in data actively
Ohmic conductors)  Knowing the
internal resistance of
safe rules of
a cell is.
an experiment
12.9.3.5 Calculate the  Internal resistance of
resistance in series a cell due to
and parallel circuits chemicals
with Ohm’s law.  Ohm’s law in series
and parallel circuits.
( R = V/I)
12.9.4 12.9.4.1 Demonstrate energy  Conversion of energy  Analysing energy  Asking

Heating effect transformations in an from electricity to changes from one questions for
of an electric electric circuit. heat. form to the other more
current. 12.9.4.2 Investigate the heating  Investigating the understanding
heating effect of an
effect of an electric
 Heating effect of an electric current  Cooperating
current. in group
electric current in
12.9.4.3 Demonstrate how to  Calculating activities
heating appliances.
calculate electrical electrical energy
energy. using E=VIt  Participating
12.9.4.4 Describe the in group
relationship of  Communicating activities
relationship among actively
voltage, current and  Calculations of
electrical energy: Use power, voltage and
power.
of formula (E= VIt, current  Appreciating
12.9.4.5 Demonstrate how to the use of
etc.)
calculate the cost of  Calculating the cost electricity at
32
CONTENT
using electrical of using electrical home
Energy energy  Cooperating
12.9.4.6 Describe the use of in group
switches, fuses,  The relationship of  Communicating the activities
voltage, current and use of some named
earthing and the
power: electrical components  Applying the
three pin-plugs. Power=voltage x  Investigating the safety
12.9.4.7 Explain the need for current(P=VI) safety precautions precautions in
earthing metal cases  Communicating the the use of
and for double colouring of electricity
Insulation.  Cost of using insulators  Appreciating
12.9.4.8Describe the meaning electrical energy: use the use of
of kWh as a unit of energy saving
of three wires found
electrical energy bulbs
in the cable
 Investigating the
12.9.4.9 Describe the domestic basic wiring system
electrical wiring in a house
system
12.9.4.10 Describe ways of  Electrical
conserving electrical components: e.g.
switches (on /off
energy in homes and
power), fuses
industry.  (Prevent appliances
from damage), and
the three pin-plugs
(connecting
appliance).
 Safety
precautions
(prevent
33
CONTENT
electric  Communicating
shocks, ways of conserving
accidents) energy
 Three types
of Wires:
Live (brown),
earthling
(green and
yellow) and
neutral(blue)
 Household circuits:
such as cooker
circuit, ring circuit,
lighting circuit
 Ways of conserving
electrical energy:
using energy saving
bulbs, switch and
save etc.
12.9.5 12.9.5.1 Explain magnetic  Lines of force  Experimenting the  Asking
Magneti field patterns of (Magnetic flux) : magnetic field questions for
c effects electric currents. patterns of electric patterns of electric more
of 12.9.5.2 Describe the currents understanding
currents
 Communicating use
electric applications of the  Applications of of electromagnets  Cooperating
currents magnetic effect of an electromagnets: in group
. electric current. electric bells relay  Investigating the activities
12.9.5.3 Explain the behaviour switches etc. displacement of a
of an electric current  The behaviour of an current carrying wire  Participating
in a magnetic field. electric current in a in a field in group
34
CONTENT
magnetic field: activities
Displacement of  Inferring the actively
current carrying wire attraction and  Asking
current or electron repulsion of forces questions for
between parallel more
12.9.5.4 Describe the beam
currents understanding
application of a  Applications of  Applying the
current placed in a current in a magnetic  Investigating the effects of
magnetic field. field: e.g. D.C. effects of magnetic magnetic field
motors, fields
galvanometers,
12.9.5.5 Describe the nature of ammeter etc.
forces between  Nature of forces:
parallel currents. attraction and
repulsion of forces
12.9.5.6 Describe the effect of between parallel
magnetic fields on currents.
human health and
 Effects of magnetic
environment.
fields: hearing
impairment, radar
interference in
communication,etc
12.10 12.10.1 The 12.10.1.1 Investigate the  Electromagnetic  Experimenting the  Asking
Electromagnet phenomenon of phenomenon of induction: (induced induction of an questions for
ic induction electromagnetic electro-magnetic EMF / current in a EMF/current using a more
induction. induction. wire moving cutting magnet, a coil and understanding
magnetic flux ) ammeter  Cooperating
Faraday’s law  Collecting data in group
35
CONTENT
12.10.1.2 Describe the factors  Factors affecting  Organising the data activities
affecting magnitude magnitude and in a table  Participating
and direction of direction of induced  Interpreting the data in group
induced EMF. EMF: speed of either  Analysing the factors activities
magnet or coil, that affect the actively
strength of magnet, magnitude of the  Knowing the
number of turns of a induced current/EMF safe rules of
12.10.1.3 State the direction of coil  Inferring the experiment
current produced by  Direction of induced direction of induced
an induced EMF. current: Lenz and current with Fleming
Fleming right hand right hand rule
law.
12.10.2 The 12.10.2.1 Describe simple  Generators: simple  Communicating  Asking
simple A.C. and A.C. and D.C. A.C. generator (an A.C. and D.C. questions for
D.C. generators. alternator with slip- generators more
generators. understanding
rings) and simple
 Comparing the
D.C. dynamo with
structure and nature
a commutator of an A.C. and D.C.  Cooperating
12.10.2.2 Compare the simple generators in group
A.A. generator with  Sstructure and its activities
nature of simple A.C
a simple D.C.  Communicating
and D.C generators
generator in terms of rectification of  Participating
structure and its alternating current in group
using diodes activities
nature.
actively
12.10.2.3 Describe the action
 Comparing the  Appreciating
of a diode in direction of current the use of the
rectification. produced by a D.C. generators
12.10.2.4 Explain conversion  Action of diodes:
generator to the one and batteries
36
CONTENT
of an A.C. generator change A.C. to D.C. produced from
to a D.C. generator. by allowing current to batteries
12.10.2.5 Contrast the current flow in one way
produced by the
 Conversion of A.C.
D.C. generator with
generator to D.C.
that produced from generator by use of
batteries. commutator
 The direction of
Current from D.C
generator(varies) and
from
batteries(constant)
12.10.3 12.10.3.1 Demonstrate the  Principles of mutual  Designing  Asking

Transformers. principles of mutual induction: changing investigations to questions for
induction. current in one coil verify mutual more
induction understanding
gives rise to current
12.10.3.2 Describe the in the other
 Communicating  Cooperating
structure and  The structure : step up and step in group
operation of iron primary (input) and down transformers activities
core transformers. secondary(output)  Calculating
coils problems relating to
12.10.3.3 Apply the Operation: changing the transformers and  Participating
transformer and of AC voltages power using in group
formulae activities
power equations to  Equations of actively
37
CONTENT
solve numerical transformer and  Calculating the  Appreciating
problems involving power: using efficiency of a the use of the
ideal transformers relations transformer formula
Vp = Np  Being aware
 Communicating of the
12.10.3.4 Calculate the Vs Ns
knowledge on the environmental
efficiency of a and environmental and and cost
transformer given cost implications of implications
data. Vp Ip= Vѕ Iѕ
underground power of
(ideal transformer) transmission underground
12.10.3.5 Explain advantages power
of high alternating  Calculation of transmission
potential difference efficiency:
power transmission. [Efficiency = (Vѕ
12.10.3.6 Describe the Iѕ)/( Vp Ip) x 100%]
implications of
underground power  Advantage of high
transmission alternating potential
compared to difference power
overhead lines. transmission: as in
12.10.3.7 Describe the effects reducing power
of improper losses in cables.
management of  Environmental and
transformers cost implications of
underground power
transmission
38
CONTENT
 Effects of improper
management of
Transformers such as
overheating,
low/high voltage
12.11 Basic 12.11.1Thermion 12.11.1.1 Describe What  Thermionic emission:  Investigating  Asking
electronics ic emission and thermionic release of electrons properties of questions for
electrons. emission is from a heated cathode rays by more
12.11.1.2 Investigate using a CRO understanding
cathode
properties of
 Comparing the  Cooperating in
cathode rays  Properties of cathode direction of flow of group activities
rays: e.g. Deflected electrons to
by electric and conventional  Participating in
magnetic fields travel current group activities
12.11.1.3 Distinguish in straight in lines  Communicating actively
between direction etc. the devices that  Appreciating
make use of the use of the
of flow of electrons
electron beams in cathode rays in
and flow of  Direction of flow of their operation specific devices
conventional electrons and  Investigating the
current. conventional current basic structure of a  Being aware of
12.11.1.4 Describe CRO. the structure of
applications of  Measuring a CRO
electron beams. quantities using a  Appreciating
12.11.1.5 Describe the basic CRO the use of a
CRO in
structure and an
measuring
action of cathode-  Application of
39
CONTENT
ray oscilloscope. electron beams in some quantities
12.11.1.6 Describe the uses of CRO ,TV set, X-ray
cathode-ray machines etc
oscilloscope.
 Basic structure and
action of CRO:
electron gun, Control
grid, anode Y-
plates ,X-plates,
fluorescent screen
 Uses of CRO: e.g.

