Zambian Secondary School Syllabus Science G10 12

Republic of Zambia
SCIENCE
SENIOR SECONDARY SCHOOL SYLLABUS
GRADES 10 – 12
Prepared by:
Curriculum Development Centre
P.O. Box 50092
LUSAKA
2013
© 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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CONTENT
Preface..................................................................................................................................................................... iv
Acknowledgements................................................................................................................................................ v
Introduction ............................................................................................................................................................ Vi
Unit 1.0 General Physics ............................................................................................................................ 1

Unit 2.0 Thermal Physics………………………………………………………………………………… 7
Unit 3.0 Properties of Waves……………………………………………………………………………. 10
Unit 4.0 Electricity and Magnetism……………………………………………………………………… 14
Unit 5.0 Atomic physics…………………………………………………………………………………. 19
Unit 6.0 Introduction to Chemistry ……………………………………………………………………... 22
Unit 7.0 Particulate Nature of Matter ………………………………………………………………….. 23
Unit 8.0 Experimental Techniques ……………………………………………………………………… 25
Unit 9.0 Atoms, Elements And Compounds …………………………………………………………….. 27
Unit 10.0 Acids, Bases and Salts ………………………………………………………………………… 34
Unit 11.0 The Periodic Table ……………………………………………………………………………... 38
Unit 12.0 Metals …………………………………………………………………………………………... 40
Unit 13.0 Environmental Chemistry ……………………………………………………………………… 43
Unit 14.0 Organic Chemistry ……………………………………………………………………………... 47
Qualitative analysis notes………………………………………………………………………. 53
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PREFACE
The review of this Syllabus was necessitated by the need to improve the quality of education at Senior Secondary School Level as
stipulated in the national policy document “Educating Our Future - 1996”.
Quality education raises the standard of living for all. This leads to sustainable national development. The syllabus also addresses
issues of national concern such as Environmental Education, Gender and Equity, Health Education and HIV/AIDS, Family Life
Education, Human Rights, Democracy, Reproductive Health, Population Education, Entrepreneurship and Vocation Skills, Life and
Values Education.
Another reason for revising this syllabus was to provide linkages with the Junior Secondary School level science which serves to be a
prerequisite for senior school science.
It is hoped that this syllabus will provide the users with a sound premise on the basis of which meaningful and effective learning
experiences will be developed in order to provide a good foundation for further study of this subject area.
Miriam C. Chinyama (Mrs)

PERMANENT SECRETARY
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
LUSAKA-ZAMBIA
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ACKNOWLEDGEMENTS
The Curriculum Development Centre wishes to pay tribute to the contributors of this Physics Syllabus. The Curriculum Development
Centre also wishes to thank the Ministry of Education, Science, Vocational Training and Early Education, for providing the necessary
funds, special thanks also go to Japan International Cooperation Agency (JICA) for their technical and financial support particularly
in the finalisation of this document and the persons who made the production of this syllabus possible. The institution wishes to
express its heartfelt gratitude to individuals and institutions that participated in the production of this syllabus.
Sakala C. N.M (Mrs.)

Director, Standards 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 High 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

 accuracy and precision;
 objectivity;
 integrity;
 enquiry;
 initiative; and
 inventiveness or creative thinking
 Critical thinking.
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Furthermore, the course aims at stimulating interest in and care for the environment and promotes an 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:
- 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.
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 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.
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;
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 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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Examination
Assessment objectives will be weighed as follows:
 knowledge with understanding, approximately 65% and recall approximately 30% of the marks;
 Handing information, approximately 35% of the marks.
Learners are expected to enter for Paper 1, 2 and 3
Paper Type of Paper Duration Marks

1 Multiple-choice 1 hr 40
2 Theory (Physics) 1 hr 15 min 65
3 Theory (Chemistry) 1 hr 15 min 65
Paper 1 (1hr; 40 marks)
Paper 1 will contain forty multiple-choice questions. These will cover approximately equal parts of the Physics and Chemistry
Sections of the syllabus.
Paper 2 (11/4h; 65 marks)
Section A of this paper will contain a number of compulsory short-answer and structured questions.
Section B of this paper will contain three free-response questions of 10 marks each (Candidates will answer any two of these
questions).
Paper 3 (11/4h; 65 marks)

Section A of this paper will contain a number of compulsory short-answer and structured questions.
Section B of this paper will contain three free-response questions of 10 marks each (Candidates will answer any two of these
questions).
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SCOPE and SEQUENCE
The following table shows the “Scope and Sequence” of Science syllabus from G10 to G12.
SECTION A: PHYSICS
Grade 10 Grade 11 Grade 12

UNIT 1.0 SUBTOPIC Unit 3 SUBTOPIC Unit 8 SUBTOPIC
GENERAL 10.1.1 Thermal 11.3.1Simple Static electricity 12.8.1 Static
PHYSICS International Physics kinetic theory of Electricity
System of Units Matter.
10.1.2 Length and 11.3.2 Unit 9 12.9.1Electric
time Measurement of Current charge, current,
temperature electricity and potential
difference.
10.1.3 Mass and, 11.3.3 Expansion 12.9.2 Electric
weight of solids, liquids cells.
and gases.
10.1.4 Density 11.3.4 Heat 12.9.3 Electrical
transfer by resistance
Unit 2 Mechanics 10.2.2 Linear conduction, 12.9.4 Heating
motion convection and effect of an
radiation. electric current
10.2.3 Forces Unit 4 11.4.1 Simple 12.9.5 Magnetic
Wave motion ideas of the wave effects of electric
motion theory. currents
10.2.4 Moment of 11.4.3 Unit 10 12.10.1 The

forces Electromagnetic Electromagnetic phenomenon of
spectrum induction electromagnetic
induction
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10.2.5 Work, Unit 5 Sound 11.5.1 Properties 12.10.2 The
Energy and of sound simple A.C. and
Power. D.C. generators
10.2.6 Simple Unit 6 Light 11.6.1 Rectilinear 12.10.3

machines propagation of Transformers
light.
11.6.2 Refraction Unit 11 Basic 12.11.1

of light electronics Thermionic
emission and
electrons.
11.6.3 Lenses.
12.12. Atomic 12.12.1 Nuclear
Unit 7 Magnetism 11.7.1 Simple physics atom
phenomenon of 12.12.2
magnetism Radioactivity
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SECTION B: CHEMISTRY
Grade 10 Grade 11 Grade 12

Unit 1 SUBTOPIC Unit 5 Acids, SUBTOPIC Unit 10 SUBTOPIC
Introduction to 10.1.1 Introduction Bases and Salts 11.5.1 Metals 12.10.1 General
Chemistry to Chemistry Characteristic properties of a
properties of acids metals
and bases
Unit 2 10.2.1 Matter and 11.5.2 Preparation 12.10.2 Reactivity
The Particulate the Kinetic theory of salts and Electro
nature of matter Chemical Series
10.2.2 Diffusion 11.6.3 Types of 12.10.3 Alloys
oxides
Unit 3 10.3.1 Measuring 11.6.4 Identification 12.10.4 Corrosion
Experimental of quantities of ions and gases
Techniques (Qualitative
analysis)
10.3.2 Criteria of Unit 6 11.6.1 Relative Unit 11 12.11.1 General
purity The mole masses Non Metals properties of non-
concept metals
10.3.3 Separating 11.6.2 The mole 12.11.2 Hydrogen
mixtures
Unit 4 10.4.1 Atomic 12.11.3 Oxygen
Atoms, elements, structure and
compounds and Periodic Table
molecules 10.4.2 Bonding Unit 7 Chemical 11.7.1 Rates of 12.11.4 Nitrogen
reactions and chemical
10.4.5 Chemical energy changes reactions 12.11.7 Carbon
formulae and and carbonates
equations
Unit 12 12.12.1 Saturated
Organic and unsaturated
Chemistry Hydrocarbons
12.12.2 Alcohols
(Alkanols)
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Unit 8 11.8.1 Groups and 12.12.3 Carboxylic
The Periodic Table periods acids (alkanoic
acids
11.8.2 Groups and 12.12.4 Esters
Periodic trends (Alkanoates)
11.8.3 Transition 12.12.5
metals Homologous series
12.12.6
Macromolecules
(Polymers)
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SUBTOPIC-BASED FLOWCHART
The following chart shows the linkage of each sub-topic from G1 to G12. The relevant sub-topics are connected with solid lines.
Page | xv
Subtopic-based Flowchart: Section A
SUB-TOPICS
G1 - G9 G10 G11 G12
UNIT 1.0 GENERAL PHYSICS
International System of Units (SI)

Length and Time
G5: Measuring Matters G8: Mass & Weight Mass and Weight
G5: Volume G8: Density Density
Linear motion
UNIT 2.0 MECHANICS
G4: Force Forces

Moment of forces
G5: Simple Machines Simple machines
G7: Energy G9: Energy and its conservation
Work, Energy and Power
Measurement of temperature
UNIT 3.0 THERMAL PHYSICS
G8: Composition of Matter

Simple kinetic theory of
G8: Physical Change of State
G8: Heat and expansion of substances Expansion of solids, liquids and gases
G5: Heat Conductors G8: Heat transfer Heat transfer by conduction, convection and radiation
G8: Reflection and refraction of Light G9: Light and its nature
UNIT 4.0 WAVE MOTION
Electromagnetic spectrum
G2: Light G4: Nature of Light
G2: Sources of Sounds G6: Sound Simple ideas of the wave motion theory
G9: Communication device
G9: Digital and Analogue Transmission
G2: Sources of Sounds G6: Sound Properties of sound
UNIT 5.0 SOUND
G9 Satellite communication
G6 Communication G9 Digital and Analogue Transmission
G9 Communication device
G2: Light G4: Nature of Light Rectilinear propagation of light
UNIT6.0 LIGHT
G8: Reflection and refraction of Light Refraction of light

G9: Light and its nature Lenses
MAGNETISM
UNIT 7.0
G4: Magnets Simple phenomenon of magnetism

G7: Lightning Static Electricity
UNIT 9.0 CURRENT ELECTRICITY
UNIT 8.0 STATIC ELECTRICITY
G7: Electric Current & Circuits G9: Electric Current and Voltage in Circuit Electric charge, current, and potential difference
Electrical resistance
G7: Energy G9: Energy and its conservation Heating effect of an electric current
G5: Electricity
G4: Magnets Magnetic effects of electric currents
G9: Chemical reaction Electric cells
UNIT 10.0 ELECTROMAGNETIC
G4: Magnets The phenomenon of electromagnetic induction

INDUCTION
G5: Electricity The simple A.C. and D.C generators

Transformers
UNIT 11.0 BASIC
ELECTRONICS
G8: Composition of Matter Thermionic emission and electrons

G9: Electric Current and Voltage in Circuit
UNIT 12.0 ATOMIC
G8: Composition of Matter Nuclear atom

PHYSICS
Radioactivity
Subtopic-based Flowchart: Section B
SUB-TOPICS
G1 - G9 G10 G11 G12
INTRODUCTION TO
Introduction to Chemistry
CHEMISTRY
UNIT 1.0
UNIT 2.0 THE PARTICULATE
G8: Composition of Matter Diffusion

NATURE OF MATTER
G3: Three States of

G8: Physical Change of State Matter and the Kinetic theory
G5: Heat Conductors G8: Heat and expansion of substances
UNIT 3.0 EXPERIMENTAL TECHNIQUES
G5: Measuring Matters G8: Mass & Weight

G5: Volume Measuring of quantities
G5: Heat Conductors G8: Heat transfer
Criteria of purity
G4: Making Mixtures G5: Separating substances G8: Mixtures G9: Chemical reaction
Separating mixtures
COMPOUNDS AND MOLECULES
Unit 4. ATOMS, ELEMENTS,
G3: Three States of G8: Composition of Matter Atomic structure and Periodic Table
Chemical formulae and equations
G9: Chemical reaction
Bonding
UNIT 5.0 ACIDS, BASES AND
G4: Making Mixtures G5: Separating substances G8: Mixtures Characteristic properties of acids and bases
G9: Chemical reaction Preparation of salts
SALTS
G2: Soluble and insoluble Materials G3: Solutions Types of oxides

Identification of ions and gases
UNIT 6.0 THE MOLE
G3: Three States of G8: Composition of Matter Relative masses

CONCEPT
The mole
UNIT 7.0 CHEMICAL REACTIONS
AND ENERGY CHANGES
G9: Chemical reaction Rates of chemical reactions

UNIT 8.0 The Periodic Table
G3: Three States of G8: Composition of Matter Groups and Periods

Groups and Periodic trends
G7: Metals and Non-metals Transition metals
G9: Chemical reaction General properties of metals
UNIT 10.0 METALS
Reactivity and Electro Chemical Series

G7: Metals and Non-metals
Alloys
Corrosion
G7: Metals and Non-metals General properties of non-metals
Hydrogen
UNIT 11.0 NON- METALS
Oxygen
G8: Composition of Air
Nitrogen
Chlorine
G8: Physical Change of State
Sulphur
Carbon and carbonates
Saturated and unsaturated Hydrocarbons
UNIT 12.0 ORGANIC CHEMISTRY
Alcohols (Alkanols)
G9: Chemical reaction
Carboxylic acids (alkanoic acids)
Esters (Alkanoates)
Homologous series
Macromolecules (Polymers)
SCIENCE 5124 –CURRICULUM DEVELOPMENT CENTRE-ZAMBIA
SECTION A: PHYSICS
1
Grade 10
Key competences
 Demonstrate ability to measure length, time, mass, weight and volume
 Show skills and knowledge to calculate density, speed, velocity, acceleration and force
 Demonstrate ability to use different sources of energy
 Demonstrate ability to use simple machines to do work
UNIT 1.0 GENERAL PHYSICS

