Chemistry XI-XII Syllabus 2022 (H2)

Published by
Aga Khan University Examination Board

Block - C, IED - PDC, 1-5/B-VII
Federal B. Area, Karimabad, Karachi, Pakistan.
Latest revision: August 2022

(This syllabus has been periodically revised in 2012 and 2017)
© The Aga Khan University Examination Board, 2022
All rights and entitlements reserved.

This syllabus is developed by Aga Khan University Examination Board for distribution to all
its affiliated schools only. No part of this syllabus may be copied, reproduced or used for
any other purpose whatsoever without prior written permission of the
Aga Khan University Examination Board.
Higher Secondary School Certificate
Examination Syllabus
CHEMISTRY
GRADES XI-XII
This syllabus will be examined in both

Annual and Re-sit Examination sessions from
Annual Examinations 2023
Table of Contents Page No.
Preface 5
Understanding of AKU-EB Syllabi 7
Subject Rationale 8
Concept Map 10
Student Learning Outcomes 11
Scheme of Assessment 53
Annex A: Practical Activities 58
Acknowledgements 64
For queries and feedback
Address: Aga Khan University Examination Board

Block - C, IED - PDC, 1-5/B-VII
Federal B. Area, Karimabad, Karachi, Pakistan.
Phone: (92-21) 3682-7011
Fax: (92-21) 3682-7019
E-mail: examination.board@aku.edu
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Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 4

Preface
Established in 2002 through the Pakistan government’s ordinance, the Aga Khan University
Examination Board (AKU-EB) is country’s first private autonomous qualification awarding
body for secondary (SSC) and higher secondary (HSSC) school certifications. Its vision is to
be a model of excellence and innovation in education in Pakistan and the developing world.
AKU-EB achieves its vision by developing examination syllabi which inculcate conceptual
thinking and higher order learning and are aligned with National/ trans-provincial curricula
and international standards. AKU-EB revises its syllabi periodically to support the needs of
students, teachers and examiners.
The aims of the syllabus review of SSC and HSSC are to:
• Ensure continued compatibility with the goals of the trans-provincial curricula of

Pakistan.
• Review the content for inclusion of new knowledge and deletion of obsolete knowledge.
• Review the content for clarity and relevance as per the changing needs of students,
teachers and examiners.
• Enhance and strengthen continuation and progression of content both within and across
grades IX - XII (SCC and HSSC).
• Ensure the readiness of students for higher education.
During the syllabus review, the needs of all the stakeholders were identified through a needs-
assessment survey. Students and teachers of AKU-EB affiliated schools from across Pakistan
participated in the survey. Thereafter, a revision panel, which consisted of examiners,
teachers of affiliated and non-affiliated schools, teacher trainers and university academicians,
reviewed and revised the syllabus following a planned, meticulous and standardised syllabi
review process.
The syllabus is organised into topics and subtopics. Each subtopic is further divided into
achievable student learning outcomes (SLOs). The SLOs of the cognitive domain are each
assigned a cognitive level on which they have to be achieved. These cognitive levels are
‘knowledge’, ‘understanding’ and ‘application’, the latter also including other higher order
skills. This is followed by the Exam Specification which gives clear guidance about the
weightage of each topic and how the syllabus will be assessed.
The development of the revised syllabus has been made possible by the creativity and
relentless hard work of Curriculum and Examination Development unit and the constant
support provided by all the other units of AKU-EB. We are particularly thankful to
Dr Sohail Qureshi for his very useful feedback on revising the syllabus review process, to
Dr Naveed Yousuf for his continued guidance and support throughout the syllabus revision
process and to Raabia Hirani for leading the syllabi revision. We are also thankful to all the
students and teachers who took part in the needs-assessment survey and to the principals of
AKU-EB affiliated schools who made this endeavour possible by facilitating and
encouraging their teachers to be a part of the survey and the syllabus revision panel.

With your support and collective hard work, AKU-EB has been able to take the necessary
steps to ensure effective implementation of the best international and trans-provincial
standards through this syllabus. We are confident that this syllabus will continue to provide
the support that is needed by students to progress to the next level of education and we wish
the very best to our students and teachers in implementing this syllabus.
Dr Shehzad Jeeva
Chief Executive Officer (CEO), Aga Khan University Examination Board
Associate Professor of Practice, Faculty of Arts and Sciences, Aga Khan University

Understanding of AKU-EB Syllabi
1. The AKU-EB syllabi guide the students, teachers, parents and other stakeholders
regarding the topics that will be taught and examined in each grade (IX, X, XI and XII).
In each syllabus document, the content progresses from simple to complex, thereby,
facilitating a gradual, conceptual learning of the content.
2. The topics of the syllabi are divided into subtopics and student learning outcomes
(SLOs). The subtopics and the SLOs define the depth and the breadth at which each
topic will be taught, learnt and examined. The syllabi also provide enabling SLOs
where needed to scaffold student learning.
3. Each SLO starts with an achievable and assessable command word such as describe,
relate, evaluate, etc. The purpose of the command words is to direct the attention of
teachers and students to specific tasks that the students are expected to undertake in the
course of their studies. The examination questions are framed using the same command
words or their connotations to elicit evidence of these competencies in students’
responses.
4. The topics of the syllabi are grouped into themes derived from the National/ trans-
provincial curricula. The connection between various themes and topics is highlighted
in the ‘concept map’ provided at the beginning of each syllabus. This ensures that
students begin to understand the interconnectedness of knowledge, learn conceptually
and think critically.
5. The SLOs are classified under three cognitive levels: knowledge (K), understanding
(U) and application and other higher order skills (A) for effective planning during
teaching and learning. Furthermore, it will help to derive multiple choice questions
(MCQs), constructed response questions (CRQs) and extended response questions
(ERQs) on a rational basis from the subject syllabi.
6. By focusing on the achievement of the SLOs, these syllabi aim to counter the culture of
rote memorisation as the preferred method of examination preparation. While
suggesting relevant, locally available textbooks for achieving these outcomes, AKU-EB
recommends that teachers and students use multiple teaching and learning resources for
achieving these outcomes.
7. The syllabi follow a uniform layout for all subjects to make them easier for students and
teachers to follow. They act as a bridge between students, teachers and assessment
specialists by providing a common framework of student learning outcomes and exam
specifications.
8. On the whole, the AKU-EB syllabi for Secondary School Certificate (SSC) provide a
framework that helps students to acquire conceptual understanding and learn to
critically engage with it. This lays a solid foundation for HSSC and beyond.

Subject Rationale of AKU-EB Chemistry
Why study Chemistry?
Chemistry is not anything which is restricted to schools, books or the science laboratory, it is
basically found everywhere around us. The air we respire, the food which cooks in the
kitchen, the aroma of perfumes we sense or the storing of food in plants – literally there occur
hundreds and thousands of chemical phenomena every day in life which involves chemistry.
Chemistry is associated with everything we interact with in our daily routine; such as, the
flavourings in our food, the fibres in our clothing, lifesaving drugs for curing threatening
diseases, fertilisers enriching soil fertility, pesticides for protection of crops, cement, glass
and paints for constructing houses to a huge feedstock of petrochemicals for manufacturing
various products. Chemistry could be considered as the core of science subjects, which
interlinks different branches of science and strengthens awareness of the environmental
changes to resolve environmental issues in order to make this planet a better home for all
living organisms.
What will you learn in AKU-EB Chemistry?
The AKU-EB Chemistry Syllabus is designed in such a way that it provides essential
theoretical and practical knowledge of real life Chemistry to students. It focuses on
understanding the different themes of Chemistry that will enable students to comprehend the
composition, structure, properties of different materials, their interactions and use in the
synthesis of new products. The syllabus attempts to develop a logical approach for students to
understand different chemical phenomena and solve problems. Furthermore, the use of
multiple learning resources such as models, pictures, animations and various reference books
are encouraged during study to create interest and provide logical understanding of
fundamental concepts of Chemistry.
Where will it take you?
The study of Chemistry enables an individual to play a vital role in the socioeconomic
development of our country. In recent years, the impact of Chemistry in our society for future
prospects has been excellent. It has opened doors for careers in a variety of professions and
occupations in academia, government, and industry, and in diverse fields such as
environmental sciences, pharmaceuticals, medicine, oceanography, aerospace, engineering
and education. More employment opportunities are available as compared to the past and the
academic sector is becoming well-equipped with highly qualified staff to transfer valuable
knowledge to students. Furthermore, government officials have paid more attention to raise
the standard of higher education in our country, which has resulted in significant provision of
research opportunities to experience problem solving, information handling, organisation,
interpretation and presentation skills in discovering new scientific knowledge. It teaches
practical skills involving the usage of chemicals and sophisticated analytical instruments for
the interpretation of chemical phenomena. The results of the research are of immediate
benefit to the chemists, other scientists in related disciplines and in the industrial sector.