measuring( peak
voltage, time,
frequency),TV etc
12.12. Atomic 12.12.1 12.12.1.1Describe the  Atomic structure  Communicating an  Asking
physics Nuclear atom structure of the (nucleus and atomic structure questions for
atom. electrons)  Communicating more
12.12.1.2 Describe the knowledge on the understanding
 Composition of the existence of protons
composition of the
nucleus (protons and and neutrons in the  Cooperating in
nucleus in terms of neutrons) nucleus of an atom group activities
protons and
neutrons.
12.12.1.3Explain mass  Mass number and
number and atomic Atomic number: mass
number. (Nucleon) number, A,
and atomic (proton),
40
CONTENT
number, Z.
12.12.2 12.12.2.1 Describe the nature  Nature of  Investigating the  Asking
Radioactivity. of radioactivity. radioactivity nature of questions for
(randomness and radioactivity more
12.12.2.2 Describe the understanding
spontaneity)
 Investigating  Cooperating in
characteristics of
 Characteristics of radiation using a group activities
the three kinds of G.M counter
three kinds of
radioactive  Appreciating
radioactive
radiations: alpha, radiations: Alpha (α),  Understanding the the use of a
beta and gamma. Beta (𝝱) and Gamma causes and effects GM counter to
(𝜸) radiations in of background detect radiation
terms of penetration, radiation
12.12.2.3 Describe methods of ionization, deflection,
charge, relative mass  Comparing nuclear
detecting radioactive
and nature of fission to nuclear  Being aware of
emissions. fusion the existence of
particles)
 Calculating half background
 Detection of life of a radioactive radiation and
12.12.2.4 Explain the origin radioactive material by using its effects
and effects of emissions: by G.M decay curves
background tube, photographic  Communicating
plate, scintillation the uses of  Appreciating
radiations
counter, bubble radioactive the use of
chamber substances decay curves to
12.12.2.5 Describe what  Communicating determine half
 Causes of
radioactive decay is. knowledge on life
background radiation
safety precautions
(cosmic rays,
 Investigating  Participating
radioactive elements in group
12.12.2.6 Describe what management
41
CONTENT
nuclear fusion and under rocks.) practices which activities
fission is.  Radioactive decay as safeguard the actively
disintegration of environment from
radioactive
nucleus by alpha,
contamination  Applying
beta and gamma safety
emissions. precautions
12.12.2.7 Demonstrate how to when dealing
determine half-life  Nuclear fusion and with
of a radioactive fission: Nuclear radioactive
material. fusion as process of substances
joining very light
12.12.2.8 Explain uses of nuclei together and
radioactive fission as splitting
substances. process of nucleus
 Half life of a
radioactive material:
Time taken for
12.12.2.9 Describe the safety
activity to reduce by
precautions half of the original
necessary when substance (Decay
handling or storing curves)
radioactive
substances.  Uses of radioactive
12.12.2.10. Explain the effects substances: e.g.
medical, industrial,
of radioactive
agricultural uses
substances on the
environment and
42
CONTENT
health.  Use of protective
materials: such as
12.12.2.11. Investigate gloves, goggles,
management overalls and lead
shields
practices which
safeguard the
environment from
radioactive  Effect of radioactive
contamination. substances: such as
radiation pollution
and health hazards
 Appropriate
management safe
guard practices
PRACTICAL PHYSICS
The importance of practical work in Physics cannot be over emphasized. Practical work develops manipulative skills in the learner
and gives the learner the opportunity to experiment the scientific method. Needless to mention practical Physics is essential for this
syllabus because:
a) There is need to expose learners to practical applications of Physics.
43
b) Learners should understand, interpret and apply scientific methods in a variety of ways including the theoretical and
practical approaches.
c) The study of Physics should be linked with environmental education requirements by quoting local phenomena in
relation to Physics studies.
There are scientific processes and skills to which learners must be exposed. Examples of these are observing, experimenting,
classifying, measuring, estimating, calculating, predicting and problem solving. Learners should also be exposed to scientific
attitude like accuracy, curiosity and creativity.
SECTION B: CHEMISTRY
44
GRADE 10
• Develop an understanding of Chemistry and its branches • Demonstrate the ability to measure time ,temperature, mass and
volume
 Develop investigative skills about Chemistry
 Demonstrate an understanding of the particulate nature of • Show basic skills and knowledge in constructing balanced
matter chemical equations with state symbols
 Develop investigative skills about states of matter
• Demonstrate investigative skills in experimental techniques
 Demonstrate an understanding of Experimental Techniques
and its application in everyday life
 Develop investigative skills in experimental techniques
 Demonstrate an understanding of atoms, elements, molecules
and compounds.
 Develop investigative skills about the nature of substances.
 Demonstrate an understanding of the importance,
production, use, and effect on the environment of common
45
elements and simple compounds
CONTENT
10.1Introductio 10.1.1 10.1.1.1 Describe Chemistry.  The study of matter and  Classifying of  Asking
n to Introducti their chemical changes chemistry into questions for
Chemistry on to 10.1.1.2 Classify the  Branches such as: its branches more
Chemistr Analytical, Biochemistry,  Identifying understanding
branches of
y Inorganic, Physical and different  Awareness of
chemistry
Organic branches of chemistry
10.1.1.3Explain the chemistry branches
 Improved life through
importance of manufacture of soaps,  Differentiating  Appreciating
chemistry. detergents, plastic, sugar, chemistry from chemistry
cement, paper, medicines, the other
food production and other natural sciences
life necessities
 Production of undesired
harmful by-products.
challenges of chemical
industrial activities  Safety rules in the lab
10.1.1.5Demonstrate an
appreciation of safety
in the laboratory.
46
CONTENT
10.2The 10.2.1 Matter 10.2.1.1 Describe matter  Anything that has mass  Classifying the basic  Appreciating the
Particulate and the Kinetic and occupies space units and states of basic units of
nature of theory 10.2.1.2 Classify the basic matter matter and its
matter units of matter  Atoms ,molecules ,ions  Demonstrating the existence in three
changes of states of states
10.2.1.3Classify the states
 Kinetic theory: in terms matter  Applying changes
of matter. of states of matter
of particle arrangement  Inferring data on
and movement. Solid, absorption and in everyday life
10.2.1.4 Illustrate changes liquid, gas release of heat during
of states of matter.  Changes of states such as changes of states of
melting, freezing, boiling, matter
condensation, sublimation
10.2.1.5 Describe the in terms of kinetic theory
 Changing states of matter,
absorption of heat
exothermic-release of
and release of heat heat during a reaction,
during changes of endothermic-absorption
states of matter of heat during a reaction,
include heating and
cooling curves
10.2.2 Diffusion 10.2.2.1Describe diffusion  Movement of particles  Demonstrating the  Appreciating
from region of higher movement of diffusion
concentration to region of particles in fluids  Asking more
lower concentration  Comparing questions to learn
10.2.2.2 Demonstrate  Liquids and gases movement of more
diffusion in fluids (Brownian motion) particles in fluids and  Fostering
10.2.2.3Describe the factors  E.g. molecular mass, factors affecting their teamwork
that affect the rate temperature, speed of movement
of diffusion concentration