General Outcomes:
 Develop an understanding of General Physics
 Develop investigative skills
CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.1 General 10.1.1 10.1.1.1 Distinguish between  The difference between  Comparing basic  Asking questions
Physics International basic and derived basic and derived quantities and about physical
System of quantities quantities: Basic derived quantities
Units (SI). quantities; mass, length, quantities.
time etc
Derived quantities: force,  Expressing  Participating in
acceleration, velocity etc numbers in group actively
scientific notation
10.1.1.2 Identify basic units  Basic and Derived units:  Applying
Basic units: metre(m),  Specifying numbers in
and derived units.
kilogram(Kg), number of standard form
seconds(S) ,Kelvin(K) significant figures
Derived unit:
Newton(N),metre per
2
CONTENT
square second(m/s2)
10.1.1.3 Recognise prefixes,
multiples and  Fundamental and derived
submultiples of units: Prefixes, multiples
and submultiples of basic
fundamental and
and derived unit
derived units.
10.1.1.4 Use scientific  Scientific notation and
notation and significant figures
significant figures in
numerical problems.
10.1.2 Length 10.1.2.1 Demonstrate the use  Use of measuring  Measuring  Participating in
and time of various measuring instruments: such as lengths of group actively
instruments to rules, vernier calipers different objects  Asking questions
determine length and micrometer screw for more
gauge to measure the  Measuring an understanding
physical quantity of length interval of time  Applying the use
using clocks of clocks and
10.1.2.2 Demonstrate the use  Use of devices for devices to
of clocks and devices measuring time: Using  Communicating determine the
for measuring an clocks to measure time factors affecting period of
interval of time intervals and period of the period of pendulum
pendulum pendulum
10.1.2.3 Identify factors that
affect the period of a  A simple pendulum:
simple pendulum Factors affecting the
period of pendulum such
as length and amplitude
3
CONTENT
10.1.3 Mass 10.1.3.1 Distinguish between  Differences between  Comparing mass  Asking questions
and, weight mass and weight mass and weight in terms with weight for more
of units, measuring  Measuring mass understanding
instrument and quantities and weight of  Appreciating the
objects use of beam and
10.1.3.2 Demonstrate how to  Instruments for measuring  Investigating the spring balances
measure mass and mass and weight: Using centre of mass of  Participating in
weight Triple beam balances and objects group actively in
spring balances to locating the
measure mass and  Communicating centre of mass
weight conditions for
stability of
10.1.3.3Demonstrate how to  How to locate the centre objects, e.g.
locate the centre of of mass of an object: Use base, position of
mass of an object of lamina to locate centre centre of mass
of mass of an object
 Stability of objects in
10.1.3.4 Describe terms of the position of
qualitatively the the centre of mass e.g.
effect of the position equilibrium
of the centre of mass (stable ,unstable and
on the stability of an neutral)
object.
4
CONTENT
10.1.4 Density 10.1.4.1 Determine the  Density of floating  Calculating the  Participating in
density of floating objects: e.g. cork density of a a group
objects floating object actively
 Density of miscible using
10.1.4.2 Determine the liquids: e.g. alcohol and displacement
density of a mixture water method
of liquids (þ=(m1+m2)/(v1+v2))  Asking questions
 Comparing the for more
densities of other understanding
10.1.4.3 Describe what  What relative density is: objects
relative density is Relative density as ratio
without units
10.1.4.4 Calculate relative  Calculation of relative

density of air density: Use of formula;
Relative density of
substance
(relative density =density
of substance/density of
water )
5
UNIT 2.0 MECHANICS

General Outcomes:
 Demonstrate an understanding of mechanics
CONTENT
10.2 Mechanics 10.2.1 10.2.1.1 Describe the terms  Terms used in machines:  Comparing  Participating in a
Linear used in mechanics. such as distance, distance with group actively
motion displacement, speed, displacement;
velocity, acceleration speed with  Appreciate the
velocity use of equations
10.2.2.2 Demonstrate the  Use of the following  Classifying of motion to
use of equations of equations of motion appropriate solve problems
uniformly accelerated equation (s) of
motion to solve (v = u + at, s = (v + u)t/2, motion to solve  Appreciating
s = ut + ½ at2 particular graphs
problems
v2 = u2 + 2as) numerical
problems  Appreciating
10.2.2.3 Interpret graphical
 Graphical representation  Plotting and speed limits ,
representation of of motion in terms of ; rest, interpreting road humps,
distance-time, constant speed and graphs speed traps etc
Displacement -time, constant acceleration  Predicting which
speed-time, velocity- object in motion  Appreciating the
would be use of
time and
 Consequences of over damaged the parachutes from
acceleration-time. most e.g. a slow
speeding e.g. brake failure height
moving vehicle
10.2.2.4 Investigate the resulting into car crush or a fast moving
consequences of over vehicle , if they
speeding hit an obstacle
6
CONTENT
10.2.2.5 Describe the  Acceleration of free fall for  Calculating
acceleration of free a body near the earth it is acceleration of
fall for a body near constant (approximately a body due
gravity
the earth. 10m/s2)
 Communicating
 The falling motion of the cause and
10.2.2.6 Describe effect
qualitatively the bodies in a uniform
gravitational field: falling relationship of
motion of bodies terminal
terminal velocity
falling in a uniform velocity
gravitational field with
and without air
resistance
10.2.3 10.2.3.1 Explain what force  The definition of force:  Communicating  Participating in a
Forces is. Force as “Pull” or “push the effects of a group actively
force using a
spring , trolley,
10.2.3.2 Explain the effect of  Effects of forces :change  Appreciating the
Ticker Tape
forces on bodies. in shape, change in size, use of safety
Timer etc
change direction, change belts on vehicles
of motion (acceleration or  Investigating the
retardation) relationship  Appreciating
between mass Newton’s
10.2.3.3 Describe the inertia  Resistance to change in and acceleration, second law of
law state of motion (Newton’s e.g. higher
motion
1st law) inertia is due to
larger mass  Giving a
presentation of
group work
7
CONTENT
10.2.3.4 Demonstrate the  The relationship between  Describing the  Knowing the
relationship between force and acceleration: A relationship safety rules of
force and constant force produces a between mass investigation
acceleration constant acceleration and acceleration
 Organizing the
 The relationship between data of
10.2.3.5 Demonstrate the mass and acceleration: investigation in a
relationship between Increase in mass results table
mass and acceleration. in reduction in acceleration
(mass is inversely
proportional to
acceleration for a constant
force)
10.2.3.6 Perform calculations  How to calculate force:  Calculating  Applying the

on force. Using formula; force, mass and restoration force
Force = acceleration in devises
mass ×acceleration  Communicating
the effects of  Participating in
10.2.3.7 Investigate the effect  Hooke’s law (F α e) friction class discussion
of force on a spring. including graphs.
10.2.3.8 Demonstrate the
effects of friction on  Effects of friction e.g.
heat, wear and tear
the motion of a body.
10.2.3.9 Describe the motion  Centripetal force:

in a circular path due (F=m(v2/r)) and centrifugal
to a perpendicular force
force.
8
CONTENT
10.2.4 10.2.4.1 Perform calculations  Mass, weight and  Experimenting  Participating in a
Moment of based on the principle distance of a uniform the principle of group actively
forces. of moments. object e.g. metre rule, moments
metal bar, plank etc  Calculating  Justifying why
based on the principle mass ,weight handles of
and certain objects
10.2.4.2 Investigate the  Application of moments perpendicular are long. e.g. a
everyday application e.g. opening a door or distances spanner ,
of moments. window, opening a bottle wheelbarrow etc
with an opener, a see-
saw, turning a tap on,
tightening a nut with a
spanner etc
10.2.5 Work, 10.2.5.1 Explain the meaning  The definition of Work,  Communicating  Justifying
Energy and of the terms work, Energy and Power: Work work, energy and importance of
Power. energy and power. (force x distance in power conserving
direction of force) sources of
Energy(ability to do  Communicating energy
work) the SI units for  Cooperating in
Power(rate of doing work, energy and group activities
work) power
10.2.5.2 Identify the units of  Appreciating the
 The units of work, energy  Calculating work, use of clean
measurement for
and power : Work(joule), energy and energy (pollution
work, energy and Energy(joule) and Power power using free energy)
power (watt) appropriate  Cooperating in
formulae group activities
9
CONTENT
10.2.5.3 Calculate work  The formulae of work:  Analyzing  Being aware that
using the Work = (Force) x different forms of some energy
appropriate formula (distance moved in the energy and there sources are non
sources renewable
line of action of the
force)
 Comparing  Participating
different forms of actively in
10.2.5.4 Identify the  Different Forms of energy:
energy groups
different forms of e.g. mechanical (Kinetic
and gravitational potential
energy  Communicating
energy), Chemical,
renewable and  Asking
electrical energy etc
non-renewable questions for
resources more
10.2.5.5 Explain qualitatively  Potential and Kinetic
understanding
and quantitatively Energy: Gravitational
 Observing the
the terms potential energy(energy
effects of energy  Applying the law
gravitational due to position), Kinetic
sources on the of conservation
energy(energy due to
potential and kinetic environment of energy
motion)
energy. NB: Gravitational potential
energy (EP = mgh) and  Demonstrating
kinetic energy (EK = energy
1/2mv2 ) transformations
 Renewable and non-  Describing the
10.2.5.6 Describe sources of law of
renewable and non renewable energy:
Renewable sources of conservation of
renewable energy. energy
energy: (solar, wind,
hydroelectric , geothermal,
bio-gas)
Non-renewable
energy( chemical/fuel,
nuclear energy )
10
CONTENT
10.2.5.7 Explain the effects  Effects of use of energy  Calculating
of the use of sources on the efficiency
energy sources on environment: e.g. air
the environment. pollution, water pollution,  Calculating
deforestation, land power from the
degradation etc formula
10.2.5.8 Demonstrate  Transformation of energy:

energy e.g. chemical
energy(Battery) to electric
transformation from
energy (wire)to light
one form to another energy( bulb)
10.2.5.9 Describe the  Principle of conservation

conservation of of energy
energy
10.2.5.10 11Demonstrate the  Calculation of efficiency of
energy: Using the formula
calculation of
(Efficiency = energy
efficiency of energy output/ energy input x
conversion using 100%)
the appropriate
formula
10.2.5. 12Demonstrate  Calculation of power:

Using the formula
calculation of
( Power = work done/
power using the time)
appropriate formula
11
CONTENT
10.2.6 10.2.6.1 Describe what a  The definition of a simple  Communicating  Cooperating in
Simple simple machine is machine: Enables a large types of group activities
machines load to be overcome by a simple
small effort machines  Listening to
other learners
10.2.6.2 Identify the different  Types of simple machines: with respect
types of simple e.g. Levers, pulleys,  Relating the
machines. gears, inclined planes, distance
wheel and axle moved by the
effort to the  Appreciating the
 The relationship between distance use of simple
10.2.6.3 Describe the the distance and effort & moved by the machines in
distances moved by load in a simple machine: load at the doing work, e.g.
the effort and the Distance moved by effort same time for a bottle opener
load in a simple and distance moved by particular type
machine the load in the same time of a simple  Applying the
machine use the formula
 The definition of to compare MA
10.2.6.4 Explain the terms of
Mechanical advantage  Calculating of different
Mechanical (MA), Velocity Ratio (VR) MA, VR and simple machines
advantage (MA), and Efficiency: Mechanical efficiency of a
Velocity Ratio (VR) advantage (MA = simple machine
and Efficiency. Load/Effort)
Velocity Ratio
(VR = distance moved by
effort / distance moved by
load)
Efficiency (; Efficiency =
(MA/VR) x 100%)
12
CONTENT
10.2.6.5 Perform calculations  Calculation of MA,VR and
involving simple machines efficiency of simple
machines
13
Grade 11
Key competences
 Demonstrate ability to show how pressure varies with volume and temperature
 Show skills and knowledge on the construction of thermometers
 Demonstrate ability to show heat transfer in solids ,liquids ,and gases
 Demonstrate ability to show that sound requires a medium for transmission
UNIT 3.0 THERMAL PHYSICS

General Outcomes:
 Demonstrate an understanding of thermal physics
CONTENT
11.3Thermal 11.3.1Simple 11.3.1.1 Explain What the  The definition of kinetic  Predicting the  Cooperating in
physics kinetic theory of kinetic theory is theory: Matter is made cause of continuous group activities
Matter. up of discrete individual random motion of
particles that are the discrete  Being aware of
continuous in random individual particles the cohesive and
motion adhesive forces
 Interpreting the in matter
11.3.1.2 Describe  Structure of intermolecular
qualitatively the matter(solid ,liquid ,gase forces i.e. cohesive  Asking questions
s) and intermolecular and adhesive in a for more
molecular model of
forces: e.g. cohesive much simpler way understanding
matter. and adhesive
14
CONTENT
11.3.1.3. Explain changes of  Change of state of  Experimenting the  Asking more
state in terms of the matter in relation to Brownian motion, questions for
kinetic theory of kinetic theory diffusion, more
matter evaporation and understanding
cooling.
11.3.1.4 Apply kinetic theory
 Use of kinetic theory as  Collecting the data
to explain rates of in Rate of diffusion, as experiment
diffusion, Brownian Brownian motion,  Formulating
motion, evaporation evaporation and cooling conclusion of
and cooling effect of effect of evaporation in experiment
evaporation. terms of kinetic theory
 Kinetic theory in gas

11.3.1.5 Apply the kinetic
pressure(compressing
theory to explain gas a gas in a cylinder)
pressure.
11.3.2 11.3.2.1 Explain what  Temperature: as  Communicating  Asking questions