Moreover, students on acquiring the knowledge of Chemistry are expected to be able to
pursue tertiary education in various fields including:
• Engineering
• Medicine
• Pharmacy
• Dentistry
• Nursing
• Veterinary
• Environmental science
• Biotechnology
• Geology
• Biochemistry
• Polymer engineering
• Textile engineering
• Chemical engineering
• Microbiology
How to approach the syllabus?
The concept map of the syllabus gives an overview of the entire syllabus. The topics and the
student learning outcomes (SLOs) guide regarding the details about what has to be achieved.
And finally, the exam specification guides regarding what will be expected in the
examination.
What is the concept map telling you?
AKU-EB HSSC Chemistry syllabus is based on the structure of a carbon atom – the most
abundant element in the universe by mass, having a nucleus in the center and 6 electrons
revolving around it. An electrostatic force of attraction holds the protons in the nucleus and
orbiting electrons together. Similarly, Chemistry and its branches are interlinked with each
other. The foundation of Chemistry is represented as the nucleus in a carbon atom and the
rest of the themes of Chemistry are represented by its individual electrons. Furthermore, the
symbols shown for each theme of Chemistry give a quick impression of the concepts it
involves.

Student Learning Outcomes of AKU-EB HSSC Chemistry Syllabus
Part I (Grade XI)
Cognitive Level1
Topics and Sub-topics Student Learning Outcomes
K U A
1. Stoichiometry Students should be able to:
1.1 Chemistry as a Quantitative 1.1.1 discuss the significance of Chemistry as a quantitative science *
Science in daily life;
1.2 Mole and Avogadro’s Number 1.2.1 define ‘mole’ and ‘Avogadro’s number’; *
1.2.2 relate the concept of mole with Avogadro’s number; *
1.2.3 calculate the number of following chemical species/ particles, *
i.e.
a. atoms
b. molecules
c. moles
d. ions
e. protons
f. neutrons
g. electrons;
1.2.4 calculate, using a balanced chemical equation, the *
a. interacting moles
b. representative particles
c. masses and volume of gases at STP (22.4 L) and RTP
(24 L);
1.2.5 solve problems based on stoichiometry using mole ratios as *
conversion factor;
1
K = Knowledge, U = Understanding, A = Application and other higher-order cognitive skills

Cognitive Level
K U A
Students should be able to:
1.3 Formulae and Percentage 1.3.1 calculate percentage (by mass) of: *
Composition a. elements in compounds
b. water of crystallisation in hydrated salts;
1.3.2 deduce empirical and molecular formula of compounds; *
1.4 Excess and Limiting Reagent 1.4.1 deduce the limiting reagent in chemical reactions; *
1.4.2 calculate maximum amount of product produced and amount *
of any unreacted excess reagent, with the help of limiting
reagent in a chemical reaction;
1.5 Theoretical, Actual and 1.5.1 distinguish among theoretical yield, actual yield and *
Percentage Yield percentage yield;
1.5.2 calculate the percentage yield of a product in a chemical *
reaction.

Cognitive Level
K U A
2. Atomic Structure Students should be able to:
2.1 Discharge Tube Experiment 2.1.1 explain the construction and working of discharge tube with *
reference to the discovery of electron and proton;
2.1.2 describe the properties of: *
a. cathode rays
b. positive rays;
2.2 Planck’s Quantum Theory 2.2.1 explain the relationship among energy, frequency, wavelength *
and wave number using Planck’s quantum theory;
2.3 Bohr’s Atomic Theory 2.3.1 describe Bohr’s atomic theory; *

2.3.2 calculate the radius and energy of revolving electrons in orbits *
with reference to Bohr’s atomic theory;
2.3.3 explain spectral lines of hydrogen atom; *
2.3.4 calculate wave numbers of photons of various spectral series *
with reference to Bohr’s atomic theory;
2.3.5 discuss the defects of Bohr’s atomic theory; *
2.4 X-Rays and Atomic Numbers 2.4.1 define ‘X-rays’; *

2.4.2 explain the production and uses of X-rays; *
2.4.3 describe the relationship between X-ray frequency and atomic *
number of different elements with reference to Moseley’s
experiment;
2.4.4 state Moseley’s law and its significance; *

Cognitive Level
Student Learning Outcomes
K U A
2.5 Heisenberg’s Uncertainty 2.5.1 describe the concept of orbital on the basis of Heisenberg’s *
Principle and Quantum Numbers uncertainty principle;
2.5.2 compare orbit and orbital; *
2.5.3 describe the principle quantum number, Azimuthal quantum *
number, magnetic quantum number and spin quantum number;
2.5.4 deduce the position and distribution of electrons using the *
concept of quantum numbers;
2.6 Dual Nature of Electron 2.6.1 explain the dual nature of electron with reference to de-Broglie *
equation;
2.7 Electronic Configuration 2.7.1 state the rules of electronic configuration, i.e. Aufbau *
principle, Hund’s rule, Pauli’s exclusion principle;
2.7.2 determine electronic configuration of elements based on *
Aufbau principle, Hund’s rule and Pauli’s exclusion principle.

Cognitive Level
K U A
3. Theories of Covalent Bonding and
Shape of Molecules
3.1 Bond Characteristics 3.1.1 define the term ‘bond energy’; *
3.1.2 relate bond energy with bond strength; *
3.1.3 define the term ‘bond length’; *
3.1.4 explain ionic character of covalent bond; *
3.1.5 predict the nature of bonding on the basis of electronegativity; *
3.1.6 describe the change in bond length of heteronuclear molecules *
due to the difference of electronegativity values of bonded
atoms;
3.1.7 exemplify dipole moment; *
3.1.8 predict the molecular polarity from the shapes of molecules; *
3.2 Shape of Molecules using VSEPR 3.2.1 explain valence shell electron pair repulsion (VSEPR) theory; *
Theory 3.2.2 draw the shape of simple covalent molecules using VSEPR *
theory;
3.3 VBT, MOT and Hybridisation 3.3.1 explain valence bond theory (VBT); *
3.3.2 describe the features of sigma and pi bonds; *
3.3.3 explain hybridisation and its types; *
3.3.4 describe the shapes of simple molecules using orbital *
hybridisation (sp, sp2, sp3);
3.3.5 explain molecular orbital theory (MOT); *
3.3.6 predict the electronic configuration, bond order and magnetic *
properties of homonuclear diatomic molecules with the help of
MOT;
3.3.7 compare VBT and MOT; *

Cognitive Level
K U A
3.4 Effect of Bonding on Physical and 3.4.1 explain the solubility of ionic and covalent compounds on the *
Chemical Properties basis of nature of bonding;
3.4.2 explain chemical properties of ionic and covalent compounds; *
3.4.3 compare directional and non-directional nature of ionic and *
covalent bonds.

Cognitive Level
K U A
4. States of Matter I: Gases Students should be able to:
4.1 Kinetic Molecular Theory of 4.1.1 describe the kinetic molecular theory (KMT) of gases; *
Gases 4.1.2 explain the gas laws, i.e. *
a. Boyle’s law
b. Charles’s law
c. Avogadro’s law
d. Dalton’s law of partial pressure
e. Graham’s law of diffusion/ effusion;
4.1.3 explain the gas laws with reference to Kinetic Molecular *
Theory;
4.1.4 relate effect of temperature to the average kinetic energy of the *
gas particles;
4.2 Absolute Temperature Scale on 4.2.1 explain ‘Absolute Zero’ with reference to Charles’s law; *
the Basis of Charles’s Law 4.2.2 convert temperature into different scales, i.e. *
a. Celsius
b. Fahrenheit
c. Kelvin;
4.3 Ideal Gas Equation 4.3.1 derive ideal gas equation using Boyle’s, Charles’s and *
Avogadro’s law;
4.3.2 calculate the values of ideal gas constant if *
a. pressure is measured in atm and volume in dm3
b. pressure is measured in mm of Hg or torr and volume in
cm3
c. pressure is measured in Nm-2 and volume in m3;

Cognitive Level
K U A
4.3.3 calculate mass, pressure, volume, temperature and density of a *
gas using the ideal gas equation;
4.3.4 calculate the molar mass of a gas from density measurement of *
gases at STP;
4.3.5 explain the effect of pressure on scuba divers at varying depths; *
4.4 Deviation from Ideal Behaviour 4.4.1 explain deviation of gases from their ideal behaviour; *
4.5 Vander Waal’s Equation 4.5.1 explain pressure and volume correction for non-ideal gas with *
reference to Vander Waal’s equation;
4.5.2 derive Vander Waal’s equation; *
4.6 Liquefaction of Gases 4.6.1 explain the general principle of liquefaction of gases using *
Joule Thomson’s effect;
4.6.2 discuss Linde’s method for the liquefaction of gases; *
4.7 Fourth State of Matter: Plasma 4.7.1 define the term‘plasma’; *

4.7.2 explain the formation of plasma; *
4.7.3 describe the characteristics and applications of plasma. *