47
CONTENT
10.3 10.3.1 10.3.1.1Demonstratehow  Quantities such as time,  Demonstrating  Applying
Experimenta Measurin different quantities temperature, mass and accurate safety rules
l Techniques g of are measured. volume measurement of in use of
quantitie 10.3.1.2 Identify different  Measuring apparatus such values of apparatus
as stopwatch or stop various
s measuring apparatus
clock, thermometers, quantities
used in chemistry. balances, burettes,  Identifying
pipettes, volumetric flask, different
measuring cylinder, and measuring
10.3.1.3 Identify various gas syringes apparatus
measuring  Other apparatus: spatula,
instrument and other stands and clamp, test-
tubes, burners, , glass
apparatus used in
rods, evaporating dish,
chemistry funnel beaker, conical
flask etc.
10.3.2 Criteria 10.3.2.1Describe the  In terms of melting points  Demonstrating  Appreciating
of purity differences between a and boiling points determination of purity of
pure substance and a purity of substances
mixture. substances
 Comparing pure
10.3.2.2Demonstrate how to  Sharp melting for pure and impure
determine the purity substance and melting substances
of a substance over a range of
temperatures for a
10.3.2.3 Explain the mixture.
importance of purity  Importance of purity in
of a substance substances such as
foodstuffs, medicines,
48
CONTENT
drinks
10.3.3Separatin 10.3.3.1Distinguish between  In terms of mass changes,  Analysing the  Appreciating

gmixtures physical and irreversibility/reversibility components in of the purity
chemical changes , chemical substance the mixture of substances
formed and energy  Identifying  Applying
appropriate separation
10.3.3.2Demonstrate involved.
methods for techniques in
different methods of  Methods such as separating everyday life
separating mixtures decantation, filtration, different
crystallisation, simple and mixtures
fractional distillation,
magnetism,
chromatography,
evaporation, sublimation,
10.3.3. Interpret simple paper floatation, use of
chromatograms. separating funnel and
centrifugation
 Uses such as Rf values and
distances covered by
components (restricted to
paper chromatography)
49
CONTENT
10.4Atoms, 10.4.1Atomic 10.4.1.1 Describe an atom and  As the smallest particle  Identifying  Awareness
elements, structure its structure. of an element which atoms, of the
compound and takes part in a chemical elements atomic
s and Periodic molecules and structure
reaction.
compounds
molecules Table Structure: use Bohr model
 Calculating
(nucleus at the centre relative atomic
surrounded by electron mass
10.4.1.2Describe the relative shells)
charges and  Charges as: +1,0,-1
approximate relative Masses as: 1, 1, 1/1840
masses of protons,
neutrons and electrons
10.4.1.3Describe the proton
(atomic)number and  As number of protons: Z,
nucleon(mass) number number of nucleons: A
and nuclide notation (protons + neutrons)and
50
CONTENT
10.4.1.4 Describe an element A
nuclide notation X
10.4.1.5 Identify elements using Z
their chemical symbols  As substance made up of
same chemical atoms.
 Symbols of the elements
with atomic number 1 up
10.4.1.6Describe the basis of to 20 and other common
the Periodic Table elements in the local
environment
 Group determined by
10.4.1.7Describe isotopes valence electrons
Period determined by
number of shells
 As atoms with same
number of protons but
different numbers of
10.4.1.8Calculate relative neutrons, including
atomic mass of an radioactive and non-
element given the % radioactive isotopes
abundances of isotopes  As sum of the products
and from mass of the percentages and
spectrum. their mass numbers
10.4.1.9Describe the use of
radioactive isotopes
 Such as in medical
10.4.1.10 Demonstrate the treatment of cancer,
build-up of electrons in industrial use as tracers
51
CONTENT
shells  Electronic configuration
of atoms (spdf
configuration is NOT
required)
10.4.2 Bonding 10.4.2.1 Describe a compound  As substance formed  Classifying  Appreciating

from two or more ionic the use of ionic
elements chemically compounds compounds and
10.4.2.2 Describe the formation and covalent covalent
combined
compounds compounds
of ions (radicals).  Cations by electron loss,
10.4.2.3Describe the formation anions by electron gain.
of ionic (electrovalent)  Electrovalent bonding as
bonds. loss and gain of electrons
between metallic and
non-metallic atoms. Ionic
bonds as electrostatic
force between cations and
anions. Such as NaCl,
CaCl2 and MgO
10.4.2.4 Describe the formation  Covalent bonding as
of covalent bonds sharing of electrons
between non-metallic
atoms. Covalent bonds as
shared pairs of electrons.
Such as H2, Cl2,H2O,
10.4.2.5 Describe the electronic NH3, CH4, HCl, C2H6
arrangement in simple  Such as double bonds in
52
CONTENT
multiple covalent O2,C2H4andCO2, Triple
molecules. bond in N2and C2H2
10.4.2.6 Describe the uses of  As refractory materials
ionic and covalent for ionic compounds
compounds (CaO) and polar and
nonpolar solvents for
covalent compounds.
10.4.2.7 Describe a molecule  As the smallest particle of
an element or compound
which exists
10.4.2.8Describe valency and independently.
valence electrons.  Valency as combining
power of an atom or
radical.
Valence electrons as the
number of electrons in the
10.4.2.9Demonstrate how to outer most shell.
deduce valency of an
element.  From the formula of a
10.4.2.10Formulate chemical compound, ionic charge,
formulae of valence electrons.
compounds.  Using valency and
chemical symbols of
elements, charges on ions,
models, relative numbers
of atoms present,
10.4.2.11Identify the
53
CONTENT
differences in diagrammatic
properties of ionic and representation.
covalent compounds. Differences such as
volatility, electrical
10.4.2.12Describe metallic conductivity, density,
bonding melting point, boiling
point and basic units.
 As lattice of positive ions
10.4.2.13Describe the electrical in a ‘sea’ of delocalised
and thermal electrons
conductivity of metals
 Due to free electron
movement/delocalised
electrons
10.4.5 10.4.4.1 Demonstrate how to  Equation showing  Demonstrating  Appreciating

Chemical construct word reactants and products construction of the
equations. separated by a full curled word equations conservation of
formulae  Formulating matter.
arrow ().
and balanced
10.4.4.2 Formulate and balance  Number of atoms of chemical and
equations chemical equations. each element being equal ionic
on both sides of the equations.
equation. Balancing can
be done by inspection.
Equations may include
state symbols (s-solid, l
– liquid, g – gas, aq –
54
CONTENT
aqueous).
10.4.4.3 Construct net ionic  Only ionic aqueous
equations from reactants/products must
balanced chemical be broken down into
equations. their respective ions then
cancel out spectator ions
to come up with net
ionic equation.
GRADE 11
General Outcomes: Key Competences