Measurement of temperature is average kinetic energy information on for more
temperature of the particles of a temperature understanding
11.3.2.2 Describe physical substance  Experimenting the  Cooperating in
 Physical properties: thermal expansion groups activities
properties of
such as density, of matter(liquid,
substances which electrical resistance etc solid, gases)  Appreciating the
change with use of
temperature.  Measuring the thermometers in
temperature determining
11.3.2.3 Measure the  Measurement of temperature
temperature with temperature and  Comparing Celsius  Appreciating the
Calibration of and Kelvin scale use of
thermometers
thermometers thermocouples
15
CONTENT
11.3.2.4 Describe suitability  Suitability in terms of
of alcohol and colour, expansion,
mercury for use in conductivity.
liquid-in-glass
thermometers.
11.3.2.5 Describe the  Relation of Celsius and

relationship Kelvin scale
between the Celsius (K =t + 273)
and Kelvin scales.
 Structure of thermal
11.3.2.6 Describe the
couple: consisting
structure and use of different metals, two
a thermocouple junctions, sensitive
thermometer. galvanometer
 Appropriate use of
11.3.2.7 Demonstrate the thermometers: Liquid in
measurement of glass thermometers and
temperature using thermocouple
an appropriate
thermometer.
11.3.3Expansio 11.3.3.1Describe qualitatively  The thermal expansion  Experimenting the  Appreciating the
n of solids, the thermal of matters: in terms of thermal expansion knowledge about
liquids and expansion of solids, linear, area and volume of solids, liquids expansion of
gases. liquids and gases. and gases solids, liquids
expansion
and gases.
16
CONTENT
11.3.3.2 Explain the effects of  Effects of Anomalous  Communicating the  Cooperating in
expansion of water expansion of water effects of group activities
on aquatic life. expansion on of
water on aquatic
 Different rates of life during extreme  Asking questions
11.3.3.3Demonstrate that
expansions of matter cold seasons. for more
solids, liquids and  Experimenting the understanding
gases expand at boiling and melting
different rates. points of matters
 Collecting the data  Being aware of
11.3.3.4Demonstrate how to  Boiling and melting point on temperature and the effects of
of substances: Graphical time pressure on
determine the boiling
and melting point of
representation and  Organising the data boiling and
interpretation in graphs. melting points
different substances.
 Effects of pressure on  Analyzing the data  Participating in
11.3.3.5Explain effects of melting and boiling point on graph groups
pressure on the of substances: e.g. discussion
melting and boiling increase in pressure  Inferring the boiling
points. lowers the melting point) and melting point of  Asking more
Boiling point(increased matter questions for
pressure increases the more
boiling point)  Communicating understanding
11.3.5.6Investigate effects of effects of pressure
impurities on the  Effects of impurities on on melting and  Applying the use
the melting and boiling boiling points of graphs to
melting and boiling
points of substances: relate variables
points of substances. such as Impurities lower  Investigating the
the melting point while effect of impurities
increase the boiling on melting and
point of a substance boiling points
17
CONTENT
11.3.3.7 Demonstrate the  Boyles law: use of  Organizing data in
effect of varying equation the tables to verify
pressure on volume PV=a constant at the gas laws
of a gas constant pressure
11.3.3.8 Describe the  Charles law: as

relationship between temperature against
temperature and volume of a gas
volume of a gas V1/T1 = V2/T2
11.3.3.9 Explain the Kelvin  Kelvin Scale; volume-

temperature change
scale from the
(constant pressure )
relationship Graphical extrapolation
between
temperature and
volume.
11.3.3.10Demonstrate the  The ideal gas equation
use of the ideal gas (P1V1/T1=P2V2/T2) and
numerical problems.
equation to solve
simple numerical
problems.
11.3.5 Heat 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 to radiation experimentation experiments.
 Relationship between
radiation. explain heat transfer.
kinetic theory and heat
transfer
18
CONTENT
11.3.5.3 Demonstrate heat  Heat conduction in  Identifying the  Being aware of
conduction in different substances relationship the fact that heat
different between kinetic transfer can be
substances. theory to heat explained in
transfer terms of kinetic
 Uses of conductors  Communicating theory.
11.3.5.4 Demonstrate the Good conductors; pans, uses of bad and
uses of bad and kettle, pots etc; good conductors in  Cooperating in
good conductors of Bad conductors; plastic everyday life group activities
heat. handles, wooden  Experimenting good
handles etc and bad absorbers  Listening to
of radiant heat others with
 Heat transfer through respect
11.3.5.5Demonstrate
Convection in fluids  Observing heat
convection in liquids transfer in fluids  Appreciating the
and gases. knowledge about
 Inferring good and heat transfer and
11.3.5.6 Demonstrate the  Differences between bad emitters of heat. its application
differences between good and bad absorbers
bad and good of heat: e.g. shiny(white  Investigating the
or silver) and dull(black) daily applications of
absorbers of radiant
surfaces the methods of heat
energy
transfer
11.3.5.7 Demonstrate the  Differences between

differences between good and bad emitters
good and bad heat of heat such as shinning
emitters. (white or silver) and dull
(black surfaces)
19
CONTENT
11.3.5.8 Explain every day’s  Application of
applications of knowledge on the
knowledge on processes of heat
conduction, transfer: e.g. thermos
flask, electric kettle ,land
convection and
and sea breeze, green
radiation. house effect
UNIT 4.0 Wave motion

General Outcomes:
 Demonstrate an understanding of wave motion
CONTENT
11.4 Wave 11.4.1 Simple 11.4.1.1 Demonstrate wave  Wave motion: e.g.  Designing  Asking questions
motion ideas of motion. vibrations in ropes, experiments to for more
the wave Springs demonstrate wave understanding
motion motion by using  Cooperating in
 Different types of wave: ropes, strings group activities
theory. 11.4.1.2 Distinguish between
Transverse (water and
longitudinal and light waves) and  Communicating
transverse waves. Longitudinal (sound terms associated  Being aware of
waves)in terms of with waves the terms
direction of oscillation associated with
wave motion
20
CONTENT
11.4.1.3Describe the terms  Scientific terms:  Calculating  Appreciate the
associated with Amplitude (A), numerical problems use of the
waves period(T),frequency (f), using the using the formula to
wavelength () and formula: “v = f” calculate speed
wave front  communicating the of a wave
knowledge on the
11.4.1.4 Apply the wave  The wave equation: daily application of  Participating in
equation in solving Displacement-time and waves group activities
wave motion displacement –
problems distance graphs of a
wave. (Use the
equation v = f.)
 Use of waves in our

11.4.1.5 Explain the use of
life: radio, television,
waves in everyday ultrasonic etc.
life.
11.4.3 11.4.3.1 Describe main  Main components of  Communicating all  Being aware of
Electromagneti components of electromagnetic components of the components
c spectrum electromagnetic spectrum: such as electromagnetic of
spectrum. Gamma, X-rays, ultra spectrum electromagnetic
violet, visible light,  Communicating waves and their
infrared, microwaves properties of properties.
and radio waves electromagnetic
11.4.3.2 Describe the  Properties of spectrum
properties of electromagnetic waves:  Appreciating the
electromagnetic e.g. transverse in  Analyzing the knowledge about
waves nature, same speed in sources of each of the existence of
vacuum(approximately, the electromagnetic electromagnetic
c = 3.0 x 108m/s) etc rays radiation.
21
CONTENT
11.4.3.3 Identify the sources  Sources of rays in  Communicating  Cooperating in
of each of the rays electromagnetic knowledge on how group activities
in the spectrum: e.g. sun to detect the rays
electromagnetic radioactive materials, and their uses
oscillating electrical  Communicating the  Participating in
spectrum.
circuit etc uses of groups actively
electromagnetic
11.4.3.4 Describe the method  The method for waves
of detection each of detecting  Investigating the
the main component electromagnetic harmful effects
of the radiation radiation
electromagnetic
spectrum.
 Uses of
11.4.3.5 Explain the use of electromagnetic
each of the waves in waves
the electromagnetic
radiation spectrum.
11.4.3.6 Explain the harmful  Harmful effects of

electromagnetic
effects of ultra violet
waves e.g. skin
radiation, gamma cancer etc
rays and x-rays to
life.
22
UNIT 5.0 SOUND

General Outcomes:
 Demonstrate an understanding of sound
CONTENT
11.5 Sound 11.5.1 11.5.1.1 Explain how sound is  Production of sound  Experimenting on  Cooperating in
Properties of produced. using vibrating objects sound production group activities
sound 11.5.1.2 Describe what  Sound wave
rarefactions and essentials: rarefactions  Communicating  Participating in
(“stretches”) and knowledge about groups actively
compressions are.
compressions wave motion
(“Squashes”)  Asking questions
11.5.1.3 Describe the  Range of audible  Designing for more
approximate range of sound frequencies experiment that understanding
audible frequencies. (20Hz to 20000Hz) sound requires a
11.5.1.4 Investigate that sounds  Effects of sound waves medium for its  Being aware of
requires a medium for traveling through air propagation the fact that
and a vacuum through sound travels at
transmission.
 Speed of sound in air experimentation different speeds
11.5.1.5 Determine the speed of in different media
(approximately
sound in air. 330m/s)  Communicating  Giving
11.5.1.6 Describe the relative  Respective speeds of knowledge about presentation
speed of sound in solid, sound in solids, liquids the speeds of
liquid and gas. and gases sound in different  Listening to
11.5.1.7 Demonstrate the  The characteristics of medium. others with
characteristics of sound sound waves:  Identifying factors respect
Loudness of sound that influence the
waves.
and its amplitude quality of sound
Pitch of sound and its
frequency
23
CONTENT
11.5.1.8 Describe the factors  Factors which  Communicating
which influence the influence the quality of the uses of
quality of sound sound: such as ultrasonic
overtones or wave  Investigating
form of the note measures to
11.5.1.9 Describe what
 Ultrasonic: as minimize sound
ultrasonic is fundamental frequency pollution
of Sounds above
human hearing range
11.5.1.10 Describe the uses of  Uses of ultrasonic:
ultrasonic. cleaning, quality
control, pre-natal
scanning etc
 Measures to minimize
11.5.1.11 State how to minimise sound pollution: such
sound pollution as sound proof
structures
24
UNIT6.0 Light
General Outcomes:
 Demonstrate an understanding of Light
CONTENT
11.6Light 11.6.1 11.6.1.1Describe the rectilinear  The nature of light:  Experimenting  Appreciating the
Rectilinear propagation of light. Straight line the nature of existence of
propagation of propagation of light light (light travels light
light 11.6.1.2Investigate the formation of  Formation of in a straight line)
shadows(umbra,  Predicting the  Cooperating in
shadows and eclipse.
penumbra) and formation of group activities
eclipses(earth in shadows and  Asking
umbra and eclipse questions for
11.6.1.3Describe reflection of light. penumbra) more
 Reflection of light  Experimenting understanding
on smooth and the laws of  Giving
rough surfaces: as reflection presentation
being regular and
diffuse  Investigating the  Listening to
 Laws of reflection: characteristics of others with
11.6.1.4 Investigate the laws of
as angle of an image formed respect
reflection of light incidence = angle of by plane mirrors
reflection and using ray
incident ray, diagrams
reflected ray and
the normal all lie in
the same plane
25
CONTENT
11.6.1.5 Demonstrate the formation  Image in a plane
of images by plane mirrors. mirror (virtual,
laterally
inverted ,position,
position and size)
11.6.1.6 Identify the position of an  The position of an
image using plane mirrors. image: through
Construction of ray
diagrams
11.6.2 11.6.2.1 Describe what refraction of  Refraction of light:  Experimenting  Asking

Refraction of light is as Bending of light the refraction of questions for
light rays after passing light more
through different understanding
media.  Collecting data
 Incident ray, on the laws of  Cooperating in
11.6.2.2 Explain the terms of refracted refraction group activities
refraction of light ray ,normal ray and
emergent ray)  Calculating the  Participating in
refractive index group activities
actively
11.6.2.3 Verify the laws of refraction  Laws of refraction:  Comparing the
of light.
as The ratio sin i/sin refractive index  Applying the
r is a constant to critical angle knowledge of
value(snells law) refraction in
The incident  Communicating daily life
ray ,the normal, and the total internal
the refracted ray all reflection
lie in the same
plane
26
CONTENT
11.6.2.4 Describe what refractive  Refractive index: as  Appreciating the
index is. Measure of bending knowledge on
of light total internal
reflection
 Refractive index of
11.6.2.5 Investigate the refractive
glass
index of a glass block.
 Using of formula,
11.6.2.6 Calculate refractive index refractive index of
of a substance (n) using “substance = real
real and apparent depth. depth/apparent
depth”
 Critical angle: as
angle of incidence
11.6.2.7 Explain the term ‘critical at which the angle
angle’. of refraction is 90o
 the relationship
11.6.2.8 Describe the relationship between critical
between critical angle and angle and refractive
refractive index. index:
n = sin 90o/ sin c,
Angle of incidence
greater than critical
angle
 Internal reflection:
11.6.2.9 Explain how total internal all the light reflected
reflection occurs. inside the more
denser medium
27
CONTENT
11.6.2.10 Explain how total internal  Use of internal
reflection is used. reflection: optic
fibre for
communication
11.6. 3 Lenses. 11.6.3.1 Describe different types of  Types of lenses;  Communicating  Asking
lenses. Convex (thin different types of questions for
converging) and lenses more
understanding
concave (diverging)
 Experimenting to
11.6.3.2 Explain the action of lenses  Types of rays: find out what
on beams of light. Converge and happens to light  Cooperating in
diverge rays of light when passed group activities
through lenses.
 Focal length:  Participating in
11.6.3.3 Demonstrate how to
NB: use of formula:  Inferring the group activities
determine the focal length, focal length actively
“1/f = 1/u + 1/v,
magnification=v/u”  Predicting the  Giving
11.6.3.4 Demonstrate how to obtain images formed presentation of
 Characteristics of by converging group activity
images formed by
image: in terms of lenses  Listening to
converging lenses others with
the position, size
and nature of  Investigating the respect
images formed by
uses of lenses  Accept
responsibility of
converging lenses. group work
28
CONTENT
11.6.3.5 Describe the uses of lenses  Use of lens: in
in everyday life. correcting defects
in vision: short
sight-concave lens,
long sight-convex
lens, LCD, Camera
etc.
UNIT 7.0 Magnetism