Cognitive Level
K U A
5. States of Matter II: Liquids Students should be able to:
5.1 Kinetic Molecular Interpretation 5.1.1 describe the following properties of liquids with reference to *
of Liquid kinetic molecular theory, i.e.
a. diffusion
b. compression
c. expansion
d. motion of molecules
e. intermolecular forces
f. kinetic energy;
5.2 Intermolecular Forces 5.2.1 explain applications of dipole-dipole forces, hydrogen bonding *
and London forces;
5.2.2 explain the physical properties of liquids, i.e. *
a. evaporation
b. vapour pressure
c. boiling point
d. viscosity
e. surface tension;
5.2.3 explain the following properties of water using the concept of *
hydrogen bonding, i.e.
a. surface tension
b. specific heat
c. vapour pressure
d. heat of vaporisation
e. boiling point
f. when it shows maximum density at 4°C;

Cognitive Level
K U A
5.2.4 compare the volatility of different liquids at same temperature *
based on intermolecular forces;
5.3 Energetic of Phase Changes 5.3.1 define the terms: *

a. molar heat of fusion
b. heat of vaporisation
c. molar heat of sublimation;
5.3.2 relate energy changes with changes in intermolecular forces; *
5.3.3 describe dynamic equilibrium between different physical states *
of matter;
5.4 Liquid Crystals 5.4.1 define the term ‘liquid crystals’; *

5.4.2 explain the formation of liquid crystals; *
5.4.3 differentiate liquid crystals from pure liquids and crystalline *
solids;
5.4.4 discuss the use of liquid crystals as temperature sensors, in *
thermometers, skin thermography, electrical circuits and
devices, chromatographic separations, calculator screen and as
display screens.

Cognitive Level
K U A
6. States of Mater III: Solids Students should be able to:
6.1 Kinetic Molecular Interpretation 6.1.1 describe the following properties of solids with reference to *
of Solids kinetic molecular theory, i.e.
a. diffusion
b. compression
c. expansion
d. motion of molecules
e. intermolecular forces
f. kinetic energy;
6.2 Types and properties of Solids 6.2.1 describe the characteristics of crystalline solids, i.e. *
a. symmetry
b. melting point
c. anisotropy
d. cleavage plane
e. crystal growth
f. geometrical shape
g. habit of crystals;
6.2.2 distinguish between crystalline and amorphous solids; *
6.2.3 differentiate between isomorphism and polymorphism; *
6.2.4 relate polymorphism with allotropy; *
6.2.5 exemplify transition temperature; *
6.3 Crystal Lattice 6.3.1 define ‘unit cell’ and ‘lattice energy’; *
6.3.2 exemplify seven crystal systems; *
6.3.3 explain energy changes in the formation of sodium chloride *
crystal lattice;

Cognitive Level
K U A
6.4 Types of Crystalline Solid 6.4.1 differentiate among types of crystalline solids, i.e. *
a. ionic
b. molecular
c. metallic
d. covalent;
6.4.2 discuss the use of crystalline and amorphous solids in daily *
life.

Cognitive Level
K U A
7. Chemical Equilibrium Candidates should be able to:
7.1 Reversible Reaction and Dynamic 7.1.1 define the term ‘reversible reaction’; *
Equilibrium 7.1.2 define the term ‘dynamic equilibrium’; *
7.1.3 determine equilibrium constant (Kc) expression for given *
reactions;
7.1.4 determine the equilibrium constant expression in terms of *
concentration, partial pressure, number of moles and mole
fraction;
7.1.5 determine expression for reaction quotient of given reactions; *
7.1.6 predict the direction of a reaction by relating equilibrium *
constant with the ratio between concentration of products and
reactants;
7.1.7 predict the extent of chemical reaction from the given value of *
Kc;
7.2 Le-Chatelier’s Principle and its 7.2.1 state Le-Chatelier’s principle; *
Application 7.2.2 predict the effect of catalyst, temperature, pressure, volume *
and concentration on the equilibrium state and yield of
industrial products using Le-Chatelier’s principle;
7.3 Solubility Product and 7.3.1 define the term ‘solubility product’; *
Precipitation Reactions 7.3.2 distinguish between solubility and solubility product; *
7.3.3 explain the reasons for difference in solubility of different *
substances;
7.3.4 calculate the solubility product (Ksp) from the solubility of *
compounds;
7.3.5 calculate concentration of ions of slightly soluble salts; *
7.4 Common Ion Effect 7.4.1 define the term ‘common ion effect’; *
7.4.2 discuss common ion effect and its application. *

Cognitive Level
K U A
8. Acids, Bases and Salts Students should be able to:
8.1 Acids, Bases and Amphoteric 8.1.1 compare Arrhenius and Brønsted-Lowry concept of acids and *
Substances bases;
8.1.2 exemplify amphoteric compounds; *
8.1.3 explain the significance of acid base reactions in daily life *
(food preservation, allergic reactions, gastric acidity, curdling
of milk);
8.1.4 calculate molarity, molality and strength of sample solutions *
based on acid-base titration;
8.2 Conjugate Acids and Bases 8.2.1 define the terms ‘conjugate acid’ and ‘conjugate base’; *
8.2.2 compare the strength of conjugate acids and bases; *
8.3 Strengths of Acids and Bases 8.3.1 derive the ionisation constant of water (Kw); *
8.3.2 calculate the pH and pOH of solutions by using the given *
hydrogen or hydroxide ion concentration;
8.3.3 compare the strength of acids and bases using pH and pOH; *
8.3.4 derive the ionisation constants of acid (Ka) and base (Kb); *
8.3.5 show the relationship between Ka and Kb; *
8.3.6 calculate the H3O+ concentration by using the given Ka and *
molar concentration of weak acid;
8.3.7 explain the ‘levelling effect’ with reference to the strength of *
acids;
8.4 Lewis Concept of Acids and 8.4.1 exemplify ‘Lewis acids’ and ‘Lewis bases’; *
Bases 8.4.2 classify compounds (e.g. NH3, AlCl3, BF3, etc.) as Lewis acids *
or bases;

Cognitive Level
K U A
8.5 Buffer Solution 8.5.1 define ‘buffer solution’; *
8.5.2 discuss the importance of buffer solutions in daily life; *
8.5.3 describe the preparation of different types of buffer; *
8.5.4 explain the application of buffers to maintain pH of solutions *
using chemical equations;
8.5.5 calculate the pH of buffer solutions using Henderson’s *
equation;
8.6 Hydrolysis and Hydration 8.6.1 define the term ‘hydrolysis’; *

8.6.2 explain the types of salts on the basis of hydrolysis; *
8.6.3 differentiate between hydrolysis and hydration. *

Cognitive Level
K U A
9. Chemical Kinetics Students should be able to:
9.1 Chemical Kinetics 9.1.1 define ‘chemical kinetics’; *
9.2 Rate and Order of Reaction 9.2.1 define the terms: *

a. rate of reaction
b. rate law
c. order of reaction
d. rate constant
e. rate determining step;
9.2.2 explain the significance of the rate determining step on the *
overall rate of a multistep reaction;
9.2.3 determine the rate law for the given reactions; *
9.2.4 deduce the order of reaction using the method of initial rate; *
9.3 Collision Theory, Transition State 9.3.1 relate activation energy and activated complex to the rate of *
and Activation Energy reaction;
9.3.2 calculate the initial rate using concentration data of given *
reactions;
9.3.3 draw a labelled energy diagram for a chemical reaction *
representing the activation energy and the effect of catalyst;
9.3.4 describe collision theory; *
9.3.5 explain the effect of concentration, temperature and surface *
area on rate of reaction by using collision theory;
9.4 Catalysis 9.4.1 define the term ‘catalyst’; *

9.4.2 explain homogeneous and heterogeneous catalysis; *
9.4.3 explain the effect of catalyst on the rate of reaction. *

Cognitive Level
K U A
10. Solution and Colloids Students should be able to:
10.1 Colloid, Suspension and Solution 10.1.1 describe the properties of colloid, suspension and solution; *
10.1.2 explain the types of colloids; *
10.1.3 compare the characteristics of colloids and suspension that *
distinguish these from solution;
10.1.4 classify given substances as solutions, colloids or suspensions; *
10.2 Concentration Units 10.2.1 calculate the concentration units of solutions, i.e. *
a. percentage composition
b. molarity
c. molality
d. mole fraction
e. parts per million (ppm)
f. parts per billion (ppb)
g. parts per trillion (ppt);
10.3 General Properties of Solution 10.3.1 differentiate between hydrophilic and hydrophobic molecules; *
and Solubility 10.3.2 predict the nature of solutions in liquid phase as miscible, *
immiscible and partially miscible solution;
10.3.3 interpret the solubility graph to check the effect of temperature *
on solubility;
10.4 Raoult’s Law 10.4.1 state Raoult’s law (all three definitions); *
10.4.2 explain relationship between composition and vapour pressures *
of two volatile components using a graph;
10.4.3 discuss ideal and non-ideal solutions with reference to Raoult’s *
law using a graph;

Cognitive Level
K U A
10.5 Colligative Properties 10.5.1 define the term ‘colligative properties’; *
10.5.2 explain the colligative properties of liquids, i.e. *
a. lowering of vapour pressure
b. elevation of boiling point
c. depression of freezing point
d. osmotic pressure;
10.5.3 calculate molar mass of a substance using ebullioscopic and *
cryoscopic methods.