• Demonstrate an understanding of acids, bases and salts. • Demonstrate the skills and knowledge in relating number
• Develop investigative skills about acids, bases and salt. of valence electrons to the Group number and the number
• Demonstrate an understanding of the importance, of shells to the Period.
production, use, and effect on the environment of acids, • Demonstrate skills in classifying salts according to their
bases and salts. solubility.
• Demonstrate an understanding of the Mole Concept • Demonstrate ability to classify oxides as acidic, basic,
 Develop investigative skills about quantitative analysis. neutral and amphoteric.
 Demonstrate an understanding of chemical reactions and • Demonstrate ability to use tests in identifying aqueous
energy changes cations, anions and gases.
 Develop investigative skills about various types of • Demonstrate basic skills and knowledge in calculating
55
reactions. stoichiometric reacting moles.
 Demonstrate an understanding of the Periodic Table • Show ability to identify factors that affect rates of
 Develop investigative skills about the Periodic Table chemical reactions.
CONTENT
11.5Acids, 11.5.1 11.5.1.1 Describe acids, bases or alkalis  Acid as compound that  Identifyin  Applying the
Bases and Characteristic in terms of ions they contain or produces hydrogen ions g acids and uses of acids
Salts properties of produce in aqueous solution. as the only positively bases. and bases
acids and bases charged ions in aqueous  Investigati
ng the
solutions,
acidity and
Base generally as an alkalinity
oxide or hydroxide of a of
metal including substances
ammonium hydroxide in
Alkalis as soluble bases everyday
that produce hydroxide life
ions in aqueous solution
as the only negatively
charged ions.
11.5.1.2 Describe the meaning of weak,  Strength as degree of
strong, dilute and concentrated ionisation,
acids and alkalis Concentration as the
number of ions per
56
CONTENT
11.5.1.3 Describe the pH scale volume of solution.
 As scale ranging from 0
to 14 showing the degree
of acidity and alkalinity.
11.5.1.4 Describe neutrality, acidity and  The pH values: 7 for
alkalinity in terms of pH value neutrality, below 7 for
acidity and above 7 for
alkalinity
11.5.1.5 Determine the pH value of a  Using universal indicator:
solution. different colours at
different pH values,
Using pH meter: precise
values
 Such as reactions with
metals, bases,
11.5.1.6 Demonstrate the characteristic carbonates/bicarbonates
properties of acids and effect on indicators.
 Such as reactions with
acids and ammonium
11.5.1.7 Demonstrate the characteristic salts, effect on indicators.
properties of bases  Such as in controlling the
acidity in the soil,
treatment of indigestion,
11.5.1.8 Illustrate the importance of brushing teeth with
acid- base reactions toothpaste.
 Such as control of pH in
57
CONTENT
agriculture, making of
soap, in car batteries
11.5.1.9 State the uses of acids and
bases.
11.5.2 11.5.2.1 Describe a salt  As a compound formed  Classifyin  Awareness of

Preparatio when the hydrogen ions g of salts salts
n of salts of an acid are fully or  Demonstr  Applying
partially replaced by a ating the safety rules in
preparatio preparation of
metal or ammonium
n of salts
ions. Or a compound soluble
made of positive and
metallic/ammonium ions insoluble
and any negative ion of salts
an acid.  Differentia
 As acid, basic and ting
hydrated
normal salts. Solubility and
rules of salts anhydrous
11.5.2.2Classify salts according to their  Using precipitation salts
nature and solubility in water. method and separated by
filtration. E.g. Barium
11.5.2.3 Demonstrate the preparation of sulphate, Silver chloride
an insoluble salt.  By reaction of acids with
bases, suitable metals and
58
CONTENT
carbonates/ bicarbonates.
Separated by
11.5.2.4Demonstrate the preparation crystallisation and
soluble salts. filtration. E.g. Zinc
sulphate, copper (II)
sulphate
 Using titration method
(use of indicator for ease
detection of end point)
 Hydrated salts as salts
11.5.2.5 Demonstrate the preparation of containing water of
ammonium, potassium and crystallisation.
sodium salts. Anhydrous salts as salts
not containing water of
11.5.2.6 Demonstrate the existence of crystallisation.
hydrated salts and differentiate  As hygroscopic,
from anhydrous salts efflorescent,
deliquescent.
11.5.2.7 Describe the behaviour of salts

with reference to the
atmosphere.
11.6.3 Types of 11.5.3.1 Describe the various types of  Acidic oxides as oxides  Classifyin  Awareness of
oxides oxides. with acidic properties such g different different types
as SO2 and CO2. types of of oxides.
59
CONTENT
Basic oxides as oxides oxides  Applying acid-
with basic properties such base reactions
as CaO and MgO.
Neutral oxides as oxides
with neither acidic nor
basic properties such as
CO, H2O.
Amphoteric oxides as
oxides with both acidic
and basic properties ZnO,
Al2O3 and PbO.
11.6.4 11.6.4.1 Demonstrate the identity of  Cations being aluminum,  Observing  Awareness
Identificatio aqueous cations and anion. ammonium, calcium, and about
n of ions copper (II), iron (II), iron interpretin composition
and gases (III), and zinc using g results of of salts
aqueous sodium reactions  Appreciating
(Qualitative
hydroxide and aqueous of ions different types
analysis) ammonia. with of gases.
Anions being carbonate, different
chloride, iodide, nitrate test
and sulphate using reagents.
various reagents. Refer to  Analysing
Qualitative notes. chemical
 Gases being ammonia, compositio
carbon dioxide, chlorine, n of salts.
11.6.4.2 Demonstrate the identity of hydrogen, oxygen and  Identifyin
gases. sulphur dioxide. Refer to g gases
Qualitative notes
60
CONTENT
61
CONTENT
11.6The mole 11.6.1 Relative 11.6.1.1 Describe Relative Atomic  RAM as relative mass  Comparing the  Appreciating
concept masses Mass and relative molecular of an element’s relative atomic the relative
mass. isotopes as compared masses and atomic
relative masses and
to carbon-12
molecular the relative
RMM as relative mass masses molecular
of a molecule as  Calculating masses
compared to carbon- relative
11.6.1.2Calculate the relative formula 12 molecular
mass of a compound  As the sum of the mass of
relative atomic compounds
masses of all the
atoms in the
compound.
11.6.2 The 11.6.2.1 Describe a mole.  As number or  Analysing  Applying