General Outcomes:
 Demonstrate an understanding of magnetism
CONTENT
11.7 11.7.1 Simple 11.7.1.1 Describe properties of  Fundamental  Communicating  Cooperating in
Magnetism phenomenon magnets properties of magnet: knowledge on group activities
of magnetism. such as repulsion, magnetism theory
attraction direction N-  Investigating induced  Asking
11.7.1.2 Explain the domain S ,pole, etc magnetism questions
theory of magnetism  Domain theory of  Experimenting on for more
magnetism magnetization and understanding
demagnetization
11.7.1.3 Demonstrate induced
 Induced magnetism:  Observing magnetic  Participating in
magnetism. Transfer of magnetic field lines using a group activities
properties without compass and/ or iron actively
contact filings
29
CONTENT
11.7.1.4 Demonstrate the making  Magnetisation: using  Formulating the  Applying the
of a magnet stroking and electrical pattern of magnetic use of
method field lines magnets in
11.7.1.5 Demonstrate the way to  Demagnetisation: using everyday life
methods such as  Communicating
destroy a magnet
Electrical method, information on the  Appreciating
hammering, heating etc uses of magnets the uses of
11.7.1.6 Demonstrate the plotting  Magnetic field lines: Use magnets
of magnetic field lines. of Magnetic compass to
plot field lines.
11.7.1.7 Distinguish the magnetic  Magnetic properties of
properties of iron and Iron (susceptible) and
steel. steel (retentive).
 The use of magnetic
11.7.1.8 Explain the use of
screening and magnetic
magnetic screening and keepers : Magnetic
magnetic keepers. screening (shielding
equipment) and
magnetic
keepers.(prevent loss of
11.7.1.9Describe the uses of magnetic strength)
 Use of magnets in our
magnets.
life: circuit breakers,
speakers ,electromagne
ts
30
Grade 12
Key competences
 Demonstrate ability to measure current and voltage
 Show skills and knowledge to dispose cells and battery
 Demonstrate ability to save electricity
 Demonstrate ability to cost use of electricity
UNIT 8.0 STATIC ELECTRICITY

General Outcomes:
 Demonstrate an understanding about Static electricity
CONTENT
12.8 Static 12.8.1 Static 12.8.1.1 Demonstrate the  Existence of static  Experimenting the  Cooperating in
electricity Electricity. existence of static charge: Positive and existence of group activities
charges negative charges charges by
rubbing some  Asking questions
materials for more
 Detection of charge:  Detecting charge understanding
12.8.1.2 Explain how to detect charging by contact, using an
electric charges. testing the sign of electroscope  Participating in
charge using gold - leaf groups actively
electroscope etc  Communicating  Knowing the safe
properties and rules of
uses of static experiment
charge
31
12.8.1.3 Describe the  Properties and uses of  Experimenting  Being aware of

properties and uses of static charges: charging and the effects of
static charges -Properties; like discharging of charges
charges repel, unlike objects
charges attract (Law of
electrostatics)  Communicating
-Uses: dust knowledge on the
precipitators, ink jet relationship
printers, photocopiers. between current
and static
12.8.1.4 Describe the electric  Electric charging and electricity
charging and discharging of objects.  Investigating the
effects of static
discharging of objects.
charges on the
 Relationship between environment e.g.
12.8.1.5 Explain the current and static lightning
relationship between electricity in terms of
current and static effects as static
electricity. electricity producers
same effect as current
electricity.
12.8.1.6 Investigate effects of  Effects of static
static charges on the charges on an
environment. environment: e.g.
lightning etc
32
UNIT 9.0 CURRENT ELECTRICITY

General Outcomes:
 Demonstrate an understanding of Current Electricity
CONTENT
12.9 Current 12.9.1 Electric 12.9.1.1 Describe the  Scientific Terms:  Measuring an  Participating in
electricity charge, terms associated such as Electric electric current groups actively
current, and with electricity charge, potential using an
potential difference and
ammeter.  Cooperating in
 Communicating group works
difference. electric current
the SI units for
12.9.1.2 Identify the units  Units of electric voltage  Appreciating the
of electric charge charge and current:  Communicating use of electrical
and current. as Coulomb and the concept of the appliance
ampere (I =Q/t) energy dissipated
 Measuring  Knowing the safe
potential rules of
12.9.1.3 Demonstrate how
to measure an  Measure an electric difference using a experiment
current in the circuit: voltmeter
electric current.
Ammeter
12.9.1.4 Describe what  Potential difference:

potential as energy required
difference is. to move a unit
charge between two
points in a circuit
33
CONTENT
12.9.1.5 Describe what the  Volt: as joules per
volt is. coulomb
12.9.1.6 Differentiate
 Difference between
between
PD and EMF in
potential terms of work done
difference (PD) per unit of charge in
and driving charge in a
electromotive circuit and through a
force (EMF). component
 The basic concept of

EMF
basic concept of
EMF.
12.9.1.8 Demonstrate the  Measurement of PD

measuring of and EMF:
potential Connecting terminals
across source of
difference (PD)
electric current
and /conductor
electromotive
force (EMF).
34
CONTENT
12.9.2 12.9.2.1 Describe the  Structure of primary  Communicating
 Asking
Electric cells. structure of and secondary cells: the structure of
questions for
primary and Primary cells(dry cells more
secondary cells. cell), Secondary understanding
(lead acid  Investigating
accumulator) charging and  Cooperating in
 How to charge and discharging an group activities
12.9.2.2 Demonstrate discharge the acid accumulator
charging and accumulator:
discharging of the Charging when  Communicating  Participating in
current is passed a in appropriate group activities
accumulator.
opposite direction to methods of actively
current supplies, disposing off used
discharging when in cells  Applying the
use (acid knowledge of
accumulator) disposal of cells
 Appropriate in dairy life
12.9.2.3 Identify methods
methods of disposing
of disposal of used used cells.
cells
12.9.3 12.9.3.1 Explain the  Resistance:  Measuring the  Asking

Electrical meaning of the opposition to the flow current and questions for
resistance. resistance of charge potential more
12.9.3.2 Demonstrate how  Value of resistance in difference, using a understanding
series and parallel voltmeter and an
to determine
(use formula 1/R = ammeter  Cooperating in
resistance in a 1/R1 + 1/R 2 ) group activities
simple circuit.
35
CONTENT
12.9.3.3 Describe the  Relationship  Collecting data as  Participating in
relationship between current and experiment group activities
between current potential difference: actively
and potential (Graph of p.d.  Organizing data in
against current for tables and their  Knowing the safe
difference in rules of
Ohmic and non- graphs on ohmic
Ohmic and non Ohmic conductors) and non ohmic experiment
Ohmic conductors. conductor
12.9.3.4 Describe what the
internal resistance  Internal resistance of  Formulating the
of a cell is. a cell due to patterns in data
12.9.3.5 Calculate the chemicals
resistance in
 Ohm’s law in series
series and parallel and parallel circuits.
circuits with Ohm’s ( R = V/I)
law.
12.9.4 12.9.4.1 Demonstrate  Conversion of  Analysing energy  Asking

Heating effect energy energy from changes from one questions for
of an electric transformations in electricity to heat form to the other more
current. an electric circuit.  Investigating the understanding
heating effect of  Cooperating in
12.9.4.2 Investigate the
an electric current group activities
heating effect of  Heating effect of an
an electric electric current in  Calculating  Participating in
current. heating appliances. electrical energy group activities
12.9.4.3 Demonstrate how using E=VIt actively
to calculate  Calculations of  Communicating  Appreciating the
36
CONTENT
electrical energy. electrical energy: relationship use of electricity
Use of formula (E= among power, at home
12.9.4.4 Describe the VIt, etc) voltage and  Cooperating in
current group activities
relationship of
 The relationship of
voltage, current
voltage, current and  Calculating the  Applying the
and power. power: Power = cost of using safety
voltage x electrical energy precautions in
12.9.4.5 Demonstrate how current(P=VI) the use of
to calculate the  Cost of using  Communicating electricity
cost of using electrical energy: use the use of some  Appreciating the
electrical Energy of kWh as a unit of named electrical use of energy
electrical energy components saving bulbs
 Investigating the
12.9.4.6 Describe the use  Electrical safety precautions
of switches, components: e.g.  Communicating
fuses, earthing switches (on /off the colouring of
and the three pin- power), fuses insulators
plugs. (prevent appliances  Investigating the
from damage), and basic wiring
the three pin-plugs system in a house
12.9.4.7 Explain the need
(connecting
for earthing metal appliance)  Communicating
cases and for  Safety precautions ways of
double Insulation. (prevent electric conserving energy
shocks, accidents)
meaning of three
 Three types of
37
CONTENT
wires found in the Wires: Live (red or
cable brown), earthing
(green and yellow)
and neutral (blue)
domestic
 Household circuits:
electrical wiring such as cooker
system circuit, ring circuit,
lighting circuit
12.9.4.10 Describe ways of
conserving
electrical energy  Ways of conserving
electrical energy:
in homes and
using energy saving
industry. bulbs, switch and
serve etc.
12.9.5 12.9.5.1 Explain magnetic  Lines of force  Experimenting the  Asking
Magnetic field patterns of (Magnetic flux) : magnetic field questions for
effects of electric currents. patterns of electric patterns of more
electric electric currents understanding
currents
 Communicating
currents. 12.9.5.2 Describe the  Applications of use of  Cooperating in
applications of the electromagnets: electromagnets group activities
magnetic effect of electric bells, relay
an electric current. switches etc  Investigating the  Participating in
displacement of a group activities
current carrying actively
wire in a field
 Asking
38
CONTENT
12.9.5.3 Explain the  Inferring the questions for
behaviour of an attraction and more
electric current in  The behaviour of an repulsion of understanding
a magnetic field. electric current in a forces between  Applying the
magnetic field: parallel currents effects of
Displacement of magnetic field
current carrying wire  Investigating the
effects of
current or electron magnetic fields
beam
 Applications of
12.9.5.4 Describe the current in a magnetic
application of a field: e.g. D.C.
current placed in motors,
a magnetic field. galvanometers,
ammeter etc
 Nature of forces:
nature of forces
attraction and
between parallel
repulsion of forces
currents.
between parallel
currents.
effect of magnetic  Effects of magnetic
fields on human fields: hearing
health and impairment, radar
environment. interference in
communication,etc
39
UNIT 10.0 ELECTROMAGNETIC INDUCTION

General Outcomes:
 Demonstrate an understanding about electromagnetic induction
CONTENT
12.10 12.10.1 The 12.10.1.1 Investigate the  Electromagnetic  Experimenting the  Asking questions
Electromagnetic phenomenon of phenomenon of induction: (induced induction of an for more
induction electromagnetic electro-magnetic EMF / current in a wire EMF/current using understanding
induction. induction. moving cutting a magnet, a coil  Cooperating in
magnetic flux ) and ammeter group activities
Faraday’s law  Participating in
 Collecting data group activities
12.10.1.2 Describe the  Factors affecting actively
factors affecting magnitude and  Organising the  Knowing the safe
magnitude and direction of induced data in a table rules of
direction of EMF: speed of either  Interpreting the experiment
induced EMF. magnet or coil, data
strength of magnet,  Analysing the
number of turns of a factors that affect
coil the magnitude of
the induced
12.10.1.3 State the direction  Direction of induced current/EMF
of current current: Lenz and  Inferring the
produced by an Fleming right hand law. direction of
induced EMF. induced current
with Fleming right
hand rule
40
CONTENT
12.10.2 The 12.10.2.1 Describe simple  Generators: simple  Communicating  Asking questions
simple A.C. and A.C. and D.C. A.C. generator (an A.C. and D.C. for more
D.C. generators. generators. alternator with slip- generators understanding
rings) and simple
 Comparing the
12.10.2.2 Compare the D.C. dynamo with a
structure and  Cooperating in
simple A.A. commutator nature of an A.C. group activities
generator with a and D.C.
simple D.C.  Structure and its generators  Participating in
generator in nature of simple A.C group activities
and D.C generators  Communicating actively
terms of structure
and its nature. rectification of  Appreciating the
alternating current use of the
using diodes generators and
12.10.2.3 Describe the  Action of diodes: batteries
action of a diode change A.C. to D.C. by  Comparing the
in rectification. allowing current to flow direction of
12.10.2.4 Explain one way current produced
 Conversion of A.C. by a D.C.
conversion of an
generator to D.C. generator to the
A.C. generator to generator by use of one produced
a D.C. generator. commutator from batteries
12.10.2.5 Contrast the  The direction of

current produced Current from D.C
by the D.C. generator(varies) and
from
generator with
batteries(constant)
that produced
from batteries.
41
CONTENT
12.10.3 12.10.3.1 Demonstrate the  Principles of mutual  Designing  Asking questions
Transformers. principles of induction: changing investigations to for more
mutual induction. current in one coil verify mutual understanding
induction
gives rise to current in
 Cooperating in
the other
 Communicating group activities
step up and step
12.10.3.2 Describe the  The structure and down
structure and operation of iron core transformers  Participating in
operation of iron transformers  Calculating group activities
core problems relating actively
transformers. to the  Appreciating the
transformers and use of the
 Equations of power using formula
12.10.3.3 Apply the
transformer and formulae  Being aware of
transformer and the
power: using relations
power equations  Calculating the environmental
Vp = Np
to solve numerical efficiency of a and cost
Vs Ns transformer implications of
problems
and underground
involving ideal
transformers  Communicating power
Vp Ip = Vѕ Iѕ knowledge on the transmission
environmental
(ideal transformer) and cost
implications of
 Calculation of underground
12.10.3.4 Calculate the efficiency: power
efficiency of a [ Efficiency = (Vѕ Iѕ) / transmission
transformer given ( Vp Ip) x 100%]
data.
42
CONTENT
12.10.3.5 Explain  Advantage of high
advantages of alternating potential
high alternating difference power
potential transmission: as in
difference power reducing power losses
transmission. in cables.
12.10.3.6 Describe the  Environmental and

implications of cost implications of
underground underground power
power transmission
transmission
compared to
overhead lines.
12.10.3.7 Describe the  Effects of improper

effects of management of
improper Transformers such as
management of overheating, low/high
transformers voltage
43
UNIT 11.0 BASIC ELECTRONICS

General Outcomes:
 Demonstrate an understanding of basic electronics
CONTENT
12.11 Basic 12.11.1 12.11.1.1 Describe What  Thermionic emission:  Investigating  Asking
electronics Thermionic thermionic release of electrons from properties of questions for
emission and emission is a heated cathode cathode rays by more
using a CRO understanding
electrons. 12.11.1.2 Investigate  Properties of cathode
properties of rays: e.g. Deflected by  Comparing the  Cooperating in
cathode rays electric and magnetic direction of flow of group activities
fields, travel in straight in electrons to
lines etc. conventional  Participating in
current group activities
12.11.1.3 Distinguish  Direction of flow of  Communicating the actively
between direction electrons and devices that make  Appreciating the
conventional current of electron beams use of the
of flow of
in their operation cathode rays in
electrons and flow  Investigating the specific devices
of conventional basic structure of a
current. CRO.  Being aware of
 Application of electron  Measuring the structure of
12.11.1.4 Describe beams in CRO ,TV set, X- quantities using a a CRO
applications of ray machines etc CRO  Appreciating the
electron beams. use of a CRO in
measuring
some quantities
44
12.11.1.5 Describe basic  Basic structure and action

structure and of CRO: electron gun,
action of cathode- Control grid, anode Y-
ray oscilloscope. plates ,X-plates,
fluorescent screen
12.11.1.6 Describe the uses  Uses of CRO: e.g.
of cathode-ray measuring( peak voltage,
oscilloscope. time, frequency),TV etc
UNIT 12.0 ATOMIC PHYSICS