Cognitive Level
K U A
11. Thermochemistry Students should be able to:
11.1 Thermodynamics 11.1.1 define ‘thermodynamics’; *
11.1.2 define the terms: *
a. system
b. surrounding
c. state function
d. heat
e. internal energy
f. work
g. enthalpy;
11.2 First Law of Thermodynamics 11.2.1 explain the first law of thermodynamics with the help of daily *
life examples;
11.2.2 relate change in internal energy of system with thermal energy *
at constant volume and pressure;
11.2.3 calculate internal energy and work done of a system by *
applying the first law of thermodynamics;
11.3 Hess’s Law 11.3.1 explain Hess’s law of heat summation; *

11.3.2 construct energy cycles by using Hess’s law for any given *
reactions;
11.3.3 calculate standard heat of formation and heat of reaction by *
using Hess’s law;
11.4 Measurement of Enthalpy of a 11.4.1 explain working of a calorimeter (glass and bomb calorimeter); *
reaction 11.4.2 calculate the heat of reaction in a calorimeter from given *
experimental data;

Cognitive Level
K U A
11.5 Born-Haber Cycle 11.5.1 define Born-Haber’s cycle; *
11.5.2 explain reaction pathway diagram in terms of enthalpy changes *
of reactions (of ionic compounds) using Born-Haber’s cycle;
11.5.3 calculate lattice energy and enthalpy of formation of ionic *
compounds from given set of appropriate data;
11.6 Heat Capacity 11.6.1 describe the terms: *

a. heat capacity
b. specific heat capacity
c. molar heat capacity.

Cognitive Level
K U A
12. Electrochemistry Students should be able to:
12.1 Oxidation - Reduction Concept 12.1.1 define the terms: *
a. reduction
b. oxidation
c. oxidation number
d. reducing agent
e. oxidising agent;
12.1.2 determine oxidation number of an atom in pure substance; *
12.1.3 determine reducing and oxidising agent by using oxidation *
number change method;
12.1.4 balance a chemical equation using oxidation number change *
method;
12.1.5 identify oxidation and reduction half reaction; *
12.1.6 balance a chemical equation using half reaction method; *
12.1.7 discuss the uses of redox reactions in daily life; *
12.1.8 solve problems based on oxidation-reduction titrations; *
12.2 Electrode, Electrode Potential and 12.2.1 define the terms: *

Electrochemical Series a. cathode
b. anode
c. electrode potential
d. standard electrode potential
e. electrochemical series;
12.2.2 describe Standard Hydrogen Electrode (SHE); *
12.3 Types of Electrochemical Cells 12.3.1 define the term ‘cell potential’; *
12.3.2 determine the potential of an electrochemical cell from the *
given standard electrode potential values of substances;

Cognitive Level
K U A
12.3.3 describe chemical reactions occurring within lead storage *
batteries;
12.3.4 explain the process of production of electrical energy in a fuel *
cell;
12.4 Faraday’s Law 12.4.1 explain Faraday’s first and second law of electrolysis; *
12.4.2 calculate the quantity of charge passed in an electrochemical *
cell during electrolysis;
12.4.3 calculate the mass or volume of substance produced during *
electrolysis.

Part II (Grade XII)
Cognitive Level
K U A
13. s- and p-Block Elements Students should be able to:
13.1 Elements and periodicity 13.1.1 describe the demarcation of the periodic table into s, p, d and *
f-blocks;
13.1.2 determine group, period and block of given elements by using *
electronic configuration;
13.1.3 explain the periodicity of physical properties (i.e. atomic *
radius, ionisation energy, electronegativity, electron affinity,
electrical conductivity, melting and boiling points) of elements
within groups and periods in the periodic table;
13.2 Period 3 (Na to Ar) 13.2.1 list the elements in period 3; *

13.2.2 describe the reaction of period 3 elements with water, oxygen *
and chlorine;
13.2.3 describe the reaction of oxides and chlorides of period 3 *
elements with water;
13.2.4 describe physical properties (i.e. bonding, conductivity of *
liquid and solubility) and acid-base characteristics of oxides
and chlorides of period 3 elements;
13.3 Group 1 13.3.1 describe oxidation states and trends in physical properties in *
group 1 elements (i.e. ionisation energy, electronegativity,
atomic radius, melting and boiling point);
13.3.2 describe the chemical reaction of group 1 elements with water, *
oxygen and chlorine;
13.3.3 discuss the trends in solubility of hydroxides, sulphates and *
carbonates of group 1 elements;
13.3.4 discuss the trends in thermal stability of nitrates and *

Cognitive Level
K U A
13.4 Group 2 13.4.1 describe oxidation states and trends in physical properties in *
group 2 elements (i.e. ionisation energy, electronegativity,
atomic radius, melting and boiling point);
13.4.2 describe the chemical reaction of group 2 elements with water, *
oxygen and nitrogen;
13.4.3 compare the trends in solubility of hydroxides, sulphates and *
carbonates of group 2 with group 1 elements;
13.4.4 discuss the trends in thermal stability of nitrates and *
13.4.5 differentiate beryllium from other members of its group; *
13.5 Group 4 13.5.1 describe variation in oxidation states and trends in physical *
properties of group 4 elements (i.e. ionisation energy,
electronegativity, atomic radius, metallic character, melting
and boiling point);
13.5.2 describe the reaction of water with chlorides of carbon, silicon *
and lead;
13.5.3 compare the structure and stability of chlorides of carbon, *
silicon and lead;
13.5.4 describe the molecular structure of CO2 and SiO2; *
13.5.5 discuss the acid-base characteristics of oxides of group 4 *
elements;
13.6 Group 7 13.6.1 discuss oxidation states and trends in physical properties of *
group 7 elements (i.e. atomic radius, electronegativity,
electron affinity, bond energy, melting and boiling point);

Cognitive Level
K U A
13.6.2 discuss bond enthalpies and acidic strength of hydrogen *
halides;
13.6.3 compare the strength of halide ions as reducing agents; *
13.6.4 explain the significance of halogens in daily life. *

Cognitive Level
K U A
14. d- and f- Block Elements Students should be able to:
14.1 General Feature of Transition 14.1.1 describe the general features of transition elements (i.e. colour, *
Elements variable oxidation states, use as catalyst);
14.2 Electronic Structure 14.2.1 explain anomalous behaviour of chromium and copper with *
respect to electronic configuration;
14.2.2 determine the electronic configuration of elements and ions of *
d-block;
14.3 Chemistry of Some Specific 14.3.1 describe redox reactions and uses of vanadium, chromium, *
Transition Elements copper, manganese and iron as catalyst;
14.3.2 describe properties of alloys with reference to the metals that *
compose them;
14.3.3 describe the reaction of K2Cr2O7 with FeSO4, and H2S; *
14.3.4 describe the reaction of KMnO4 with FeSO4, and H2S; *
14.4 Coordination Compounds 14.4.1 define the terms: *

a. ligands
b. coordination number
c. coordination sphere
d. chelates;
14.4.2 describe different types of ligands; *
14.4.3 explain shapes, colour and nomenclature of coordination *
compounds;
14.4.4 relate the coordination number of ions to the crystal structure *
of the compound of which they are a part.

Cognitive Level
K U A
15. Organic Compounds Students should be able to:
15.1 Coal as a Source of Organic 15.1.1 explain the destructive distillation of coal; *
Compound 15.1.2 explain coal as a source of both aliphatic and aromatic *
hydrocarbons;
15.2 Classification of Organic 15.2.1 classify organic compounds on the basis of their structure; *
Compounds 15.2.2 identify a molecule’s functional group (i.e. alkane, alkene, *
alkyne, arene, halide, alcohol, ether, amine, nitrile, nitro,
sulphide, sulphoxide, sulphone, thiol, aldehyde, ketone,
carboxylic acid, ester, acid amide, acid chloride, acid
anhydride);
15.3 Isomerism 15.3.1 exemplify isomerism, stereo-isomerism and structural *

isomerism;
15.3.2 define chiral centre; *
15.3.3 explain optical isomerism as a result of chiral centre; *
15.3.4 determine chiral centres in the structural formula of a *
molecule;
15.3.5 explain isomerism in alkyl halides, amines, alcohols, phenols, *
aldehydes, ketones, carboxylic acids and esters.