mole quantities of particles chemical mole
e.g. atoms, ions, substances concept
quantitatively  Asking
11.6.2.2 Determine the physical masses molecules, electrons
 Demonstrating questions to
(m) of any substance using the equivalent to 6.02 x
acid-base learn more
molar mass (Mr) and the 1023(Avogadro’s titrations  Awareness
physical volume (v) of any gas constant)  Problem of the mole
at r.t.p and vice versa.  Apply n = m/Mr and solving in concept
n =v/Vm mole concept  Fostering
11.6.2.3Describe the relationship of where n = number of team work
62
CONTENT
Avogadro’s law to reacting moles
moles and volumes of gases at  As Molar gas volume
r.t.p and s.t.p. (Vm) of any gas at rtp
11.6.2.4Determine the concentration of a is 24dm3 or 22.4 dm3
solution and apply dilution law. at stp.
 Concentration as
mol/dm3 / g/dm3.
The number of moles
11.6.2.5Illustrate calculations involving of solute before
stoichiometric reacting moles dilution is the same as
and volumes of gases and after dilution, M1V1 =
solutions. M2V2.
 Using molar mass and
molar volume of a gas
using the mole
concept. (Questions
on gas laws and
conversions of
gaseous volumes to
different temperatures
and pressures will not
11.6.2.6 Describe and calculate the be required).
percentage yield in a reaction Proportional
and the percentage purity of a stoichiometric masses
substance and the given
63
CONTENT
quantities
 % yield as actual
amount obtained
divided by theoretical
11.6.2.7 Determine limiting reagent in a amount x 100%
given reaction % purity as amount of
substance divided by
11.6.2.9 Demonstrate calculations total amount of the
involving different types of mixture x 100%
acid–base titration reactions.  Using proportional
stoichiometric masses
and the given
quantities
 Using titration law
64
65
CONTENT
11.7.1 Rates of 11.7.1.1Describe rate of a chemical  As speed of a chemical  Demonstratin  Applying
chemical reaction. reaction. g factors that safety rules
11.7 Chemical reactions control the and the
 Factors such as
reactions 11.7.1.2 Demonstrate the factors that rate of factors that
temperature,
chemical affect the
affect the rates of chemical concentration, surface reactions. rate of
reactions area, catalyst, pressure,  Comparing chemical
light. experimental reactions.
results at  Awareness
 Such as graphical different of slow and
11.7.1.3 Interpret data on the rate of representations for rate conditions spontaneous
of chemical reactions.  Analysing reactions.
chemical reactions.
 Made by either reducing and
or reducing the interpreting
11.7.1.4 Describe methods of frequency of collisions experimental
controlling the rate of chemical between reacting results.
reactions. particles such as
explosions in flour
mills/coal mines when
ignited to surface area
 Catalyst lowers the
activation energy thus
11.7.1.5 Describe the effect of a catalyst increasing the rate of a
on the activation energy chemical reaction.
66
CONTENT
11.8The 11.8.1Groups 11.8.1.1Describe the Period Table  As a tool for  Identifying of  Appreciating
Periodic and classifying elements. vertical the Periodic
Table Periods 11.8.1.2 Identify vertical columns and  Vertical columns as columns and Table
horizontal rows. Groups and horizontal horizontal  Applying the
rows as Periods rows of the classificatio
11.8.1.3 Demonstrate how to use the
 As metallic and non- periodic table. n of
Periodic Table to classify  Classifying elements
metallic
elements elements as
metallic and
non-metals
11.8.2 Groups 11.8.2.1 Describe trends in various  As chemical relativity  Identifying  Awareness
and Groups given information about of group I, II, and VII, characteristics of elements
Periodic the elements elements of and their
trends 11.8.2.2 Describe the physical and  Properties such as representative positions on
solubility, effect of elements the Periodic
chemical properties of elements
heat on compounds, from Groups. Table
in Group I, II, VII and VIII. melting points, boiling  Classifying  Appreciatin
points and elements g positioning
displacement according to of elements
reactions. For Group their Groups on the
VII consider and Periods Periodic
atomicity, colour Table
changes, changes in  Appreciatin
physical states, for g the uses of
Group I including elements on
11.8.2.3 Describe the importance of description as a the Periodic
halogens collection of soft Table
metals.
 Such as fluoride in
toothpaste, chlorine in
67
CONTENT
11.8.2.4Describe the harmful effects of water treatment,
halides. antiseptic, bromide in
photographic film
 Such as drugs,
pesticides, CFCs in
11.8.2.5Describe the use of the noble ozone layer depletion
gases in providing an inert (CFCs)
atmosphere  The significance of
their non- reactivity in
providing an inert
atmosphere. Such as
argon in electrical
lamps, helium in
balloons.
11.8.3 11.8.3.1 Describe transition metals.  As a block elements  Investigating  Appreciatin
Transition between Group II and the physical g transition
metals Group III of the and chemical metals
properties of
Periodic Table
transition
11.8.3.2 Describe general properties of  As variable valencies, elements.
transition metals. high densities, high  Identifying
melting points, form transition
coloured compounds, metals
catalysts.
Note: Electronic
configuration of
transition metals
will not be
required
68
CONTENT
11.8.3.3 Describe the uses of transition  Uses such as
metals catalysts, alloys,
engineering materials
NB: Heavy metals are
no longer used to make
paint for health reasons
69
Grade 12
General Outcomes: Key competences:
• Demonstrate an understanding of metals • Demonstrate ability to determine the reactivity series of

metals
 Develop investigative skills about some properties and uses of
metals. • Demonstrate ability to prepare and test gases
 Demonstrate an understanding of Non- metals.
• Demonstrate ability to identify organic compounds
 Develop investigative skills about some industrial uses of non-
metals Demonstrate an understanding of Organic Chemistry
 Develop investigative skills about organic compounds

CONTENT
12.10.1 12.10.1.1 Describe diagrammatic  Similar nuclei positive ions  Identifying  Appreciatin
General representations of pure in a ‘sea’ of delocalised properties of g metals
12.10 Metals properties of a metals metals.
electrons.
metals 12.10.1.2 Describe the physical  Similar In terms of density,
properties of metal melting points, boiling
12.10.1.3 Describe the chemical points, appearance
properties of metals  All metals are
electropositive as illustrated
in the reaction with air,
70
CONTENT
water / steam, dilute non-
oxidizing acids, aqueous
solutions of other metal
ions.
12.10.2 12.10.2.1 Describe the reactivity  As arrangement of metals  Comparing  Awareness

Reactivity and series of metals in the order of either their methods of of methods
Electro increasing or decreasing extracting of extracting
Chemical metals. metals and
order of reactivity as being
dangers
Series potassium, sodium, some metals
calcium, magnesium, pose.
aluminium, zinc, iron,
lead, (hydrogen), copper
and silver
12.10.2.2. Explain the apparent non  Due to the presence of
reactivity of aluminium. adhesive oxide/coat.
Reactivity of aluminium
due to adhesive coat
12.10.2.3 Demonstrate an order of
reactivity.  From a set of experimental
results Such as reduction of
12.10.2.4 Describe the effects of oxides of metals by other
metals.
heat on hydroxides,
 As related to the
carbonates, nitrates of reactivity/stability of the
metals and ammonium metallic ion present in the
compounds. compound. Compounds of
more reactive metals
71
CONTENT
difficulty to decompose
while compounds of less
reactive metals easily
decompose.
 Chemical reduction.
12.10.2.5 Describe the extraction of Chemical reducing agents
copper, iron and zinc from being Carbon, carbon
their ores. monoxide, and hydrogen.
12.10.2.6 Describe the uses of  Such as electrical wires,
copper, iron, zinc and construction, aircraft parts.
aluminium  Such as lead poisoning
(brain damaging), sodium
12.10.2.7 Explain the harmful ions in raising high blood
effects of some metals. pressure, alzehermia by
aluminium
12.10.3 12.10.3.1Describe alloys.  As mixture of two or  Identifying  Appreciatin
Alloys metals/carbon such as steel, characteristic g alloys.
brass, bronze s of alloys 
12.10.3.2Describe diagrammatic  Comparing
 Different nuclei positive
structures of
representations of alloys. ions in a ‘sea’ of alloys and
12.10.3.3 Explain the advantages of delocalised electrons pure metals.
using alloys over pure  Such as alloys exhibiting
metals. better properties compared
to a pure metal (conductor,
strength, weight ratio,
12.10.3.4 Identify common uses of hardness).
alloys
72
CONTENT
 Such as cutlery, food
packaging, aircraft.
12.10.4 12.10.4.1 Describe corrosion  As chemical wearing of  Identifying  Appreciatin