General Outcomes:
 Demonstrate an understanding about atomic physics
CONTENT
12.12. 12.12.1 12.12.1.1 Describe the  Atomic structure  Communicating an  Asking questions
Atomic Nuclear atom structure of the (nucleus and electrons) atomic structure for more
physics atom.  Communicating understanding
knowledge on the
existence of  Cooperating in
 Composition of the protons and group activities
composition of the nucleus (protons and neutrons in the
nucleus in terms of neutrons) nucleus of an atom
protons and
neutrons.
45
12.12.1.3 Explain mass  Mass number and

number and atomic Atomic number: mass
number. (Nucleon) number, A,
and atomic (proton),
number, Z.
12.12.2 12.12.2.1 Describe the nature  Nature of radioactivity  Investigating the  Asking questions
Radioactivity. of radioactivity. (randomness and nature of for more
spontaneity) radioactivity understanding
 Cooperating in
 Characteristics of three  Investigating group activities
kinds of radioactive radiation using a
characteristics of G.M counter  Appreciating the
radiations: Alpha (α),
the three kinds of use of a GM
Beta ( ) and Gamma ( )
radioactive radiations in terms of  Understanding the counter to detect
radiations: alpha, penetration, ionization, causes and effects radiation
beta and gamma. deflection, charge, of background
relative mass and nature radiation
of particles)
 Comparing nuclear  Being aware of
 Detection of radioactive fission to nuclear the existence of
12.12.2.3 Describe methods of fusion background
emissions: by G.M tube,
detecting radioactive photographic plate,  Calculating half life radiation and its
emissions. scintillation counter, of a radioactive effects
bubble chamber material by using
decay curves
12.12.2.4 Explain the origin  Causes of background  Communicating  Appreciating the
radiation (cosmic rays, the uses of use decay
and effects of
radioactive elements radioactive curves to
background substances determine half
under rocks)
radiations  Communicating life
knowledge on
safety precautions
46
12.12.2.5 Describe what  Radioactive decay as  Investigating  Participating in

radioactive decay is. disintegration of nucleus management group activities
by alpha, beta and practices which actively
gamma emissions. safeguard the
 Nuclear fusion and environment from
fission: Nuclear fusion radioactive  Applying safety
nuclear fusion and contamination precautions
as process of joining
fission is. when dealing
very light nuclei together
with radioactive
and fission as splitting substances
12.12.2.7 Demonstrate how to
process of nucleus
determine half life of
a radioactive  Half life of a radioactive
material. material: Time taken for
activity to reduce by half
12.12.2.8 Explain uses of of the original substance
radioactive (Decay curves)
substances.
 Uses of radioactive
substances: e.g.
12.12.2.9 Describe the safety medical, industrial,
precautions agricultural uses
necessary when
handling or storing  Use of protective
radioactive materials: such as
substances. gloves, gogloes, overalls
and lead shields
12.12.2.10. Explain the effects
of radioactive  Effect of radioactive
substances on the substances: such as
environment and radiation pollution and
health. health hazards
47
12.12.2.11. Investigate  Appropriate

management management safe guard
practices which practices
safeguard the
environment from
radioactive
contamination.
48
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.

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.
49
SECTION B: CHEMISTRY
50
GRADE 10
Key competences
 Demonstrate the ability to measure time ,temperature, mass and volume
 Show basic skills and knowledge in constructing balanced chemical equations with state symbols
 Demonstrate investigative skills in experimental techniques
UNIT 1.0 INTRODUCTION TO CHEMISTRY

General Outcomes:
 Develop an understanding of Chemistry and its branches
 Develop investigative skills about Chemistry
CONTENT
10.1 10.1.1 10.1.1.1 Describe  The study of matter and  Identifying  Awareness of
Introduction Introduction to Chemistry. their chemical changes different chemistry branches
to Chemistry Chemistry branches of  Appreciating
10.1.1.2 Classify the  Branches such as: chemistry chemistry and
branches of Analytical, Biochemistry, application/importan
chemistry Inorganic, Physical and  Comparing ce in everyday life.
Organic Different
branches of  Applying safety rules
 Improved life through chemistry in the chemistry
10.1.1.3 Explain the manufacture of soaps, laboratory.
importance of detergents, plastic,
chemistry. sugar, cement, paper,
medicines, food  Participating actively
production and other life in group activities
necessities

51
10.1.1.4 Describe the  Production of undesired

challenges of harmful by-products
chemical industrial
activities
 Safety rules in the lab
10.1.1.5Demonstrate an
appreciation of
safety in the
laboratory.
52
UNIT 2.0 THE PARTICULATE NATURE OF MATTER

General Outcomes:
 Demonstrate an understanding of the particulate nature of matter

 Develop investigative skills about states of matter
CONTENT
10.2The 10.2.1 Matter 10.2.1.1 Describe matter  Anything that has mass  Communicating  Appreciating the
Particulat and the and occupies space information on the basic units of
10.2.1.2 Classify the basic  Units of matter Atoms, basic units and states matter and its
e nature Kinetic theory units of matter molecules ,ions of matter existence in three
of matter  Kinetic theory: in terms of  Experiments with the states
10.2.1.3 Classify the states particle arrangement and changes of states of  Applying changes
of matter. movement. Solid, liquid, matter of states of
gas matter in
10.2.1.4 Illustrate changes  Changes of states such  Inferring data on the everyday life
of states of matter. as melting, freezing, absorption and  Cooperating in
boiling, condensation, release of heat group work.
sublimation in terms of during changes of
10.2.1.5 Describe the kinetic theory states of matter
absorption of heat  The absorption and
and release of heat release of heat during
during changes of changes of states of
states of matter matter : Changing states
of matter, exothermic-
release of heat during a
reaction, endothermic-
absorption of heat during
a reaction, include
heating and cooling
curves
53
10.2.2 10.2.2.1Describe  Movement of particles  Investigating the  Appreciating

Diffusion diffusion from region of higher movement of diffusion
concentration to region of particles in fluids  Asking more
lower concentration  Comparing questions for
movement of better
10.2.2.2Demonstrate  Diffusion in fluids: particles in liquids, understanding
diffusion in fluids Liquids and gases gases and factors  Fostering
(Brownian motion) affecting their speed teamwork
of movement  Applying the
 The factors that affect  Observing the different concepts
10.2.2.3 Describe the spreading of particles in daily life.
the rate of diffusion:
factors that affect in fluids.
e.g. molecular mass,
the rate of
temperature,
diffusion
concentration
54
UNIT 3.0 EXPERIMENTAL TECHNIQUES

General Outcomes:
 Demonstrate an understanding of Experimental Techniques and its application in everyday life
 Develop investigative skills in experimental techniques
CONTENT
10.3 10.3.1 10.3.1.1 Demonstrate how  Measuring time,  Recording  Applying safety
Experimental Measuring of different quantities temperature, mass and accurately rules in use of
are measured volume measurement of apparatus
Techniques quantities values of various
10.3.1.2 Identify different  Measuring apparatus quantities  Fostering
measuring such as stopwatch or  Identifying teamwork
apparatus used in stop clock, different
chemistry. thermometers, measuring
balances, burettes, apparatus
pipettes, volumetric
flask, measuring
cylinder, and gas
syringes
10.3.1.3 Identify various  Other apparatus:
measuring spatula, stands and
instrument and clamp, test-tubes,
other apparatus burners, , glass rods,
used in chemistry evaporating dish,
funnel beaker, conical
flask etc.
10.3.2 Criteria 10.3.2.1Describe the  Differences between a  Investigating the  Appreciating
of purity differences between substance and a purity of purity of
a pure substance mixture: In terms of substances substances
and a mixture. melting points and
boiling points
55
CONTENT
10.3.2.2Demonstrate how  Determining the purity  Comparing pure  Applying the
to determine the of a substance: Sharp and impure knowledge of
purity of a melting for pure substances purity in every
substance substance and melting day life.
over a range of  Recording data  Participating
temperatures for a and plotting actively in
mixture. graphs. class activities
10.3.2.3 Explain the  Importance of purity in
importance of purity substances such as
of a substance food stuffs ,medicines,
drinks
10.3.3Separa 10.3.3.1Distinguish  Differences between  Comparing  Applying
tingmixtures between physical physical and chemical components in separation
and chemical changes In terms of the mixture techniques in
changes mass changes, everyday life
irreversibility/reversibilit  Planning an  Cooperating in
y, chemical substance investigation to group work.
formed and energy compare
involved. physical and
10.3.3.2Demonstrate  Methods of separating chemical
different methods of mixtures: such as changes
separating mixtures decantation, filtration,
crystallisation, simple
and fractional  Experimenting
distillation, magnetism, with different
chromatography, techniques.
evaporation,
sublimation, floatation,
use of separating  Collecting data
funnel and from paper
centrifugation chromatograms.
56
CONTENT
10.3.3. Interpret simple  Simple paper
paper chromatograms: Uses
chromatograms. such as Rf values and
distances covered by
components (restricted
to paper
chromatography)
57
UNIT 4.ATOMS, ELEMENTS, COMPOUNDS AND MOLECULES

General Outcomes:
 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 elements and simple
compounds
CONTENT
10.4 Atoms, 10.4.1Atomic 10.4.1.1 Describe an atom  An atom as the smallest  Communicating  Awareness of
elements, structure and and its structure. particle of an element information on the atomic
which takes part in a atoms, elements structure
compounds Periodic Table chemical reaction. molecules and
and Structure: use Bohr model compounds  Participating
molecules (nucleus at the centre actively in class
surrounded by electron  Calculating activities.
shells) relative atomic
mass  Asking more
10.4.1.2 Describe the  Relative charges and questions for
relative charges relative masses of protons, better
and approximate neutrons and electrons:  Comparing understanding.
relative masses Charges as: +1,0,-1 chemical symbols
of protons, Masses as: 1, 1, 1/1840 of elements.
neutrons and
electrons
 Predicting names
of element from
symbols.
58
CONTENT
10.4.1.3 Describe the  The proton (atomic)  Interpreting data
proton number: As number of using the periodic
(atomic)number protons: Z, Nucleon table.
and (mass) as number of  Respect for
nucleon(mass) nucleons: A (protons + other peoples
number and neutrons)and nuclide  Communicating ideas in a group
nuclide notation notation X the use of Appreciating the
isotopes everyday medical and
life. industrial use of
10.4.1.4 Describe what an  What an element is: As isotopes.
element is Element substance made
up of same chemical  Formulating a
atoms model for the
building of
10.4.1.5 Identify elements  Symbols of the elements electrons in shells.
using their with atomic number 1 up
chemical symbols to 20 and other common
elements in the local
environment
10.4.1.6 Describe the  Periodic Table: Group

basis of the determined by valence
Periodic Table electrons, Period
determined by number of
shells
10.4.1.7 Describe what  Isotopes : As atoms with

isotopes are same number of protons
but different numbers of
neutrons, including
radioactive and non-
radioactive isotopes
59
CONTENT
10.4.1.8 Calculate relative  Atomic mass of an
atomic mass of element : As sum of the
an element given products of the
the % percentages and their
abundances of mass numbers
isotopes and from
mass spectrum.
 Use of radioactive
10.4.1.9 Describe the use isotopes: Such as in
of radioactive medical treatment of
isotopes cancer, industrial use as
tracers
10.4.1.10 Demonstrate  Electronic configuration of

the build-up of atoms (spdf configuration
electrons in shells is NOT required)
10.4.2 10.4.2.1 Describe what a  A compound: As a  Classifying  Appreciating the

Bonding compound is substance formed from compounds into use of ionic and
two or more elements covalent ionic covalent
chemically combined compounds compounds
 Formulating  Asking more