Cognitive Level
K U A
16. Hydrocarbons Students should be able to:
16.1 Nomenclature, Shape of 16.1.1 describe the nomenclature and shapes of molecule (i.e. alkane, *
Molecules and Resonance alkene, cycloalkane, alkynes, benzenes and substituted
benzene) based on sigma and pi carbon-carbon bonds;
16.1.2 explain the phenomenon of resonance and stability of benzene; *
16.2 Types of Organic Reactions 16.2.1 define different types of organic reactions, i.e. *
a. substitution reaction
b. elimination reaction
c. addition reaction
d. radical reaction
16.3 Alkanes 16.3.1 explain unreactive nature of alkanes towards polar reagents; *
16.3.2 explain homolytic and heterolytic fission, free radical *
initiation, propagation and termination;
16.3.3 describe the mechanism of free radical substitution with *
reference to methane and ethane;
16.4 Alkenes 16.4.1 describe the preparation of ethene (using chemical equations) *
from:
a. dehydration of alcohol
b. dehydrohalogenation of alkyl halide;
16.4.2 describe the reactions of ethene, i.e. *
a. hydrogenation
b. hydration
c. hydrohalogenation
d. halogenation
e. halohydration
f. epoxidation
g. ozonolysis
h. polymerisation;

Cognitive Level
K U A
16.5 Alkynes 16.5.1 compare the reactivities of alkynes, alkenes and alkanes; *
16.5.2 describe the preparation of alkynes using elimination reaction; *
16.5.3 explain the acidic strength of alkynes with reference to its *
reaction with metals;
16.5.4 explain the chemistry of alkynes by hydrogenation, *
hydrohalogenation, hydration, bromination and ozonolysis;
16.5.5 discuss the combustion reactions of alkanes, alkenes and *
alkynes with reference to energy production;
16.6 Benzene and Substituted Benzene 16.6.1 compare the reactivity of benzene with alkene and alkane; *
16.6.2 describe the mechanism of electrophilic substitution reaction *
of benzene;
16.6.3 explain orientation in benzene with reference to resonating *
structures, i.e. effect of ortho, meta and para directing groups
in electrophilic substitution reactions;
16.6.4 discuss the chemistry of benzene and methyl benzene by *
nitration, sulphonation, halogenation, Friedal-Crafts alkylation
and acylation.

Cognitive Level
K U A
17. Alkyl halides and Amines Students should be able to:
17.1 Alkyl halides 17.1.1 apply IUPAC and trivial systems for naming alkyl halides; *
17.1.2 discuss physical properties and reactivity of different alkyl *
halides on the basis of bond energy;
17.1.3 draw the structure of different alkyl halides using their *
formulae;
17.1.4 describe the preparation of alkyl halides by the reaction of *
alcohol with HX, SOCl2, PCl3 and PCl5;
17.2 Nucleophilic Substitution 17.2.1 describe the mechanism of nucleophilic substitution (SN1 and *
Reaction SN2) reactions;
17.2.2 discuss carbocation and its stability; *
17.2.3 compare SN1 and SN2 reactions; *
17.2.4 deduce the mechanism of nucleophilic substitution (SN1 and *
SN2) reaction for the given alkyl halide;
17.2.5 identify nucleophile (base), substrate and leaving group in the *
given nucleophilic substitution reactions;
17.3 Elimination Reaction 17.3.1 describe the mechanism of elimination (E1 and E2) reaction; *
17.3.2 compare E1 and E2 reaction; *
17.3.3 deduce the mechanism of elimination (E1 and E2) reaction for *
the given alkyl halide;
17.3.4 compare substitution reaction with elimination reaction; *
17.4 Organo-Metallic Compounds 17.4.1 describe the preparation and reactivity of Grignard reagent; *
(Grignard Reagent) 17.4.2 describe chemical reaction of Grignard reagent with *
aldehydes, ketones, esters and carbon dioxide;

Cognitive Level
K U A
17.5 Amines 17.5.1 apply IUPAC and trivial system for naming amines; *
17.5.2 discuss physical properties of amines (melting point, boiling *
point and solubility);
17.5.3 draw the structure of amines (primary, secondary and tertiary) *
from their formulae;
17.5.4 explain basicity (basic character) of amines; *
17.5.5 describe the preparation of amines by: *
a. alkylation of NH3
b. reduction of nitriles
c. reduction of nitro compounds
d. reduction of amides;
17.5.6 describe chemical reaction of amines, i.e. *
a. alkylation with RX
b. reaction with aldehydes and ketones;
17.5.7 describe the preparation of amides and diazonium salts. *

Cognitive Level
K U A
18. Alcohols, Phenols and Ethers Students should be able to:
18.1 Alcohols 18.1.1 apply IUPAC and trivial system for naming different alcohols; *
18.1.2 describe the physical properties and structure of alcohol; *
18.1.3 distinguish among primary, secondary and tertiary alcohols *
using Lucas reagent test;
18.1.4 differentiate between methanol and ethanol using iodoform *
test (haloform reaction);
18.1.5 describe the preparation of alcohol by reduction of aldehydes, *
ketones, carboxylic acids and esters using chemical equations;
18.1.6 discuss the acidic character of alcohols; *
18.1.7 describe the reactions of alcohol, i.e. *
a. preparation of ethers
b. preparation of esters
c. oxidative cleavage of 1,2-diols;
18.1.8 define thiols (RSH); *
18.1.9 describe the uses of alcohol as disinfectant and antiseptic; *
18.2 Phenols 18.2.1 apply IUPAC and trivial system for naming different phenols; *
18.2.2 discuss the physical properties, structure and acidic *
characteristics of phenol (with reference to its resonance only);
18.2.3 describe the preparation of phenols from the given compounds *
(benzene sulphonic acid, chlorobenzene, acidic oxidation of
cumene and hydrolysis of diozomium salts) using chemical
equations;
18.2.4 discuss the reactivity of phenol with reference to electrophilic *
aromatic substitution, reaction with Na metal and oxidation;
18.2.5 differentiate between alcohols and phenols; *

Cognitive Level
K U A
18.3 Ethers 18.3.1 apply IUPAC and trivial system for naming different ethers; *
18.3.2 describe the physical and chemical properties of ethers; *
18.3.3 describe the preparation of ethers by the following methods *
using chemical equations:
a. Williamson synthesis
b. reaction of alkyl halides with dry silver oxide
c. reaction of alcohols with excess H2SO4;
18.3.4 describe the use of ether in the field of medicine. *

Cognitive Level
K U A
19. Carbonyl Compound I: Aldehydes and
Ketones
19.1 Nomenclature and Structure 19.1.1 apply IUPAC and trivial system for naming aldelydes and *
ketones;
19.1.2 draw the structure of given aldehydes and ketones; *
19.1.3 describe glucose and fructose as examples of aldehydes and *
ketones;
19.2 Physical Properties 19.2.1 explain the physical properties of aldehydes and ketones; *
19.3 Preparation of Aldehydes and 19.3.1 describe the preparation of aldehydes and ketones by: *
Ketones a. ozonolysis of alkene
b. hydration of alkyne
c. oxidation of alcohol
d. Friedal Crafts acylation of aromatic compound;
19.4 Reaction of Aldehydes and 19.4.1 describe the base catalysed nucleophilic addition reaction of *
Ketones aldehydes and ketones, i.e.
a. addition of hydrogen cyanide
b. addition of Grignard reagent
c. addition of sodium bisulphate
d. Aldol condensation
e. Cannizzaro’s reaction
f. haloform (iodoform) reaction;

Cognitive Level
K U A
19.4.2 describe the acid catalysed nucleophilic addition reaction of *
aldehydes and ketones, i.e.
a. polymerisation
b. addition of ammonia derivatives
c. addition of alcohols;
19.4.3 describe the reduction of aldehydes and ketones using: *
a. Clemensen reduction method
b. Wolff-Kishner reduction method
c. hydride reagents
d. carbon nucleophiles
e. nitrogen nucleophiles
f. oxygen nucleophiles;
19.4.4 describe the oxidation reactions of aldehydes and ketones; *
19.5 Uses and Effects 19.5.1 discuss the uses of formaldehyde in daily life; *
19.5.2 discuss the health hazards associated with the exposure to *
formalin.