Corrosion metals resulting from attack corrosion. g ways of
by atmospheric oxygen in  Applying minimizing
methods of corrosion.
12.10.4.2 Relate corrosion to the presence of moisture.
reducing
reactivity of metals.  As more reactive metals corrosion.
easily corrode while less  Relating
reactive metals do not sacrificial
12.10.4.3 Describe different easily corrode. protection
methods of preventing  Such as sacrificial methods to
protection, painting, reactivity
corrosion.
series.
greasing/oiling, alloying
and galvanising.
CONTENT
12.11.1 General 12.11.1.1 Describe the physical  In terms of density, melting  Identifying  Appreciating
properties and chemical properties of points, boiling points, the physical non-metals.
12.11 Non of non- non-metals. oxidizing agent and chemical
Metals metals. (electronegative elements) properties of
non-metals
12.11.2. 12.11.2.1. Demonstrate the  By action of moderate  Demonstrati  Appreciating
73
CONTENT
Hydrogen laboratory preparation, reactive metals on ng laboratory physical and
collection and test for water/steam and dilute acids preparation chemical
hydrogen. and collect by upward of hydrogen. properties of
delivery method, puts out a hydrogen and
lighted splint with a ‘pop’ its uses.
12.11.2.2 Describe the physical sound. .
and chemical properties  In terms of colour, odour,
of hydrogen density/”weight”, solubility
and chemical (effect on
litmus, inflammability,
combustion)(COWSLIPS)
12.11.2.4 Describe industrial
 By cracking, electrolysis of
manufacture of hydrogen. water (brine) and from
natural gas
12.11.2.6 Describe the uses of  Such as reducing agent, fuel
hydrogen. for rockets, manufacturing
ammonia and margarine,
balloons filler, welding.
12.11.3. 12.11.3.1 Demonstrate the  By catalytic  Demonstrati  Appreciating
Oxygen laboratory preparation, decomposition of ng laboratory physical and
collection and test for hydrogen peroxide preparation chemical
oxygen. and thermal catalytic of oxygen. properties of
decomposition of  Observing oxygen and its
potassium chlorate, the reaction. uses.
collected above water .
12.11.3.2 Describe the physical and re-lights the
and chemical properties glowing splint
of oxygen.  Such as colour,
odour,
12.11.3.3 Describe the industrial
solubility ,combustio
74
CONTENT
manufacture of oxygen. n
12.11.3.4 Describe the uses of  By fractional
oxygen in industry and in distillation of liquid
natural processes. air
 Such as burning,
12.11.3.6 Explain the importance
welding, in blast
of ozone layer and furnace and
dangers of its depletion. respiration
chemical test for water. .
12.11.3.8 Describe the importance  It traps radiation, if
of water depleted by CFCs
causes skin cancer,
respiratory diseases
 Using white
anhydrous copper (II)
sulphate which turns
blue.
 For laundry, drinking,
as solvent.
12.11.4 12.11.4.1 Describe industrial  By fractional distillation of  Demonstrati  Appreciating
Nitrogen manufacture of nitrogen. liquid air ng laboratory physical and
12.11.4.2 Explain the  As non- reactive insoluble preparation chemical
characteristics and gas hence used as refrigerant, of ammonia. properties of
food packaging. Manufacture  Observing nitrogen and
importance of Nitrogen
of ammonia gas. colour ammonia and
as a gas. changes. their uses.
12.11.4.3 Demonstrate the  Action of a base on .
preparation collection ammonium salt and collected
and test for ammonia in by upward delivery method,
75
CONTENT
the laboratory turns damp red litmus paper
12.11.4.4 Describe the blue.
manufacture of ammonia.  Haber Process
 (Temperature, catalyst,
pressure (Haber process).
12.11.4.5 Describe the physical
 In terms of colour, odour,
and chemical properties
density/”weight”, solubility
of ammonia. and as reducing agent, a
12.11.4.8 Describe the thermal base/alkali, a complexing
dissociation of reagent.
ammonium salts.  Such as ammonium chloride,
12.11.4.9 Describe the uses ammonium nitrate,
ammonia ammonium carbonate.
 In manufacture of fertilizers,
explosives, nitric acid
manufacture of nitric acid  by Ostwald Process
12.11.4.10 Explain the importance
of nitrogenous fertilizers  Nitrogen for growth. Include
Phosphorous for root
development and potassium
12.11.4.11 Describe the effects of for seed formation (NPK).
nitrogenous fertilizers on  Such as eutrophication and
the environment acidic soils
12.11.7 Carbon 12.11.7.1 Describe allotropes  As different forms of an  Demonstrati  Appreciating

and carbonates element existing in the same ng laboratory physical and
physical state. preparation chemical
12.11.7.2 Describe the physical of carbon properties of
 In terms crystalline and non-
76
CONTENT
properties of the crystalline allotropes of dioxide. carbon dioxide
allotropes of carbon. carbon.  Observing and limestone
12.11.7.3 Describe the formation colour and their uses.
and properties of carbon  By incomplete combustion of changes.  Awareness of
carbon and carbon Global
monoxide.
compounds, reduction of warming
carbon dioxide by carbon. In .
terms of colour, odour,
density, solubility, poisonous.
Reacts as reducing agent.
laboratory preparation,  By reaction of dilute acids
with carbonates or
collection and the test
bicarbonates, collected by
for carbon dioxide. downward delivery method/
12.11.7.4 Describe the physical above water, forms white
and chemical properties precipitate with limewater.
of carbon dioxide.  In terms of colour, odour,
12.11.7.5 Describe the uses of density, solubility.
carbon dioxide. Reactions with
limewater/alkalis, water and
carbon.
 Such as in fire extinguishers,
manufacture of lime carbonated drinks, dry ice,
from limestone. baking, photosynthesis.
12.11.7.7 Describe the uses of  By thermal dissociation of
lime and slaked lime. limestone
 Such as in neutralizing acidic
12.11.7.8 Describe the uses of soils, lime as a drying agent
for ammonia.
77
CONTENT
limestone.  Such as in manufacturing of
lime, cement, glass, iron.
12.11.7.9 Describe the  As global warming due to
greenhouse effect increase of carbon dioxide in
the atmosphere
CONTENT
12.12.1Saturate 12.12.1.1 Describe an organic  As a compound of carbon  Identifying  Appreciating
d and compound. other than oxides and alkanes and economic values
12.12 unsatura alkenes. of alkanes and
carbonates
Organic ted 12.12.1.2 Describe  Comparing alkenes.
 As a binary compound of
Chemistry properties of  Awareness of
hydrocarbon carbon and hydrogen. alkanes and organic
Hydroca  Involve concept of alkenes compounds.
rbons 12.12.1.3 Illustrate and name catenation (Chain), use the  Observing .
the structures of the general formula CnH2n+2, colour changes.
aliphatic alkanes up to Named by IUPAC system,
five carbon atoms. all should end with ane,
 Use idea of branched (side
chains) and unbranched
12.12.1.4 Demonstrate the butane and pentane and
structures of isomers nomenclature follows
and their names. IUPAC system.
78
CONTENT
 As different fractions of
crude oil collected at
12.12.1.5 Describe fractional different boiling
distillation of temperatures.
petroleum (crude oil)  Such as domestic fuel, road
12.12.1.6Describe the uses of construction.
the fractions of crude NB: leaded fuel is no longer
oil recommended due to
harmful effects
 Such as combustion,
cracking, substitution,
12.12.1.7 Describe the steam reforming.
chemical properties  Lack of a specific site of
of alkanes. chemical attack (functional
12.12.1.8 Account for the group) and they are
apparent non saturated.
reactivity of alkanes
as compared to other
organic compounds.  Using the concept of
12.12.1.9 Illustrate catenation and models.
unsaturation in  Use the concept of
alkenes. catenation and the general
12.12.1.10 Describe and formula CnH2n.Structures
name the structures must contain one carbon to
of the alkenes up to carbon double bond. Named
5 carbon atoms. using the IUPAC system all
79
CONTENT
should end with- ene.
 Using the unbranched
structures of butene and
12.12.1.11 Demonstrate the pentene (positional
structures of isomers isomers).
of alkenes.  Such as combustion,
addition reactions
12.12.1.12 Describe the (hydrogenation, hydration,
chemical properties hydrohalogenation,
of alkenes. halogenation, addition
polymerisation).
 Using structures and
12.12.1.13 Illustrate the bromine solution to
differences and distinguish between
similarities between saturated and unsaturated
saturated and hydrocarbons.
unsaturated
Hydrocarbons.
12.12.1.14Describe the  As alkenes decolourise
chemical tests for bromine solution rapidly.
unsaturated
hydrocarbons  As in formation of
(alkenes) polymers (Petrochemical
12.12.1.15 Describe the uses of industries)
alkenes.
80
CONTENT
12.12.2 12.12.2.1 Describe the As an organic compound  Identifying  Appreciating the
Alcohols chemical composition with a hydroxyl group with structures of properties and
(Alkanol of an alcohol. general formula CnH2n+1OH alcohols. economic uses
s) 12.12.2.2 Describe and name  Demonstrating of alcohols
Using concept of catenation
isomerism in
structures of primary (Chain). Named following alcohols
alcohols up to five IUPAC nomenclature and
carbon atoms. all should end with- ol).
12.12.2.3 Demonstrate Using branched and
isomerism in alcohols unbranched and positional
isomers of propanol,
butanol and pentanol.
12.12.2.4 Describe the By hydration of alkenes,
formation of alcohols. hydrolysis of esters and
fermentation for ethanol.
chemical properties Such as combustion,
of alcohols esterification, dehydration
and oxidation
Uses such as fuel,