10.4.2.2 Describe the  Formation of ions chemical formulae questions for
formation of ions (radicals): Cations by of compounds better
(radicals). electron loss, anions by correctly understanding
electron gain
 Participating
actively in class
activities
60
CONTENT
10.4.2.3Describe the  Formation of ionic bonds:  Communicating
formation of ionic Electrovalent bonding as information on
(electrovalent) loss and gain of electrons ionic and covalent  Applying the
bonds. between metallic and non- compounds. concept of
metallic atoms. Ionic valency number
bonds as electrostatic  Predicting that in formulating
force between cations and substances are formulae of
anions. Such as NaCl, ionic or covalent compounds.
CaCl2 and MgO based on
elements.
 The formation of covalent
bonds Covalent bonding  Formulating
10.4.2.4 Describe the as sharing of electrons models of ionic
formation of between non-metallic and covalent
covalent bonds atoms. Covalent bonds as compounds.
shared pairs of electrons.
Such as H2, Cl2,H2O, NH3,  Communicating
CH4, HCl, C2H6 information on
properties of ionic
10.4.2.5 Describe the  Electronic arrangement in and covalent
electronic simple multiple covalent compounds.
arrangement in molecules: such as double
simple multiple bonds in O2,C2H4 andCO2,  Predicating the
covalent Triple bond in N2 and C2H2 chemical formula
molecules. of compounds
 Uses of ionic and covalent given relevant
10.4.2.6 Describe the compounds: As refractory data.
uses of ionic and materials for ionic
covalent compounds (CaO) and
compounds polar and non polar
solvents for covalent
compounds.
61
CONTENT
10.4.2.7 Describe what a  Molecule as the smallest  Investigating
molecule is particle of an element or thermal and
compound which exists electrical
independently. conductivity of
metals.
10.4.2.8 Describe what  Valency as combining
valency and power of an atom or
valence electrons radical.
are Valence electrons as the
number of electrons in the
outer most shell.
10.4.2.9 Demonstrate how  How to deduce valency of

to deduce an element from the
valency of an formula of a compound,
element. ionic charge, valence
electrons.
10.4.2.10 Formulate  Chemical formulae of

chemical compounds: Using valency
formulae of and chemical symbols of
compounds. elements, charges on ions,
models, relative numbers
of atoms present,
diagrammatic
representation.
62
CONTENT
10.4.2.11Identify the  Differences in properties of
differences in ionic and covalent
properties of ionic compounds: such as
and covalent volatility, electrical
compounds. conductivity, density,
melting point, boiling point
and basic units
10.4.2.12 Describe  Metallic bonding: As lattice
metallic bonding of positive ions in a ‘sea’ of
delocalised electrons
10.4.2.13 Describe the  Electrical/thermal

electrical/thermal conductivity of metals: Due
conductivity of to free electron
metals movement/delocalised
electrons
10.4.5 10.4.4.1 Demonstrate how  Word Equations: showing  Communicating  Asking more
Chemical to construct word reactants and products information on questions for
equations. separated by a full curled construction and better
formulae and
arrow (). balancing of understanding
equations  The rules of chemical chemical
10.4.4.2 Formulate equation: Number of equations  Applying
balanced atoms of each element information on
chemical being equal on both sides  Formulating construction of
equations. of the equation. Balancing balanced chemical word equation
can be done by equations based and balanced
inspection. Equations on the rules chemical
may include state equations
symbols (s-solid, l –  Constructing ionic
liquid, g – gas, aq – equations
aqueous).
63
CONTENT
10.4.4.3 Construct net  Net ionic equation: Only  Participating
ionic equations ionic aqueous actively in group
from balanced reactants/products must work.
chemical be broken down into their
equations. respective ions then
cancel out spectator ions
to come up with net ionic
equation.
64
GRADE 11
Key Competences
 Demonstrate the skills and knowledge in relating number of valence electrons to the Group number and the number of shells to the
Period.
 Demonstrate skills in classifying salts according to their solubility.
 Demonstrate ability to classify oxides as acidic, basic, neutral and amphoteric.
 Demonstrate ability to use tests in identifying aqueous cations, anions and gases.
 Demonstrate basic skills and knowledge in calculating stoichiometric reacting moles.
 Show ability to identify factors that affect rates of chemical reactions.
UNIT 5.0 ACIDS, BASES AND SALTS

General Outcomes:
 Demonstrate an understanding of acids, bases and salts.
 Develop investigative skills about acids, bases and salt.
 Demonstrate an understanding of the importance, production, use, and effect on the environment of acids, bases and salts.
CONTENT
11.5Acids, 11.5.1 11.5.1.1 Describe acids,  Acid as compound that  Investigating  Appreciating
Bases Characteristi bases or alkalis in produces hydrogen ions as the acids and bases acids and
terms of ions they only positively charged ions in bases
and c properties contain or produce in aqueous solutions,  Comparing the  Applying the
Salts of acids and aqueous solution. Base generally as an oxide or characteristics of uses of acids
bases hydroxide of a metal including acids and bases and bases in
ammonium hydroxide  Investigating the everyday life
Alkalis as soluble bases that acidity and
produce hydroxide ions in alkalinity of  Cooperating
aqueous solution as the only substances in in group
negatively charged ions. everyday life activities
65
CONTENT
11.5.1.2 Describe the  The meaning of weak, strong,  Communicating  Appreciating
meaning of weak, dilute and concentrated acids information on the pH scale
strong, dilute and and alkalis: Strength as degree PH Scale and its values in
concentrated acids of ionisation, volumes everyday life
and alkalis Concentration as the number of
ions per volume of solution  Experimenting  Applying
with acids and safety rules
11.5.1.3 Describe the pH  pH: As a scale ranging from 0 to bases and when
scale 14 showing the degree of acidity predicting the experimenting
and alkalinity. results of the with acids and
11.5.1.4 Describe neutrality,  pH values: 7 for neutrality, below reactions bases
acidity and alkalinity 7 for acidity and above 7 for
in terms of pH value alkalinity  Recording data  Caring for the
accurately on environments
PH values. during
11.5.1.5 Determine the pH  How to determine the pH value experiments.
value of a solution. of a solution: Using universal
indicator: different colours at
different pH values,
Using pH meter: precise values
 Characteristic properties of acids

11.5.1.6 Demonstrate the and bases: Acids such as
characteristic reactions with metals, bases,
properties of acids carbonates/bicarbonates and
effect on indicators. Bases such
11.5.1.7 Demonstrate the as reactions with acids and
characteristic ammonium salts, effect on
properties of bases indicators.
66
CONTENT
11.5.1.8 Illustrate the  Importance of acid- base
importance of acid- reactions: Such as in controlling
base reactions the acidity in the soil, treatment
of indigestion, brushing teeth
with toothpaste.
 Uses of acids and bases Such

11.5.1.9 State the uses of as control of pH in agriculture,
acids and bases. making of soap, in car batteries
11.5.2 11.5.2.1 Describe what a salt  A salt: As a compound formed  Classifying of  Awareness of
Preparation is when the hydrogen ions of an salts according salts
acid are fully or partially to their nature
of salts replaced by a metal or and solubility in  Applying
ammonium ions. Or a water safety rules in
compound made of positive preparation of
metallic/ammonium ions and  Experimenting salts
any negative ion of an acid. the preparation
 Classification of salts according of soluble and  Participating
11.5.2.2Classify salts. to their nature and solubility in insoluble salts actively in
water: As acid, basic and group work
normal salts. Solubility rules of  Differentiating
salts hydrated and  Appreciating
11.5.2.3 Demonstrate the anhydrous salts the use of
preparation of an  Preparation of an insoluble salt: salts in
insoluble salt. Using precipitation method and  Inferring data on everyday use.
separated by filtration. E.g. the solubility of
Barium sulphate, Silver chloride salts
67
CONTENT
11.5.2.4 Demonstrate the  Preparation soluble salts: By  Recording data
preparation soluble reaction of acids with bases, accurately
salts. suitable metals and carbonates/
bicarbonates. Separated by
crystallisation and filtration. E.g.
Zinc sulphate, copper (II)
sulphate
11.5.2.5 Demonstrate the  Preparation of ammonium,
preparation of potassium and sodium salt:
ammonium, Using titration method (use of
potassium and indicator for ease detection of
sodium salts. end point)
 Existence of hydrated salts and
11.5.2.6 Demonstrate the differentiate from anhydrous
existence of salts: Hydrated salts as salts
hydrated salts and containing water of
differentiate from crystallisation. Anhydrous salts
anhydrous salts as salts not containing water of
crystallisation
11.5.2.7 Describe the  Behaviour of salts with reference

behaviour of salts to the atmosphere: As
with reference to the hygroscopic, efflorescent,
atmosphere. deliquescent.
68
CONTENT
11.6.3 11.5.3.1 Describe the various  Various types of oxides: Acidic  Classifying  Awareness of
Types of types of oxides. oxides as oxides with acidic different types of different types
properties such as SO2 and CO2. oxides. of oxides.
oxides Basic oxides as oxides with basic  Predicting  Applying acid-
properties such as CaO and names of Oxides base reactions
MgO. from given data.  Cooperating in
Neutral oxides as oxides with  Recording data group
neither acidic nor basic properties accurately. activities.
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 aqueous cations and  Observing and  Awareness
Identification identity of aqueous anion: Cations being aluminum, interpreting about
cations and anion. ammonium, calcium, copper (II), results of composition
of ions and iron (II), iron (III), and zinc using reactions of ions of salts
gases aqueous sodium hydroxide and with different  Appreciating
(Qualitative aqueous ammonia. test reagents different types
analysis) Anions being carbonate,  Communicating of gases.
chloride, iodide, nitrate and information on  Applying
sulphate using various reagents. chemical safety rules
Refer to Qualitative notes. composition of during
Salts experiments.
11.6.4.2 Demonstrate the  The identity of gases: ammonia,  Inferring data on  Cooperating
identity of gases. carbon dioxide, chlorine, cations and in group work
hydrogen, oxygen and sulphur anions
dioxide. Refer to Qualitative  Investing the
notes identity of gases
69
UNIT 6.0 THE MOLE CONCEPT

General Outcomes:
 Demonstrate an understanding of the Mole Concept
 Develop investigative skills about quantitative analysis.
CONTENT
11.6 The 11.6.1 11.6.1.1 Describe what  Relative Atomic Mass (RAM) as  Comparing the  Appreciating
mole Relative Relative Atomic relative mass of an element’s relative atomic the relative
Mass and relative isotopes as compared to carbon- masses of atomic
concept masses molecular mass 12 elements masses and
is. Relative Molecular Mass (RMM)  Calculating the relative
as relative mass of a molecule as relative molecular
compared to carbon-12 molecular mass masses
of compounds  Participating
11.6.1.2 Calculate the  The relative formula mass of a  Calculating actively in
relative formula compound: As the sum of the relative formula class
mass of a relative atomic masses of all the mass of a activities.
compound atoms in the compound compound
11.6.2 The 11.6.2.1 Describe what a  The mole: as number or  Communicating  Applying
mole mole is quantities of particles e.g. atoms, information on mole concept
11.6.2.2 Determine the ions, molecules, electrons the mole  Asking more
physical masses equivalent to 6.02 x concept questions for
(m) of any 1023(Avogadro’s constant)  Experimenting better
substance using with chemical understandin
the molar mass  Physical masses (m) of any substances g
(Mr) and the substance: Applying n = m/Mr and quantitatively  Awareness of
physical volume (v) n =v/Vm  Experimenting the mole
of any gas at r.t.p where n = number of moles with acid-base concept
and vice versa. titrations
70
CONTENT
11.6.2.3 Describe the  Fostering
relationship of  Calculating team work
Avogadro’s law to  Relationship of Avogadro’s law to problems  Applying
reacting moles reacting moles and volumes of involving mole safety rules
and volumes of gases: As Molar gas volume (Vm) concept when
gases at r.t.p and of any gas at rtp is 24dm3 or 22.4 experimentin
s.t.p. dm3 at stp.  Recording data g.
accurately  Applying
11.6.2.4Determine the  Concentration of a solution: as knowledge of
concentration of a mol/dm3 and/or g/dm3.  Entering data mole concept
solution in applying The number of moles of solute using the in everyday
dilution law. before dilution is the same as dilution law life.
after dilution, M1V1 = M2V2  Applying the
 Calculating dilution law in
11.6.2.5 Illustrate  The percentage (%) yield as problems calculations
calculations actual amount obtained divided involving the involving
involving by theoretical amount x 100% mole and concentration
stoichiometric Percentage(%) purity as amount volumes of s of solutions
reacting moles and of substance divided by total gases and
volumes of gases amount of the mixture x 100% solutions
and solutions.
11.6.2.6 Calculate the  Investigating

percentage yield in limiting
a reaction and the reagents in a
percentage purity of reaction
a substance
71
CONTENT
11.6.2.7 Determine limiting  Using molar mass and molar  Communicating
reagent in a given volume of a gas using the mole information on
reaction concept. (Questions on gas laws percentage
and conversions of gaseous yields and
11.6.2.8 Demonstrate volumes to different temperatures percentage
calculations and pressures will not be purity.
involving different required). Proportional
types of acid–base stoichiometric masses and the
titration reactions. given quantities
 Limiting reagent: Using
proportional stoichiometric
masses and the given quantities
 The different types of acid–base

titration reactions: Using titration
law
72
UNIT 7.0 CHEMICAL REACTIONS AND ENERGY CHANGES

General Outcomes:
 Demonstrate an understanding of chemical reactions and energy changes
 Develop investigative skills about various types of reactions.
CONTENT
11.7.1 Rates 11.7.1.1 Describe rate of a  Rate of a chemical reaction:  Investigating  Applying
of chemical chemical reaction. As speed of a chemical factors that control safety rules
11.7 Chemical reaction. the rate of and the factors
reactions
reactions 11.7.1.2 Demonstrate the  Factors such as chemical that affect the
factors that affect the temperature, concentration, reactions. rate of
rates of chemical surface area, catalyst,  Comparing chemical
reactions pressure, light experimental reactions.
results at different  Awareness of
11.7.1.3 Describe methods of  Methods of controlling the conditions slow and
controlling the rate of rate of chemical reactions:  Recording and spontaneous
chemical reactions. either reducing or reducing interpreting reactions.
the frequency of collisions experimental  Fostering
between reacting particles results. team work.
such as explosions in flour  Communicating
mills/coal mines when information on
ignited to surface area rates of chemical
reactions.
 Interpreting data
11.7.1.4 Describe the effect of  Effect of a catalyst on the on the rate of
a catalyst on the activation energy: Catalyst chemical
activation energy lowers the activation energy reactions.
thus increasing the rate of a
chemical reaction.
73
UNIT 8.0 The Periodic Table

General Outcomes:
 Demonstrate an understanding of the Periodic Table
 Develop investigative skills about the Periodic Table.
CONTENT
11.8The 11.8.1Groups 11.8.1.1Describe what the  Periodic table as a tool for  Communicating  Awareness of
Periodic and Periodic Table is classifying elements information on the periodic
the periodic table table.
Table Periods 11.8.1.2 Identify vertical  Structure of periodic table:  Comparing  Participating
columns and Vertical columns as groups and actively in group
horizontal rows. Groups and horizontal periods. work.
rows as Periods  Classifying
element s into
11.8.1.3 Use the Periodic  Elements classification as metallic and non
Table to classify metallic and non-metallic metallic.
elements  Interpreting data
on periodic table
11.8.2 11.8.2.1 Describe trends in  Trends in various Groups  Investigating the  Awareness of
Groups various Groups given in periodic table: As characteristics of elements and
information about the chemical relativity of representative their positions
and elements group I, II, and VII, elements from on the Periodic
Periodic elements Groups and Table
trends effects of  Appreciating the
11.8.2.2 Describe the  Properties of elements in halides. uses of
physical and periodic table: such as  Classifying elements on the
chemical properties solubility, effect of heat on elements Periodic Table in
of elements in Group compounds, melting according to their everyday life
I,II, VII and VIII. points, boiling points and Groups and
displacement reactions. Periods
74
CONTENT
For Group VII consider  Interpreting data  Applying safety
atomicity, colour changes, on the periodic rules when
changes in physical table about experimenting.
states, for Group I trends in groups
including description as a  Investigating the
collection of soft metals. effects of
11.8.2.3 Describe the  Importance of halogens: halides.
importance of Such as fluoride in
halogens toothpaste,chlorine in
water treatment,
antiseptic, bromide in
photographic film
11.8.2.4 Describe the harmful  Harmful effects of
effects of halides. halides: :such as drugs,
pesticides, CFCs in ozone
layer depletion (CFCs)
 The significance of their
11.8.2.5 Use the noble gases non reactivity in providing
in providing an inert an inert atmosphere. Such
atmosphere as argon in electrical
lamps, helium in balloons.
11.8.3 11.8.3.1 Describe what  Transition metals as a  Investigating the  Appreciating