Cognitive Level
K U A
20. Carbonyl Compound II: Carboxylic
Acid and Functional Derivatives
20.1 Nomenclature 20.1.1 apply IUPAC and trivial system for naming carboxylic acid *
and their derivatives;
20.2 Structure and Physical Properties 20.2.1 describe the structure and physical properties (solubility, *
melting point and boiling point) of carboxylic acid;
20.2.2 draw the structure of given compounds of carboxylic acids and *
their derivatives;
20.3 Acidity 20.3.1 discuss the acidity of carboxylic acids; *
20.4 Preparation of Carboxylic Acid 20.4.1 describe the preparation of carboxylic acid by Grignard *
reagent, hydrolysis of nitriles, oxidation of primary alcohol,
aldehydes and alkyl benzene using chemical equations;
20.5 Reactivity 20.5.1 describe the reactions of carboxylic acid involving *

a. hydrogen atom of the carboxyl group
b. hydroxyl group of carboxyl group
c. carboxyl group as a whole;
20.5.2 compare the reactivity of different derivatives of carboxylic *
acid (i.e. acyl halides, acid anhydrides, esters and amides);
20.6 Reactions of Carboxylic Acid 20.6.1 describe the preparation of acyl halides, acid anhydrides, *
esters and amides;
20.6.2 describe the inter-conversion reactions of the carboxylic acid *
derivatives (acyl halides, acid anhydrides, esters and amides);

Cognitive Level
K U A
20.6.3 describe the reactions of carboxylic acid derivatives, i.e. *
a. Friedel-Crafts acylation using acyl halide
b. hydrolysis in acid anhydrides, esters and amides
c. reduction of esters and amides
d. reaction of Grignard reagent with esters;
20.7 Uses 20.7.1 identify carboxylic acids present in fruits and vegetables; *
20.7.2 describe the uses of carboxylic acids, i.e. in plastic, leather, *
rubber, soap industries and as preservatives in food and food
products.

Cognitive Level
K U A
21. Biochemistry Students should be able to:
21.1 Carbohydrates, Proteins and 21.1.1 describe the basis of classification of carbohydrates, proteins *
Lipids and lipids;
21.1.2 describe the structure of carbohydrates, proteins and lipids; *
21.1.3 explain the role of carbohydrates in health and disease; *
21.1.4 discuss the nutritional importance of proteins and lipids; *
21.1.5 explain different types of lipids (simple, compound, derived or *
associated including steroids);
21.1.6 describe the effect of lowering pH (using lemon juice) on milk *
proteins;
21.1.7 describe the role of biochemical compounds such as insulin *
and cholesterol in human body;
21.2 Enzymes 21.2.1 describe the role of enzymes as biological catalyst, i.e. in *
digestion of food;
21.2.2 explain the factors that affect enzyme activity; *
21.2.3 explain the role of inhibitors in enzyme catalysed reactions; *
21.3 Nucleic Acids 21.3.1 differentiate between the structure of DNA and RNA; *
21.3.2 describe the role of *
a. DNA in storing genetic information
b. RNA in terms of protein synthesis;
21.4 Minerals of Biological 21.4.1 describe the role of iron and phosphorous as nutrients. *
Significance

Cognitive Level
K U A
22. Industrial Chemistry Students should be able to:
22.1 Introduction 22.1.1 discuss the importance of chemical industries for the economy *
of Pakistan;
22.1.2 list the raw materials available in Pakistan for various *
chemical and petrochemical industries;
22.2 Safety Measurement 22.2.1 list safety precautions that should be followed in chemical *
industries;
22.3 Dyes and Pigments 22.3.1 describe the types of dyes; *

22.3.2 discuss the importance of dyes and pigments in cosmetic, *
textile, paints and food industry;
22.4 Petro-chemicals 22.4.1 describe the process of: *

a. fractional distillation
b. refining of petroleum;
22.4.2 explain the processes of cracking (with its types) and *
reforming of petroleum;
22.4.3 identify (in a given equation) the petrochemicals and *
chemicals derived from them (monomer and polymer);
22.4.4 list some major petrochemicals; *
22.5 Synthetic Polymers (PVC and 22.5.1 describe the chemical processes of addition and condensation *
Nylon) polymerisation;
22.5.2 describe the formation and uses of polyvinyl chloride (PVC) *
and nylon;

Cognitive Level
K U A
22.6 Synthetic Adhesive 22.6.1 describe types and applications of synthetic adhesives; *
22.7 Pesticides 22.7.1 define pesticides; *

22.7.2 discuss the types of pesticides on the basis of their uses in *
daily life;
22.7.3 discuss the advantages and disadvantages of using pesticides *
for the environment.

Cognitive Level
K U A
23. Environmental Chemistry Students should be able to:
23.1 Chemistry of Troposphere and 23.1.1 describe the chemical reactions occurring in the atmosphere *
Stratosphere with reference to formation of acid rain, ozone, ammonium
nitrates and sulphates and carbon dioxide;
23.1.2 discuss the release of oxides of carbon, sulphur, nitrogen, and *
volatile organic compounds (VOCs) which are associated with
combustion of hydrocarbon based fuel;
23.1.3 discuss problems associated with the release of pollutants, i.e. *
oxides of carbon, sulphur, nitrogen, VOCs and peroxyacetyl
nitrate (PAN);
23.1.4 describe causes and impacts of oxidising and reducing smogs; *
23.1.5 describe the role of chlorofluorocarbons (CFCs) in destroying *
ozone in the stratosphere;
23.1.6 list possible alternatives to the use of CFCs; *
23.1.7 explain climate change as a result of greenhouse effect and *
global warming;
23.2 Water Pollution and Water 23.2.1 describe the parameters of water analysis; *
Treatment 23.2.2 explain the methods of water purification, i.e. raw water *
treatment, sewage treatment, zeolite process and reverse
osmosis;
23.3 Green Chemistry 23.3.1 describe the principles of green chemistry; *

23.3.2 discuss the significance of green chemistry. *

Cognitive Level
K U A
24. Analytical Chemistry Students should be able to:
24.1 Classical and Modern Methods of 24.1.1 compare the classical and modern methods of structural *
Analysis analysis of compounds;
24.1.2 describe the procedure of combustion analysis of *
hydrocarbon;
24.1.3 define the term ‘spectroscopy’; *
24.1.4 discuss application of spectroscopy in analytical chemistry; *
24.1.5 explain the different regions of electromagnetic spectrum *
(according to wavelength);
24.1.6 explain atomic emission and atomic absorption spectrum; *
24.1.7 describe the basic principles of infrared (IR) spectroscopy (i.e. *
absorption of infrared (IR) radiations, molecular rotation,
molecular vibrations, vibrational coupling);
24.1.8 interpret the infrared (IR) spectra of benzene, acetone, acetic *
acid and ethanol;
24.1.9 predict whether a given molecule will absorb in the UV- *
Visible radiations;
24.1.10 predict the colours of compounds (methylene blue and *
[Ti(H2O)6]3+) from their UV-Visible spectra;
24.1.11 explain instrumentation and working of a mass spectrometer *
(MS);
24.1.12 discuss the use of MS in determination of relative isotopic *
masses.

Scheme of Assessment
Grade XI
Table 1: Number of Student Learning Outcomes by Cognitive Level
Topic No. of SLOs

Topics Total
No. Sub-Topics K U A
1. Stoichiometry 5 1 3 8 12
2. Atomic Structure 7 3 12 4 19
Theories of Covalent Bonding and Shapes
3. 4 2 14 4 20
of Molecules
4. States of Matter I: Gases 7 1 12 6 19
5. States of Matter II: Liquids 4 2 10 0 12
6. States of Matter III: Solids 4 1 10 0 11
7. Chemical Equilibrium 4 5 3 8 16
8. Acids, Bases and Salts 6 3 13 7 23
9. Chemical Kinetics 4 3 6 4 13
10. Solution and Colloids 5 2 8 4 14
11. Thermochemistry 6 3 6 5 14
12. Electrochemistry 4 3 6 8 17
Total 60 29 103 58 190

Percentage 15 54 31 100

Table 2: Exam Specifications
Topic
Topics Marks Distribution Total
No.
Marks
MCQs CRQs ERQs
1. Stoichiometry 4 7 Marks
Choose any
15
12. Electrochemistry 4 ONE from
TWO
Total 4 Marks
2. Atomic Structure 4 8
(1 CRQ)
Theories of Covalent Bonding Total 5 Marks
3. 5 10
and Shapes of Molecules (2 CRQs)
4. States of Matter I: Gases 5 5
5. States of Matter II: Liquids 5 5
6. States of Matter III: Solids 5 5
Total 4 Marks
7. Chemical Equilibrium 3 7
(1 CRQ)
8. Acids, Bases and Salts 4 7 Marks
Choose any
15
10. Solutions and Colloids 4 ONE from
TWO
Total 4 Marks
9. Chemical Kinetics 3 7
(1 CRQ)
Total 4 Marks
11. Thermochemistry 4 8
(1 CRQ)
Total 50 21 14 85
Practical* 15
Total 100

Grade XII
Table 3: Number of Student Learning Outcomes by Cognitive Level
Topic No. of SLOs

Topics Total
No. Sub-Topics K U A
13. s- and p-Block Elements 6 1 23 1 25
14. d- and f- Block Elements 4 1 9 1 11
15. Organic Compounds 3 1 7 1 9
16. Hydrocarbons 6 1 16 0 17
17. Alkyl halides and Amines 5 0 16 6 22
18. Alcohols, Phenols and Ethers 3 1 14 3 18