antiseptic, organic solvent,
12.12.2.6Describe the uses of
alcoholic beverages.
alcohols
12.12.3Carboxy 12.12.3.1 Describe and name  Using concept of  Identifying  Appreciating the
lic acids structures of catenation (Chain), structures of properties and
(alkanoic acids) carboxylic acids up to organic compounds with carboxylic economic uses
81
CONTENT
five carbon atoms. a carboxylic group acids. of carboxylic
(COOH), general formula  Demonstrating acids.
CnH2n+1COOH, all should the chemical
end with- oic acid. properties of
carboxylic
acids
formation of  By the oxidation of
carboxylic acids alcohols and hydrolysis
12.12.3.3 Demonstrate the of esters
chemical properties  Such as reaction with
of carboxylic acids. bases, carbonates, metals
12.12.3.4Describe the uses of and alcohols
carboxylic acids (esterification).
 Such as formation of
esters.
12.12.4 Esters 12.12.4.1 Describe and name  Using the concept of  Identifying  Appreciating the
(Alkanoates the structures of catenation (Chain), structures and properties and
) esters up to five Organic compounds with characteristic economic uses
carbon atoms. properties of of esters.
an ester link esters.
and all should end with –  Describing the
chemical
oate.
properties of
12.12.4.2 Describe the  Such as combustion and esters
chemical properties hydrolysis.
of esters  Such as in perfumes, food
12.12.4.3Describe the uses of flavourants because of
esters and relate the having pleasant smell.
82
CONTENT
uses to properties.
12.12.5 12.12.5.1 Describe  As a collection of organic  Identifying  Awareness of

Homologou homologous series compounds belonging to different homologous
s series the same family with the homologous series.
same general formula series.
(consider alkanes,
alkenes, alcohols, acids,
12.12.5.2Describe the general esters).
characteristics of  Such as members of each
homologues homologous series have
(members). the same general formula
and similar chemical
properties. Physical
properties (states, melting
point, boiling point,
density, solubility) of
members show gradual
changes as molecular
mass changes. Adjacent
members differ by CH2
and have a general
method of preparing
members.
12.12.6Macrom 12.12.6.1 Describe  As giant molecules formed  Classifying  Awareness of
olecules macromolecules by combination of many macromolecule polymers.
(Polymers) (polymers) small molecules s  Appreciating
12.12.6.2 Describe synthetic (monomers).  Identifying economic use of
linkages in polymers.
macromolecules.  As human made giant different
12.12.6.3 Describe the molecules (polymers).
83
CONTENT
formation of  By addition polymerisation macromolecule
polyalkenes. E.g. polyethene, s
polyvinylchloride,
polypropene, polystyrene.
12.12.6.4 Classify plastics  As thermoplastics and
Thermosets
12.12.6.5 Describe the  By condensation
formation of nylon polymerisation, Nylon:
and Terylene. from a diamine and dioic
acid structures represented
as:
 Terylene: from diol and

dioic acid. Structures
represented as:
12.12.6.6 Differentiate  Nylon as polyamide and

between the Terylene as polyester.
structure of Nylon
and Terylene.
 Plastics used as in carrier
12.12.6.7 Describe typical
bags, buckets, pipes
uses of plastics and
84
CONTENT
synthetic fibres. Nylon and terylene as in
12.12.6.8 Describe the clothing, tents, strings,
biodegradability of ropes.
synthetic fibres.  As non-biodegradable
12.12.6.9Describe natural (cannot be broken down by
macromolecules microorganisms)
12.12.6.10Describe  Such as Carbohydrates,
composition of proteins and fats (lipids).
carbohydrates  Carbohydrates contain
12.12.4.11 Identify linkages in carbon, hydrogen and
starch, proteins and oxygen in the form
fats CxH2yOy where x is a
12.12.4.12 Relate linkages in multiple of six.
synthetic and natural  In starch – glycosidic,
polymers.
12.12.4.13 Describe hydrolysis Protein
of fats s – amide, fats – ester
(saponification). linkages.
12.12.4.14Identify the products  Such as difference and
of the hydrolysis of similarities between
starch and proteins. nylon and proteins.
Terylene and fats.
 As formation of soaps
and glycerine (glycerol).
 Using chromatography to
identify the amino acids
from proteins, simple
85
CONTENT
sugars from starch.
Chemistry Practical Syllabus

The following points should be considered during practical in chemistry:
(i) The student should have the knowledge of volumetric analysis in relation to one set of titrations.
The student is expected to comprehend acid-alkali titrations using ordinary methyl orange, screened methyl orange, phenolphthalein
or any other suitable indicator. Other titrations using different reagents may be set as well e.g. redox titration.
(ii) Other experiments involving the determinations of quantity, temperature change and rates of reactions are necessary. Experiments
of this nature will rely on the use of ordinary apparatus in the laboratory.
(iii) Experiments involving identification of an unknown substance or mixture could be set. A learner is expected to observe and
investigate the expected outcome. This may comprise elementary chromatography and simple tests for oxidising and reducing
agents. Detailed analysis is not necessary but a learner is expected to have the knowledge of the reactions of the cations with
aqueous sodium hydroxide and aqueous ammonia which should include elementary cations like aluminium, ammonium, calcium,
copper(II), iron (II), iron (III) and zinc.
A learner should also carry out the tests for the anions such as carbonate, chloride, iodide, nitrate and sulphate. Chemical tests for
gases which should include ammonia, carbon dioxide, chlorine, hydrogen, oxygen and sulphur dioxide.
Organic substances and ions not mentioned above may be included in the practical sessions. A learner is expected to have sufficient
knowledge in this area. Examination involving different salts with cations similar to the ones specified above may be set but
candidates are expected to draw out their conclusions from the observations.
N.B. No note books, course books, information booklets and text books will be allowed in the practical examination.
A learner shall be expected to perform simple calculations as outlined by the chemistry syllabus. However non programmable
calculators are allowed.
Practical techniques
86
Schools and students are reminded of the importance of accuracy in quantitative and qualitative exercises during the practical
lessons.
(i) A learner is expected to read the burette accurately and to the nearest volume of 0.1cm 3. At least 3 titrations should be done by a
student to ensure a correct result and marks. Only values that fall within ±0.2 with respect to the supervisor’s volume will score
full marks.
(ii) A student is expected to take note of the temperature readings to the nearest 0.5 oC. Recommended thermometer range is -10oC to
110oC. The time should be recorded in seconds and the stop clock/stop watch will be the most convenient timing instrument.
(iii) Learner must show the ability to ignore certain values on the titration table and use only those that are consistent and compute the
average of the consistent values. Consistent values must fall within 0.2 to one another.
 In case of qualitative exercises a learner should use around 1cm depth of a solution i.e. (about 2cm 3) in a test tube. Reagents should be
added drop by drop and thoroughly mixing them, to ensure effective results for each test. The student should make sure that no further
changes may occur if more reagents are added. A learner should take note of the stage at which the precipitate forms and also the colour
changes. Furthermore the learner must take note of chemicals used to detect gases, if any, during the experiments. Observations must
be recorded as stipulated in the qualitative notes. Equations are not required during practical.
Apparatus
The following apparatus should be stocked for teaching and examination purposes. Each learner should be provided with the
necessary apparatus to conduct the experiments.
87
Bunsen burner
Test-tubes
Measuring cylinder calibrated 25cm3 or 50cm3.
Filter funnel.
Beaker (polystyrene, glass) volume of 250cm3.
Conical flasks with volume of 250cm3.
Burette with a volume of 50cm3.
Pipettes with volumes of 25cm3 or 20 cm3
Pipette fillers.
Thermometers calibrated -10oC to 110oC at intervals of 1oC.
Stop clocks/stop watches which record time in seconds.
Wash bottles.
Pyrex test tubes are essential for heating purposes with capacities 125mmx 16mm.
Boiling tubes i.e. of dimension 150mm x 25mm.
Stirring rods for stirring or mixing purposes.
Electronic balances /triple beam balances.
Reagents
The following standard reagents should be stocked among others. These are of paramount importance during practical.
Hydrochloric acid 1.0 mol/dm3