Transition transition metals are block of elements physical and transition metals
between Group II and chemical and their uses
metals Group III of the Periodic properties of  Applying safety
Table transition rules when
elements. experimenting.
 Identifying
transition metals
75
CONTENT
11.8.3.2 Describe general  Properties of transition
properties of metals: As variable
transition metals. valences, high densities,
high melting points, form
coloured compounds,
catalysts.
Note: Electronic
configuration of transition
metals will not be required
 Uses of transition metals:
11.8.3.3 Describe the uses of such as catalysts, alloys,
transition metals engineering materials
NB:Heavy metals are no
longer used to make paint
for health reasons
76
Grade 12
Key competences:
 Demonstrate ability to determine the reactivity series of metals
 Demonstrate ability to prepare and test gases
 Demonstrate ability to identify organic compounds
UNIT 10.0METALS
General Outcomes:
 Demonstrate an understanding of metals
 Develop investigative skills about some properties and uses of metals.
CONTENT
12.10.1 12.10.1.1 Describe diagrammatic  The diagrammatic  Investigating  Awareness
General representations of pure representations of pure the properties of metals
12.10 Metals metals metals: Similar nuclei of metals.  Fostering
properties of a positive ions in a ‘sea’ of team work.
metals delocalised electrons.  Experimentin
12.10.1.2 Describe the physical  The physical properties of g with
properties of metals. metals: in terms of density, different
melting points, boiling metals.
points, appearance
12.10.1.3 Describe the chemical  The chemical properties of
properties of metals metals: All metals are
electropositive as illustrated
in the reaction with air,
water / steam, dilute non-
oxidizing acids, aqueous
solutions of other metal
ions.
77
CONTENT
12.10.2 12.10.2.1 Describe the reactivity  The reactivity series of  Comparing  Awareness
Reactivity and series of metals metals: As arrangement of methods of of methods
metals in the order of extracting of extracting
Electro either their increasing or metals metals and
Chemical decreasing order of dangers
Series reactivity as being  Investigating some metals
potassium, sodium, the reactivity pose.
calcium, magnesium, of metals  Awareness
aluminium, zinc, iron, lead, of the use of
(hydrogen), copper and  Predicting the metals in
silver position of a everyday
metal in the life.
12.10.2.2. Explain the apparent  Apparent non reactivity of reactivity  Caring for
non reactivity of aluminium: Due to the series the
aluminium. presence of adhesive environment
oxide/coat. Reactivity of  Communicati to avoid
aluminium due to ng the uses harmful
adhesive coat of metals in effects of
everyday life some
12.10.2.3 Demonstrate an order of  An order of reactivity: from metals.
reactivity. a set of experimental  Investigating
results Such as reduction the harmful
of oxides of metals by effects of
other metals some metals
78
CONTENT
 Effects of heat on  Predicting the
12.10.2.4 Describe the effects of hydroxides, carbonates, effects of
heat on hydroxides, nitrates of metals and heat on
carbonates, nitrates of ammonium compounds: hydroxides,
metals and ammonium As related to the carbonates of
compounds. reactivity/stability of the nitrates of
metallic ion present in the metals and
compound. Compounds of ammonium
more reactive metals compounds.
difficulty to decompose
while compounds of less
reactive metals easily
decompose.
 Extraction of copper, iron,
12.10.2.5 Describe the extraction of aluminium and zinc:
copper, iron, aluminium Chemical and electrolytic
and zinc from their ores. reduction. Chemical
reducing agents being
Carbon, carbon monoxide,
and hydrogen.
12.10.2.6 Describe the uses of
copper, iron, zinc and  Uses of copper, iron, zinc
aluminium and aluminium: Such as
electrical wires,
12.10.2.7 Explain the harmful construction, aircraft parts.
effects of some metals.  Harmful effects of metals:
Such as lead poisoning
(brain damaging), sodium
ions in raising high blood
pressure, alzehermia by
aluminium
79
CONTENT
12.10.3 12.10.3.1Describe what an alloy is  An alloy: As mixture of two  Investigating  Appreciating
Alloys or metals/carbon such as the the use of
steel, brass, bronze characteristic alloys in
12.10.3.2 Describe diagrammatic  The diagrammatic s of alloys everyday
representations of alloys. representations of alloys:  Comparing life.
Different nuclei positive structures of  Awareness
ions in a ‘sea’ of alloys and of the use of
12.10.3.3 Explain the advantages delocalised electrons pure metals. alloys in
of using alloys over pure  Advantages of using alloys:  Communicati everyday
metals. Such as alloys exhibiting ng of alloys in life.
better properties compared everyday life.  Fostering
to a pure metal (conductor, team work.
12.10.3.4 Identify common uses of strength, weight ratio,
alloys hardness)
 Common uses of alloys:

Such as cutlery, food
packaging, aircraft.
12.10.4 12.10.4.1 Describe what corrosion  Corrosion: As chemical  Observing of  Appreciating

Corrosion is wearing of metals resulting metals. ways of
from attack by atmospheric corrosion. minimizing
oxygen in presence of  Relating corrosion.
moisture. sacrificial  Applying
protection methods of
12.10.4.2 Relate corrosion to the  The corrosion to the methods to reducing
reactivity of metals. reactivity of metals: As reactivity corrosion.
more reactive metals easily series
corrode while less reactive
metals do not easily
corrode.
80
CONTENT
12.10.4.3 Describe the different  The methods of preventing  Communicati
methods of preventing corrosion: Such as ng
corrosion. sacrificial protection, information in
painting, greasing/oiling, corrosion.
alloying and galvanising.
81
UNIT 11.0 NON- METALS
General Outcomes:
 Demonstrate an understanding of Non- metals.
 Develop investigative skills about some industrial uses of non-metals
CONTENT
12.11.1 12.11.1.1 Describe the physical  The physical and  Investigating  Awareness of
General and chemical properties chemical properties of the physical and non-metals.
12.11 Non of non-metals. non-metals: In terms of chemical
properties of density, melting points, properties of
Metals non-metals. boiling points, oxidizing non-metals
agent (electronegative  Predicting
elements) melting and
boiling points of
non metals
12.11.2. 12.11.2.1. Demonstrate the  Laboratory preparation,  Experimenting  Appreciating

Hydrogen laboratory preparation, collection and test for the laboratory the use of and
collection and test for hydrogen : By action of preparation of hydrogen in
hydrogen. moderate reactive metals hydrogen. everyday life.
on water/steam and dilute  Awareness of
acids and collect by  Predicting the the test for
upward delivery method, test for hydrogen hydrogen
puts out a lighted splint gas  Cooperating in
with a ‘pop’ sound  Communicating group work..
the uses of
hydrogen in
everyday life.
82
CONTENT
12.11.2.2 Describe the physical  The physical and
and chemical properties chemical properties of
of hydrogen hydrogen: In terms of
colour,odour,density/”wei
ght”,solubilityand
chemical (effect
onlitmus,inflammability,po
isonous, support of
combustion)(COWSLIPS)
12.11.2.4 Describe industrial  Manufacture of hydrogen:
manufacture of By cracking, electrolysis
hydrogen. of water (brine) and from
natural gas
 Uses of hydrogen Such
12.11.2.6 Describe the uses of as reducing agent, fuel for
hydrogen. rockets, manufacturing
ammonia and margarine,
balloons filler, welding
12.11.3. 12.11.3.1 Demonstrate the  Laboratory preparation,  Experimenting  Appreciating

Oxygen laboratory preparation, collection and test for the laboratory physical and
collection and test for oxygen By catalytic preparation and chemical
oxygen. decomposition of collection of properties of
hydrogen peroxide and oxygen oxygen and its
thermal catalytic uses.
decomposition of  Observing the  Applying safety
potassium chlorate, reactions during rules when
collected above water the preparation preparing
and re-lights the of oxygen oxygen in the
glowing splint laboratory.
83
CONTENT
12.11.3.2 Describe the physical  The physical and  Predicting the  Care for the
and chemical properties chemical properties of test for oxygen environment
of oxygen. oxygen: Such as colour, when disposing
odour,  Communicating waste products
12.11.3.3 Describe the industrial solubility ,combustion information from the
manufacture of oxygen about oxygen. experiment.
 Manufacture of oxygen: .
By fractional distillation
12.11.3.4 Describe the uses of of liquid air
oxygen in industry and in
natural processes
 Uses of oxygen: Such
as burning, welding, in
blast furnace and
12.11.3.6 Explain the importance respiration
of ozone layer and
dangers of its depletion.  Importance of ozone
layer and dangers of its
depletion: It traps
radiation, if depleted by
CFCs causes skin
cancer, respiratory
diseases
12.11.3.7 Demonstrate the  Chemical test for water:

chemical test for water Using white anhydrous
copper (II) sulphate
which turns blue.
84
CONTENT
12.11.4 12.11.4.1 Describe industrial  Manufacture of nitrogen:  Experimenting  Awareness of
Nitrogen manufacture of nitrogen. By fractional distillation of the laboratory physical and
liquid air preparation of chemical
ammonia properties of
nitrogen and
 Observing ammonia and
12.11.4.2 Explain the  Characteristics and colour changes their uses
characteristics and importance of Nitrogen : during the
importance of Nitrogen As non reactive insoluble preparation of  Care for the
as a gas. gas hence used as ammonia environment
refrigerant, food when disposing
packaging. Manufacture  Communicating by experiment
12.11.4.3 Demonstrate the of ammonia gas. information on
preparation collection manufacture of  Cooperating in
and test for ammonia in  The preparation ammonia group work
the laboratory collection and test for
ammonia: Action of a  Using the model  Caring for the
base on ammonium salt of haber environment
and collected by upward process. when using
12.11.4.4 Describe the delivery method, turns fertisers.
manufacture of ammonia. damp red litmus paper .
blue.
 Manufacture of ammonia:
Haber Process
 (Temperature, catalyst,
pressure (Haber process).
85
CONTENT
12.11.4.5 Describe the physical  The physical and
and chemical properties chemical properties of
of ammonia. ammonia: In terms of
colour, odour,
density/”weight”, solubility
and as reducing agent, a
base/alkali, a complexing
12.11.4.8 Describe the thermal reagent.
dissociation of  Thermal dissociation of
ammonium salts. ammonium salts: Such as
ammonium chloride,
ammonium nitrate,
12.11.4.9 Describe the uses ammonium carbonate
ammonia  The uses of ammonia: In
manufacture of fertilizers,
explosives, nitric acid
12.11.4.10 Describe the  Manufacture of nitric
manufacture of nitric acid acid: by Ostwald Process
 Importance of
nitrogenous fertilizers:
12.11.4.10 Explain the importance Nitrogen for growth.
of nitrogenous fertilizers Include Phosphorous for
root development and
potassium for seed
formation (NPK)
12.11.4.11 Describe the effects of  Effects of nitrogenous
nitrogenous fertilizers on fertilizers on the
the environment environment: Such as
eutrophication and acidic
soils
86
CONTENT
12.11.7 12.11.7.1 Describe what  Allotropes: As different  Experimenting  Awareness of
Carbon and allotropes are forms of an element the laboratory physical and
existing in the same preparation of chemical
carbonates physical state carbon dioxide properties of
carbon dioxide
12.11.7.2 Describe the physical  The physical properties  Observing and limestone
properties of the of the allotropes of colour changes and their uses.
allotropes of carbon. carbon: In terms during the  Awareness of
crystalline and non- preparation of Global warming
crystalline allotropes of carbon dioxide  Appreciating
carbon the use of
 Communicating Carbon dioxide
the uses of and lime in
12.11.7.3 Describe the formation  Formation and properties Carbon dioxide everyday life.
and properties of carbon of carbon monoxide: By in everyday life.  Caring for the
monoxide. incomplete combustion of environment
carbon and carbon  Communicating when disposing
compounds, reduction of information on by products of
carbon dioxide by carbon. the green house an experiment.
In terms of colour, odour, effects.  Cooperating in
density, solubility, group activities.
poisonous.
Reacts as reducing agent.
87
CONTENT
12.11.7.4 Demonstrate the  Laboratory preparation,
laboratory preparation, collection and the test for
collection and the test carbon dioxide: By
for carbon dioxide. reaction of dilute acids
with carbonates or
bicarbonates, collected by
downward delivery
method/ above water,
forms white precipitate
with limewater
 The physical and
12.11.7.4 Describe the physical chemical properties of
and chemical carbon dioxide: In terms
properties of carbon of colour, odour, density,
dioxide. solubility. Reactions with
limewater/alkalis, water
and carbon
 Uses of carbon dioxide:
12.11.7.5 Describe the uses of Such as in fire
carbon dioxide. extinguishers, carbonated
drinks, dry ice, baking,
photosynthesis
 Manufacture of lime from
12.11.7.6 Describe the limestone: By thermal
manufacture of lime dissociation of limestone
from limestone.  Uses of lime and slaked
lime: Such as in
12.11.7.7 Describe the uses of neutralizing acidic soils,
lime and slaked lime. lime as a drying agent for
ammonia
88
CONTENT
12.11.7.8 Describe the uses of  Uses of limestone: Such
limestone. as in manufacturing of
lime, cement, glass, iron
12.11.7.9 Describe the green  Green house effect: As

house effect global warming due to
increase of carbon dioxide
in the atmosphere
89
UNIT 12.0 O RGANIC CHEMISTRY