Carbonyl Compound I: Aldehydes and
19. 5 0 9 2 11
Ketones
Carbonyl Compound II: Carboxylic Acid
20. 7 0 10 2 12
and Functional Derivatives
21. Biochemistry 4 0 13 0 13
22. Industrial Chemistry 7 4 11 0 15
23. Environmental Chemistry 3 1 10 0 11
24. Analytical Chemistry 1 1 8 3 12
Total 54 11 146 19 176

Percentage 6 83 11 100

Table 4: Exam Specifications
Topic
Topics Marks Distribution Total
No.
Marks
MCQs CRQs ERQs
13. s- and p-Block Elements 5 5
14. d- and f- Block Elements 4 4
Total 3 Marks
15. Organic Compounds 3 6
(1 CRQ)
16. Hydrocarbons 4 7 Marks
Choose any
15
23. Environmental Chemistry 4 ONE from
TWO
17. Alkyl halides and Amines 4 7 Marks
Carbonyl Compound II: Choose any
15
20. Carboxylic Acid and 4 ONE from
Functional Derivatives TWO
Total 4 Marks
18. Alcohols, Phenols and Ethers 5 9
(1 CRQ)
Carbonyl Compound I: Total 4 Marks
19. 5 9
Aldehydes and Ketones (1 CRQ)
Total 3 Marks
21. Biochemistry 4 7
(1 CRQ)
Total 3 Marks
22. Industrial Chemistry 5 8
(1 CRQ)
Total 4 Marks
24. Analytical Chemistry 3 7
(1 CRQ)
Total 50 21 14 85
Practical* 15
Total 100
• Multiple Choice Question (MCQ) requires candidates to choose one best/ correct answer from
four options for each question. Each MCQ carries ONE mark.
• Constructed Response Question (CRQ) requires students to respond with a short text (few
phrases/ sentences), calculations or diagrams.
• Extended Response Question (ERQ) requires students to answer in a more descriptive form. The
answer should be in paragraph form, with diagrams where needed, and address all parts of the
question.

• Tables 1 and 3 indicate the number and nature of SLOs in each topic in grades XI and XII.
This will serve as a guide in the construction of the examination paper. It also indicates that
more emphasis has been given to Understanding (54% in HSSC I and 83% in HSSC II),
Application and higher order skills (31% in HSSC I and 11% in HSSC II) to discourage rote
memorisation. Tables 1 and 2 however do not translate directly into marks.
• There will be two examinations, one at the end of grade XI and one at the end of
grade XII.
• In each grade, the theory paper will be in two parts: paper I and paper II. Both papers will be
of duration of 3 hours.
• Paper I theory will consist of 50 compulsory, multiple choice items. These questions will
involve four response options.
• Paper II theory will carry 35 marks and consist of a number of compulsory, structured
questions and a number of extended response questions. Each extended response question
will be presented in an either/or form.
• All constructed response questions will be in a booklet which will also serve as an answer
script.
*Practical:
• In each grade, practical examination will be conducted separate from the theory paper and will
consist of 15 marks.
• Practical examination will be based on the list of practical activities given in the examination
syllabus. Schools may design their own practical manuals based on these activities.
• Practical journal/ portfolio should be developed by students and endorsed by a figure of
authority, such as a teacher or principal, and submitted at the time of the practical
examination.
• It is essential for each school to equip its laboratories with chemicals, instruments, apparatus,
specimens etc. according to the requirements of the practical activities. Each school will be
responsible to make sure that each student is provided the opportunity to do the practical
activities.

Annex A: Practical Activities
Grade XI
SLO
S. No. PRACTICAL ACTIVITY EQUIPMENT CHEMICAL
No.
Topic 1: Stoichiometry
1. 1.4.2 Estimate the amount of Ba +2 in the Analytical balance, oven, funnel, wash Distilled water, potassium chromate
given solution of BaCl2 gravimetrically. bottle, Whatman filter paper No. 42, solution, barium chloride solution
glass rod, beakers, desiccators, pipette,
burner, match box, safety goggles
TOPIC 5: States of Matter II: Liquids

2. 5.1.1 Separate the given mixture of inks by Whatman filter paper No. 1, glass Developing solvents (water – alcohol
paper chromatography. cylinder with a glass support, rubber mixture/ n-butanol, ethanol and
bung, capillary tubes, lead pencil ammonia), mixture of inks (blue,
green, red)
Topic 7: Chemical Equilibrium

3. 7.4.2 Purify a given sample of sodium Beaker 500 mL, funnel, round-bottom Distilled water, common salt,
chloride by passing HCl gas. flask, glass tubing, wire gauze, thistle concentrated H2SO4
(Application of common ion effect) funnel, burner, stirrer, graduated cylinder
and physical/ digital balance

SLO
No.
Topic 8: Acids, Bases and Salts
4. 8.1.4 Determine the exact molarity of the Burette, pipette, funnel, conical flasks, Phenolphthalein/ methyl orange, 0.1M
given solution of H2SO4 and the volume beakers, iron stand with clamp NaOH/ Na2CO3, 0.2 M H2SO4 distilled
of this acid required to prepare 500 mL water
of 0.02 M acid by volumetric method.
5. 8.1.4 Determine the percentage of NaOH in Burette, pipette, funnel, conical flasks, Phenolphthalein, 0.1M NaOH, 0.1M
the given solution (such as a mixture of beakers, iron stand with clamp HCl, distilled water, solution
NaCl and NaOH or a sample of soap containing 8 g of a mixture of NaCl
solution) by volumetric method. and NaOH/ 250 mL solution of 10 g
soap.
6. 8.1.4 The given solution contains 6 g of Burette, pipette, funnel, conical flasks, Methyl orange,
Na2CO3 dissolved per dm 3 . Determine beakers, iron stand with clamp 0.1M Na2CO3, 0.1M HCl, distilled
the percentage purity of the sample water, solution of 6 g of Na2CO3 in 1L.
solution by volumetric method.
7. 8.1.4 Determine the value of X by volumetric Burette, pipette, funnel, conical flasks, Phenolphthalein, 0.1M NaOH, 0.1M
method in the given sample of 6.3 g of beakers, iron stand with clamp (COOH)2.2H2O, distilled water
(COOH) 2 . XH 2 O dissolved per L.
8. 8.1.4 Determine the solubility of oxalic acid Burette, pipette, funnel, conical flasks, Phenolphthalein, 0.1M NaOH, 0.1M
at room temperature volumetrically. beakers, iron stand with clamp (COOH)2.2H 2 O, distilled water

SLO
No.
TOPIC 9: CHEMICAL KINETICS
9. 9.4.3 Show that the addition of a catalyst 100 mL gas syringe (OR 100 mL 10% H2O2, 0.5 g MnO2
increases the rate of reaction. graduated cylinder, Beehive shelf, large
water trough), conical flask with suitable
stopper, delivery tube, stop-clock, small
test tube, thread, teat pipette (dropper),
safety goggles
Topic 11: Thermochemistry

10. 11.4.2 Determine the heat of neutralisation of Calorimeter with stirrer, thermometer, 1M NaOH, 1M HCl, distilled water
NaOH and HCl. balance (physical/ digital)
Topic 12: Electrochemistry

11. 12.1.8 Standardise the given solution of Burette, pipette, funnel, conical flasks, 0.1M FeSO4 solution/ 0.05M oxalic
KMnO4 and calculate the volume of beakers, iron stand with clamp, Bunsen acid, 0.02M KMnO4solution, dilute
KMnO4 required for preparing 1 L of burner/ spirit lamp, test tube H2SO4, distilled water
0.01M KMnO4 solution volumetrically.
12. 12.1.8 Determine the amount of iron in the Burette, pipette, funnel, conical flasks, 0.05M FeSO 4 solution, 0.01M KMnO4
given sample volumetrically. beakers, iron stand with clamp, test tube solution, dilute H2SO4, distilled water
13. 12.1.8 Determine the percentage composition Burette, pipette, funnel, conical flask, Solution mixture of K2C2O4 and
volumetrically of a solution mixture of beakers, iron stand with clamp, test tube K2SO4, 0.01M KMnO4 solution, dilute
K2C2O4 and K2SO4. H2SO4, distilled water
14. 12.1.8 Determine the solubility of Mohr’s salt Burette, pipette, funnel, conical flasks, 0.05M Mohr’s salt solution, 0.01M
at room temperature volumetrically. beakers, iron stand with clamp, test tube KMnO4 solution, dilute H2SO4,
distilled water

Grade XII
SLO
No.
Topic 13: s- and p-Block Elements
1. 13.2.4, Detect the following cations: NH +4 , Test tubes, test tube holder, test tube rack, Sodium hydroxide, ammonium
delivery tube, measuring cylinder, match hydroxide, dilute acids, barium, lead,
13.3.4, Mg 2 + , Al 3+ , Ca 2 + , Ni 2+ , Co 2 + , Fe 2 + ,
3+ 2+ 2+ 2+ 2+ box, wooden splint, Bunsen burner/ spirit silver salt solutions, Aluminium foil,
13.4.2, Fe , Cu , Zn , Ba , Pb . 2 − lamp, safety goggles, glass rod, filter lime water and other necessary
Detect the following anions: CO 3 , paper, litmus paper chemical solutions for the
13.4.3,
NO 3− , NO −2 , SO 24 − , SO 32 − , Cl − , Br − , identification of these ions and gases
13.5.5
I − , CrO 24 − . Perform tests for the
and
13.6.2 following gases: NH 3 , CO 2 , Cl 2 , H 2 ,
O 2 , SO 2 .
Topic 14: d- and f- Block Elements

2. 14.3.1 Prepare pure sample of copper amine Beaker, watch glass, glass rod/ stirrer, 2.5 g copper sulphate, concentrated
complex (tetra amine cupric sulphate, filter paper, funnel ammonia, H2SO4, ethyl alcohol
Cu(NH3)4SO4.