Nitric acid 1.0 mol/dm3
Sulphuric acid 0.5 mol/dm3
Aqueous ammonia 1.0 mol/dm3
Aqueous sodium hydroxide 1.0mol/dm3
Lime water (a solution of calcium hydroxide)
Aqueous silver nitrate 0.05 mol/dm3
88
Aqueous potassium dichromate (VI) 0.1 mol/dm3
Aqueous potassium iodide 0.1 mol/dm3
Aqueous lead (II) nitrate 0.2 mol/dm3
Aqueous potassium permanganate (VII) approximate 0.02 mol/dm3
Barium nitrate 0.2 mol/dm3
In addition chemical substances such as aluminium foil, red litmus paper, blue litmus paper and universal indicators should be in
stock.
QUALITATIVE ANALYSIS TESTS

Notes for use in qualitative analysis
89
Test for anions
Anions Test Test result
Carbonate (CO32 – ) Add dilute acid Effervescence occurs, carbon dioxide

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

90
Aluminium ions (Al3+) White ppt.soluble in excess giving a White ppt., insoluble in excess
colourless solution
Ammonium ions (NH+¿ 4) Ammonia produced on warming -
Calcium ions (Ca2+) White ppt., insoluble in excess No change

Copper ions (Cu2+) Light blue ppt., insoluble in excess Light blue ppt., soluble in excess, giving a
dark blue solution
Iron(II) ions (Fe2+) Green ppt., insoluble in excess Green ppt., insoluble in excess, turns
reddish-brown on standing
Iron (III) ions ( Fe3+) Red-brown ppt., insoluble in excess Red-brown ppt., insoluble in excess
Zinc ions (Zn2+) White ppt.,soluble in excess giving a White ppt. soluble in excess giving a
colourless solution colourless solution.
Test for gases
Gas Test Test result

Ammonia Introduce damp red litmus paper to the Turns damp red litmus paper blue
gas
Carbon dioxide Bubble the gas through limewater White precipitate formed
Chlorine (Cl2) Introduce damp blue litmus paper to the Turns litmus paper red then bleaches it
gas
Hydrogen (H2) Introduce a lighted splint into the gas Puts out the lighted splint with a
‘pop’sound
Oxygen (O2) Introduce a glowing splint into the gas Glowing splint relighted
Sulphur dioxide (SO2) Bubble the gas through acidified Turns orange potassium dichromate
potassium dichromate (VI) green.
91
SCIENCE SCOPE AND SEQUENCE CHART:( PHYSICS) GRADE 10 -12
Grade 11 Grade 12
Topic Grade 10
Unit 1 SUBTOPIC Unit 3 SUBTOPIC SUBTOPIC
10.1.1 International System of 11.3.1Simple kinetic 12.8 Static 12.8.1 Static Electricity.
Units (SI). Thermal theory of electricity
Measurements Physics Matter.
10.1.2 Length and time 11.3.2Measurement of 12.9 Current 12.9.1Electric charge,
temperature electricity current, and
potential
difference.
10.1.3 Mass and, weight 11.3.3Expansion of 12.9.2 Electric cells.

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

conduction, resistance
Unit 2 10.2.1 Scalars and vectors. convection and 12.9.4 Heating effect of
Mechanics radiation. an electric
current.
92
10.2.2 Linear motion 11.3.5Measurements of 12.9.5 Magnetic effects of
heat. electric currents.
.
10.2.3 Forces Unit 4 11.4.1 Simple ideas of 12.10 12.10.1 The phenomenon
the wave motion Electromagnetic of electromagnetic
Wave motion theory. induction induction.
10.2.4 Moment of forces 11.4.2 Propagation of 12.10.2 The simple a.c.

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

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

light systems
10.2.7 Pressure 11.6.3Thin converging 12.11.4 Impact of

and diverging electronics on
lenses. society and
industry.
11.7 11.7.1 Simple 12.12. Atomic 12.12.1 Nuclear atom
Magnetism phenomenon of physics
magnetism
12.12.2 Radioactivity
93
SCIENCE SCOPE AND SEQUENCE CHART:( CHEMISTRY) GRADE 10 -12
Grade 11 Grade 12
Topic Grade 10
Unit 1 SUBTOPIC Unit 5 SUBTOPIC Unit 9 SUBTOPIC
Introduction to 10.1.1 Introduction to Chemistry Acids, Bases 11.5.1 Characteristic Chemistry 12.9.1.Conductors
Chemistry and properties of and
Salts acids and
bases Elect
ricity
Unit 2 10.2.1 Matter and the Kinetic 11.5.2 Preparation of Unit 10 12.10.1 General properties
The Particulate theory salts Metals of a metals
nature of matter
10.2.2 Diffusion Unit 7 11.6.3 Types of oxides 12.10.2 Reactivity and
The mole Electro Chemical
concept Series
Unit 3 10.3.1 Measuring of quantities 11.6.4 Identification of 12.10.4 Corrosion
Experimental ions and gases
Techniques (Qualitative
94
analysis)
10.3.2 Criteria of purity 11.6.1 Relative masses 12.10.5 Thermal stability
of the compounds
10.3.3Separatingmixtures 11.6.2 The mole Unit 11 12.11.1 General properties

Non Metals of non-metals.
Unit 4 10.4.1Atomic structure and 11.6.3 Empirical and 12.11.2. Hydrogen
Atoms, Periodic Table Molecular
elements, formulae
molecules 10.4.2 Bonding Unit 7 11.7.1 Rates of 12.11.3. Oxygen
and Chemical chemical
compounds reactions and reactions
energy
10.4.4 Macromolecules changes 11.7.2. 12.11.4 Nitrogen
Chemical equilibrium
10.4.5 Chemical formulae and 11.7.3 Redox reactions 12.11.5. Chlorine
equations 11.7.4Energetics of 12.11.6 Sulphur
reactions
Unit 8 11.8.1 Group and the 12.11.7 Carbon and
The Periodic periodic trends carbonates
Table 11.8.2 Group Unit 12 12.12.1 Saturated and
properties Organic unsaturated
Chemistry Hydrocarbons
95
96

Science 5124 - G 10 - 12

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Republic of Zambia

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

Prepared and Published by Curriculum Development Centre

C.N.M Sakala (Mrs.)

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

 abilities and skills that

 attitudes relevant to science; for example

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

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

 Handling information and solving problems

 Experimental skills and investigations

As the pupils study Science they should be able to:

- follow a sequence of instructions;

General Structure of the syllabus

Time and Period allocation

General Outcomes: Key competences

10.2.3.6 Perform  How to calculate force:  Calculating force,  Appreciating

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

 The relationship between  Relating the

11.3.3Expansion 11.3.3.1Describe  The thermal  Experimenting the  Appreciating the

11.3.5Heat 11.3.5.1 Explain methods of  Heat transfer  Verifying the  Participating in

11.6.2.6Calculate refractive  Using the formula;  Appreciating use

12.9.3 12.9.3.1Explain the meaning  Resistance:  Measuring the  Asking

12.9.4 12.9.4.1 Demonstrate energy  Conversion of energy  Analysing energy  Asking

12.10.3 12.10.3.1 Demonstrate the  Principles of mutual  Designing  Asking

 Uses of CRO: e.g.

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

General Outcomes: Key competences

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

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

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

General Outcomes: Key Competences

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

11.5.2.7 Describe the behaviour of salts

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

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

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

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

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

Uses such as fuel,

12.12.5 12.12.5.1 Describe  As a collection of organic  Identifying  Awareness of

 Terylene: from diol and

12.12.6.6 Differentiate  Nylon as polyamide and

Chemistry Practical Syllabus

Hydrochloric acid 1.0 mol/dm3

QUALITATIVE ANALYSIS TESTS

Anions Test Test result

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

Test for aqueous cations

Cations Effect of aqueous sodium hydroxide Effect of aqueous ammonia

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

Test for gases

Gas Test Test result

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

10.1.4 Density 11.3.4Heat transfer by 12.9.3 Electrical

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

Unit 6 11.6.1 Rectilinear

11.6.2Refraction of 12.11.3 Simple electronic

10.2.7 Pressure 11.6.3Thin converging 12.11.4 Impact of

10.3.3Separatingmixtures 11.6.2 The mole Unit 11 12.11.1 General properties

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