General Outcomes:
 Demonstrate an understanding of Organic Chemistry
 Develop investigative skills about organic compounds
CONTENT
12.12.1 12.12.1.1 Describe what an  Organic compound: As  Comparing alkanes  Appreciating
12.12 Organic Saturated and organic compound a compound of carbon and alkenes economic values
Chemistry unsaturated is other than oxides and of alkanes and
Hydrocarbons carbonates  Comparing properties alkenes.
of alkanes and alkenes  Awareness of
12.12.1.2 Describe what  Hydrocarbon: As a organic
hydrocarbon is binary compound of  Observing colour compounds.
carbon and hydrogen. changes during the  Caring for the
reactions of alkalis environment
12.12.1.3 Name the  Structures of the when using
structures of the aliphatic alkanes:  Comparing different organics
aliphatic alkanes Involve concept of fractions of circle oil. compounds.
up to five carbon catenation (Chain), use  Participating
atoms. the general formula actively in group
CnH2n+2, Named by activities.
IUPAC system, all
should end with ane,
12.12.1.4 Demonstrate the  Structures of isomers:  Awareness of
structures of Use idea of the uses of
isomers and their branched(side chains) alkalines and
names. and unbranched alkalies
butane and pentane .
and nomenclature
follows IUPAC system
90
CONTENT
fractional  Fractional distillation of
distillation of petroleum: As different
petroleum (crude fractions of crude oil
oil) is collected at different
boiling temperatures
uses of the  Uses of the fractions of
fractions of crude crude oil: Such as
oil domestic fuel, road
construction.
NB: leaded fuel is no
longer recommended
due to harmful effects
chemical  Chemical properties of
properties of alkanes: Such as
alkanes. combustion, cracking,
substitution, steam
reforming
12.12.1.8 Account for the
apparent non  The apparent non
reactivity of reactivity of alkanes:
alkanes as Lack of a specific site
compared to other of chemical attack
organic (functional group) and
compounds they are saturated.
12.12.1.9 Illustrate
instauration in  Instauration in alkenes:
alkenes. Using the concept of
91
CONTENT
12.12.1.10 Name the catenation and models.
structures of the  Structures of the
alkenes up to 5 alkenes up to 5 carbon
carbon atoms. atoms: Use the concept
of catenation and the
general formula CnH2n.
Structures must contain
one carbon to carbon
double bond. Named
using the IUPAC
system all should end
with- ene
12.12.1.11 Demonstrate
the structures of  Structures of isomers
isomers of of alkenes: Using the
alkenes. unbranched structures
of butene and pentene
(positional isomers)
12.12.1.12 Describe the  Chemical properties of

chemical alkenes: Such as
properties of combustion, addition
alkenes. reactions
(hydrogenation,
hydration,
hydrohalogenation,
halogenation, addition
polymerisation)
92
CONTENT
12.12.1.13 Illustrate the
differences and  Differences and
similarities similarities between
between saturated and
saturated and unsaturated
unsaturated Hydrocarbons: Using
Hydrocarbons structures and bromine
solution to distinguish
between saturated and
unsaturated
hydrocarbons
chemical tests for  The chemical tests of
unsaturated hydrocarbons: As
hydrocarbons alkenes decolourise
(alkenes) bromine solution
rapidly.
12.12.1.15 Describe the  Uses of alkenes: As in
uses of alkenes. formation of polymers
(Petrochemical
industries)
93
CONTENT
12.12.2 12.12.2.1 Describe the  Chemical  Identifying structures  Appreciating the
Alcohols chemical composition of an of alcohols. properties and
(Alkanols) composition of an alcohol: As an  Communicating economic uses
alcohol. organic compound isomerism in alcohols of alcohols
with a hydroxyl group using models.  Caring for the
with general formula  Predicting structures environment for
CnH2n+1OH os alcohols based on the environment
the general formula. in the experiment
12.12.2.2 Name structures  Structures of primary  Investigating the when
of primary alcohols alcohols up to five properties of alcohols. experimenting
up to five carbon carbon atoms: Using with alcohols.
atoms. concept of catenation
(Chain). Named
following IUPAC
nomenclature and all
should end with- ol).
12.12.2.3 Demonstrate  Isomerism in

isomerism in alcohols: Using
alcohols branched and
unbranched and
positional isomers of
propanol, butanol
and pentanol.
12.12.2.4 Describe the  Formation of
formation of alcohols: By
alcohols. hydration of alkenes,
hydrolysis of esters
and fermentation for
ethanol
94
CONTENT
12.12.2.5 Describe the  Chemical properties
chemical of alcohols: Such as
properties of combustion,esterifica
alcohols
tion,dehydration and
oxidation
 Uses of alcohols:
12.12.2.6 Describe the uses Such as fuel,
of alcohols antiseptic, organic
solvent, alcoholic
beverages.
12.12.3 12.12.3.1 Name structures  Structures of  Inferring the structures  Appreciating the
Carboxylic of carboxylic acids carboxylic acids up to of carboxylic acids properties and
acids (alkanoic up to five carbon five carbon atoms: economic uses
acids) atoms. Using concept of  Investigating the of carboxylic
catenation (Chain), chemical properties of acids.
organic compounds carboxylic acids  Applying safest
with a carboxylic rules when using
group (COOH),  Communicating the Carboxylic acids.
general formula uses of Carboxylic  Cooperating in
CnH2n+1COOH, all acids in everyday life group activities.
should end with- oic 
acid.  Predicting structures of
Carboxylic acids based
12.12.3.2 Describe the  Formation of on general formula.
formation of carboxylic acids: By
carboxylic acids the oxidation of
alcohols and
hydrolysis of esters
95
CONTENT
12.12.3.3 Demonstrate the  Chemical properties
chemical of carboxylic acids:
properties of Such as reaction with
carboxylic acids. bases, carbonates,
metals and alcohols
(esterification)
 Uses of carboxylic
12.12.3.4 Describe the acids: Such as
uses of carboxylic formation of esters
acids
12.12.4 Esters 12.12.4.1 Name the  Structures of esters  Observing the  Participating
(Alkanoates) structures of esters up to five carbon structures and actively in class
up to five carbon atoms: Using the characteristic work.
atoms. concept of catenation properties of esters  Caring for the
(Chain), Organic environment
compounds with an  Communicating the when using
chemical properties of Esters in
ester link esters everyday life.
and all should end  the properties
with –oate. and economic
uses of esters.
12.12.4.2 Describe the  Chemical properties of
chemical esters: Such as
properties of combustion and
esters hydrolysis
 Uses of esters: Such

12.12.4.3 Describe the uses as in perfumes, food
of esters flavourants because of
having pleasant smell.
96
CONTENT
12.12.5 12.12.5.1 Describe what  Homologous series:  Classifying the  Awareness of
Homologous homologous series As a collection of different homologous homologous
series is organic compounds series. series.
belonging to the  Fostering team
same family with the  Communicating work.
same general information on the
formula (consider homologous series.
alkanes, alkenes,
alcohols, acids,
esters).
12.12.5.2 Describe the  The general
general characteristics of
characteristics of homologues: Such as
homologues members of each
(members). homologous series
have 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.
97
CONTENT
12.12.6 12.12.6.1 Describe what  Macromolecules  Classifying  Awareness of
Macromolecul macromolecules (polymers): As giant macromolecules polymers.
es (Polymers) (polymers) are molecules formed by  Appreciating
combination of many  Identifying linkages in economic use of
small molecules different polymers.
(monomers) macromolecules  Caring for the
environment
12.12.6.2 Describe what  Synthetic  Comparing the when using
synthetic macromolecules: As structure of nylon and macromolecules
macromolecules human made giant teryline in everyday life.
are. molecules (polymers).  Cooperating in
 Predicting the structure group work.
of different
macromolecules based
12.12.6.3 Describe the  Formation of in the monomers they
formation of polyalkenes: By contain.
polyalkenes. addition
polymerisation E.g.
polyethene,
polyvinylchloride,
polypropene,
polystyrene.
12.12.6.4 Classify the types  Types of plastics: As
of plastics thermal plastics and
non-thermal plastic
 Formation of nylon
12.12.6.5 Describe the and Terylene: By
formation of nylon condensation
and Terylene. polymerisation, Nylon:
from a diamine and
dioic acid structures
98
CONTENT
represented as:
Terylene: from diol and

dioic acid. Structures
 Comparing natural and  Caring for the
represented as:
man made environment
macromolecules when disposing
by products of an
 Identifying of linkages experiment.
in
12.12.6.6 Differentiate  Different structure of nature/macromolecule
between the Nylon and Terylene: s
structure of Nylon Nylon as polyamide
and Terylene as
and Terylene.  Designing an
polyester.
experiment to
investigate the
12.12.6.7 Describe typical  Typical uses of plastics hydrolysis of fats and
uses of plastics and synthetic fibres: its products.
and synthetic Plastics used as in
fibres. carrier bags, buckets,
pipes
Nylon and terylene as
in clothing, tents,
strings, ropes.
12.12.6.8 Describe the  Biodegradability of
biodegradability of synthetic fibres: As
synthetic fibres. non-biodegradable
(cannot be broken
down by
microorganisms)
99
CONTENT
12.12.6.9 Describe what  Natural
natural macromolecules:
macromolecules Such as
are Carbohydrates,
proteins and fats
(lipids)
12.12.6.10 Describe  Composition of

composition of carbohydrates:
carbohydrates Carbohydrates
contain carbon,
hydrogen and oxygen
in the form CxH2yOy
where x is a multiple
of six
12.12.4.11 Identify linkages  linkages of starch,

in starch, proteins and fats: In
proteins and fats starch – glycosidic,
Proteins – amide,
fats – ester linkages
12.12.4.12 Relate linkages  Linkages in synthetic

in synthetic and and natural polymers:
natural polymers. Such as difference
and similarities
between nylon and
proteins. Terylene
and fats.
100
CONTENT
12.12.4.13 Describe  Hydrolysis of fats
hydrolysis of fats (saponification): As
(saponification) formation of soaps
and glycerine
(glycerol)
12.12.4.14 Identify the  Products of the

products of the hydrolysis of starch
hydrolysis of and proteins: Using
starch and chromatography to
proteins. identify the amino
acids from proteins,
simple sugars from
starch.
101
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
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 0.1cm3. 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.
102
(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 2cm3) 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.
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.
103
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
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.
104
QUALITATIVE ANALYSIS TESTS

Notes for use in qualitative analysis
Test for anions
Anions Test Test result
Carbonate (CO32 – ) Add dilute acid Effervescence occurs, carbon dioxide produced
Chloride (Cl – ) [in solution] Acidify with dilute nitric acid , then add aqueous White ppt.
silver nitrate
Iodide (I – )[ in solution] Acidify with dilute nitric acid , then add aqueous Yellow ppt.
lead (II) nitrate
Nitrate (NO3 – )[ in solution] Add aqueous sodium hydroxide, then aluminum foil, Ammonia produced
warm carefully.
Sulphate (SO42 – ) [in solution] Acidify with dilute nitric acid, then add aqueous White ppt.
barium nitrate
105
Test for aqueous cations
Cations Effect of aqueous sodium hydroxide Effect of aqueous ammonia

Aluminium ions (Al3+) White ppt.soluble in excess giving a colourless White ppt., insoluble in excess
solution
Ammonium ions (NH ) 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 colourless White ppt. soluble in excess giving a colourless
solution solution.
Test for gases
Gas Test Test result

Ammonia Introduce damp red litmus paper to the gas Turns damp red litmus paper blue
Carbon dioxide Bubble the gas through limewater White precipitate formed
Chlorine (Cl2) Introduce damp blue litmus paper to the gas Turns litmus paper red then bleaches it
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 potassium Turns orange potassium dichromate green.
dichromate (VI)
106

Zambian Secondary School Syllabus Science G10 12

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Republic of Zambia

Unit 1.0 General Physics ............................................................................................................................ 1

Miriam C. Chinyama (Mrs)

Sakala C. N.M (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

- locate, select, organise and present information from a variety of sources;

As the pupils study Science they should be able to:

- follow a sequence of instructions;

General Structure of the syllabus

Assessment objectives will be weighed as follows:

Learners are expected to enter for Paper 1, 2 and 3

Paper Type of Paper Duration Marks

Paper 1 (1hr; 40 marks)

Paper 3 (11/4h; 65 marks)

Grade 10 Grade 11 Grade 12

10.2.4 Moment of 11.4.3 Unit 10 12.10.1 The

10.2.6 Simple Unit 6 Light 11.6.1 Rectilinear 12.10.3

11.6.2 Refraction Unit 11 Basic 12.11.1

Grade 10 Grade 11 Grade 12

International System of Units (SI)

G4: Force Forces

G8: Composition of Matter

G8: Reflection and refraction of Light Refraction of light

G4: Magnets Simple phenomenon of magnetism

G4: Magnets The phenomenon of electromagnetic induction

G5: Electricity The simple A.C. and D.C generators

G8: Composition of Matter Thermionic emission and electrons

G8: Composition of Matter Nuclear atom

G8: Composition of Matter Diffusion

G3: Three States of

G5: Measuring Matters G8: Mass & Weight

G2: Soluble and insoluble Materials G3: Solutions Types of oxides

G3: Three States of G8: Composition of Matter Relative masses

G9: Chemical reaction Rates of chemical reactions

G3: Three States of G8: Composition of Matter Groups and Periods

Reactivity and Electro Chemical Series

UNIT 1.0 GENERAL PHYSICS

10.1.4.4 Calculate relative  Calculation of relative

UNIT 2.0 MECHANICS

10.2.3.6 Perform calculations  How to calculate force:  Calculating  Applying the

10.2.3.9 Describe the motion  Centripetal force:

10.2.5.8 Demonstrate  Transformation of energy:

10.2.5.9 Describe the  Principle of conservation

10.2.5. 12Demonstrate  Calculation of power:

UNIT 3.0 THERMAL PHYSICS

 Kinetic theory in gas

11.3.2 11.3.2.1 Explain what  Temperature: as  Communicating  Asking questions

11.3.2.5 Describe the  Relation of Celsius and

11.3.3.8 Describe the  Charles law: as

11.3.3.9 Explain the Kelvin  Kelvin Scale; volume-

11.3.5.7 Demonstrate the  Differences between

UNIT 4.0 Wave motion

 Use of waves in our

11.4.3.6 Explain the harmful  Harmful effects of