SLO
No.
Topic 15: Organic Compounds
3. 15.2.2 Detect elements in an organic Test tubes, test tube holder, test tube For Lassaigne’s solution: Sodium
compound (nitrogen, sulphur and rack, safety goggles, Bunsen burner/ metal, organic compound containing
halogen). spirit lamp, tripod stand, wire guaze, nitrogen, sulphur and halogen, distilled
china dish, dropper water.
For N: Lassaigne’s solution, sodium

hydroxide, freshly prepared FeSO4,
dilute H2SO4.
For S: Lassaigne’s solution, acetic

acid, lead acetate, sodium nitroprusside
solution
*For combined test of nitrogen and
sulphur can also use FeCl3
For Halogen: Lassaigne’s solution,
AgNO3, concentrated HNO3, NH4OH
Topic 17: Alkyl halides and Amines

4. 17.5.3 Identify the amine functional group. Test tubes, test tube rack, test tube Hinsberg test: benzenesulfonyl
holder, measuring cylinder, balance, chloride, sodium hydroxide, HCl
filter paper, funnel
5. 17.5.7 Prepare azo dye from amine. Test tubes, test tube rack, test tube Amine, phenol, hydrochloric acid, ice,
holder, measuring cylinder, balance, sodium nitrite, alcohol, distilled water
filter paper, funnel

SLO
No.
Topic 18: Alcohols, Phenols and Ethers
6. 18.1.4 Prepare iodoform. Test tubes, test tube holder, test tube Alcohol, sodium hydroxide, water,
rack, Bunsen burner/ spirit lamp, safety solution of iodine in potassium iodide
goggles
7. 18.2.2 Identify the phenol functional group. Test tubes, test tube holder, test tube Litmus solution, ferric chloride solution
rack, measuring cylinder, safety goggles.
Topic 19: Carbonyl Compound I: Aldehydes and Ketones

8. 19.1.2 Identify the aldehyde and ketone Beakers, test tubes, measuring cylinders, Fehling’s solution, Tollen’s reagent,
functional group. Bunsen burner/ spirit lamp, match box, Benedict solution
funnel, filter papers
Topic 20: Carbonyl Compound II: Carboxylic Acid and Functional Derivatives
9. 20.2.1 Identify the carboxylic acid functional Test tubes, beakers, balance, measuring Dilute sodium hydroxide, saturated
group. cylinders, funnel, filter paper potassium bicarbonate
Topic 21: Biochemistry

10. 21.1.2 Detect the denaturation of protein by Test tubes, beakers, conical flask, pipette Urea, egg white
urea.
11. 21.1.3 Detect glucose as reducing sugar in Test tubes, beaker conical flask, pipette Benedict Reagent, Fehling’s Solution.
urine sample of diabetic patients/ any
glucose containing compound.
12. 21.2.1 Observe the digestion of starch with Test tubes, beakers, conical flask, pipette, Freshly prepared starch solution, iodine
salivary amylase. slides. solution

Acknowledgements
Aga Khan University Examination Board (AKU-EB) would like to acknowledge the
contributions of all those who played an important part in the revision of the AKU-EB HSSC
Chemistry syllabus.
We would like to thank Dr Syed Majid Khalil, Former Specialist, Chemistry, AKU-EB, for
taking the subject lead and Afreen Kanwal, Lead Specialist, Chemistry, AKU-EB, for
taking the co-lead for the revision of the HSSC Chemistry syllabus syllabus and Uroosa
Aslam, Specialist Chemistry for taking the lead during the development of Exam Specification
2023.
We are particularly thankful to the syllabus revision panel for their time, commitment and
effort in revising the syllabus. The panel included:
• Mahwish Kanwal
Aga Khan Higher Secondary School, Karachi
• S.M. Dil Awaiz

Aga Khan Higher Secondary School, Karachi
• Ghazanfar Sultan
BVS Parsi High School, Karachi
We also thank the following post-revision reviewers for their feedback on relevance of the
content, skills and resources of the revised syllabus:
• Muhammad Faisal
IISAAR Foundation Higher Secondary School, Karachi
Furthermore, we thank External Reviewer, institution for reviewing the syllabus for higher
education preparedness, ensuring that the syllabus includes adequate skills and content to
effectively prepare students for the next level of education.
• Dr Rehana Ifzal
Professor
St. Joseph's College for Women, Karachi
• Dr Iftikhar Imam Naqvi

Professor
University of Karachi

In-house Team
• Final Reviewer and Advisor: Dr Shehzad Jeeva

CEO, AKU-EB
• Mentor and Guide for Syllabi Review: Dr Naveed Yousuf

Former Associate Director, Assessment
• Syllabi Review Lead: Raabia Hirani

Manager, Curriculum Development
• Syllabi Review Facilitators:

Banazeer Yaqoob, Former Associate, Curriculum Development
Dur Nasab, Associate, Curriculum Development
Mahrukh Jiwa, Specialist, Middle School Programme
• Internal Reviewer: Zain-ul-Muluk

Manager, Examination Development
• Learning Resources Reviewer:

Aamna Pasha, Former Associate Director, Teacher Development, and team
Ali Bijani, Manager, Teacher Support and Team
• Administrative Support:
Hanif Shariff, Associate Director, Operations
Raheel Sadruddin, Manager, Administration, and team
• Syllabi Feedback Data Analysts:

Tooba Farooqui, Former Lead Specialist, Assessment
Muhammad Kashif, Former Specialist, Assessment
• Language Reviewer: Mehek Ali

Former Specialist, Assessment
• Design Support:
Karim Shallwanee, Former Associate, Communications
Hatim Yousuf, Specialist, Communications
We would like to thank the students and teachers of affiliated schools from across Pakistan
who gave their valuable feedback at various stages of the review process.
We also thank Shahid Arwani, Assistant AKU-EB, Anusha Aslam, Assistant AKU-EB,
Tabassum Ali Senior Assistant, for data compilation and formatting. In addition, we thank
Noshaba Hameed, Assistant AKU-EB, Ammara Dawood and Lubna Anis for their support
during formatting.

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This syllabus will be examined in both

Understanding of AKU-EB Syllabi 7

Student Learning Outcomes 11

Annex A: Practical Activities 58

For queries and feedback

Address: Aga Khan University Examination Board

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 4

• Ensure continued compatibility with the goals of the trans-provincial curricula of

• Ensure the readiness of students for higher education.

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 5

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 6

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 7

What will you learn in AKU-EB Chemistry?

Where will it take you?

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 8

How to approach the syllabus?

What is the concept map telling you?

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 9

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 11

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 12

2.3 Bohr’s Atomic Theory 2.3.1 describe Bohr’s atomic theory; *

2.4 X-Rays and Atomic Numbers 2.4.1 define ‘X-rays’; *

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 13

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 14

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 15

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 16

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 17

4.7 Fourth State of Matter: Plasma 4.7.1 define the term‘plasma’; *

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 18

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 19

5.3 Energetic of Phase Changes 5.3.1 define the terms: *

5.4 Liquid Crystals 5.4.1 define the term ‘liquid crystals’; *

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 20

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 21

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 22

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 23

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 24

8.6 Hydrolysis and Hydration 8.6.1 define the term ‘hydrolysis’; *

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 25

9.2 Rate and Order of Reaction 9.2.1 define the terms: *

9.4 Catalysis 9.4.1 define the term ‘catalyst’; *

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 26

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 27

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 28

11.3 Hess’s Law 11.3.1 explain Hess’s law of heat summation; *

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 29

11.6 Heat Capacity 11.6.1 describe the terms: *

Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 30

12.2 Electrode, Electrode Potential and 12.2.1 define the terms: *

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Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 32

13.2 Period 3 (Na to Ar) 13.2.1 list the elements in period 3; *

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Aga Khan University Examination Board Chemistry HSSC Syllabus 2022 34